<p>The transport of elements by streams from headwater regions to the sea is influenced by landscape characteristics. This thesis focuses on the influence of landscape characteristics (e.g. proportion of wetland/forest coverage) on temporal and spatial variations of Fe, Mn, S and trace elements (As, Co, Pb) in streams located in northern Sweden, a boreal region characterized by coniferous forests and peat wetlands.</p><p>Water samples from a network of 15 streams revealed a different hydrogeochemistry in forested catchments compared to wetland catchments. The temporal variation was dominated by spring flood, when concentrations of Fe, Mn and trace elements increased in forested headwaters. However, in streams of wetland catchments concentrations decreased, but Pb concentrations were higher in comparison to other streams. Both Fe and Pb showed positive correlations with wetland area, while Co correlated with forest coverage. The anthropogenic contribution of As and Pb appear to be larger than the supply from natural sources.</p><p>During spring flood SO₄^2- decreased in most streams, although concentrations increased in streams of wetland catchments. Concentrations of SO₄^2-were higher in streams of forested catchments than in wetland dominated streams, the former being net exporters of S and the latter net accumulators. Isotope values of stream water SO₄^2- (δ³⁴S_SO4) were close to that of precipitation during spring flood, indicating that the major source of S is from deposition. The results show that, although emissions of anthropogenic S have been reduced, there is still a strong influence of past and current S deposition on runoff in this region.</p><p>In conclusion, wetlands are key areas for the hydrogeochemistry in this boreal landscape. The findings emphasize the importance of understanding stream water chemistry and element cycling from a landscape perspective. This may be important for predicting how boreal regions respond to environmental disturbances such as climate change.</p>

<p>Bacteria and fungi dominate the decomposition of aquatic plants, a major process in the carbon and nutrient cycling in many aquatic systems. Although phylogenetically distant, bacteria and fungi often live in close proximity with each other. Since these microorganisms also have similar ecological functions, interactions have developed between them. This thesis explores the nature of such interactions, and the potential effects on key components of the decomposition process. The thesis includes a critical assessment of the ergosterol method for determination of fungal biomass, a survey of the environmental factors determining the distribution and taxa numbers of litter-decomposing bacteria and fungi in lakes, and a number of experiments on the interactions between bacteria and fungi. In all the experiments performed, fungi responded to bacterial presence through antagonism, although different fungal strains, bacterial communities and substrates were used. The antagonism seemed to be caused by interference competition for substrate. The fungal effect on bacteria was less consistent. Bacterial growth was suppressed, unaffected, or even enhanced by the presence of fungi. Fungi contributed more to extracellular enzyme production than bacteria, and bacteria were probably able to assimilate intermediate decomposition products formed through the activity of extracellular enzymes of fungal origin. Thus, the effect on bacteria from interacting with fungi was determined by the balance between competition and benefit from excreted enzymes. Bacteria and fungi also used different size fractions of the organic matter, according to their different enzymatic capacities. Hence, bacteria appeared to assimilate low-molecular-weight compounds, while high-molecular-weight compounds were utilized primarily by fungi. </p><p>In brief, the ecological interactions influenced the growth and hence also the biomass development of bacteria and fungi, which affected enzyme activity as well as utilization of dissolved organic matter. Therefore, I suggest that interactions between bacteria and fungi influence degradation of plant litter in aquatic systems.</p>

Bacteria and fungi dominate the decomposition of aquatic plants, a major process in the carbon and nutrient cycling in many aquatic systems. Although phylogenetically distant, bacteria and fungi often live in close proximity with each other. Since these microorganisms also have similar ecological functions, interactions have developed between them. This thesis explores the nature of such interactions, and the potential effects on key components of the decomposition process. The thesis includes a critical assessment of the ergosterol method for determination of fungal biomass, a survey of the environmental factors determining the distribution and taxa numbers of litter-decomposing bacteria and fungi in lakes, and a number of experiments on the interactions between bacteria and fungi. In all the experiments performed, fungi responded to bacterial presence through antagonism, although different fungal strains, bacterial communities and substrates were used. The antagonism seemed to be caused by interference competition for substrate. The fungal effect on bacteria was less consistent. Bacterial growth was suppressed, unaffected, or even enhanced by the presence of fungi. Fungi contributed more to extracellular enzyme production than bacteria, and bacteria were probably able to assimilate intermediate decomposition products formed through the activity of extracellular enzymes of fungal origin. Thus, the effect on bacteria from interacting with fungi was determined by the balance between competition and benefit from excreted enzymes. Bacteria and fungi also used different size fractions of the organic matter, according to their different enzymatic capacities. Hence, bacteria appeared to assimilate low-molecular-weight compounds, while high-molecular-weight compounds were utilized primarily by fungi. In brief, the ecological interactions influenced the growth and hence also the biomass development of bacteria and fungi, which affected enzyme activity as well as utilization of dissolved organic matter. Therefore, I suggest that interactions between bacteria and fungi influence degradation of plant litter in aquatic systems.

