Orientador: José Eduardo Cezar Sampaio / Banca: Rosemary Adriana Chiérici Marcantonio / Banca: Álvaro Francisco Bosco / Banca: Denise Maria Zezel / Banca: Antônio Wilson Sallum / Resumo: O objetivo deste estudo foi avaliar in vitro, a adesão de elementos sanguíneos sobre superfícies radiculares irradiadas com laser de Er:YAG e de Diodo, e a ação destes sobre as superfícies radiculares. Foram obtidas 120 amostras de dentes humanos extraídos por doença periodontal, que foram previamente raspados e aplainados com instrumentos manuais, sendo a seguir divididas aleatoriamente em 6 grupos com 20 amostras cada. O G1 (controle)- não recebeu nenhum tratamento; o G2- recebeu aplicação tópica de EDTA 24%; G3- foi irradiado com laser de Er:YAG com 7,6 J/cm2; o G4- irradiado com laser de Er:YAG com 12,9 J/cm 2; o G5 -irradiado com laser de Diodo com 90 J/cm2 e o G6 - foi irradiado com laser de Diodo com 108 J/cm2. Após a realização dos tratamentos, em 10 amostras de cada grupo foi depositado imediatamente a sua punção, tecido sanguíneo originado da vascularização periférica de humano, sendo que 10 amostras não receberam tal tratamento. Após processamento laboratorial as amostras foram analisadas através de microscopia eletrônica de varredura. As fotomicrografias obtidas foram avaliadas através de dois índices: adesão de elementos sanguineos e de morfologia da superfície radicular e estatisticamente analisadas (Kruskall Wallis e Mann-Whitney). Os resultados demonstraram que em relação a adesão de elementos sanguíneos não houve diferenças estatisticamente significante entre o grupo controle e os tratados com o laser de Er:YAG (p=0,7733 e 0,7831) ; O G5 mostrou-se menos efetivo que o controle na adesão de elementos sanguíneos ( p=0,0305 ) e o G2 foi o menos efetivo de todos na adesão. Com relação a morfologia da superfície radicular houve diferenças significantes entre o controle e os grupos do laser de Er:YAG (p= 0,0001) e entre o G5 do Diodo (0,0259); entre o EDTA e os grupos do laser de Er:YAG (p=0,0150 ) e entre o... (Resumo completo, clicar acesso eletrônico abaixo). / Abstract: The aim of this study was to evaluate in vitro the adhesion of blood components on root surfaces irradiated with Er:YAG and Diode lasers and these lasers effects on root surfaces. It was obtained 120 samples of human teeth extracted by periodontal disease. They were planed and scaled previously with manual instruments and randomly divided into 06 groups of 20 samples each. The groups were treated according to the following procedures: G1 (Control Group) -received no treatment; G2- had a topical application of EDTA 24%; G3- was irradiated with Er:YAG laser (7,6 J/cmø); G4 - was irradiated with Er:YAG laser (12,9 J/cmø); G5 - was irradiated with Diode laser (90 J/cmø) and G6 was irradiated with Diode laser (108 J/cmø). After these treatments were conducted, 10 samples of each group received a stippler, a blood tissue originated from peripheral vascularization, and the reminiscent samples did not receive such treatment. After laboratorial analysis the samples were analyzed through a scanning electronic microscopy. The photomicrographs obtained were evaluated according to adhesion of blood components and morphology of root surface; and statistically analyzed (Kruskall Wallis and Mann-Whitney). With relation to the adhesion of blood components, the results have shown that there were no significant differences between the Control Group and the groups treated with Er:YAG laser (p=0,7733 and 0,7831); G5 was less effective than the Control Group in adhesion of blood components (p=0,0305) and G2 was the least effective of all groups in this case. With relation to the morphology of root surface there were significant differences among the Control Group, the Er:YAG laser groups (p=0,0001) and the Diode laser G5 (p=0,0259); between the EDTA and the Er:YAG laser groups (p=0,0150) and also between the Diode laser G6 and the Er:YAG laser groups (p=0,0032)... (Complete abstract, click electronic address below). / Doutor

O presente trabalho aborda a circulação de saberes em torno da profissionalização docente num programa de formação continuada de professores das séries iniciais, o PEC-Municípios, desenvolvido no Estado de São Paulo, por iniciativa da Secretaria de Estado da Educação, em parceria com algumas universidades, no período de 2006 a 2008. A pesquisa adotou as perspectivas teóricas mais recentes dos estudos comparados em educação, que podem ser classificados em duas tradições investigativas distintas: a primeira, representada por alguns autores vinculados à Universidade de Standford, dos quais se destacam Meyer e Ramírez, comumente citados nos trabalhos como neoinstitucionalistas; a segunda, modelarmente representada por Schriewer, por alguns, classificadas como tendência