Relevant bibliographies by topics / CEIBAL

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Academic literature on the topic 'CEIBAL'

Author: Grafiati
Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "CEIBAL"

1

Sharpe, Ashley E. "THE ANCIENT SHELL COLLECTORS: TWO MILLENNIA OF MARINE SHELL EXCHANGE AT CEIBAL, GUATEMALA." Ancient Mesoamerica 30, no. 3 (2019): 493–516. http://dx.doi.org/10.1017/s0956536118000366.

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AbstractThis study examines 2,000 years of marine trade to the ancient Maya site of Ceibal, Guatemala. Located almost 150 kilometers from the nearest coast in Belize, Ceibal was a large community spanning the Middle Preclassic through early Postclassic periods (1000b.c.–a.d.1200). It therefore provides an excellent opportunity to assess the marine resources imported through the southern Maya lowlands over many centuries, offering insight into trade networks, uses of shell ornaments, religious beliefs and rituals, and other activities involving marine species. The study compares marine invertebrate data from Ceibal to a neighboring subordinate community, Caobal, as well as data previously reported from sites in the southern Mesoamerican lowlands, in order to understand regional sociocultural and trade connections over time. The majority of Ceibal's marine taxa are Atlantic species and reflect shell trends observed elsewhere in Guatemala and Belize, suggesting strong ties to trade networks eastward to the coast that lasted many centuries.
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Aoyama, Kazuo. "ANCIENT MAYA ECONOMY: LITHIC PRODUCTION AND EXCHANGE AROUND CEIBAL, GUATEMALA." Ancient Mesoamerica 28, no. 1 (2017): 279–303. http://dx.doi.org/10.1017/s0956536116000183.

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AbstractThis article discusses the results of my diachronic analysis of lithic artifacts collected around Ceibal, Guatemala, in order to elucidate one aspect of long-term changing patterns in the pre-Columbian Maya economic systems and warfare. The importation of large polyhedral obsidian cores and local production of prismatic blades began as the result of sociopolitical development in Ceibal during the early Middle Preclassic Real-Xe phase. El Chayal obsidian was heavily used during the early Middle Preclassic period, while San Martín Jilotepeque was the principal source in the late Middle Preclassic, Late Preclassic, and Terminal Preclassic periods, and El Chayal once more became the major source in Ceibal during the Classic period. There is increasing evidence of the production and use of chert and obsidian points in the central part of Ceibal during the Late and Terminal Classic periods, indicating elites' direct involvement in warfare. Although the spear or dart points were predominant weapons in Classic Maya warfare, the increase in both chert small unifacial points and obsidian prismatic blade points in Ceibal points to bow-and-arrow technology by the Terminal Classic period.
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Inomata, Takeshi, Daniela Triadan, and Kazuo Aoyama. "AFTER 40 YEARS: REVISITING CEIBAL TO INVESTIGATE THE ORIGINS OF LOWLAND MAYA CIVILIZATION." Ancient Mesoamerica 28, no. 1 (2017): 187–201. http://dx.doi.org/10.1017/s0956536117000037.

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AbstractThe Ceibal-Petexbatun Archaeological Project has been conducting field investigations at the lowland Maya site of Ceibal since 2005. Previous research at this site by Harvard University allowed us to develop detailed research designs geared toward specific research questions. A particularly important focus was the question of how lowland Maya civilization emerged and developed. Comparison with contemporaneous sites in central Chiapas led us to hypothesize that the residents of Ceibal established a formal spatial pattern similar to those of the Chiapas centers during the Middle Preclassic period (1000–350b.c.). Through excavations of important elements of this spatial pattern, including a probable E-Group assemblage and large platforms, we examined how the Ceibal residents participated in interregional interactions with Chiapas, the Gulf Coast, and other areas, and how construction activities and architecture shaped the course of social change.
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MacLellan, Jessica. "Preclassic Maya Houses and Rituals: Excavations at the Karinel Group, Ceibal." Latin American Antiquity 30, no. 2 (April 8, 2019): 415–21. http://dx.doi.org/10.1017/laq.2019.15.

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The site of Ceibal was founded around the beginning of sedentary life in the Maya lowlands. Excavations at the Karinel Group within the site reveal domestic structures and ritual deposits dating to the Middle Preclassic, Late Preclassic, and Terminal Preclassic periods (c. 1000 BC–AD 300). The results complement data from Ceibal's Central Plaza and publications on early households in other regions of the lowlands, inviting future investigations of temporal and geographic variation in Preclassic Maya domestic rituals.
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Inomata, Takeshi, Daniela Triadan, Jessica MacLellan, Melissa Burham, Kazuo Aoyama, Juan Manuel Palomo, Hitoshi Yonenobu, Flory Pinzón, and Hiroo Nasu. "High-precision radiocarbon dating of political collapse and dynastic origins at the Maya site of Ceibal, Guatemala." Proceedings of the National Academy of Sciences 114, no. 6 (January 23, 2017): 1293–98. http://dx.doi.org/10.1073/pnas.1618022114.

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The lowland Maya site of Ceibal, Guatemala, had a long history of occupation, spanning from the Middle Preclassic Period through the Terminal Classic (1000 BC to AD 950). The Ceibal-Petexbatun Archaeological Project has been conducting archaeological investigations at this site since 2005 and has obtained 154 radiocarbon dates, which represent the largest collection of radiocarbon assays from a single Maya site. The Bayesian analysis of these dates, combined with a detailed study of ceramics, allowed us to develop a high-precision chronology for Ceibal. Through this chronology, we traced the trajectories of the Preclassic collapse around AD 150–300 and the Classic collapse around AD 800–950, revealing similar patterns in the two cases. Social instability started with the intensification of warfare around 75 BC and AD 735, respectively, followed by the fall of multiple centers across the Maya lowlands around AD 150 and 810. The population of Ceibal persisted for some time in both cases, but the center eventually experienced major decline around AD 300 and 900. Despite these similarities in their diachronic trajectories, the outcomes of these collapses were different, with the former associated with the development of dynasties centered on divine rulership and the latter leading to their downfalls. The Ceibal dynasty emerged during the period of low population after the Preclassic collapse, suggesting that this dynasty was placed under the influence from, or by the direct intervention of, an external power.
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Palomo, Juan Manuel, Takeshi Inomata, and Daniela Triadan. "MORTUARY RITUALS AND CRANIAL MODIFICATIONS AT CEIBAL: FROM THE EARLY MIDDLE PRECLASSIC TO THE TERMINAL CLASSIC PERIOD." Ancient Mesoamerica 28, no. 1 (2017): 305–27. http://dx.doi.org/10.1017/s0956536117000062.

