<br /> Vários compostos químicos são usados para o controle de pragas e doenças na agricultura com a finalidade de aumentar a produtividade. É de conhecimento científico que tais compostos afetam negativamente a saúde humana e animal por meio da contaminação dos alimentos e do meio ambiente. Assim, o uso de substâncias obtidas da própria natureza para o combate de pragas e plantas invasoras é uma alternativa para o controle e, consequente, prevenção da contaminação ambiental. Neste trabalho foram avaliados os extratos aquosos das folhas da leguminosa feijão-de-porco (Canavalia ensiformis) como bioerbicida pós-emergente aplicado no controle de plantas invasoras em cultura de soja e seus efeitos no solo. Salienta-se que não há informações sobre os efeitos desses bioerbicida no solo. Os compostos fenólicos, em especial os ácidos fenólicos, têm ação inibitória no crescimento de plantas invasoras. O processo de extração dos compostos fenólicos foi feito em um sistema de digestão por micro-ondas, com aproximadamente 2 g de material vegetal seco, seguida de injeção cromatográfica. Para otimização do procedimento de extração via micro-ondas os parâmetros avaliados foram: tempo de irradiação, temperatura e rampa aplicada. Foram realizadas determinações cromatográficas para identificação e quantificação dos compostos fenólicos: rutina, ácido clorogênico, ácido ferúlico e naringenina presentes nas folhas do feijão-de-porco por HPLC-UV, mediante metodologia de extração por micro-ondas. Todo o trabalho foi desenvolvido de acordo com os requisitos de gestão da qualidade referentes às normas NBR ISO/IEC 17025 e BPL. / <br /> Several chemical compounds are used for pest and disease control in agriculture in order to increase productivity. It is well know that such pesticides adversely affect human and animal health through contamination by food and environment. Thus, the use of substances obtained from nature itself to combat pests and weeds is an alternative for the control of those and, consequently, prevent environmental contamination. This work were assessed aqueous extracts of jack bean leaves (Canavalia ensiformis) as a post-emergent bioherbicide applied in weed control in soybean crops and its effects on the soil. It is noteworthy there is not information on the effects of these bioherbicides on the soil. Phenolics compounds, notably, phenolics acids, have inhibitory action on the growth of weeds. The process of extraction of phenolic compounds was carried out in a digestion system by microwave, using approximately 2 g dry plant material, followed by chromatographic injection. For optimization of the extraction procedure by microwave-assisted extraction the factors evaluated were irradiation time, temperature and ramp time. Chromatographic determinations were performed for identification and quantification of the phenolic compounds: rutin, chlorogenic acid, ferulic acid and naringenin present in the Canavalia ensiformis leaves by HPLC-UV, through microwave extraction methodology. All the study was developed in compliance with the quality management concepts covered in NBR ISO/IEC 17025 and GLP.