hermenêutica. Por meio do estudo do discurso e dos dispositivos didáticos presente no material produzido no âmbito do Programa para ser distribuído para os professores cursistas, foi possível identificar um conjunto de autores, textos e conceitos que têm circulado amplamente no contexto internacional das reformas educativas empreendidas desde os anos 1990. Foi notável na análise do material a presença das prescrições em torno da ideia de profissional reflexivo, que passa a ser o mote da reconstrução da identidade profissional docente nesse período, com ênfase nos saberes da prática e na apropriação das ideias centrais daquele conjunto de autores e textos que circulam internacionalmente. Nessa análise, os conceitos de externalização (Schriewer) e de estrangeiro indígena (Popkewitz) foram importantes ferramentas teóricas para compor um quadro analítico do discurso produzido no âmbito do PEC-Municípios. / The present paper discusses the circulation of knowledge about the professionalization of a program of continuous training of teachers in early grades, the PEC-cities, developed in the State of São Paulo, at the initiative of the Ministry of Education, in partnership with some universities in the period from 2006 to 2008. The research adopted the latest theoretical perspectives of comparative studies in education, which can be classified into two different investigative traditions: the first, represented by some authors linked to Stanford University, among which are Meyer and Ramirez, commonly mentioned in works like \"neo-institutionalists\", and the second is represented by modelarmente Schriewer by some tendency classified as hermeneutics. Through the study of speech and the devices in this didactic material produced under the program to be distributed to the participant teachers, it was possible to identify a set of authors, texts and concepts that have been circulating widely in the international context of educational reforms undertaken since 1990. In the present analysis of the material, it was noticed prescriptions around the idea of \"reflective practitioner\", which happens to be the theme of the reconstruction of professional identity of teachers in this period, with emphasis on the practical knowledge and ownership of the core ideas that set of authors and texts that circulate internationally. In this analysis, the concepts of externalization (Schriewer) and \"foreign native\" (Popkewitz) were important theoretical tools to compose an analytical framework of the discourse produced in the PEC-Cities.

As angolanas Alda Lara e Paula Tavares, a cabo-verdiana Vera Duarte, a moçambicana Noémia de Sousa e as são-tomenses Alda Espírito Santo e Conceição Lima são as escritoras que melhor representam a poesia de autoria feminina em seus respectivos países e, embora pertençam a contextos socioeconômicos e culturais bastante diferentes, suas obras se aproximam tanto pela abordagem temática, quanto pela existência de um projeto de construção social do sujeito feminino. Assim, embasamo-nos, teoricamente, nos estudos em especial os de Michel de Certeau (2005) e Maria Odila da Silva Leite Dias (1992; 1994; 1998) em torno da hermenêutica do cotidiano feminino, a fim de demonstrar a importância dos papéis informais, das experiências vividas e da resistência das mulheres no processo de formação de suas subjetividades. Recorremos, ainda, a relatórios baseados em recenseamentos e a diversos documentos elaborados por organismos internacionais, a exemplo da ONU e da UNESCO, para estabelecer os pontos de contato entre a situação das mulheres e os contextos históricos-sociais em que estão elas inscritas, ou seja, Angola, Cabo Verde, Moçambique e São Tomé e Príncipe. Finalmente, aliando os aspectos teóricos e os contextuais, analisamos poemas contidos nas obras iniciais de cada uma das já referidas autoras respectivamente, Poemas (1966), Ritos de passagem (1985), Amanhã amadrugada (1993), Sangue negro (2001), É nosso o solo sagrado da terra (1978) e O útero da casa (2004) e procuramos demonstrar que as mulheres, muitas vezes portadoras de uma voz quase silenciosa e marcada pelas miudezas do cotidiano, inscrevem suas marcas na sociedade e têm o poder de (trans)formá-la e de transformar-se, decorrendo daí o título de nossa tese, De missangas e catanas, alusivo à simbologia da resistência empreendida por elas em favor do afloramento de suas subjetividades e do registro de suas historicidades. / The Angolan Alda Lara and Paula Tavares, the Cape Verdean Vera Duarte, the Mozambican Noémia de Sousa and the Santomean Alda Espírito Santo and Conceição Lima are the writers who best represent the poetry authored by women in their respective countries and, although belonging to very distinct socioeconomic and cultural contexts, their works approach both thematically and