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AbstractSkeletal remains excavated from the lowland Maya site of Ceibal, representing approximately 117 individuals, provide significant data for the study of changes in bodily treatments and mortuary practices from 1000b.c.toa.d.900. The early Middle Preclassic residents of Ceibal apparently did not bury their dead inside residential structures, which represents a burial practice different from those found at contemporaneous Belizean sites. During this time, tabular erect cranial deformations were found among possible local residents. Sacrificial burials were present by the end of this period, but skeletal remains of violent rituals deposited in public spaces increased from the Middle Preclassic to the Late Preclassic. During the Late Preclassic, tabular erect cranial deformations coexisted with tabular oblique shapes. The Classic period witnessed a prevalence of tabular oblique forms, which were probably tied to local residents. The common placement of the dead under house floors and the preference of ceramic vessels as burial goods also indicate Ceibal's strong affinities with other parts of the Maya lowlands during the Late Classic period. During the Terminal Classic period, there was a resurgence in the placement of sacrificial burials in public spaces and tabular erect cranial deformations were found in possible non-local individuals.
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Inomata, Takeshi, Flory Pinzón, Juan Manuel Palomo, Ashley Sharpe, Raúl Ortíz, María Belén Méndez, and Otto Román. "PUBLIC RITUAL AND INTERREGIONAL INTERACTIONS: EXCAVATIONS OF THE CENTRAL PLAZA OF GROUP A, CEIBAL." Ancient Mesoamerica 28, no. 1 (2017): 203–32. http://dx.doi.org/10.1017/s0956536117000025.

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AbstractThe probable E-Group assemblage was a primary focus of our investigation at the lowland Maya center of Ceibal. Tunnel excavation into Structure A-20 (the western structure of this complex) demonstrated that the Ceibal residents built the earliest version (Structure Ajaw) by carving natural marl around 950b.c.The earliest version of the eastern platform (Structure Xa'an) was also made at the same time out of the natural marl layer. Through a series of renovations, the western structure grew into a pyramidal shape, and later versions of the eastern platform were moved further to the east. In addition, excavations revealed numerous caches, many with greenstone axes, along the center line of the E-Group assemblage. These results show that a formal ceremonial complex was established at the beginning of occupation at Ceibal, and its construction and public events held there played an important role in the creation of a new community.
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Delgado Lasa, Jorge. "Plano Ceibal e a educação virtual formal no Uruguai." Veras 9, no. 1 (October 15, 2019): 26–34. http://dx.doi.org/10.14212/veras.vol9.n1.ano2019.art347.

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As primeiras expressões da educação virtual para professoresdo ensino infantil e primário no Uruguai, na esfera formal,datam de 2001. Alguns anos depois, com a implementaçãodo Plano Ceibal (Conectividade Educativa e InformáticaBásica para a Aprendizagem on-line) e a criação doDepartamento de Tecnologia Educacional e Ceibal, iniciaseum processo no qual se diversificam as propostas deformação nessa modalidade e sua abrangência entre osdocentes é ampliada. Esse processo foi favorecido porqueo plano previu a entrega de um laptop gratuito para todosos professores do Conselho de Educação Infantil e Primária,além de garantir acesso à internet nas instituições onde elesexercem suas funções.
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Ceretta, María Gladys, and Paola Picco. "La necesidad de definir un modelo de alfabetización en información para el Plan Ceibal." Transinformação 25, no. 2 (August 2013): 127–33. http://dx.doi.org/10.1590/s0103-37862013000200003.

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En este trabajo presentan los resultados preliminares de una investigación en curso que se viene realizando en el marco del Programa de Desarrollo Académico de la Información y la Comunicación de la Universidad de la República. La misma toma como objeto de estudio el Plan Ceibal, política pública de inclusión digital que está implementando el gobierno uruguayo. Dicho Plan ha otorgado un computador personal a cada niño de Escuelas Públicas a nivel nacional. La investigación pretende contribuir con dicho Plan, a través de la formulación de pautas para un Modelo de Alfabetización en Información que permita a los niños obtener las competencias necesarias para ser usuarios de la información críticos y responsables. Se mencionan las técnicas metodológicas utilizadas y se brinda la interpretación de los primeros resultados obtenidos. Se concluye que el Plan Ceibal no ha contemplado un modelo de alfabetización en información. Se reafirma la necesidad de contar con dicho modelo y se hace referencia a los componentes que deberían ser considerados por el mismo. Se aspira a generar un modelo integral de alfabetización en información para el Plan Ceibal que pueda ser extrapolado a otras áreas educativas del País.
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MacLellan, Jessica, Melissa Burham, and María Belén Méndez Bauer. "Community Engagement around the Maya Archaeological Site of Ceibal, Guatemala." Heritage 3, no. 3 (July 1, 2020): 637–48. http://dx.doi.org/10.3390/heritage3030036.

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The Ceibal-Petexbatún Archaeological Project has built long-standing relationships in the area around Ceibal, Guatemala, particularly in the Q’eqchi’ Maya village of Las Pozas. Both Q’eqchi’ and ladino (non-indigenous) people in the region face serious, systemic problems, including a loss of access to land and an absence of economic opportunities. The ancient Maya sites in the area have been damaged by deforestation and looting. Project archaeologists seek to improve economic conditions in local communities while encouraging the preservation of cultural heritage. Here, we describe past microfinance and classroom outreach projects conducted in Las Pozas and discuss future initiatives that could make archaeological heritage more beneficial to multiple communities.
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Dissertations / Theses on the topic "CEIBAL"

