Letteratura scientifica selezionata sul tema "Gruyère (Switzerland)"

Abstract. A case study has been carried out in the Sarine valley in Gruyere (Switzerland) in order to improve the understanding of thermotopographic winds over a complex terrain. Apart from field observations (fixed network, soundings, tracking of constant level balloons), two models have been tested with the aim to apply these models in areas with a similar topography. The physical or laboratory model was able to create realistic mountain or valley winds. The hydrostatic numerical model (MESOCONV) has been used to determine threedimensional wind patterns for two important anticyclonic weather situations (with NE or SW synoptic winds).

The surface layers in ombrotrophic peat bogs are fed solely by atmospheric deposition; there is no chemical influence by groundwaters and other mineral soil waters. Bogs that have remained in this condition for the past hundreds or thousands of years may act as archival repositories of a wide variety of atmospheric constituents. Thus, peat cores taken from such bogs have the potential to provide detailed records of the changing rates of atmospheric metal deposition. However, not all bogs are appropriate for this type of investigation and the emphasis of this paper is on the geochemical factors that must be considered to select proper sites. Specifically, the objectives of this review are to (i) outline some of the geochemical characteristics that can be used to establish the existence of an ombrotrophic zone and illustrate the importance of this condition, (ii) provide examples of variations in bulk density and mineral matter contents and show how this can affect metal concentration profiles, and (iii) explain how natural variations in metal concentrations can be separated from anthropogenic inputs. Examples are taken mainly from two Sphagnum bogs in the Jura Mountains of Switzerland. At La Tourbière des Genevez (TGe), the geochemical properties of both the solid and aqueous phases indicate that there exists only a thin veneer of ombrotrophic peat, extending no deeper than 20 cm and representing less than 50 years of peat accumulation; the remainder of the profile is essentially minerotrophic. Here there is a striking natural As enrichment with increasing depth, which clearly shows the great danger in using inappropriate peat samples (such as those from peatlands that are mainly minerotrophic and whose metal budgets may be dominated by mineral-water interactions and groundwater flow patterns) for studying atmospheric processes. At Étang de la Gruyère (EGr), the geochemical data reveal an ombrotrophic layer that extends down to 250 cm and is estimated to represent 5000 years of peat accumulation. The uppermost 102 cm of this profile (core 2f) was studied in some detail and found to represent 2110 ± 30 years of peat formation. This core preserves the changing record of atmospheric Pb deposition since the Roman period. Normalizing metal concentrations to Sc provides an effective means to correct for variations in bulk density and ash content and to separate natural from anthropogenic metal inputs. In core 2f the minimum Pb/Sc ratios are at least seven times higher than the crustal ratio, showing that human activity has had a significant effect on the atmospheric Pb fluxes throughout the past 2110 years. The background Pb concentrations at EGr are found only at depths below 150 cm. The results from this profile emphasize the need to examine complete, ombrotrophic peat cores, not only to identify possible natural sources of the metals to the peat but also to quantify the true impact of human activity on atmospheric metal deposition.Key words: heavy metals, atmospheric deposition, peat cores, ombrotrophic bogs, historical records, Pb.

German Literary Anthropology: Across Cultures, Across Genres Stefan Hermes and Sebastian Kaufmann, eds., Der ganze Mensch – die ganze Menschheit: Völkerkundliche Anthropologie, Literatur und Ästhetik um 1800 (Berlin: de Gruyter, 2014), 318 pp., 10 illustrations, €89.95What’s Old Is New Again, Mostly Julia Kuehn and Paul Smethurst, eds., New Directions in Travel Writing Studies (New York: Palgrave Macmillan, 2015), 325 pp., $90Complex Journeys around the World and through Literary and Intellectual Traditions around 1800 Johannes Görbert, Die Vertextung der Welt: Forschungsreisen als Literatur bei Georg Forster, Alexander von Humboldt und Adelbert von Chamisso. Weltliteraturen/World Literatures, Schriftenreihe der Friedrich Schlegel Graduiertenschule für literaturwissenschaftliche Studien, vol. 7 (Berlin: de Gruyter, 2014), vi, 426 pp., 8 illustrations, €109.95Travel as Cultural Work Gary Totten, African American Travel Narratives from Abroad: Mobility and Cultural Work in the Age of Jim Crow (Amherst: University of Massachusetts Press, 2015), 170 pp., $26.95Colonial Encounters between Africa and Europe—with Special Reference to Austria and Switzerland Manuel Menrath, ed., Afrika im Blick: Afrikabilder im deutschsprachigen Europa, 1870–1970 (Zurich: Chronos, 2012), 329 pp., €43Social Formations and Literary Forms in Long Nineteenth-Century Travel Writing Mary Henes and Brian H. Murray, eds., Travel Writing, Visual Culture and Form, 1760–1900 (London: Palgrave Macmillan, 2016), 248 pp., 21 illustrations, $95Travel Accounts of Polar Regions and Colonial Discourse Mike Frömel, Off ene Räume und gefährliche Reisen im Eis: Reisebeschreibungen über die Polarregionen und ein kolonialer Diskurs im 18. und frühen 19. Jahrhundert (Hannover: Wehrhahn, 2013), 288 pp., €29.50.“Imagined Geographies” and the Navigation of British European Identity Katarina Gephardt, Th e Idea of Europe in British Travel Narratives, 1789–1914 (Burlington, VT: Ashgate, 2014), 248 pp., 15 illustrations, $104.95Terminal and Threshold: Experiencing the Airport Christopher Schaberg, Th e End of Airports (London: Bloomsbury Academic, 2015), 216 pp., 25 illustrations, £13.99NOVEL REVIEW Finding Purity Jonathan Franzen, Purity (New York: Farrar, Straus and Giroux, 2015), 563 pp., $28