Denna uppsats har till syfte att redogöra för barns fysiska aktivitet i förskolan och undersöka hur pedagoger upplever att de kan utveckla barnens fysiska aktivitetsvanor och rörelsebehov. Det var ett intressant problemområde att studera eftersom stillasittande barn och fysiskt inaktiva barn idag är ett växande samhällsproblem och något som även är kopplat till barnfetma. Det finns ett behov av att barn tidigt får utöva varierad fysisk aktivitet och lära sig vikten av fysisk aktivitet, eftersom det främjar deras framtida livsstil. I arbetet försöker jag klargöra utmärkande egenskaper som är typiskt för de utvalda förskolorna och deras arbetssätt. Studien är en kvalitativ intervjustudie som utgörs av sex semistrukturerade forskningsintervjuer på fem förskolor. Den teoretiska bakgrunden bygger på tidigare forskning och redogör för relevanta begrepp inom området, däribland teorin Eichbergs kroppskulturmodell, Reggio Emilia och Merleau-Ponty. Inom detta område finns det viss tidigare forskning, men jag ser också ett behov av ytterligare forskning om fysisk aktivitet i förskolan för att uppmärksamma detta ytterligare och göra problemområdet varse för fler samhällsmedborgare. Resultatet visar att vid de flesta av förskolorna i studien förekommer större delen av barnens rörelseaktiviteter antingen på utegården, i närmiljön eller i skogen. Flertalet av pedagogerna anser skogen vara överlägsen när det handlar om att utmana barnen motoriskt och att frigöra kroppen. Ömsesidigt för alla pedagogernas tanke- och arbetssätt är även lekens centrala betydelse för rörelse. De menar att inkörsporten till fysisk aktivitet sker genom leken. / This essay aims at explaining children's physical activity in preschool and examine how preschool teachers can develop the children's physical activity habits and their movement needs. It was an interesting problem area to continue research in, because sedentary children and physically inactive children today are a growing social problem that is also associated with childhood obesity. There is a need for children to exercise early and learn about the value of various physical activities, as it promotes their future lifestyle. In my study I try to clarify distinctive characteristics that are typical of the selected preschools and their working methods. The study is based on a qualitative interview study that consists of six semi structured interviews at five preschools. The theoretical background is based on previous research and describes relevant concepts in the area, including the theory of Eichberg’s body culture model, Reggio Emilia and Merleau-Ponty. Within this area there is a certain amount of previous research, but I also see a need for further research on physical activity in preschool to pay attention to this subject and to make more citizens aware. The result of my study shows that most of the preschools have most of the children’s movement activities either in the yard, in the vicinity or in the forest. Most of the preschool teachers also consider the forest to be superior when it comes to challenging the children in their motor skills and releasing their bodies. Mutually for all of the preschool teacher’s thinking- and working methods, is that play is central for movement. The preschool teachers say that the gateway to physical activity takes place through children’s play.

Denna studies syfte är att undersöka om, och i så fall vilka, stöttande strategier som framträder i den planerade matematikundervisningen i förskolan. Det är en jämförande studie mellan det pedagogiska arbetssättet learning study och de pedagogiska arbetssätt som används enligt Maria Montessoris idéer, samt i förskolorna i Reggio Emilia i Italien. Genom platsbaserade observationer på tre olika förskolor, belägna i norra Stockholmsområdet, har material samlats in med hjälp av anteckningar och ljudinspelningar. Det insamlade materialet ligger till grund för en analys ur teorin om relationella utvecklingssystem, med fokus på stöttande strategier inom ramen för denna teori. Studiens resultat indikerar att alla stöttande strategier framträder inom alla tre arbetssätt, fast i varierande mängd. Social stöttning framträder mest inom learning study, ekologisk stöttning är mer framträdande inom montessoriverksamheten och självstöttning är mest framträdande för arbetssättet enligt Reggio Emilia-pedagogiken. Slutsatser av denna studie är att stöttande strategier inom ramen för teorin om relationella utvecklingssystem, ger en mer helhetlig bild av de stöttande strategier som framträder under den planerade matematikundervisningen i förskolan, jämfört med vad den mer traditionella uppfattningen om stöttat lärande kan erbjuda. Därför bör dessa stöttande strategier läras ut till förskollärare och verksamma inom förskolan så att barn inom förskolans verksamhet kan få den bästa möjliga undervisningen.