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Navarrete, Helena Maria Cecilia. "Laptops e tablets na escola? Plano CEIBAL e os vínculos de proximidades." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20205.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-07-11T12:43:48Z No. of bitstreams: 1 Helena Maria Cecilia Navarrete.pdf: 1552685 bytes, checksum: 9c64a0166078fd7057b618282946fd1d (MD5)
Made available in DSpace on 2017-07-11T12:43:48Z (GMT). No. of bitstreams: 1 Helena Maria Cecilia Navarrete.pdf: 1552685 bytes, checksum: 9c64a0166078fd7057b618282946fd1d (MD5) Previous issue date: 2017-06-29
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This thesis has as object of research the educational program CEIBAL en Inglés and the project Olimpíada de Robótica, Programación y Videojuegos developed by the CEIBAL Plan (Conectividad Educativa de Informática Básica para el Aprendizaje en Línea). This plan is a public educational policy of social and digital inclusion implemented by the Uruguayan government in 2007, which aims to universalize access to digital technology (computer and Internet), improve the quality of education and bridge the digital divide. Currently, all students and teachers of public education have a portable computer (proprietary or library mode) with free Internet access in various public spaces in the country, such as educational centers, public squares, clubs, libraries, training centers and priority attention districts. The objective of the research is to analyze what kind of images and linkages CEIBAL plan is fomenting through its educational activities, since the electrified and instantaneous communication tends to privilege the hearing and the vision, to the detriment of the touch, smell and taste. This privilege ends up stimulating more distance linkages over those of proximity and intimacy. As we capture the world through our senses and link ourselves through images, the excess of mediations in the communicative process can modify our perception of the present, of the time, of the body and also of our way of socialization. We use as theoretical framework Vilém Flusser’s assertion of Abstraction Theory, Harry Pross’ notion of Theory Media, Boris Cyrulnik’s sense of belonging and the importance of a linkage tutor, Antonio Damásio’s emotion and feeling assertion, Dietmar Kamper’s theory of the loss of the present and the loss of the body, and Norval Baitello Jr.’s notion of linkage, capillaries and communicational environments. From a dialogical perspective to observe, describe and understand the object of research, this thesis presents evidences that even in environments saturated with digital technologies, flat images and abstractions, it is possible to promote communicational environments replete with images and proximity linkages. Therefore, distance images can be turned into proximity linkage factors
Esta tese tem como objeto de pesquisa o programa educativo CEIBAL en Inglés e o projeto Olimpíada de Robótica, Programación y Videojuegos desenvolvidos pelo Plano CEIBAL (Conectividad Educativa de Informática Básica para el Aprendizaje en Línea). Este plano é uma política educativa pública de inclusão social e digital decretada pelo governo uruguaio em 2007, que tem o objetivo de universalizar o acesso à tecnologia digital (computador e Internet), melhorar a qualidade da educação e diminuir a brecha digital. Atualmente, todos os alunos e professores do ensino público têm um computador portátil (modalidade proprietário ou biblioteca) com acesso gratuito à Internet em vários espaços públicos do país, como centros educativos, praças, clubes, bibliotecas, centros de formação e bairros de atenção prioritária. O objetivo da pesquisa é analisar que tipo de imagens e de vinculações o plano CEIBAL está fomentando através de suas atividades educativas, já que a comunicação eletrificada e instantânea tende a privilegiar a audição e a visão, em detrimento do tato, olfato e paladar. Esse privilégio acaba estimulando mais as vinculações de distância em detrimento das de proximidade e intimidade. Como capturamos o mundo através de nossos sentidos e nos vinculamos através de imagens, o excesso de mediações no processo comunicativo pode modificar nossa percepção do presente, do tempo, do corpo e também a nossa forma de sociabilização. Utilizamos como marco teórico a noção de Escalada da Abstração, proposta por Vilém Flusser; a Teoria das Mediações, de Harry Pross; o sentimento de pertencimento e a importância do tutor de vinculação, de Boris Cyrulnik; a emoção e sentimento, de Antônio Damásio; a perda do presente e a perda do corpo, de Dietmar Kamper; e vinculação, capilaridades e ambientes comunicacionais, de Norval Baitello Jr. A partir de uma postura dialógica para se observar, descrever e compreender o objeto de pesquisa, esta tese registra indícios de que mesmo em ambientes saturados de tecnologias digitais, de imagens planas e abstrações, é possível promover ambientes de comunicação repletos de imagens e vínculos de proximidades. Portanto, as imagens de distâncias podem se transformar em fatores de vinculação de proximidades
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Martins, Maria Del Carmen Cabrera. "Práticas pedagógicas com o plano ceibal para a inclusão escolar : estudo de caso em escolas do Uruguai." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/70595.

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Na presente pesquisa, busca-se apresentar a contribuição nas práticas pedagógicas, através do uso da tecnologia, para alunos incluídos, em escolas públicas na cidade de Taquarembó - Uruguai, a partir do projeto denominado de Plano Ceibal. O mencionado projeto buscou a inclusão digital a partir da distribuição de um computador por aluno, sendo implementado no ano de 2007, em uma cidade chamada Vila Cardal, e finalizado em agosto de 2012, abrangendo desde o 1º ano do Ensino Fundamental até o Ensino Médio e as Escolas Técnicas. A investigação visava a analisar de que forma as práticas pedagógicas, promovidas a partir da implementação do Plano Ceibal em Escolas Públicas do Uruguai, propiciam a inclusão escolar e digital de alunos com deficiência. A finalidade dessa investigação foi compreender as potencialidades e as limitações que as práticas educativas com uso de tecnologias oportunizam na efetivação do processo de inclusão de alunos com deficiência e como essas tecnologias configuram tais práticas, identificando a representação construída por professores e alunos, sobre a função das ditas tecnologias (XO) no processo escolar. Este estudo partiu de uma concepção sócio histórica, com cunho qualitativo, evidenciando que, a partir de entrevistas semiestruturadas, com diferentes agentes de inclusão, ou seja, professores e diretores, e de observações de situações diferentes em sala de aula, permitiu traçar-se um panorama do processo inclusivo nas escolas uruguaias, a partir do Plano Ceibal. Os resultados obtidos evidenciaram a falta de preparo para a implementação do Plano Ceibal e a falta de formação tecnológica, levando ao despreparo dos professores para o uso das ferramentas oferecidas pelos computadores portáteis, chamados de XO. Evidenciou-se, também, que as escolas e os professores não têm preparo para utilizar os recursos tecnológicos com alunos com deficiência e que, tecnologicamente, os computadores não permitem adaptações de acessibilidade e tecnologia assistiva necessárias. Dessa forma, constatou-se uma grande evasão dos alunos com deficiência do sistema regular para a Escola Especial. Evidenciou-se que as tecnologias podem ser ferramentas que contribuem para os processos de ensino-aprendizagem desses alunos na construção de conhecimentos, na inclusão social, na comunicação e autonomia, mas tais benefícios não são dados a priori, precisam da participação ativa de professores, alunos e apoio da equipe diretiva, assim como de programas governamentais que ofereçam as condições de infraestrutura e os recursos humanos necessários.
Éste estudio objetiva mostrar las contribuciones para las prácticas pedagógicas, a través del uso de la tecnología para alumnos incluidos en escuelas públicas en la ciudad de Tacuarembó-Uruguay , a partir del proyecto denominado Plan Ceibal. El mencionado proyecto que buscó la inclusión digital a partir de la distribución de una computadora por alumno, fue iniciado en 2007, en la ciudad Villa Cardal y finalizado en agosto de 2012 cubriendo desde el 1º año de la educación primaria, hasta la Enseñanza Secundaria y Escuelas Técnicas. Con ésta investigación pretendimos analizar de qué forma las prácticas pedagógicas promovidas a partir de la implementación del Plan Ceibal en Escuelas Públicas de Uruguay proporcionan la inclusión escolar y digital de alumnos con deficiencia. Ésta investigación tuvo, también, la finalidad de comprender las potencialidades y limitaciones que el uso de la tecnología proporciona para las prácticas educativas con foco en el proceso de inclusión de alumnos con deficiencia. También fue un objetivo de esta investigación identificar cómo estas tecnologías configuran esas prácticas y cuál es la representación construida por maestros y alumnos sobre la función de dicha tecnología (XO) en el proceso escolar. Éste estudio concebido epistemológicamente dentro de la matriz socio-histórica, es una investigación de carácter cualitativo, que, a partir de, entrevistas semi-estructuradas con diferentes actores de inclusión y observaciones de situaciones de sala de aula nos permitió trazar un panorama del proceso inclusivo en las escuelas uruguayas a partir del Plan Ceibal. Los resultados obtenidos mostraron que a pesar de las metas establecidas inicialmente por el Plan la cuestión de la deficiencia no fue planeada anteriormente, existieron fallas de implementación, falta de información para el público al que se destina el plan así como insuficiente formación tecnológica, lo que provoca una sensación de falta de preparación de los maestros para el uso de las herramientas ofrecidas por las computadoras portátiles. También se constató que las escuelas y los maestros no conocen como aprovechar estos recursos tecnológicos con alumnos con deficiencia y que, tecnológicamente, las computadoras no permiten adaptaciones de accesibilidad y tecnología asistida necesarias. De esta manera, se constató una gran evasión de los alumnos con deficiencia del sistema regular de enseñanza para la Escuela Especial. Es evidente que las tecnologías pueden ser herramientas que contribuyen para los procesos de enseñanza-aprendizaje de éstos alumnos tanto para la construcción de conocimientos, inclusión social, comunicación y autonomía pero, tales beneficios no están dados a priori, precisan de la participación activa de profesores y alumnos y apoyo de equipe directiva, así como programas gubernamentales que ofrezcan las condiciones de infraestructura y recursos humanos necesarios.
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Inomata, Takeshi, Daniela Triadan, Jessica MacLellan, Melissa Burham, Kazuo Aoyama, Juan Manuel Palomo, Hitoshi Yonenobu, Flory Pinzón, and Hiroo Nasu. "High-precision radiocarbon dating of political collapse and dynastic origins at the Maya site of Ceibal, Guatemala." NATL ACAD SCIENCES, 2017. http://hdl.handle.net/10150/623539.