Unproductive lakes are one of few natural landscape compartments with net release of carbon to the atmosphere. Lakes also generally decrease the net terrestrial carbon uptake, since most of the CO2 production in unproductive lakes are derived from organic carbon produced on land (e.g. in forests). High latitude lakes are predicted to be particularly affected by the global climate change. The carbon cycling in these lakes and their role in the landscape are therefore important to study. In this thesis, carbon turnover processes were studied in two lakes above the arctic circle (Lake Diktar-Erik and Lake Merasjärvi) in year 2004 and 2005. Both lakes were net heterotrophic, with large variations in CO2 concentrations both on shorter (30min) and longer (24h) time-scales. The pelagic habitat supported a major part of the net production of CO2, with larger dynamics in the CO2 production than the sediments. The CO2 variations of the surface water were related to respiration of allochthonous organic carbon, and were affected by the concentration and quality of the DOC, as well as the whole lake water temperatures, and vertical water movements. The emission of CO2 from Lake Merasjärvi was measured with the eddy covariance tech­nique. The results showed that the gas transfer rate during moderate winds were higher than expected, causing the two most commonly used models to underestimate the long term fluxes of CO2 from the lake. Taken together, the results of the thesis show that the studied lakes contributed to bring terrestrial organic carbon back into the atmosphere, driven by a substantial internal CO2 production based on mineralization of allochthonous organic carbon. Major results are that the eddy covariance technique indicated that commonly used models tend to underestimate the net release rate of CO2 from lakes to the atmosphere, and that the lake CO2 dynamics can be the results of interactions between biogeochemical and physical processes in the lake water.

High concentrations and fluxes of dissolved organic carbon (DOC) in fluvial systems are associated with the dark brown water colour familiar in many upland, peat-dominated areas and may indicate a depletion of the terrestrial carbon store. The removal of this colour can also be problematic and expensive for water companies as well as affecting the ecological functioning of the water body through factors such as reduced light penetration through the water column. Disturbance resulting from activities such as land use change can also enhance the loss of carbon and this may manifest itself in elevated concentrations and fluxes of DOC from aquatic systems. This thesis describes and explains patterns of change in DOC quantity and quality from the Crosswater, Crosswater of Luce and Tig catchments draining Arecleoch Forest, a peatland in south Ayrshire, Scotland, from 2008 to 2010. This time period incorporates the installation of a 60-turbine wind farm built and operated by Scottish Power Renewables (SPR). Water samples were collected from Arecleoch at different spatial scales ranging from catchments to soil pore water and temporal scales ranging from daily to seasonally. Concentrations of DOC were measured and fluxes estimated at the catchment scale. DOC concentrations from all three catchments exhibited the well-established seasonal pattern with maxima in late August/early September and minima seen in February/March. The Tig catchment experienced the greatest burden of disturbance from the wind farm development and returned the highest DOC concentrations and fluxes. The Crosswater catchment, used as a control site due to its isolation from wind farm activities, had higher DOC concentrations than the Crosswater of Luce throughout the monitoring period possibly due to a greater proportion of forest cover. ii DOC flux ranged from 35.0 g C m-2 yr-1 from the Crosswater of Luce catchment in 2008 to 55.0 g C m-2 yr-1 from the Crosswater in 2009. The Tig catchment was not monitored for the whole period but returned the highest DOC fluxes of the three catchments between January and June 2010 (15.7 g C m-2). These values are considered high for UK peatlands. It is possible to make a tentative estimate of an extra 12 g C m-2 being exported from the Crosswater of Luce in 2009 that may have been a result of wind farm and/or forestry activities in the catchment. At the sub-catchment scale, “hot spots” of high DOC concentrations (up to 113.4 mg L-1) were found during the final survey of headwater streams inside the development area of the wind farm site during construction in August 2010. Further surveys are recommended to assess whether DOC concentrations have