as a project of social construction of the female subject. Therefore, our work is based specially in the studies of Michel de Certeau (2005) and Maria Odila da Silva Leite Dias (1992, 1994, 1998) concerning the hermeneutics of everyday life of women in order to demonstrate the importance of informal roles, the experiences of women and the resistance in the formation of their subjectivities. We also recall the reports based on different censuses and documents prepared by international bodies such as the United Nations and UNESCO to establish points of contact between the situation of women and the social-historical contexts in which they are inscribed: Angola, Cape Verde, Mozambique and São Tome and Principe. Finally, combining the theoretical and contextual aspects, we analyzed poems contained in the initiation works of each of the aforementioned authors respectively - Poemas (1966), Ritos de passagem (1985), Amanhã amadrugada (1993), Sangue negro (2001), É nosso o solo sagrado da terra (1978) and O útero da casa (2004) and we demonstrated that even though women often suffer from an almost silenced voice, marked by the offal of daily life, they inscribed their mark on society having the power of (trans)form it. Hence, this is the origin of the title of our thesis, Of beads and machetes which illustrates the symbols of resistance undertaken by the authors for the blossoming of their subjectivities and for the registering of their historicities.

Esta dissertação apresenta um estudo comparativo tendo como objetos de investigação os romances A varanda do frangipani (2007), de Mia Couto, e O filho da mãe (2009), de Bernardo Carvalho. Considerando que os dois romances se apresentam como narrativas ligadas ao gênero literário romance policial, buscou-se analisar de que maneiras tais romances apresentam modalizações e reformulações em relação aos aspectos formais e estruturais deste gênero. A partir destas constatações, a investigação debruça-se sobre os conflitos gerados pelas relações de gênero, enfatizando os encontrados na elaboração das identidades masculinas. Por fim, avalia-se de que maneira a violência se apresenta nas narrativas, tendo como princípio que nelas o crime fora suplantado por outras demandas. / This dissertation presents a comparative study that has as its main subject the novels \"A varanda do frangipani\" (2007), by Mia Couto, and \"O filho da mãe\" (2009), by Bernardo de Carvalho. Taking into account that both novels present themselves as narratives pertaining to the crime romance literary genre, the study analyses in which manner these romances present modalization and reestructuring in respect to the formal and structural aspects of the genre. From these findings, the investigation delves into the conflicts created by gender relations, emphasizing those found in the elaboration of masculine identities. At last, it is assessed in which manners violence is presented in these narratives, having as a principle that in them crime has been superseded by other demands.

A presente pesquisa trata da descrição e da análise de estratégias retóricas que abrangem a distribuição e organização funcional e conteudística de segmentos textuais de introduções de dissertações de mestrado. Para o fim proposto, os textos de introduções foram extraídos de dissertações de mestrado do Institut für Deutsch als Fremdsprache/Transnationale Germanistik da LMU de Munique e da Área de Alemão da USP, Brasil, escritas nas línguas de cada país: alemão e português. O corpus é composto de 44 textos de introdução. Com base na perspectiva linguístico-contrastiva, as constatações da retórica contrastiva, juntamente com a análise de gênero de orientação sócio-retórica, formam os fundamentos teóricos desse trabalho. Com o intuito de determinar a distribuição e a organização dos segmentos textuais, foi empregado o modelo CARS de SWALES (1990, 2004), desenvolvido inicialmente para analisar a estrutura organizacional de introduções científicas do gênero artigo. A prioridade da presente pesquisa foi a de identificar e localizar as estratégias que o autor da dissertação de mestrado utiliza, para apresentar seu próprio trabalho (movimento 3 de Swales). Devido à grande variação da sequência de estratégias retóricas não foi possível determinar um modelo organizacional claro dos textos nas duas línguas. Contudo, a descrição dos dados tornou possível a constatação de estratégias principais e secundárias empregadas na apresentação dos próprios trabalhos. Incluem-se entre as estratégias principais: a) a denominação do estabelecimento de metas, b) indicações sobre o método de procedimento, assim como c) indicações sobre a estrutura textual. Adicionalmente, é importante para os autores dos textos em questão indicar o que o trabalho não é capaz de realizar, uma estratégia