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The lowland Maya site of Ceibal, Guatemala, had a long history of occupation, spanning from the Middle Preclassic Period through the Terminal Classic (1000 BC to AD 950). The Ceibal-Petexbatun Archaeological Project has been conducting archaeological investigations at this site since 2005 and has obtained 154 radiocarbon dates, which represent the largest collection of radiocarbon assays from a single Maya site. The Bayesian analysis of these dates, combined with a detailed study of ceramics, allowed us to develop a high-precision chronology for Ceibal. Through this chronology, we traced the trajectories of the Preclassic collapse around AD 150–300 and the Classic collapse around AD 800–950, revealing similar patterns in the two cases. Social instability started with the intensification of warfare around 75 BC and AD 735, respectively, followed by the fall of multiple centers across the Maya lowlands around AD 150 and 810. The population of Ceibal persisted for some time in both cases, but the center eventually experienced major decline around AD 300 and 900. Despite these similarities in their diachronic trajectories, the outcomes of these collapses were different, with the former associated with the development of dynasties centered on divine rulership and the latter leading to their downfalls. The Ceibal dynasty emerged during the period of low population after the Preclassic collapse, suggesting that this dynasty was placed under the influence from, or by the direct intervention of, an external power.
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Maciel, Márcia Cristina Peres. "Um computador por aluno fora do contexto escolar : cenas digitais do plan ceibal na fronteira do Brasil com Uruguai." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/49835.

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O presente trabalho discute o processo de distribuição de um computador por aluno configurado a partir da implantação do projeto de inclusão digital adotado pelo governo uruguaio, este projeto denomina-se Plan Ceibal e teve seu inicio em 2007, sendo finalizada a primeira etapa de distribuição em 2010, momento em que foram distribuídos computadores para todos os alunos de escolas públicas que estivessem entre o 1º e 6º ano do ensino primário. Em uma cidade do interior daquele país realizamos um estudo etnográfico do tipo blended, combinando espaços da vida real com espaços virtuais de utilização da tecnologia oferecida pelo Ceibal. O presente estudo ocorreu de janeiro a agosto de 2011, nossa investigação procurou identificar novas formas culturais emergentes, analisando o uso destes computadores portáteis fora do espaço escolar através do estudo etnográfico. Assim, conseguimos mapear os espaços de utilização dos computadores pelos alunos na comunidade, obtendo dados que apontam para mudanças em práticas culturais. No estudo netnográfico procuramos entender os tipos de interações que estes alunos estabeleciam no âmbito da internet e que tipo de uso estes faziam da rede para fins de interações. Através deste estudo foi possível ampliar nosso campo de estudo, procurando entender também a cultura gerada a partir do uso da internet e a participação de possíveis redes sociais. Assim identificamos o que muitos alunos faziam em redes sociais, sendo atuantes neste espaço, embora não tenha sido possível identificar relações entre os próprios alunos na rede já constituída. As interações entre estes e a pesquisadora apontam para trocas de capital social do tipo relacional e constituição de laços sociais fortes em alguns casos, mas em sua maioria laços fracos, que apenas estruturam a rede e não foram adiante nas interações. Para esta investigação consideramos que existe um complexo relacionamento entre o uso das tecnologias e as estruturas sociais. Esta pesquisa, com viés sócio-histórico, direciona o olhar para o que fazem as pessoas com as tecnologias na construção de zonas de sentidos, e não apenas para as possibilidades pedagógicas da tecnologia. Por isso identificamos que estes alunos fazem uso da tecnologia fora da escola, trazendo novos sentidos para o uso, vinculando as práticas culturais estabelecidas e não a capacidade tecnológica da tecnologia em si. Identificamos ainda várias formas de socialização vinculadas ao uso dos computadores pelos alunos em espaços públicos. Portanto, verifica-se que a tecnologia está sendo utilizada como mais um componente do meio e que as produções a partir deste uso moldam novas práticas na internet e fora dela na comunidade estudada, caracterizando a tecnologia como cultura e como artefato desta cultura.
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Johansson, Karin. "Acceso al conocimiento, un derecho : una investigación sobre las consecuencias del Plan Ceibal en los alumnos de secundaria en Uruguay." Thesis, Högskolan Dalarna, Spanska, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:du-6316.