decreased since completion of the wind farm. Daily water samples were collected upstream and downstream of turbine 33 during the excavation of the turbine base. DOC concentrations were higher downstream before work began on the turbine base and although the gap between upstream and downstream DOC concentrations increased over the monitoring period, statistical comparisons of these differences before and after the start of excavation work were not significant at the 95 % confidence level. Challenges arose from the practicability of conducting robust research on a construction site and novel approaches to monitoring DOC were developed. Activity scores were used to quantify the effect of peatland disturbance on DOC concentrations at the catchment scale. The results suggest that this approach may have merit but requires comprehensive site records from the developer. The non-linear nature of the individual wind farm development and forestry activities made it impractical to disentangle the impact of each, particularly for forest harvesting. iii Activity scores could, together with other information gathered from site records, be useful to developers as an indicator of the most likely periods for peat disturbance. Knowledge of the differing disturbance potential of the various activities could also provide useful information to feed into the carbon payback calculator. DOC quality was explored using ultraviolet (UV) absorbance, specific UV absorbance (SUVA) and E4/E6 ratios. The latter metric identified changes in the composition of DOC related to disturbance with water samples from areas draining land subject to disturbance having lower E4/E6 ratios indicating a greater degree of humification of the DOC. This research provides one of only three studies to investigate concentrations and fluxes of DOC in water courses draining land subject to disturbance relating to wind farm construction. It is the only study that incorporates a period of time prior to work beginning and takes in the whole of the development phase. In this respect it provides a valuable addition to our understanding of the way in which peatlands respond to land use change and may provide useful tools to assist developers in minimising the impact of their activities on these valuable carbon stores.

In boreal catchments, stream water chemistry is influenced and controlled by several landscape factors. The influence of spatially distributed variables is in turn dependent on the hydrological scale. Headwater streams have larger variability of water chemistry, and thus together represent a large biodiversity, and therefore need to be monitored in official environmental assessments. One objective of this study was, using Geographical Information Systems (GIS), to analyse co-variation between landscape variables and water chemistry and to determine which of the landscape variables have a major influence on the concentration of dissolved organic carbon (DOC) in headwater streams. Another objective was to find a simple method for predicting sources of DOC, using official map data and publically available GIS applications. Totally 85 headwater catchments (0.1-4 km2) in the county of Värmland, western south Sweden, were used in the study. Water chemistry was analysed for water sampled at low, medium and high flows, and landscape variables were extracted from official map data sources: topographic maps, a digital elevation model (DEM, 50 m grid), and vegetation data. Statistical analyses showed that topography (mean slope and mean topographic wetness index (TWI)) and wetland cover often correlated well with DOC in headwater catchments. Official map data could satisfactorily extract landscape variables (mean slope, mean TWI) that were useful in predicting stream water chemistry (DOC). A high-resolution elevation model, which was generated by interpolation of photogrammetric data, was used to calculate and evaluate two different wetness indices and their ability to predict the occurrence of wetlands in six catchments of different sizes and topography. The SAGA (System for Automated Geoscientific Analyses) wetness index (SWI) gave substantially better results than the TWI. The effects of resolution of DEMs on calculations of the SWI were investigated using 5, 10, 25 and 50 m grids. The results showed that SWI values increased with increasing cell size. The near linear increment of mean values for resolutions 10-50 m suggests a independence of terrain type and catchment size, which supported previous findings that indicated that mean slope and mean wetness index calculated from coarse elevation models may be used for prediction of DOC in headwater streams.

