Esse estudo investiga a “violência entre pares” numa escola pública de Esteio/RS. A amostra foi composta por 161 alunos, sendo 102 da sétima e 59 da oitava série, 67 meninas e 94 meninos, com idades entre 12 e 20 anos (média ± desvio padrão = 14,09 ± 1,19). Foi utilizado o questionário “Violência entre Pares”. Os resultados mostram que 56,9% dos alunos foram vítimas, 82,0% observadores, e 38,5% agressores. Apenas 8,7% foram agredidos mais de 3 vezes. A agressão mais frequente de foi a verbal (47,2%), seguida da física (21,1%) e de outras formas de agressão (13,7%). Não foi significativa a presença de bullying, e os casos de violência foram mais associados à violência doméstica. A grande maioria dos alunos avaliou o ambiente escolar e a relação com os colegas de turma como positiva, e não houve nenhuma associação entre vitimização e piora da avaliação desses dois parâmetros. / This study investigates the occurrence of “peer violence” amongst adolescents in a public school in Esteio/RS. The sample was composed by 161 students, 102 from 7th and 59 from 8th grade, 67 girls and 94 boys, aged between 12 and 20 years old (M ± dp = 14.09 ± 1.19). The questionnaire "Peer Violence" was used. The results show that 56.9% were victims, 82.0% observers and 38.5% aggressors. Only 8.7% were victimized more than three times. The verbal aggression was the most common (47.2%), followed by physical abuse (21.1%) and other forms of aggression (13.7%). Bullying occurrence was not significant, and the violence found in the school was associated to domestic life. Most of students like the scholar environment and the relationship between peers, and there was no association between those parameters and violence.

As instituições buscam, além de sobrevivência, diferenciar-se em um ambiente marcado pela crescente competitividade. Nesse cenário, é necessário que realizem profundas e aceleradas transformações para responder às constantes mudanças que ocorrem nas dimensões econômica, social e financeira. Uma das alternativas para responder a esse desafio é a Gestão por Competências, que tem como pressuposto orientação estratégica sustentada na identificação e na gestão dinâmica de recursos e de capacidades internas que permitam a efetividade do negócio, garantindo a sustentação e/ou a diferenciação das organizações. Nesse contexto, o papel dos gestores é de fundamental importância para mobilizar e articular as competências dos indivíduos e das equipes para o alcance das estratégias definidas para a instituição. Este estudo, que avalia a apropriação da abordagem da Gestão por Competências no ambiente organizacional da Universidade do Vale do Rio dos Sinos - UNISINOS, é resultante de uma pesquisa realizada com integrantes da Reitoria, diretores das Unidades Acadêmicas e de Apoio e integrantes do grupo estratégico “Gestão e Competências”. Como estratégia de pesquisa foi utilizado um estudo de caso único, qualitativo e de natureza exploratória. Os resultados desse trabalho revelam que: a) existe homogeneidade de entendimento conceitual, por parte dos entrevistados, quanto à noção de competência; b) os elementos facilitadores para o desenvolvimento da lógica do processo de Gestão por Competências estão relacionados aos valores e à natureza da Instituição e os elementos limitadores estão relacionados, principalmente, às categorias de competência gerencial referentes ao negócio e à mudança; c) existe uma articulação das competências gerenciais com as organizacionais, nas categorias de competências relacionadas a valores e a pessoas, porém, as que dizem respeito à orientação para o negócio e à gestão da mudança e da inovação apresentam lacunas que precisam ser superadas para responder às demandas estratégicas identificadas como necessárias para aumentar a competitividade organizacional da UNISINOS. / In fierce competitive markets, organizations are looking for differentiation strategies that can give them a clear identity. In this scenario, rapid and deep changes are necessary in order to respond to the constant transformations in the economic, social, and financial dimensions. An alternative to cope with this changing environment is the competence-based management, an approach that, based on the identification and dynamic management of resources and internal capabilities responsible for the business effectiveness, supports the capacity of organizations to be competitive. With this approach, the managers’ ability to recognize and rise individual and team competences becomes a fundamental strategy towards the achievement of the organization’s objectives. This research describes a case study aimed at evaluating a management development programme, which adopts a competence-based approach in the Universidade do Vale do Rio do Sinos - UNISINOS. A single qualitative case study, of exploratory nature, was used as research strategy. In order to evaluate the programme, several managers from the President’s Office, directors of academic and support units and members of the strategic group “Management and Competence” were interviewed. The study has revealed that: (a) there is a fair common understanding of what competence means among the interviewees; (b) the facilitating elements for the implementation of the competence-based approach are related to the Institution’s nature and values; while the restraining elements are related to the class of managerial competences associated to business and changes; (c) there is an articulation between managerial and organizational competences regarding values and people. However, the business-oriented and the change and innovation management competences show deficiencies concerning identified strategic requirements that need to be surpassed to increase the organizational competence of UNISINOS.