In preschools it is common that mathematics mainly focuses on how children learn mathematics through everyday activities, or on children´s understanding of mathematical concepts. However, views on mathematics-learning are today deepened and extended, and embrace children’s own mathematical signs, visual representations and bodily experiences. The overall aim of this thesis is to experiment with how this extended view in which children´s engagement and creativity is affirmed, simultaneously as they are developing knowledge about the world of mathematics with its procedures and rules. With inspiration from the French philosophers Gilles Deleuze´s and Félix Guattari´s immanent ontology and transcendental empiricism, and from the pedagogical philosophy of the preschools in Reggio Emilia, I have experimented both with mathematics, and with toddlers’ explorations and potentiality. The research-material primarily consists of video observations and documentations, and it is taken from a project with a mathematical topic through a cooperative work by me, preschool teachers and children aged 1–3 years. Methodologically the work is based on one example from the project where some children explores and experiment on geometric objects. In relation to the example some concepts from Reggio Emilia’s pedagogical thinking and Deleuze´s and Guattari´s immanent ontology are put to work, by focusing on the connections that emerge. The study make visible that children explore and experiment with mathematics in what in the study has called “a relational field of potentiality”. In relation to preschool didactics the study stresses the importance of teachers paying attention to and “listening” to children’s experimentations and sign-making, in order not to interrupt what is emerging/becoming. This requires an environment that embraces “the hundred languages” and enables collective experimentation for thoughts and ideas to be shared in “togetherness”. / I förskolan är det vanligt att matematiken främst handlar om det som sker i barnens vardag eller fokuserar på barnens förståelse av matematiska begrepp. Synen på matematik i förskolan håller dock på att vidgas och inbegripa barns egna teckenskapande och kroppsliga erfarenheter. Licentiatuppsatsens övergripande syfte är att experimentera och utforska hur barns engagemang och kreativitet kan tas tillvara, samtidigt med att barnen kan utveckla sina kunskaper kring matematikens värld med dess procedurer och regler. Utifrån de franska filosoferna Gilles Deleuze’s och Félix Guattaris immanenta perspektiv och transcendentala empirism och Reggio Emilias pedagogiska filosofi, har jag experimenterat kring matematik och de yngsta förskolebarnens experimenterande och potentialitet. Forskningsmaterialet består främst av videoobservationer och pedagogisk dokumentation från ett projekt med ett matematiskt ämnesinnehåll genom ett kollektivt arbete med mig, pedagoger och barn i åldern 1–3 år. Metodologiskt utgår arbetet från ett exempel från projektarbetet där några barn utforskar och experimenterar kring geometriska objekt. I relation till exemplet sätts några begrepp från Reggio Emilias pedagogiska tänkande och Deleuze´s och Guattaris immanenta ontologi i arbete med särskilt fokus på vilka förbindelser som frambringas. Det som studien synliggör är att barn utforskar och experimenterar kring matematik i det som i studien kallats ”det relationella potentialitetsfältet”. Förskoledidaktiskt synliggör studien vikten av att pedagoger uppmärksammar och ”lyssnar” till barns experimenterande och teckenskapande, för att inte stoppa barns potentialitet och det som är i tillblivelse. Detta förutsätter en miljö som inbegriper de hundra språken och som gör ett kollektivt experimenterande möjligt där tankar och idéer kan delas i en ”tillsammansskap”.

The aim of this study was to illustrate how a female murder victim is portrayed in local and evening press journalism. This was investigated through a critical discourse analysis that compares Kristianstadsbladet's and Aftonbladet's news reporting in connection with the murder of Emilia Lundberg in November 2019. With a total of 23 articles from Kristianstadsbladet and Aftonbladet we analysed the articles by first studying the texts and their properties. This was done by analysing the discourses that appear in the selection of articles and the word choices that describe Emilia Lundberg as a person and victim. Then we analysed the journalistic conventions, such as dramatisation and sensationalisation which appear in the reporting.  We came to the conclusion that Aftonbladet was more descriptive and focused on portraying Emilia as a person than Kristianstadsbladet was. Emilia was described in Aftonbladet as an innocent, young woman who was murdered by an evil and emotionless murderer, which were elements that could connect her to being classified as an ideal victim in the reporting. However, there were also several important elements in the reporting that spoke against her being an ideal victim, which we believed weighed heavier. This led us to draw the final conclusion that Emilia could not be considered to be an ideal victim in Aftonbladet and Kristianstadsbladet's reporting. We also drew the conclusion that the local and evening press does not deviate from dramatising and sensationalising events of the crime during the reporting process, but that it occurs to a greater extent in the evening press.