Linha de pesquisa: Educa??o, sujeitos, sociedade, hist?ria da educa??o e pol?ticas p?blicas educacionais. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-06-29T17:43:50Z No. of bitstreams: 2 mania_maristane_neves_silveira_maia.pdf: 4601270 bytes, checksum: 8e0fa46f8642d09112cbaea324bd9fdd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-07-03T14:02:16Z (GMT) No. of bitstreams: 2 mania_maristane_neves_silveira_maia.pdf: 4601270 bytes, checksum: 8e0fa46f8642d09112cbaea324bd9fdd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-07-03T14:02:16Z (GMT). No. of bitstreams: 2 mania_maristane_neves_silveira_maia.pdf: 4601270 bytes, checksum: 8e0fa46f8642d09112cbaea324bd9fdd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016 / Trata-se de uma investiga??o que tem como objeto de pesquisa o Programa Institucional de Bolsas de Incentivo ? Doc?ncia - PIBID - enquanto processo formativo de incentivo ? doc?ncia, desafios, possibilidades e contribui??es desse para os bolsistas do curso de Pedagogia da Universidade Federal dos Vales do Jequitinhonha e Mucuri - UFVJM, com sede na cidade de Diamantina, Minas Gerais, Brasil. Este trabalho vincula-se a linha de pesquisa "Educa??o, Sujeitos, Sociedade, Hist?ria da Educa??o e Pol?ticas P?blicas Educacionais" do Programa de Mestrado em Educa??o da UFVJM e tem como quest?o norteadora, o questionamento acerca dos desafios, possibilidades e contribui??es do PIBID em rela??o ao incentivo ? doc?ncia para o processo formativo do acad?mico do curso de Pedagogia da UFVJM. O objetivo geral ? analisar desafios, possibilidades e contribui??es do PIBID em rela??o ao incentivo ? doc?ncia para o processo formativo do acad?mico do curso de Pedagogia da UFVJM. A pesquisa constitui-se em um estudo de caso que articula os seguintes procedimentos metodol?gicos: pesquisa bibliogr?fica, documental e de campo de car?ter qualitativo e quantitativo. Os sujeitos colaboradores foram vinte e dois acad?micos e um professor coordenador do PIBID do curso de Pedagogia da UFVJM. Os instrumentos de coleta de dados foram o question?rio e a entrevista. Para a an?lise dos dados criou-se as seguintes categorias de an?lise: pol?ticas p?blicas; processo formativo; incentivo ? doc?ncia e contribui??es, possibilidade e desafios. A disserta??o est? organizada em seis cap?tulos. O primeiro apresenta a introdu??o, o segundo o percurso metodol?gico. O terceiro aborda as pol?ticas p?blicas para as licenciaturas: contexto hist?rico e legal, discutindo as pol?ticas p?blicas nos cursos de licenciatura e no contexto da forma??o de professores no Brasil, bem como a trajet?ria das licenciaturas em geral e do curso de Pedagogia da UFVJM trazendo tamb?m o perfil dos acad?micos bolsistas do PIBID. No quarto, cap?tulo discute-se o PIBID no curso de Pedagogia da UFVJM enquanto processo formativo, focando a an?lise nas narrativas dos alunos e da coordenadora do subprojeto da Pedagogia. Finalmente, no quinto cap?tulo o PIBID como incentivo ? doc?ncia desafios e possibilidades, concomitante as an?lises das narrativas dos sujeitos colaboradores. O estudo evidenciou o PIBID como um programa que, al?m de incentivar a doc?ncia, contribui para o processo formativo dos acad?micos do curso de Pedagogia/UFVJM. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / This is an investigation that has as a research subject the Institutional Scholarship Program for the Promotion of Teaching - PIBID while training process to encourage the teaching, challenges, opportunities and contributions that to the Faculty of Education of the fellows of the Federal University of Vales Jequitinhonha and Mucuri - UFVJM, based in the city of Diamantina, Minas Gerais, Brazil. This research is linked to research line "Education, Subjects, Society, History of Education and Educational Public Policy" Master's Program in Education UFVJM. The guiding question we have: what challenges, possibilities and PIBID contributions in relation to encouraging teaching to the educational process of the academic Pedagogy course of UFVJM. The general objective is to analyse the challenges, opportunities and contributions PIBID in relation to encouraging teaching to the educational process of the academic course of Pedagogy of UFVJM. The research is in a case study that articulates the following methodological procedures: bibliographical research, documentary and qualitative and quantitative field. The subjects were employees Subject employees: 22 (twenty two) students and one (01) PIBID teacher coordinator of the course of Pedagogy of UFVJM. data collection instruments were the questionnaire and interview. For the analysis of the data was created the following categories of analysis: public policy; training process; encouraging and teaching contributions, possibility and challenges. The dissertation is organized into four chapters. The first presents methodological approach. The second deals with public policies for degrees: historical and legal context, addressing public policy for undergraduate programs and in the context of teacher education in Brazil, as well as the trajectory of the degrees in general and UFVJM the Faculty of Education bringing also the profile of fellow academics PIBID. In the third chapter discusses the PIBID the course of Pedagogy of UFVJM while training process, focusing on the analysis in the narratives of students and the Education sub-project coordinator. Finally, in the fourth chapter PIBID as encouraging the teaching challenges and possibilities, this also worked with the narratives of the subject employees. The study showed that the PIBID in UFVJM is consolidated as a teaching incentive program in a training process from the challenges, contributions and possibilities.