Made available in DSpace on 2014-07-29T16:21:20Z (GMT). No. of bitstreams: 1 disleo.pdf: 1471264 bytes, checksum: 151b79297445d34eca5163f1481eec31 (MD5) Previous issue date: 2007-02-09 / Bats were captured with mist-nets for 36 days along one year in the legal reserve of Anglo American Brasil/Codemin, in the municipality of Niquelândia, north of Goiás State. Three areas of three different fitofisionomias were inventoried: Dry Forest, cerrado and cerrado stricto sensu. Three expeditions were accomplished in the dry period and three in the rainy period during the new moon phase. Seven hundred and twenty-five bats belonging to nineteen species were recorded: Carollia perspicillata, Glossophaga soricina, Platyrrhinus lineatus, Pteronotus parnellii, Anoura geoffroyi, Desmodus rotundus, Molossops temminckii, Micronycteris minuta, Lonchophylla dekeyseri, Artibeus planirostris, Artibeus cinereus, Diphylla ecaudata, Platyrrhinus helleri, Lophostoma brasiliense, Artibeus concolor, Artibeus lituratus, Mimon bennettii, Phyllostomus discolor e Phyllostomus hastatus. The family Phyllostomidae represented 95,8% of the captures; the family Mormoopidae 3,0%, and Molossidae 1,2%. Carollia perspicillata was the dominant species (64,4%% of the sample) , followed for Glossophaga soricina (20%). The research still raised the presence of the one species threatened of extinction Lonchophylla dekeyseri. Artibeus concolor was recorded for the first time to Central Brasil. The Shannon-Wienner index (H') and Eqüitabilility (E) calculated for the areas it was: forest: H' = 0,716 E: 0,3260); cerrado area: H'=1,456 (E: 0,5677) and cerrado stricto sensu: H'=1,397 (E: 0,6068). The largest abundance was observed in the riverine forest (54,4%) and the largest number of species in the cerrado (13 species). Frugivorous species were predominantly in this study. The most similar areas were the two cerrado areas. It was observed a seasonal variation with relationship to the number of captures of bats, with a larger frequency observed in the rainy period. The three nectarivorous species found had picks of annual activities. The pattern of occurrence of species taxonomic or ecologically related revealed that P. lineatus and C. perspicillata didn't demonstrate correlation in the pattern occurrence (r = 0.72; p = 0,106) and a positive correlations were found for: M. minuta and M. temminckkii (r=0,917; p <0,05); M. minuta and P. parnellii (r=0,157; p=765); P. parnellii and M. temminckkii (r=-0,025; p=0,96). The study demonstrated that reserves legal of Anglo American Codemin it can be considered quite several when compared to other areas of Cerrado / Durante 36 dias ao longo de um ano procurou-se levantar a quiropterofauna da reserva legal da Anglo American Brasil/Codemin, no município de Niquelândia, mesorregião Norte do Estado de Goiás, amostrando três áreas com três fitofisionomias diferentes: Mata Seca, cerrado e cerrado strictu sensu. Foram realizadas três expedições no período seco e três no período chuvoso durante a fase de lua nova. Os morcegos foram capturados com redes de neblina. Setecentos e vinte e cinco morcegos de três famílias e dezenove espécies foram capturados: Carollia perspicillata, Glossophaga soricina, Platyrrhinus lineatus, Pteronotus parnelli, Anoura geoffroyi, Desmodus rotundus, Molossops temminckkii, Micronycteris minuta, Lonchophylla dekeyseri, Artibeus planirostris, Artibeus cinereus, Diphylla ecaudata, Platyrrhinus helleri, Lophostoma brasiliense, Artibeus concolor, Artibeus lituratus, Mimon bennettii, Phyllostomus discolor e Phyllostomus hastatus. A família Phyllostomidae representou 95,8% das capturas; a família Mormoopidae 3,0% e a Molossidae apenas 1,2%. Carollia perspicillata foi a espécie dominante (64,4%% da amostra) seguida por Glossophaga soricina (20%). A pesquisa relevou ainda a presença de Lonchophylla dekeyseri, espécie constante da lista atual de espécies brasileiras ameaçadas de extinção e o primeiro registro de Artibeus