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Lima, Márcio Roberto de. "Projeto UCA e Plano CEIBAL como possibilidades de reconfiguração da prática pedagógica com as tecnologias digitais de informação e comunicação." Universidade Federal de Minas Gerais, 2015. http://hdl.handle.net/1843/BUBD-A3BHSA.

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This research investigated the consequences of two public policies on digital inclusion the UCA Project (Brazil) and the CEIBAL Plan (Uruguay) in two Latin American schools and sought to understand whether these initiatives allowed the teaching appropriation of Information and Communication Digital Technologies (ICDT) and the reconfiguration of the pedagogical practices. The theoretical network articulated cyber-culture to education, progressing to the study of teaching appropriation process of ICDT and its possible repercussions on teaching practices, as well as structured a view about the pedagogical potentialities of ICDT. In field, interviews were conducted with Brazilian and Uruguayan teachers, who shared their impressions and experiences in the UCA Project (Tiradentes MG) and the CEIBAL Plan (Montevideo) until the year 2011. The methodological approach consisted of two stages: the documentary analysis of the references of the creation of the two studied policies and the construction of two case studies (one for Brazil and another for Uruguay). The case studies were structured with Atlas.ti software, which enabled the organization of our empirical data and the composition of semantic networks. The analysis that composed the Brazilian case evidenced that the actions of the UCA Project were not enough to stimulate teaching appropriation of ICDT, the reconfiguration of the pedagogical practice and the establishment of a digital culture, having in view low exploitation of the potential of TDIC associated with a precarious scenario for the implementation of the policy in the studied school. For Uruguay, the analysis revealed that the actions of CEIBAL Plan are providing gradual teaching appropriation of ICDT, progressive reconfiguration of the pedagogical practices and the first traces of the establishment of a digital culture in the studied school, considering the teachers broad-mindedness to the proposal, the continuity of the CEIBAL Plan and the improvement of technical and pedagogical support.
Esta pesquisa investigou os desdobramentos de duas políticas públicas de inclusão digital o Projeto UCA (Brasil) e o Plano CEIBAL (Uruguai) em duas escolas latinoamericanas e buscou compreender se essas iniciativas possibilitaram a apropriação docente das Tecnologias Digitais de Informação e Comunicação (TDIC) e a reconfiguração das práticas pedagógicas. A rede teórica articulou a cibercultura à educação, evoluindo para o estudo do processo de apropriação docente das TDIC e seus possíveis reflexos nas práticas de ensino, bem como estruturou uma visão sobre as potencialidades pedagógicas das TDIC. Em campo, foram realizadas entrevistas com professoras brasileiras e uruguaias, as quais partilharam suas impressões e experiências no Projeto UCA em Tiradentes (MG) e no Plano CEIBAL em Montevidéu até o ano de 2011. O percurso metodológico compreendeu dois momentos: a análise documental das referências de criação das duas políticas estudadas e a construção de dois estudos de caso (um para o Brasil e outro para o Uruguai). Para os estudos de caso, contamos com o auxílio do software Atlas.ti, o qual possibilitou a estruturação de nossos dados empíricos e a composição de redes semânticas. A análise que compôs o caso brasileiro evidenciou que as ações do Projeto UCA não foram suficientes para estimular a apropriação docente das TDIC, a reconfiguração da prática pedagógica e a instauração de uma cultura digital, tendo em vista o baixo aproveitamento do potencial das TDIC associado a um cenário precário para a implantação da política na escola estudada. Para o Uruguai, a análise indicou que as ações do Plano CEIBAL vêm oportunizando gradativa apropriação docente das TDIC, progressiva reconfiguração das práticas pedagógicas e os primeiros traços da instauração de uma cultura digital na escola estudada, considerando a abertura dos maestros à proposta, a continuidade do Plano CEIBAL e a melhoria de amparo técnico e pedagógico.
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Inomata, Takeshi, Flory Pinzón, José Luis Ranchos, Tsuyoshi Haraguchi, Hiroo Nasu, Juan Carlos Fernandez-Diaz, Kazuo Aoyama, and Hitoshi Yonenobu. "Archaeological Application of Airborne LiDAR with Object-Based Vegetation Classification and Visualization Techniques at the Lowland Maya Site of Ceibal, Guatemala." MDPI AG, 2017. http://hdl.handle.net/10150/624959.

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The successful analysis of LiDAR data for archaeological research requires an evaluation of effects of different vegetation types and the use of adequate visualization techniques for the identification of archaeological features. The Ceibal-Petexbatun Archaeological Project conducted a LiDAR survey of an area of 20 x 20 km around the Maya site of Ceibal, Guatemala, which comprises diverse vegetation classes, including rainforest, secondary vegetation, agricultural fields, and pastures. We developed a classification of vegetation through object-based image analysis (OBIA), primarily using LiDAR-derived datasets, and evaluated various visualization techniques of LiDAR data. We then compared probable archaeological features identified in the LiDAR data with the archaeological map produced by Harvard University in the 1960s and conducted ground-truthing in sample areas. This study demonstrates the effectiveness of the OBIA approach to vegetation classification in archaeological applications, and suggests that the Red Relief Image Map (RRIM) aids the efficient identification of subtle archaeological features. LiDAR functioned reasonably well for the thick rainforest in this high precipitation region, but the densest parts of foliage appear to create patches with no or few ground points, which make the identification of small structures problematic.
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Questa, Torterolo Mariela Esther. "Colaboración docente y uso de las TIC en los centros educativos de Uruguay. Estudio de casos múltiples en el contexto del Plan Ceibal." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/664383.