Studiens syfte är att undersöka de erfarenheter förskollärare beskriver om skapandet av den fysiska miljön i förskolan utifrån barns intressen, nyfikenhet och undersökande i stunden. För att nå vårt valda syfte har vi utgått från följande frågeställningar: Vilka strategier använder förskollärare för att ge barnen inflytande över utformningen av den fysiska miljön i förskolan? Vilka utmaningar lyfter förskollärare att de möter i skapandet av fysiska miljöer i förskolan utifrån barns intresse och undersökande? Vi har valt att utgå från ett barndomssociologiskt perspektiv i studien, vilket inte enbart handlar om kunskapen om barn och barndom utan något som också bör förstås i relation till tid och rum. Detta betyder att barn blir till och påverkas på olika sätt beroende på vilken miljö som omger dem. Vi har använt oss av en kvalitativ forskningsmetod, där det insamlade materialet har skett i fyra semistrukturerade intervjuer med olika förskollärare. Resultatet visar på olika erfarenheter och utmaningar hos förskollärarna kring arbetet med att utforma en miljö utifrån barnens intresse och inflytande, samt betydelsen av vilket förhållningssätt förskolläraren väljer att ta. Förskollärarna beskriver såväl erfarenheter kring vikten av en gemensam barnsyn i arbetslaget som utmaningar i arbetet med att tillgodose varje enskilt barns behov och intressen. / The purpose of the study is to examine the experiences preschool teachers describe about the creation of the physical environment in preschool based on children's interests, curiosity and exploration in the moment. To achieve our chosen purpose, we have started from the following questions: What strategies do preschool teachers use to give the children influence over the design of the physical environment in preschool? What challenges do preschool teachers highlight that they face in the creation of physical environments in preschool based on children's interest and exploration? We have chosen to start from a childhood sociological perspective in the study, which is not only about the knowledge about children and childhood, but something that should also be understood in relation to time and space. This means that children are conceived and affected in different ways depending on the environment that surrounds them. We have used a qualitative research method, where the collected material has been done in four semi-structured interviews with different preschool teachers. The results show different experiences and challenges among the preschool teachers regarding the work of designing an environment based on the children's interest and influence, as well as the importance of the approach the preschool teacher chooses to take. The preschool teachers describe both experiences of the importance of a common view of children in the work team and challenges in the work to meet each individual child's needs and interests.

The current study explores what characterizes the relationship between the pedagogical processes within a school culture of creativity in a Reggio Emilia-inspired school in the Southeastern United States. The questions which frame the study are: 1. How is a culture of creativity fostered within a Reggio Emilia-inspired school? 2. Within a culture of creativity, what characterizes the relationship between the pedagogical processes of curriculum and assessment? The research was designed as ethnography and incorporates multiple data sets which provide layers of rich and descriptive information that reveal how to foster a culture of creativity in a school for young children. These data sets were generated by the researcher and the study participants over 18 weeks of ethnographic fieldwork and participant observation. These data sets include class group observations, professional development observations, interviews, focus groups, and audio-photo vignettes of the life of the Reggio Emilia-inspired school which served as the research site for the ethnography. Through ongoing, iterative, and eclectic processes of qualitative data analysis, the researcher identified four emergent themes in the combined data generated during fieldwork. These themes represent the four findings of the study and are presented in the work in terms of answers to research questions, as well as how they support study conclusions, implications, and suggestions for future research in early childhood education. The four thematic findings that emerged in the ethnographic data generated for this study are: The Protagonists, The Daily Life, Research and Analysis, and Languages of Expression. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2013.

Many American preschool children enter kindergarten without the emergent literacy skills needed to learn to read. To address this problem, this multicase qualitative study investigated the emergent literacy practices at Steiner Waldorf-inspired and Reggio Emilia-inspired schools. The research questions focused on how alternative preschool philosophies help staff cultivate emergent literacy skills in young children. The conceptual framework came from Piaget's cognitive development theory, and Vygotsky's sociocultural theory. The study included eight participants from two Reggio Emilia-inspired and two Steiner Waldorf-inspired preschools. Data were collected through open-ended interviews, observations, and analyses of de-identified student work, then subjected to thematic cross-case analysis. Regarding the role of the two philosophies in the development of emergent literacy skills, findings indicated that teachers cited the philosophies leading them to honor their students, focus on the development of the whole child, and act as facilitators for children's oral language development through play. Regarding how program staff apply their program philosophies to creating emergent literacy through the learning environment key, the findings showed that both Steiner Waldorf-inspired and Reggio Emilia-inspired staff viewed the environment as another teacher. Reggio Emilia-inspired staff carefully organized the indoor and outdoor learning environments to provide numerous opportunities for authentic experiences and play, while Waldorf-inspired staff was more likely to draw from nature itself to create opportunities for imaginary play. When children start school with a solid foundation in emergent literacy, they are more likely to be successful readers.