concolor para a região centro-oeste. O índice de Shannon-Wienner (H ) e a Eqüitabilidade (E) calculados para as áreas foi: mata: H = 0,716 (E: 0,3260); cerrado: H =1,456 (E: 0,5677) e cerrado stricto sensu: H =1,397 (E: 0,6068). A maior abundância foi observada na Mata (54,4%) e a maior riqueza para o cerrado (13 espécies). Espécies frugívoras foram dominantes neste estudo, tanto em número de espécie quando na abundância. As áreas mais similares entre os períodos foram os dois cerrados. Ocorreu uma variação sazonal quanto ao número de capturas de morcegos, com uma maior freqüência observada no período chuvoso. As três espécies nectarívoras encontradas tiveram picos de atividades em diferentes épocas. O padrão de ocorrência de espécies taxonomicamente ou ecologicamente relacionadas revelou que P. lineatus e C. perspicillata não demonstraram correlação entre seus padrões de ocorrência de (r = 0.72; p = 0,106) e uma correlação positiva foi encontrada para: M. minuta e M. temminckkii (r=0,917; p<0,05); M. minuta e P. parnellii (r=0,157; p=765); P. parnellii e M. temminckkii (r=-0,025; p=0,96). O estudo demonstrou que reserva legal da Anglo American Codemin pode ser considerada bastante diversa quando comparada a outras áreas de Cerrado

Se a família é o primeiro ambiente socializador da criança, preparando-a para a inclusão em um contexto social mais amplo, a escola pode ser considerada o segundo, salientando-se que pais e professores são figuras essenciais no desenvolvimento do indivíduo, cabendo a eles a função de transmitir valores e normas de conduta assim como compor o ambiente, estabelecendo formas e limites para as gerações mais novas; a infância é, pois, quando a criança incorpora estes valores e, então, o momento propício para verificar a assimilação que ela faz dos fatores relacionadas à tolerância, direitos e deveres. Neste sentido, inicialmente foi investigada a percepção de professores e pais de alunos de Escolas Públicas e Privadas sobre formas de educar a criança e o que seria a violência doméstica contra ela (Estudo I). Na continuidade, analisou como crianças de 2ª a 4ª séries do Ensino Fundamental, que freqüentavam Escola Pública, percebiam as ações dos adultos em relação a elas, o que consideravam certo e errado no contato entre os colegas, o que deveria ser feito para garantir o respeito aos direitos de cada um (Estudo II); e por último foi executado um conjunto de discussões em grupo voltado às questões da Tolerância e Direitos com crianças de 4ª série (Estudo III). Para cumprir estes objetivos, no Estudo I três Escolas Públicas e três Particulares foram contatadas, participaram quatro professores (um por série) e oito pais (dois por série) por Escola de primeira à quarta série do Ensino Fundamental, somando um total de setenta e dois entrevistados; na coleta de dados foram usados uma entrevista estruturada com os pais e jogo de sentenças incompletas com os professores. No Estudo II foram entrevistados 160 alunos de 2a (40), 3a (40) e 4a (80) séries do Ensino Fundamental de uma Escola Pública; dois instrumentos foram elaborados, o primeiro composto por um conjunto de desenhos, seguidos de questões, o segundo na forma de uma entrevista estruturada. No Estudo III, o material usado na intervenção foi em forma de jogo que consistia em lançar uma certa situação com duas possíveis alternativas (uma direcionada para a incompreensão e desobediência e a outra voltada para a tolerância e a recusa à agressão) a serem escolhidas pelos seus participantes (duas salas de 4ª série). Os dados obtidos foram analisados pelos sistemas quantitativo e quantitativo interpretativo. Os resultados, de um modo geral, mostraram que para os pais de alunos de ambas as escolas um sistema ideal de educação quanto à punição está no ponto central, a grande maioria nega que o excesso e a ausência sejam bons para a educação, mas sinalizam que, num grau médio, punir é uma ação aceita como forma de educar a criança. Os professores de escolas particulares