The objective of this study is to discuss affordances in foreign language (L2) teacher education in the digital age. With that aim, some pedagogical interventions were carried out in the course of “Supervised Internship” within the context of the Undergraduate Degree in English Language Teaching, at a federal university in the Southeast of Brazil in order to obtain empirical data concerning the perceptions of pre-service English teachers. The theoretical framework is based on the concept of affordance, in relation to the effects of globalization (and its Information and Communication Technologies - ICTs) on the education of language teachers in the digital age, considering aspects of interculturality, through hybrid approaches such as CLIL (Content and Language Integrated Learning), COIL (Collaborative Online International Learning) and the Intercomprehension approach. Data were obtained through participant observation and interviews with educators and pre-service teachers, and include: 1) discussion of texts about language teaching, interculturality and the use of technologies in education; 2) virtual meetings in COIL format with pre-service teachers enrolled in the course of “Supervised Internship” at a Brazilian university and at Alberto Hurtado University (AHU) in Chile; 3) discussion/reflection sessions; 4) interviews with participants. The analysis suggests that ICTs and approaches such as CLIL, COIL and Intercomprehension promote affordances for inclusive practices (for financially disadvantaged people, with the use of internet); multilingual practices (including other languages besides English); and intercultural practices, promoting contact and learning among different cultures and languages.ResumoO objetivo deste estudo é refletir sobre affordances na formação de professores de línguas adicionais (L2) na era digital. Com esse objetivo, algumas intervenções pedagógicas foram realizadas na disciplina de “Estágio Supervisionado” do curso de Licenciatura em Letras Inglês de uma universidade federal do Sudeste brasileiro, a fim de ilustrar e embasar essa reflexão por meio de dados empíricos das percepções de professores de inglês em formação. O arcabouço teórico se baseia na noção de affordance em relação aos efeitos da globalização com suas tecnologias de informação e comunicação (TICs) na formação de professores de L2 na era digital, com a ampliação da interculturalidade por meio de abordagens híbridas como a CLIL (Content and Language Integrated Learning), COIL (Collaborative Online International Learning) e Intercompreensão. Os dados foram gerados por meio de observação participante e entrevistas com os professores formadores e em formação, e incluem: 1) discussões de textos sobre ensino de idiomas, interculturalidade e uso de tecnologias na educação; 2) reuniões virtuais em formato COIL, com professores em formação, matriculados na disciplina de estágio supervisionado na universidade no Brasil e na Universidade Alberto Hurtado, no Chile; 3) sessões de reflexão; e 4) entrevistas com os participantes. A análise sugere que as TICs e abordagens como a CLIL, COIL e Intercompreensão propiciam affordances para uma prática mais inclusiva (alcançando pessoas desfavorecidas financeiramente por meio da internet); multilíngue (por meio da inclusão de outras línguas além do inglês); e intercultural, permitindo contato e aprendizado entre culturas e línguas diferentes.ResumenEl objetivo de este estudio es discutir las posibilidades en la educación de profesores de lenguas extranjeras (L2) en la era digital. Con ese objetivo, se llevaron a cabo algunas intervenciones pedagógicas en la asignatura de "Práctica Supervisada" de la carrera de Licenciatura en Inglés en una universidad federal en el sudeste de Brasil, con el fin de obtener datos empíricos sobre las percepciones de profesores de inglés en pre-servicio. El marco teórico se basa en el concepto de affordance, en relación con los efectos de la globalización (y sus Tecnologías de la Información y la Comunicación - TIC) en la educación de los profesores de idiomas en la era digital, considerando aspectos de la interculturalidad, a través de enfoques híbridos como CLIL (Content and Language Integrated Learning), COIL (Collaborative Online International Learning) e de Intercomprensión. Los datos se obtuvieron a través de la observación participante y entrevistas con educadores y profesores en pre-servicio e incluyen: 1) discusión de textos sobre enseñanza de idiomas, interculturalidad y el uso de tecnologías en educación; 2) reuniones virtuales en formato COIL con maestros de pre-servicio inscritos en la carrera de la universidad brasileña y en la Universidad Alberto Hurtado (AHU) en Chile; 3) sesiones de discusión / reflexión; 4) entrevistas con los participantes. 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