Uppsatsen syftar till att göra en genuskritisk undersökning av en text Att göra lärandet synligt i vilken Reggio Emilias filosofi presenteras. Med hjälp av feministisk poststrukturalism, diskursanalys och dekonstruktion har jag i materialet kunnat identifiera en stark särartsdiskurs om kön, som bygger på två könskategorier, flickor och pojkar, som är ömsesidigt uteslutande och varandras motsatser. Trots att man inom Reggiodiskursen ofta betonat en konstruktionistisk kunskapssyn och hur ”alla barn är kompetenta och intelligenta” om de bara får vistas i intelligenta lärandemiljöer framstår synen på kön som essentialiserande. Det vill säga det framstår som om kön finns givet inom barnet oavsett lärandemiljö. Genom dekonstruktion går jag dock bakom och försöker tillfälligt lösa upp dessa dikotomier för att synliggöra hur en kategorisering utifrån två kön som varandras motpoler inte behöver ses som naturgiven. Det blev tydligt att barnen faktiskt inte ens i texten alltid beter sig på ett sätt som överensstämmer med dessa diskurser. Pojkarna verkar också använda fysisk närhet i ett intensivt samarbete och arbetar mestadels två och två med staden. Flickorna verkar också ägna mycket tid till förbindelser i form av gator som symboliska gränser. Det finns alltså motstridigheter i texten som kan plockas upp och användas för att rubba de till synes fasta kategorierna flickor och pojkar.

La tesi esamina il rapporto tra le opportunità di integrazione che gli immigrati hanno in Italia e la possibilità che essi facciano ricorso al crimine. L'analisi della legislazione italiana evidenzia come gli ostacoli, e la discrezionalità delle pratiche, legati al soggiorno regolare sul territorio rendano difficile l'integrazione degli stranieri nella società. Di conseguenza, la capacità degli immigrati di adottare proprie strategie di adattamento (basate sul capitale individuale e sul capitale sociale) alla loro situazione acquista fondamentale importanza. Per verificare empiricamente tali concetti, ho intervistato un campione di stranieri, sia all'interno che all'esterno del carcere, al fine di ricostruire la loro esperienza migratoria e confrontare le "strategie di integrazione" dei detenuti con quelle dei non detenuti. Dalla ricerca è emerso che, a parità di difficoltà incontrate in Italia, e pur essendosi rilevati in entrambi i gruppi periodi di irregolarità (legati alla mancanza del permesso di soggiorno), gli stranieri non detenuti erano riusciti ad adottare più efficaci strategie di integrazione - intese quali fattori protettivi dal coinvolgimento in attività criminali - che non gli stranieri intervistati in carcere. Inoltre, la relazione tra integrazione e criminalità è stata analizzata, in particolare, in Calabria ed Emilia-Romagna attraverso interviste in profondità con un più ristretto campione di stranieri detenuti negli istituti penitenziari delle due regioni. Attraverso interviste con alcuni osservatori privilegiati, infine, sono state esaminate le strutture delle opportunità sia legittime che illegittime presenti in ciascun contesto regionale. / The thesis explores the relationships between the possibilities of integration of migrants in Italy and the eventuality of foreigners' recourse to crime. From the analysis of Italian laws emerges that legal obstacles, and the discretionary nature of practices, linked to a regular sojourn, make integration particularly difficult. Therefore, the ways in which migrants are able to mobilize strategies of adaptation (based on individual and social capital of foreigners) to their situation are crucial to their final success. In order to test these concepts empirically, I collected the stories of a sample of foreigners - interviewed within and out of prisons - and compared "integration strategies" of inmates and non-detainees. From the research resulted that, starting from similar difficulties encountered in Italy, and even if both groups experienced periods of irregularity (due to the lack of residence permits), foreigners out of prison had been able to more effectively mobilize their skills of social integration - meant as a protective factor from involvement in crime - than inmates. Furthermore, the relationship between integration and crime has been explored, in particular, in the two Italian regions of Calabria and Emilia-Romagna through in-depth interviews with a smaller sample of foreigners detained in regional prisons. Also the structure of both legitimate and illegitimate opportunities in each region has been analyzed through interviews with key informants.