não existente no modelo de Swales e que, para as introduções das dissertações de mestrado consideradas, é essencial. Contextos diferentes da produção (como, por exemplo, posições com graus hierárquicos distintos) conduzem a uma valorização diferente nas metas comunicativas, fazendo com que, por exemplo, o movimento 3 tenha um papel mais importante nas introduções de dissertações do que em artigos científicos, nos quais a revelação de uma lacuna de pesquisa é muito importante. Além da identificação e da organização de estratégias retóricas, também foi considerada a sua realização linguística e gramatical no alemão e no português, assim como examinado o emprego dos pronomes pessoais que indicam as autorreferências. Assim, objetivou-se verificar em que papéis acadêmicos o autor aparece em seus textos. Os fundamentos teóricos empregados foram fornecidos por HYLAND (2002), STEINHOFF (2007) e SCHMIDT (2010). Como resultado é possível afirmar que a) os autores dos textos em português não seguem um mesmo modelo no que concerne ao emprego de pronomes pessoais, b) nos textos em alemão o autor quase não aparece, fazendo com que as referências de autor sem a presença do agente predominem, e c) nos textos em português e em alemão o autor aparece predominantemente na função de autor, isto é, quando, por exemplo, aparecem indicações sobre a organização textual. Os resultados deste trabalho têm como meta servir de subsídio para a produção de material didático que forneça aos futuros mestrandos recursos para a elaboração de textos de introdução nas duas línguas. / This study explores the description and analysis of rhetorical strategies utilized in the content-related distribution and organization of textual segments of master theses introductions. For this purpose, introduction texts were taken from masters dissertations of the Institut für Deutsch als Fremdsprache/Transnationale Germanistik of the LMU of Munich and of the German Department at Universidade de São Paulo, Brazil, each written in its respective national language: German and Portuguese. The corpus consists of 44 introductions. Due to the linguistic contrastive perspective, the findings of the contrastive rhetoric constitute the theoretical basis of this research, together with the genre analysis of socio-rhetoric orientation. In order to determine the distribution and disposal of the text segments, the CARS model by SWALES (1990, 2004) was employed. This model was initially developed to analyze the organizational structure of scientific introductions of research articles. The primary focus of this study is to identify and locate the strategies that each dissertation author uses to present its own work (Swales move 3). Due to a great variety of rhetoric sequences, it was not possible to determine a conclusive organizational structure of the texts in either language. However, a description of the data made it possible to determine primary and secondary strategies employed in the presentation of master theses. Primary strategies include: a) indication of goal setting, b) indications concerning the methodical procedure, as well as c) indications about the structure of the text. Furthermore, it is important for the authors to indicate what cannot be achieved, a strategy which is not considered by Swales in his model and which is essential for the analyzed introductions of masters dissertations. Different production contexts (as, for example, positions with different hierarchical degrees) lead to a different valuation of the communicative goals, having as a result that, for example, move three in master thesis introductions plays a more important role than in scientific articles, in which the indication of a research gap is of great importance. In addition to the identification and organization of rhetoric strategies, linguistic and grammatical use in German and Portuguese was also considered, as well as the use of personal pronouns that indicate references to the author depending on the agent. The intention was to verify in which academic rules the author appears in his texts. The theoretical fundamentals employed were based on HYLAND (2002), STEINHOFF (2007) and SCHMIDT (2010). As a result, it is possible to state that a) the authors of texts in Portuguese do not follow the same model concerning the use of personal pronouns, b) in the German text the authorial presence is frequently hidden behind passive forms c) in the Portuguese, as well as in the German texts, the author appears mainly in the rule of the agent, for example, when indications about the textual organization appear. The results of this work intend to serve as a basis for the production of didactic materials by providing instruments for future masters students to employ in the production of introduction texts in both languages.