e públicas disseram que já detectaram algum tipo de violência doméstica contra seus alunos. Os dados das crianças demonstraram que elas responsabilizam os adultos por sua formação e o que mais as incomoda no contato com os pares são as brigas. Discute-se assim a questão da visibilidade maior da violência doméstica contra a criança nas escolas, sendo os professores grandes aliados na sua detecção e também a necessidade da realização de outras intervenções com as crianças com o objetivo de trabalhar estratégias menos violentas diante de situações que exigem auto-controle em seu relacionamento com os colegas. / If the family is the first socializing environment for children, preparing them for inclusion in a more expanded social context, school can be considered to be the second, with emphasis on the fact that parents and teachers are essential figures in the development of an individuals. It is their function to transmit values and behavioral norms and to compose the environment, establishing forms and limits for the younger generations. It is during childhood that children incorporate these values, this being the proper time to verify how children assimilate the factors related to tolerance, rights and duties. On this basis, we first investigated the perception of teachers and parents of pupils enrolled in Public and Private Schools regarding the way to educate children and domestic violence against them (Study I). Next, we analyzed how 2nd to 4th grade Elementary School pupils enrolled in Public School perceived the actions of adults towards themselves and what they considered to be right or wrong regarding contact among schoolmates and what should be done to guarantee respect of the rights of each person (Study II); finally, a set of group discussions was held regarding the questions of Tolerance and Rights with 4th grade pupils (Study III). To fulfill these objectives, three Public Schools and three Private Schools were contacted in Study I, with the participation of four teachers (one per grade) and eight parents (two per grade) per School from first to fourth grade of Elementary School, with a total of 72 persons interviewed. For data collection, a structured interview was applied to the parents and a set of incomplete sentences was used with the teachers. In Study II, 160 pupils of 2nd (40), 3rd (40) and 4th (80) grades of Elementary School were interviewed. Two instruments were elaborated, the first consisting of a set of drawings followed by questions, and the second in the form of a structured interview. In Study III, the material used for intervention was a game consisting of the presentation of a certain situation with two possible alternatives (one directed at incomprehension and disobedience and the other directed at tolerance and refusal of aggression) to be selected by the participants (two 4th grade classrooms). The data obtained were analyzed by the quantitative and quantitative interpretative systems. In general, the results showed that the parents of children from both schools considered punishment to be a central point in an ideal educational system. Most denied that the excess or the absence of punishment is good for education, but pointed out that a medium type of punishment is an action accepted as a form of child education. The teachers of both the public and private schools stated that they had already detected some type of domestic violence against their pupils. The data regarding the children demonstrated that they hold the adults responsible for their education and that what most bothers them in the contact with their peers is fighting. Thus, the question of greater visibility of domestic violence against children in the schools is discussed, with the teachers being important allies in its detection, together with the need for other interventions with the children in order to devise less violent strategies in situations that require self-control in their relationships with their schoolmates.