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L'estudi s'ha realitzat en el departament de Colònia, a Uruguai, per explorar les formes de col·laboració entre docents a nivell professional i l'ús de les tecnologies per al treball col·laboratiu en el context del model 1:1 d'inclusió de les TIC. La rellevància d'aquestes temàtiques i l'escassetat d'investigacions sobre aquest tema, tant a nivell internacional com nacional, han permès enfocar aquesta investigació sobre els següents objectius: i) analitzar les formes de treball col·laboratiu docent que es manifesten entre mestres de primària i professors de secundària, en centres educatius públics; ii) identificar i analitzar els processos de col·laboració docent, dins i fora del centre, amb o sense ús de les TIC; iii) comparar les pràctiques col·laboratives intra-centre i inter-centres del professorat; i iv) analitzar les pràctiques utilitzades per a la reflexió col·lectiva, i el registre i organització del coneixement pedagògic desenvolupat amb base en la col·laboració docent. La revisió de literatura ha fet possible refinar conceptes, revisar models i comprendre l'estat de l'art sobre la col·laboració docent amb ús de les TIC. El treball de camp s'ha desenvolupat mitjançant el disseny d'un estudi de casos múltiples en el que van participar quatre centres públics de primària i quatre de secundària, inclosos en el Pla Ceibal. S'han utilitzat instruments de recol·lecció de dades qualitatives per recaptar l'opinió de docents i directors dels centres estudiats. En cada cas s'ha dut a terme un grup de discussió entre docents. Així mateix, s'han aplicat entrevistes en profunditat al director i a dos docents, un identificat pels seus col·legues com a exemple de professional col·laborador i un altre, com a individualista. L'opinió de docents amb diferents estils de treball ha permès comprendre com es produeix aquest fenomen, així com les seves barreres i facilitadors. L'anàlisi de dades s'ha plantejat a partir d'una estratègia general en quatre capes. A la primera capa, s'ha descrit cada cas a partir de quatre eixos: els elements caracteritzadors del centre, l'organització del centre, la col·laboració docent, i l'ús de les TIC. La segona capa d'anàlisi ha permès una comparació creuada entre els centres de cada nivell educatiu i entre nivells. A la tercera capa s'ha observat el comportament de les variables d'interès, de manera transversal als casos. La quarta capa d'anàlisi sintetitza les troballes de les capes anteriors en una meta-matriu que ha admès la lectura des del punt vista dels casos i de les variables. La combinació de capes, que afavoreix una anàlisi en profunditat, ha facilitat el diàleg entre teoria i resultats. Finalment, els resultats han assenyalat tres aspectes rellevants: la confusió existent sobre el que implica la col·laboració a nivell dels docents i directors, l'escassetat d'experiències de col·laboració significativa sostinguda i orientada al desenvolupament organitzacional, i les manques en l'ús de tecnologies per promoure el treball col·laboratiu. Així mateix, s'han aportat línies per repensar l'organització dels centres participants i dels subsistemes que han estat estudiats. Els resultats d'aquesta investigació poden beneficiar a l'educació del país i contribuir a la reflexió per promoure canvis a les polítiques educatives en relació amb la col·laboració del professorat amb ús o sense de la tecnologia.
El estudio se ha realizado en el departamento de Colonia, en Uruguay, para explorar las formas de colaboración entre docentes a nivel profesional y el uso de las tecnologías para el trabajo colaborativo en el contexto del modelo 1:1 de inclusión de las TIC. La relevancia de estas temáticas y la escasez de investigaciones al respecto, tanto a nivel internacional como nacional, han permitido enfocar esta investigación en los siguientes objetivos: i) analizar las formas de trabajo colaborativo docente que se manifiestan entre maestros de primaria y profesores de secundaria, en centros educativos públicos; ii) identificar y analizar los procesos de colaboración docente, dentro y fuera del centro, con o sin uso de las TIC; iii) comparar las prácticas colaborativas intra-centro e inter-centros del profesorado; y iv) analizar las prácticas utilizadas para la reflexión colectiva, y el registro y organización del conocimiento pedagógico desarrollado con base en la colaboración docente. La revisión de literatura ha hecho posible refinar conceptos, revisar modelos y comprender el estado del arte sobre la colaboración docente mediada por las TIC. El trabajo de campo se ha desarrollado mediante el diseño de un estudio de casos múltiples en el que participaron cuatro centros públicos de primaria y cuatro de secundaria, incluidos en el Plan Ceibal. Se han utilizado instrumentos de recolección de datos cualitativos para recabar la opinión de docentes y directores de los centros estudiados. En cada caso se ha llevado a cabo un grupo de discusión entre docentes. Asimismo, se han aplicado entrevistas en profundidad al director y a dos docentes, uno identificado por sus colegas como ejemplo de profesional colaborador y otro, como individualista. La opinión de docentes con distintos estilos de trabajo ha permitido comprender cómo se produce este fenómeno, así como sus barreras y facilitadores. El análisis de datos se ha planteado a partir de una estrategia general en cuatro capas. En la primera capa, se ha descripto cada caso a partir de cuatro ejes: los elementos caracterizadores del centro, la organización del centro, la colaboración docente, y el uso de las TIC. La segunda capa de análisis ha permitido una comparación cruzada entre los centros de cada nivel educativo y entre niveles. En la tercera capa se ha observado el comportamiento de las variables de interés, de manera transversal a los casos. La cuarta capa de análisis sintetiza los hallazgos de las capas anteriores en una meta-matriz que ha admitido la lectura desde el punto vista de los casos y de las variables. La combinación de capas, que favorece un análisis en profundidad, ha facilitado el diálogo entre teoría y resultados. Finalmente, los resultados han señalado tres aspectos relevantes: la confusión existente sobre lo que implica la colaboración a nivel de los docentes y directores, la escasez de experiencias de colaboración significativa sostenida y orientada al desarrollo organizacional, y las carencias en el uso de tecnologías para promover el trabajo colaborativo. Asimismo, se han aportado líneas para repensar la organización de los centros participantes y de los subsistemas que han sido estudiados. Los resultados de esta investigación pueden beneficiar a la educación del país y contribuir a la reflexión para promover cambios en las políticas educativas con relación a la colaboración del profesorado mediada o no por la tecnología.
The study has been conducted in the department of Colonia, in Uruguay, to explore the forms of collaboration between teachers at a professional level and the use of technologies for collaborative work in the context of 1: 1 ICT inclusion model. The relevance of these issues and the scarcity of research in this regard, both internationally and nationally, have allowed this research to focus on the following objectives: i) analyse the forms of collaborative work among primary and secondary school teachers in public educational institutions; ii) identify and analyse teacher collaboration processes, inside and outside the centre, with or without the use of ICT; iii) compare intra-centre and inter-centre teachers’ collaborative practices; and iv) analyse practices used for collective reflection, and the capture and organization of pedagogical knowledge developed from teacher collaboration. The review of the literature has made it possible to refine concepts, review models and understand the state of the art regarding ICT-mediated teacher collaboration. The fieldwork has been developed from a multiple case study involving four public primary education schools and four secondary schools, included in the Ceibal Plan. Qualitative data collection instruments have been used to gather the opinion of teachers and directors from the selected schools. In each case, a discussion group was held among teachers. also, in-depth interviews were conducted with the director and two teachers, one identified by their colleagues as an example of collaborative professional and the other as individualistic. The opinion of teachers with different work styles has made it possible to understand how this phenomenon occurs, as well as its barriers and facilitators. Data analysis has been developed in four layers. In the first layer, each case has been described from four axes: main school features, school structure, teaching collaboration, and ICT use. The second layer of analysis has permitted a cross comparison among schools of the same educational level and among schools form the two different educational levels. In the third layer, the variables behaviour has been observed across cases. The fourth layer synthesizes the findings of the previous layers in a meta-matrix that has allowed the reading from both approaches, the cases and the variables. The combination of layers, which favours an in-depth analysis, has facilitated the dialogue between theory and results. Finally, the results have pointed out three relevant aspects: the existing confusion about what collaboration involves at the level of teachers and principals, the lack of experiences of meaningful collaboration sustained and oriented to organisational development, and the lack of ICT use to promote collaborative work. Likewise, the results contribute to rethink the organization of the schools involved in this study and the subsystems that have been studied. The results of this research can benefit the education of the country and contribute to the reflection on the promotion of changes in the educational policies regarding teacher collaboration, mediated or not by the technology.
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SCENINI, FRANCESCA. "Verso la scrittura digitale, forme e strumenti nelle classi one-to-one. Analisi di un case study: one laptop per child - plan ceibal." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2011. http://hdl.handle.net/10281/19956.