A escritora brasileira Clarice Lispector e a francesa Alice Ferney, embora oriundas de contextos sócio-históricos diferentes, apresentam muitos pontos em comum em seus romances Uma aprendizagem ou o Livro dos prazeres e La conversation amoureuse. As duas autoras abordam o mesmo tema (o amor e o encontro amoroso) entremeando-o de leitmotiven semelhantes (as questões relativas à alteridade; o papel que a linguagem exerce sobre as relações humanas; os embates sujeito-linguagem; o silêncio como contraparte necessária da palavra), com soluções formais que diferem no todo, mas aproximam-se nos detalhes. Este estudo é uma leitura comparativa entre as duas obras e visa mostrar como as autoras abordam o tema do amor, que tem longa tradição na literatura ocidental, e como o reatualizam a partir de recursos formais de uma literatura em crise. A leitura aqui apresentada coloca em evidência as semelhanças que aproximam e as diferenças que individualizam as obras, observando-as e comparando-as de um ponto de vista temático-morfológico. / The Brazilian writer Clarice Lispector and the French writer Alice Ferney, yet coming from different socio-historical contexts, present many common aspects in their novels Uma aprendizagem ou o Livro dos prazeres and La conversation amoureuse. Both writers deal with the same theme (love and the love encounter), filling the novels up with similar leitmotiven (questions concerning alterity; the role language exerts on human relations; the clash subject-language; silence as a necessary counterpart of word), with formal solutions that are different on the whole, but have similarities in the particularities. This study is a comparative reading between the two aforementioned works and aims at showing how the authors deal with the theme of Love, which has a long tradition in Western literature, and how they re-actualize it from certain formal resources of a literature in crisis. This reading puts in evidence the similarities that approximate and the differences that individualize the works, observing and comparing them from a thematic-morphologic perspective.

Cross-cultural differences in the perception of pictorial material has long been established and documented. In the Republic of South Africa, which is increasingly globalized, and where it is appealing from financial, economic and training perspectives, the temptation is to use Western-based AAC symbol systems and strategies in intervention with clients from other language and cultural orientations. The aim of this study was to determine the translucency ratings of specific Blissymbols as rated by six-to seven-year-old Setswana-speaking children. A secondary aim was to determine whether the ratings changed after second and third exposures in order to determine the learnability of these symbols. A brief comparison was made between the results of the current study and the results reported in the Quist et al., study (1998). Thirty-five Setswana learners were exposed to 93 selected Blissymbols, based on a study by Quist et al., (1998). A three-point semantic differential scale, consisting of three faces accompanied each Blissymbol. Participants marked the face that best described his/her perception of the specific symbol’s iconicity. This procedure was repeated over a period of three days. The results indicated that the translucency ratings of the majority of the Blissymbols ranged from moderate to high. The research further demonstrated significant differences in translucency ratings between the first and second exposures, suggesting learning of the symbols. A smaller difference was noted between Days 2 and 3. A correlation in findings was noted between the current study and the Dutch and US studies (Quist et al., 1998). / Dissertation (M (Augmentative and Alternative Communication))--University of Pretoria, 2007. / Centre for Augmentative and Alternative Communication (CAAC) / MA / unrestricted

This study aims to identify and explain relationships between some major factors associated with successful reading at Grade 5 level in South African primary schools. In South Africa, grave concerns with regards to low levels of student achievement pervade research initiatives and educational debates. Despite considerable investments in educational inputs (such as policy and resources) and processes (such as curriculum provision and teacher support), outcomes (such as student achievement) remain disappointingly low. The South African population is characterized by great diversity and variation. With 11 official languages, current educational policy in South Africa advocates an additive bilingualism model and students in Grade 1 to 3 are taught in their mother tongue. Thereafter, when these students progress to Grade 4, the language of learning and teaching changes to a second language, which in most cases is English. At this key developmental stage students are also expected to advance from learning to read to a stage where they can use reading in order to learn. With this complexity of issues in mind, Hierarchical Linear Modeling (HLM) was used to determine the effect of a number of explanatory variables at learner and school level on reading achievement as outcome variable, while controlling for language using the South African Progress in International Reading Literacy Study (PIRLS) 2006 data. As an international comparative evaluation of reading literacy involving more than 40 countries, PIRLS 2006 was the second, after