The present study attempted to identify demographic and psychological variables predictive of adolescent suicidal ideations and attempts. Data from 90 adolescents, who completed an intake form at a university community mental health clinic or were student volunteers, were utilized. Two judges tabulated information regarding age, gender, number of siblings, ethnicity, parental marital status, drug use, depression, suicidal ideation, and previous suicidal attempts. A multiple regression analysis was performed to identify which variables had predictive significance. Depression was the best predictor of both suicidal ideations and attempts. Ethnicity was also predictive; white adolescents were found to be at higher risk for suicide than individuals from other ethnic groups. It is suggested that additional studies be done exploring other predictors of suicide among adolescents.

The idea of internal market is one of the basic concepts of the European integration. The internal market of the European Union is a single market in which the free movement of goods, services, capital and persons is ensured. This thesis focuses on the free movements of legal persons in the European Union, namely freedom of establishment and the possibility of cross-border transfer of a company's registered office. This business focused freedom is regulated mainly by primary law in Articles 49 a 54 TFEU and its main objective is to enable the exercise of economic activities even in the territory of other Member States. The aim of this thesis is to investigate the regulation and development of case law regarding freedom of establishment of companies and give their comprehensive analysis. Furthermore, the thesis points out the fact that the choice of company's seat and its change is often associated with advantageous conditions laid down by national legislation. Companies often choose countries which have minimum requirements for their establishment and existence. States are aware of this behavior. Consequently, some of them reduce their legal standards and try to attract companies into their territory. This may cause the battle of jurisdictions. The thesis consists of the initial and final part and...

Master of Science / Department of Agricultural Economics / Michael R. Langemeier / The overall objective of this study was to examine the relative efficiency of farmers in various age groups. Nine Hundred sixty-four sole proprietors, who were members of the Kansas Farm Management Association (KFMA) with continuous data from 2002-2006, were split up into four groups based on age. Comparing the fourth age group (over 65 years of age) to the first age group (under or equal to 45 years of age) was of primary importance in this study. Comparisons were made utilizing variables pertaining to farm size and tenure, specialization, efficiency, liquidity, and solvency. In this study, there are four age groups; under or equal to 45 years, 46 to 55 years, 56 to 65 years, and greater than 65 years old. T-tests were used to compare variables among age groups. Nineteen variables were statistically different between age groups one and four. The fourth age group performed poorly in terms of cost efficiency. Based on the results, the fourth age group had a difficult time covering unpaid labor and capital expenses. Discriminant analysis was used to determine which variables discriminate the most between age groups. The top three variables in this discriminant analysis were the asset turnover ratio, the economic total expense ratio, and percent acres owned. The top three variables in the discriminant analysis involving groups one and four were the debt to asset ratio, asset turnover ratio, and net farm income.