Made available in DSpace on 2014-12-17T14:35:46Z (GMT). No. of bitstreams: 1 IranMLN.pdf: 2971706 bytes, checksum: 874eb46f37bb2e09b9f5eb36be8216c9 (MD5) Previous issue date: 2006-12-13 / In the teaching history course it s found the female teacher entering, reflecting significantly in the continuous process of her identity redefinitions and reconstruction. This entering brings, even in a silent and not explicit way, the confluence of gender identity to professional identity, in which are present the relations of the proper to female. In the mastership case, these relations are found imbricated in the teaching identity construction and in the translation of this profession as female, based in Virgin Mary, through Mariano ideal diffused by the catholic church. Therefore there is a lanck in educational historiography towards the register of female teachers presence, mainly in male religious institute, the reason of this study, in which we seek to investigate: how to explain that a female identity can give support to a highly male educational project? What relations can we establish between this female identity and the entering of female teachers in Maristas Province Schools of North Brazil? We performed a bibliographic research in Maristas Schools Libraries, of Marista historial, in Recife, of Pontificia Universidade Cat?lica do Paran? (Catholic University), in Curitiba-PR. We searched for support in studies about pedagogy history, of Marista Institute, Catholic Church, Brasilian Education and of Women; Mariologic studies, the referring to Marista Educational Proposal, to feminization and to teaching identity; and feminist theology productions. The empirical research included 10 schools from referred province and Marista Schools from Lisbon Portugal. Through semi-estructured interviews, we interviewed pioneer female teachers, Marista former Brothers and Brothers from those schools, due to their presence and action within the study period and for the concern to save their memories about the theme. The study reveals the particularities of Mariano ideal as female model and teaching, and her presence in Marista Educational Proposal. This study, in a historical approach, aims to contribute to give visibility to the woman in history and teaching construction in Brazil, mainly in religious institutions from male origin / No percurso da hist?ria da doc?ncia encontra-se o ingresso da mulher professora, repercutindo significativamente no processo cont?nuo de redefini??es e reconstru??o de sua identidade. Este ingresso traz, mesmo se de modo silencioso e n?o expl?cito, a conflu?ncia da identidade de g?nero ? identidade profissional, em que est?o presentes as rela??es do adequado ao feminino. No caso do magist?rio, estas se encontram imbricadas na constru??o da identidade docente e na tradu??o desta profiss?o como feminina, embasada na Virgem Maria, mediante o ideal mariano difundido pela Igreja Cat?lica. Por?m h? uma lacuna na historiografia educacional quanto ao registro da presen?a de mulheres professoras, notadamente em institutos religiosos masculinos, elemento motivador deste estudo, no qual buscamos investigar: Como explicar que uma identidade feminina pode dar sustenta??o a um projeto educativo eminentemente masculino? Que rela??es podemos estabelecer entre esta identidade feminina e o ingresso de mulheres professoras nos col?gios da Prov?ncia Marista do Brasil Norte? Realizamos pesquisa bibliogr?fica em bibliotecas dos Col?gios Maristas, do Historial Marista, em Recife, da Pontif?cia Universidade Cat?lica do Paran?, em Curitiba. Buscamos aportes em estudos sobre a Hist?ria da Pedagogia, do Instituto Marista, da Igreja Cat?lica, da Educa??o brasileira e das Mulheres; estudos Mariol?gicos, os referentes ? Proposta Educativa Marista, ? feminiza??o e ? identidade docente; e produ??es da Teologia Feminista. A pesquisa emp?rica abrangeu 10 col?gios da referida Prov?ncia e o Col?gio Marista de Lisboa-Portugal. Por meio de entrevistas semi-estruturadas, entrevistamos professoras pioneiras, ex-Irm?os e Irm?os Maristas desses col?gios, em raz?o da presen?a e atua??o destes no per?odo em estudo e pela preocupa??o em ter salvaguardadas suas mem?rias sobre o tema. O estudo revela as particularidades do ideal mariano como modelo feminino e de doc?ncia e sua presen?a na Proposta Educativa Marista. Este estudo, numa abordagem hist?rica, visa contribuir para dar visibilidade ? mulher na constru??o da Hist?ria e da doc?ncia no Brasil, especialmente em institutos religiosos de origem masculinos