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Un quadro di sintesi dell'evoluzione della didattica e delle pratiche lettoscrittura con il media digitale cui si accompagna la proposta di un modello quali-quantitativo di analisi della trasformazioni in corso nell'apprendimento formale di lettura e scrittura quando in ambiente digitalizzato esteso (one to one). Segue l'analisi di un caso di studio con una ricerca svolta in collaborazione con One Laptop Per Child - Plan Ceibal (Uruguay) come esplorazione dei fenomeni identificati.
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MANGIATORDI, ANDREA. "New perspectives for inclusion: Special Education meets one-to-one computing." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2011. http://hdl.handle.net/10281/20132.

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This work describes an Action Research project conducted in the contest of Uruguayan special schools during a particularly interesting period: the deployment of the CEIBAL plan. CEIBAL, which stands for "Educational Connectivity of Basic Computer Science for Online Learning", is the local implementation of One Laptop Per Child (OLPC), a project aiming to the diffusion of wifi connected laptops in primary school classes. OLPC targets the children of all countries, with particular attention towards those of developing countries. The main idea guiding this thesis is that giving a laptop to every child can change the established structure of relationships which connects the disabled children to the able bodied. In fact, they cease to be the only ones using technology at school, and a new environment is created where the computer is no longer a possibility, but a matter of fact. The traditional technological means which support a pupil's integration process become an existing part of the environment and they are no longer an objective to aim for. The research follows a mixed experimental design, including various data collection techniques. The initial part of it adopts an ethnographic approach, describing the environment studied: this is paired with the description of the solutions adopted in order to solve technical problems together with the local actors. The research to this point is mainly based on interviews and direct observation, plus a cycle of development and testing of new accessibility solutions. A reflection on the local meanings of integration and inclusion is also proposed, to set the basis for the second part of the research. After the initial explorative study, four case studies are analyzed in order to deepen in the comprehension of the relational processes which are fostered by the introduction of technology at school. A methodology is proposed, based on both qualitative and quantitative techniques, in order to study the integration and inclusion processes of disabled children in ordinary schools. Observation of children and interviews are paired with level tests and sociograms, in order to verify if the teachers' views on their children are confirmed in practice by the pupils. This research does not try to find a general, abstract theory: the knowledge generated here is based on direct experience, tested on the the field and reported in the form of a grounded theory. The final objective is double: exploring the present conditions of the environment studied and defining guidelines for planning future work.
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Books on the topic "CEIBAL"

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Siri, Shirley. Por qué Ceibal es una revolución. Montevideo, Uruguay: Psicolibros, 2012.

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Plan Ceibal e inclusión social: Perspectivas interdisciplinarias. Montevideo, Uruguay]: Plan Ceibal, 2012.

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Larrouqué, Damien. Le plan Ceibal en Uruguay: Un exemple de bonne gouvernance. Paris: L'Harmattan, 2012.

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Ceretta, María Gladys. Modelo Pindó: Un modelo de alfabetización en información para el Plan Ceibal. Montevideo, Uruguay: Universidad de la República, Comisión Sectoral de Investigació́n Científica, 2015.

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De Varela al Plan Ceibal: Genealogía, reflexiones y vivencias de la enseñanza pública uruguaya. Montevideo, Uruguay: Psicolibros Waslala, 2012.

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Troca, José Luis. La ceiba. [Venezuela: s.n., 1987.

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Silva, Tito Núñez. Bajo la vieja ceiba. Caracas: Ediciones La Espada Rota, 1988.

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Jain, Vartika, and Surendra K. Verma. Pharmacology of Bombax ceiba Linn. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27904-1.

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García, Luis Antonio Rincón. Las raíces de la ceiba. México, D.F: Consejo Nacional para la Cultura y las Artes, 2010.

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Sirias, Silvio. Meet me under the Ceiba. Houston, TX: Arte Publico Press, 2009.

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Book chapters on the topic "CEIBAL"

1

Canale, Germán. "Plan Ceibal Policy and the 1:1 Model in Uruguay." In Technology, Multimodality and Learning, 83–104. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21795-2_4.

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Lim, T. K. "Ceiba pentandra." In Edible Medicinal and Non-Medicinal Plants, 540–49. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-90-481-8661-7_72.

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Walker, C. C. "Ceiba MALVACEAE." In Dicotyledons: Rosids, 1–7. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85239-9_78-1.

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Khare, C. P. "Bombax ceiba Linn." In Indian Medicinal Plants, 1. New York, NY: Springer New York, 2007. http://dx.doi.org/10.1007/978-0-387-70638-2_230.

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Khare, C. P. "Ceiba pentandra (Linn.) Gaertn." In Indian Medicinal Plants, 1. New York, NY: Springer New York, 2007. http://dx.doi.org/10.1007/978-0-387-70638-2_317.

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Sher, Hassan, Rainer W. Bussmann, Ikram Ur Rahman, and Maroof Ali Turi. "Bombax ceiba L. Malvaceae." In Ethnobotany of the Himalayas, 1–5. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-45597-2_212-1.

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Sher, Hassan, Rainer W. Bussmann, Ikram Ur Rahman, and Maroof Ali Turi. "Bombax ceiba L. Malvaceae." In Ethnobotany of the Himalayas, 409–13. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-57408-6_212.

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Correia, Maria Luíza Dias, Ramon Santos Souza, Denise Dias da Cruz, and Reinaldo Farias Paiva de Lucena. "Ceibag laziovii (Kuntze) K. Schum. Malvaceae." In Ethnobotany of Mountain Regions, 1–4. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-47254-2_15-1.