Se a família é o primeiro ambiente socializador da criança, preparando-a para a inclusão em um contexto social mais amplo, a escola pode ser considerada o segundo, salientando-se que pais e professores são figuras essenciais no desenvolvimento do indivíduo, cabendo a eles a função de transmitir valores e normas de conduta assim como compor o ambiente, estabelecendo formas e limites para as gerações mais novas; a infância é, pois, quando a criança incorpora estes valores e, então, o momento propício para verificar a assimilação que ela faz dos fatores relacionadas à tolerância, direitos e deveres. Neste sentido, inicialmente foi investigada a percepção de professores e pais de alunos de Escolas Públicas e Privadas sobre formas de educar a criança e o que seria a violência doméstica contra ela (Estudo I). Na continuidade, analisou como crianças de 2ª a 4ª séries do Ensino Fundamental, que freqüentavam Escola Pública, percebiam as ações dos adultos em relação a elas, o que consideravam certo e errado no contato entre os colegas, o que deveria ser feito para garantir o respeito aos direitos de cada um (Estudo II); e por último foi executado um conjunto de discussões em grupo voltado às questões da Tolerância e Direitos com crianças de 4ª série (Estudo III). Para cumprir estes objetivos, no Estudo I três Escolas Públicas e três Particulares foram contatadas, participaram quatro professores (um por série) e oito pais (dois por série) por Escola de primeira à quarta série do Ensino Fundamental, somando um total de setenta e dois entrevistados; na coleta de dados foram usados uma entrevista estruturada com os pais e jogo de sentenças incompletas com os professores. No Estudo II foram entrevistados 160 alunos de 2a (40), 3a (40) e 4a (80) séries do Ensino Fundamental de uma Escola Pública; dois instrumentos foram elaborados, o primeiro composto por um conjunto de desenhos, seguidos de questões, o segundo na forma de uma entrevista estruturada. No Estudo III, o material usado na intervenção foi em forma de jogo que consistia em lançar uma certa situação com duas possíveis alternativas (uma direcionada para a incompreensão e desobediência e a outra voltada para a tolerância e a recusa à agressão) a serem escolhidas pelos seus participantes (duas salas de 4ª série). Os dados obtidos foram analisados pelos sistemas quantitativo e quantitativo interpretativo. Os resultados, de um modo geral, mostraram que para os pais de alunos de ambas as escolas um sistema ideal de educação quanto à punição está no ponto central, a grande maioria nega que o excesso e a ausência sejam bons para a educação, mas sinalizam que, num grau médio, punir é uma ação aceita como forma de educar a criança. Os professores de escolas particulares e públicas disseram que já detectaram algum tipo de violência doméstica contra seus alunos. Os dados das crianças demonstraram que elas responsabilizam os adultos por sua formação e o que mais as incomoda no contato com os pares são as brigas. Discute-se assim a questão da visibilidade maior da violência doméstica contra a criança nas escolas, sendo os professores grandes aliados na sua detecção e também a necessidade da realização de outras intervenções com as crianças com o objetivo de trabalhar estratégias menos violentas diante de situações que exigem auto-controle em seu relacionamento com os colegas. / If the family is the first socializing environment for children, preparing them for inclusion in a more expanded social context, school can be considered to be the second, with emphasis on the fact that parents and teachers are essential figures in the development of an individuals. It is their function to transmit values and behavioral norms and to compose the environment, establishing forms and limits for the younger generations. It is during childhood that children incorporate these values, this being the proper time to verify how children assimilate the factors related to tolerance, rights and duties. On this basis, we first investigated the perception of teachers and parents of pupils enrolled in Public and Private Schools regarding the way to educate children and domestic violence against them (Study I). Next, we analyzed how 2nd to 4th grade Elementary School pupils enrolled in Public School perceived the actions of adults towards themselves and what they considered to be right or wrong regarding contact among schoolmates and what should be done to guarantee respect of the rights of each person (Study II); finally, a set of group discussions was held regarding the questions of Tolerance and Rights with 4th grade pupils (Study III). To fulfill these objectives, three Public Schools and three Private Schools were contacted in Study I, with the participation of four teachers (one per grade) and eight parents (two per grade) per School from first to fourth grade of Elementary School, with a total of 72 persons interviewed. For data collection, a structured interview was applied to the parents and a set of incomplete sentences was used with the teachers. In Study II, 160 pupils of 2nd (40), 3rd (40) and 4th (80) grades of Elementary School were interviewed. Two instruments were elaborated, the first consisting of a set of drawings followed by questions, and the second in the form of a structured interview. In Study III, the material used for intervention was a game consisting of the presentation of a certain situation with two possible alternatives (one directed at incomprehension and disobedience and the other directed at tolerance and refusal of aggression) to be selected by the participants (two 4th grade classrooms). The data obtained were analyzed by the quantitative and quantitative interpretative systems. In general, the results showed that the parents of children from both schools considered punishment to be a central point in an ideal educational system. Most denied that the excess or the absence of punishment is good for education, but pointed out that a medium type of punishment is an action accepted as a form of child education. The teachers of both the public and private schools stated that they had already detected some type of domestic violence against their pupils. The data regarding the children demonstrated that they hold the adults responsible for their education and that what most bothers them in the contact with their peers is fighting. Thus, the question of greater visibility of domestic violence against children in the schools is discussed, with the teachers being important allies in its detection, together with the need for other interventions with the children in order to devise less violent strategies in situations that require self-control in their relationships with their schoolmates.