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-08-09T17:19:45Z No. of bitstreams: 1 RejaneBezerraBarros_TESE.pdf: 9133345 bytes, checksum: 214484b70dc2bca6124732cebae5d160 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-08-10T10:52:35Z (GMT) No. of bitstreams: 1 RejaneBezerraBarros_TESE.pdf: 9133345 bytes, checksum: 214484b70dc2bca6124732cebae5d160 (MD5) / Made available in DSpace on 2017-08-10T10:52:35Z (GMT). No. of bitstreams: 1 RejaneBezerraBarros_TESE.pdf: 9133345 bytes, checksum: 214484b70dc2bca6124732cebae5d160 (MD5) Previous issue date: 2016-11-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / O estudo trata da forma??o e atua??o did?tico-pedag?gica de professores bachar?is, no ?mbito do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do RN (IFRN). Professores bachar?is s?o profissionais graduados ou p?s-graduados em ?reas espec?ficas, cuja maioria assume a doc?ncia sem a forma??o pedag?gica e sem experi?ncia no ensino. A partir da Lei n. 11.892/2008, os Institutos Federais assumiram nova institucionalidade e a amplia??o da sua fun??o social na condi??o de institui??es de educa??o superior, b?sica e profissional, pluricurriculares e multicampi, integrantes da Rede Federal de Educa??o Profissional e Tecnol?gica (EPT). Esse novo contexto requer dos professores lecionar em diferentes modalidades e n?veis de ensino. Questiona-se, portanto: em que medida a forma??o espec?fica dos professores bachar?is responde aos saberes necess?rios para o exerc?cio docente? Quais as necessidades formativas dos professores bachar?is? De que modo a aus?ncia de forma??o pedag?gica implica na atua??o docente? Como o exerc?cio da doc?ncia passa a ter regula??o especial na EPT? Assim, o estudo tem como objetivo nuclear analisar a vis?o dos professores bachar?is sobre a dimens?o profissional da doc?ncia e as interfaces entre a forma??o profissional e a atua??o docente. Toma-se como base de estudos as ideias de Freire (1996); Machado (2008); Frigotto, Ciavatta e Ramos (2005); N?voa (2009); Flores e Viana (2007); Day (2001; 2007); Ramalho e Nu?ez (2014); Tardif (2002); Garcia (1999; 2009); Pacheco e Morgado (2002); Estrela e Caetano (2012); Esteves (2014); Shulman (2005); Pinar (2006); Oliveira (2014); Moreira (2008); Fullan e Hargreaves (2001), dentre outros. Parte-se da premissa que a forma??o docente pressup?e conhecimentos e saberes inerentes ? doc?ncia como profiss?o. S?o esses conhecimentos, saberes e experi?ncias que implicam na constru??o da identidade docente e no processo de desenvolvimento profissional. Trata-se de um estudo de caso (IFRN), seguindo a abordagem da pesquisa qualitativa e quantitativa. Houve o envolvimento de professores e gestores que atuaram como informantes comprometidos com a reflex?o e a busca de alternativas para o problema abordado. Recorreu-se ? an?lise documental, question?rio, entrevista e grupo focal. O estudo revela que os professores e gestores t?m forma??o acad?mica bastante heterog?nea e elevada titula??o, perfil t?pico do magist?rio superior. A maioria reconhece a necessidade da forma??o pedag?gica para uma melhor compreens?o, dom?nio e atua??o nas atividades docentes. Fica revelada, portanto, uma certa excepcionalidade no que diz respeito a uma brecha na legisla??o em vigor, o que julgamos corresponder ? fase de transi??o na mudan?a do perfil da institui??o. Essa pode ser uma compreens?o poss?vel, abstra?da da leitura dos marcos regulat?rios (leis, pareceres e resolu??es), que alicer?am o magist?rio no ?mbito dos Institutos Federais. Prop?e-se a implementa??o de um Programa de Forma??o e Atualiza??o Pedag?gica de Docentes, como pol?tica interna de forma??o continuada em servi?o, visando contribuir para fortalecer a identidade docente e o novo perfil dos Institutos Federais. / This study deals with teachers? training and the didactical-pedagogical work of bachelor teachers in the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN). By bachelor teachers here it is meant graduates or post-graduates in specific areas, who take teaching