PIRLS 2001, in a series of planned five-year cycles of assessment to measure trends in children’s reading literacy achievement, policy and practices related to literacy. Grade 5 learners in South African primary schools who participated in PIRLS 2006 were not able to achieve satisfactory levels of reading competence. The gravity of this finding is exacerbated by the fact that these learners were tested in the language in which they had been receiving instruction during the Foundation Phase of schooling. This study found most significant factors associated with reading literacy at learner-level, but this does not mean that the existence of teacher- and school-level factors is not of importance. While some explanatory factors at learner-level can more easily become the target of reading interventions, the higher level effect of the classroom and school are not diminished by this study. Creemers’ Comprehensive Model of Educational Effectiveness was utilized as theoretical point of departure. Creemers’ model was adapted for the purposes of this study to reflect a South African model of reading effectiveness in contrast with Creemers’ original use of it as a model of school effectiveness. Evidence was provided that the conceptual framework was inadequate in identifying factors affecting reading achievement for all South African language groupings. More specifically, the adapted South African reading effectiveness model was only appropriate in explaining reading achievement scores for the Afrikaans and English language groupings than for those from African language groupings. / Thesis (PhD)--University of Pretoria, 2010. / Science, Mathematics and Technology Education / unrestricted

Diese Dissertation, befasst sich mit Wechselwirkungen zwischen Weidevieh und Wildtieren und basiert auf der Hypothese, dass sich stark transformierte europäische Landschaften und weniger gestörte afrikanische Savannen gegenseitig als Referenz dienen können. Aufgrund von Parallelen in der Domestikationsgeschichte, fungieren europäische und afrikanische Hausrinder als theoretischer Rahmen. Die Daten wurden mittels Kamerafallen und Interviews in vier Fallstudien erhoben. Die Untersuchungsgebiete befinden sich in räumlicher Nähe zu Schutzgebieten in Deutschland (Nationalpark Unteres Odertal und Naturpark Westhavelland), Namibia (Etosha Nationalpark) und Tansania (Serengeti Nationalpark). Die Ergebnisse zeigen, dass bestimmte Praktiken des Weidemanagements in Deutschland Potential haben, die Nachhaltigkeit der Weidetierhaltung in Afrika zu erhöhen. In Afrika sind die Reaktionen der Wildtierzönosen auf verschiedene Weidesysteme stärker ausgeprägt als in Europa. Ein gemeinsames Phänomen in allen Fallstudien sind hohe Konflikte mit streng geschützten Wildarten. Die Ergebnisse deuten darauf hin, dass Agrobiodiversität nur erfolgreich geschützt werden kann, wenn Managementstrategien den Anforderungen der Landwirte gerecht werden. Es gibt Gemeinsamkeiten zwischen den Untersuchungsgebieten in Deutschland und privatem Farmland in Namibia. Sorgfältige Anpassungen an die standortspezifischen Bedingungen sind erforderlich wenn ein in Europa entwickeltes Weidesystem in Afrika praktiziert wird. Die Ergebnisse aus Tansania sind ein Indikator für die extreme Veränderung der Landschaft und ausgeprägte Mensch-Wildtier-Konflikte. Besonders dort, wo Rinder hohe kulturelle Bedeutung haben, ist es nötig, die Menschen für Nachhaltigkeit im Weidemanagement zu sensibilisieren. Traditionelle Praktiken des schwindenden Pastoralismus erscheinen vielversprechend um die Nachhaltigkeit der Weidehaltung auf kommunalem Land in Afrika zu erhöhen. / These comparative studies deal with the interactions between grazing cattle and wildlife. The thesis is based on the central hypothesis that strongly transformed European landscapes and less disturbed African savannas can provide each other a valuable reference. Due to parallels in the domestication history, European and African cattle function as theoretical framework of these studies. The data were collected via camera traps and interviews in four case studies. The study areas are in close vicinity to protected areas in Germany (Lower Oder Valley National Park and Westhavelland Nature Park), Namibia (Etosha National Park) and Tanzania (Serengeti National Park). The results show that certain practices of the pasture management in Germany have potential to increase the sustainability of livestock grazing in Africa. In Africa, the responses of the wildlife communities to different grazing systems are more pronounced than in Europe. A common phenomenon in all case studies is a high level of conflict with strictly protected wildlife species. The results suggest that agro-biodiversity can only be successfully protected if management strategies meet the requirements of farmers. There are several similarities between the study areas in Germany and private farmland in Namibia. Careful adaptation to the site-specific conditions is required when a grazing system developed in Europe is practiced in Africa. The results from Tanzania are an indicator of the extreme change in the landscape and pronounced human-wildlife conflicts. Especially where cattle are of high cultural value, it is necessary to sensitize people to sustainability in pasture management. Traditional practices of declining pastoralism appear promising to increase the sustainability of grazing on communal land in Africa.

No description available.