<p>The need to protect size and age structures from selective harvest in order to maintain sustainable fish stocks has been emphasized in recent literature. The Big Old Fat Fecund Female Fish (BOFFFF) hypothesis has been influential in discussions of changing stock management strategies, and postulates that larger, older females have a disproportionate input into stock recruitment due to physiological advantages. In this study, we utilize a meta-analysis approach to test the assumption of the BOFFFF hypothesis, that larger female fish produce larger eggs and more viable offspring, at a broad scale. Following the meta-analyses, we assess whether larger females from a subset of studies use their gonadal investment more efficiently than small females. From our meta-analyses, we found positive, significant intraspecific relationships between female size and egg size. Moreover, we found positive associations between egg size and offspring viability (offspring size and survival). However, we found in a subset of studies that although proportional survival of offspring often increases with egg size, females that produced larger eggs yielded fewer surviving offspring per unit gonadal investment. This reduced efficiency in reproductive investment is a product of the trade-off between egg size and fecundity. We conclude that although larger females may appear to produce more viable individual offspring, their input to stock recruitment, according to total stock gonadal biomass, may not be disproportionate, as stated by the BOFFFF hypothesis. However, we did not account for whether the benefits of maternal effects extend beyond the larval stage.</p><p>The theory of optimal egg size implies that fish trade off between fecundity and individual gonad investment according to their environment. Past interspecific studies suggest that in general, fishes in large, marine systems produce smaller eggs than those in small, freshwater systems. This study aims to compare egg size intraspecifically among small and large systems. In particular, we focus on populations from the Laurentian Great Lakes, which exhibit similar broadscale physical processes as marine systems, and smaller inland lakes (<1,000 ha), whose ecosystems contain many of the same species. In 2018 and 2019, we collected egg samples from spawning walleye (<i>Sander vitreus</i>) and yellow perch (<i>Perca flavescens</i>) in both inland lake and Great Lake populations. From each female, we recorded total lengths, and measured average diameters of ten eggs. Using ANCOVA models, we compared mean length-adjusted egg diameters intraspecifically among populations of both species. For both walleye and yellow perch, we found that females from inland lakes produced larger mean length-adjusted egg diameters than those of the Great Lakes. This pattern was particularly evident for yellow perch, whereas for walleye the pattern was relatively weak, potentially due to stocking eroding population-specific selection for egg size. These intraspecific patterns are consistent with cross-system interspecific variation in fish egg size.</p>

The purpose of the study was partly to investigate the experiences of school counselors the factors that may be behind young people's stress (16-25 years) and partly to explore school counselors' perceptions of what tools are needed to reduce young people's stress. All school counselors participated in the study working at the student health care in Sweden. The study is based on twelve qualitative interviews with school counselors in Sweden. The theoretical frameworks used are tacit knowledge, work alliance, role theory and professional theory. The results showed that many different factors contributed to young people's stress, for example too little sleep, inactivity and large examinations. It became clear that the school counselors had similar opinions about what was behind young people's stress. Furthermore, it became clear that school counselors use different tools to reduce young people's stress. These tools consisted of getting students to think positively, to have a balance between leisure time, school and work, and to have time for recovery.