duties without teachers? training and with no experience in teaching. With Law n. 11,892 from 2008, the Federal Institutes took on a new institutional framework and they expanded their social function as multi-curricular and multi-campus institutions for basic, vocational, and higher education and as members of the Federal Network for Vocational and Technological Education (EPT). This new context requires teachers to teach different types of courses at different levels. It is questioned, therefore: to what extent does the specific training of bachelor teachers respond to the knowledge needed for their teaching duties? What are the teachers? training needs for bachelor teachers? How does the lack of teacher training imply teaching practices? How does teaching receive special regulation on the EPT? Its objective is to analyze how bachelor teachers view the professional dimension of teaching and the interfaces between their specific training and their teaching practice. It is based on studies by Freire (1996); Machado (2008); Frigotto, Ciavatta and Ramos (2005); N?voa (2009); Flowers and Viana (2007); Day (2001; 2007); Ramalho and Nu?ez (2014); Tardif (2002); Garcia (1999, 2009); Pacheco and Morgado (2002); Star and Caetano (2012); Esteves (2014); Shulman (2005); Pinar (2006); Oliveira (2014); Moreira (2008); Fullan and Hargreaves (2001), among others. It starts with the premise that teacher training requires knowledge inherent to teaching as a profession. These skills, experiences and knowledge are involved in the construction of teachers? identity and in their professional development. This is a case study in the IFRN, carried out through a qualitative and quantitative research approach. Teachers and managers acted as informants committed to reflection and the search for alternatives to the addressed problem. It used document analysis, inquiries, interviews and focus groups. The study reveals that teachers and managers have very heterogeneous academic training and high level titles, a typical university teaching profile. Most recognize the need for teachers? training to better understanding, mastery and expertise in the teaching activities. It is revealed, however, a certain exceptionality in regard to a breach of law, which we think corresponds to the transition in changing the profile of the institution. This may be a possible understanding retrieved from the reading of regulatory frameworks (laws, opinions and resolutions) which underpin the teaching in the Federal Institutes. It proposes to implement a Teachers? Training and Updating as domestic policy for continuous in-service training in order to contribute to strengthen teacher?s identity and the new profile of the Federal Institutes.

To investigate effects of nitrogen on in-lake CO2 and CH4 production during winter, three pair of lakes was subject for a fertilizing experiment in which one lake in each pair was fertilized with nitric acid (HNO3) directly into the water column in the summer of 2012. The lakes in each pair are assumed to be morphologically, hydrologically and biologically similar, that is, the non-fertilized lakes are considered references. The pairs do differ in one major way by being progressively less humic, going from around 25 mg/l to 10 mg/l DOC. Sampling and analysis was carried out at the end of the frozen period in 2013. Results show a significantly higher concentration of both CO2 (p&lt;0,001) and CH4 (α=0,1, p=0,053) between impact and reference sites in the two less humic pairs. The very humic pair generated lower concentrations of CO2 and CH4 after fertilization in the impact site compared to the reference site. The lakes with low and intermediate humic content are assumed to have increased their biomass production during the ice-free season which contributed to elevated amount of available organic carbon to be mineralized to gas during winter. The absence of a fertilization effect in the very high humic lake is most likely due to light-limitation being the key limitator in that lake, thus preventing an elevated biomass production during the ice-free season. Northern boreal lakes can be expected to react differently to elevated N-deposition and runoff depending on the amount of catchment derived terrestrial carbon transported to the lake.