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Raja, Kullayiswamy K., and Devi N. Sarojini. "Bioactives and Pharmacology of Bombax Ceiba L." In Biomolecules and Pharmacology of Medicinal Plants, 193–209. New York: Apple Academic Press, 2023. http://dx.doi.org/10.1201/9781003284468-16.

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Baker, John O., James R. McCarley, Rebecca Lovett, Ching-Hsing Yu, William S. Adney, Tauna R. Rignall, Todd B. Vinzant, Stephen R. Decker, Joshua Sakon, and Michael E. Himmel. "Catalytically Enhanced Endocellulase CeI5A from Acidothermus cellulolyticus." In Twenty-Sixth Symposium on Biotechnology for Fuels and Chemicals, 129–48. Totowa, NJ: Humana Press, 2005. http://dx.doi.org/10.1007/978-1-59259-991-2_12.

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Conference papers on the topic "CEIBAL"

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Pastorino, Emiliano, and Fiorella Haim. "Anti-theft security system for Plan Ceibal XO laptop." In 2009 Latin American Network Operations and Management Symposium - (LANOMS 2009). IEEE, 2009. http://dx.doi.org/10.1109/lanoms.2009.5338794.

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Maciel, Marcia, Liliana Passerino, and Marta R. Bez. "Um computador portátil para os alunos das escolas públicas: Ceibal e UCA." In Workshop de Informática na Escola. Sociedade Brasileira de Computação - SBC, 2011. http://dx.doi.org/10.5753/wie.2011.21781.

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Este artigo contém uma análise comparativa de dois projetos de inclusão digital inspirados no projeto OLPC implantados no Brasil e no Uruguai. Trata-se dos projetos UCA e Ceibal respectivamente, que objetivam a distribuição de um computador por aluno, nas escolas da rede pública de ensino de seus respectivos países. Apresentaremos as principais características de cada projeto, estrutura de implantação e principais diferenças, identificando indicadores possíveis para análise de projetos semelhantes.
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Maciel, Marcia, Raquel Machado Leite, and Liliana M. Passerino. "Cinco anos de Ceibal: a inclusão digital e suas mudanças nas comunidades fronteiriças." In Workshop de Informática na Escola. Sociedade Brasileira de Computação - SBC, 2012. http://dx.doi.org/10.5753/wie.2012.18696.

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Este trabalho visa analisar o projeto de inclusão digital instituído no Uruguai, focando nosso olhar para o que pensam os envolvidos neste projeto desde a chegada dos computadores nas escolas públicas. Nossa análise centra-se em depoimentos de alunos, pais e professores, sobre o impacto do projeto durante os anos de existência nas cidades de Artigas e Rivera, que estão na fronteira com o Brasil. A introdução dos computadores portáteis na vida social oferece novas possibilidades para estas pessoas se conectarem com o mundo, permitindo analisar as configurações de interação e inclusão social dos protagonistas. Introduzir o Ceibal nas atividades escolares tornou possível a apropriação da inovação, promovendo espaços de comunicação, troca de experiências, cooperação e colaboração entre os diferentes atores deste cenário: alunos, famílias, inspetores, professores de informática, professores de disciplinas tradicionais, técnicos e etc.
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Schinca, Ismael, and Isabel Amigo. "Using Renewable Energy to Include Off-grid Rural Schools into the National Equity Project Plan Ceibal." In 2010 International Conference on Biosciences. IEEE, 2010. http://dx.doi.org/10.1109/biosciencesworld.2010.23.

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Zidan, Eduardo Rodriguez. "El Plan Ceibal en Uruguay y los desafíos del Modelo 1 a1. Estudio de las percepciones docentes sobre las prácticas de enseñanza y el uso pedagógico de las computadoras personales en la clase de Matemáticas." In III Workshop sobre Tecnologias Móveis na Educação. Sociedade Brasileira de Computação - SBC, 2015. http://dx.doi.org/10.5753/cbie.wcbie.2015.768.

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Weaver, R. A., P. A. Dailly, A. T. Lamar, P. Lowry, C. G. Mees, and G. D. Monson. "Ceiba Field Subsurface Considerations." In Offshore Technology Conference. Offshore Technology Conference, 2002. http://dx.doi.org/10.4043/14081-ms.

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Hopkinson, J. Michael. "Ceiba Field Operational History." In Offshore Technology Conference. Offshore Technology Conference, 2002. http://dx.doi.org/10.4043/14086-ms.

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Brashier, Robert S., and Anthony P. Pavia. "Ceiba Field Development Project Execution." In Offshore Technology Conference. Offshore Technology Conference, 2002. http://dx.doi.org/10.4043/14082-ms.

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Davidson, Bruce W. "Ceiba Field Subsea Architecture Design and Installation." In Offshore Technology Conference. Offshore Technology Conference, 2002. http://dx.doi.org/10.4043/14084-ms.

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10

Romero, Jandry. "Nonlinear Optimization of PVT Samples, Ceiba Field." In SPE Trinidad and Tobago Section Energy Resources Conference. Society of Petroleum Engineers, 2018. http://dx.doi.org/10.2118/191254-ms.

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Reports on the topic "CEIBAL"

1

Vega, Alberto, Roberto Jiménez, Fernando Miralles-Wilhelm, and Raúl Muñoz Castillo. Climate Change Adaptation and Integrated Water Resource Management in La Ceiba, Honduras. Inter-American Development Bank, September 2015. http://dx.doi.org/10.18235/0000168.

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2

Morris, Victor R. Ceilometer (CEIL) Instrument Handbook. Office of Scientific and Technical Information (OSTI), April 2016. http://dx.doi.org/10.2172/1251382.

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Vega, Alberto, Roberto Jiménez, Fernando Miralles-Wilhelm, and Raúl Muñoz Castillo. Informe preliminar del caso de estudio: Adaptación al cambio climático y manejo integrado de los recursos hídricos en La Ceiba, Honduras. Inter-American Development Bank, September 2015. http://dx.doi.org/10.18235/0000169.

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Harja, Degi, Endri Martini, Andi Munawir, and Sumarni Lalisa. Agroforestry and Forestry in Sulawesi series: Modelling tree production based on farmers’ knowledge: case for kapok (Ceiba pentandra) and candlenut (Aleurites mollucana) under various agroforestry scenarios. World Agroforestry Centre, 2017. http://dx.doi.org/10.5716/wp17361.pdf.

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You might also be interested in the extended bibliographies on the topic 'CEIBAL' for particular source types:
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