La comunitat bentònica dels ecosistemes fluvials processa una gran quantitat de la matèria orgànica que arriba als rius. L'origen de les entrades de material (autòctones o al·lòctones), la seva composició química i la seva quantitat (freqüència de les entrades i concentració assolida en el riu), determinen l'estructura de la comunitat bentònica autotròfica i heterotròfica, les seves relacions tròfiques i les seves interaccions potencials (competència, sinergisme). L'objectiu d'aquesta tesi és posar de manifest la utilització de la matèria orgànica dissolta (MOD) per part dels biofilms bacterians bentònics fluvials i determinar l'eficiència del sistema fluvial en l'ús dels diferents materials que hi circulen. Amb aquesta finalitat s'han portat a terme diversos experiments, tant de camp com de laboratori, per tal de conèixer els efectes de la disponibilitat de la matèria orgànica (quantitat) i la seva qualitat (composició química i biodegradabilitat) i els efectes deguts a l'augment de temperatura de l'aigua del riu. / The benthic community in river ecosystems processes a large amount of organic matter entering the river. The input sources (autochthonous and allochthonous) as well as their chemical composition and amount (frequency of inputs and concentrations reaching the river), determine the structure of the autotrophic and heterotrophic benthic community, their trophic relationships and their potential interactions (competition, synergism). The aim of this thesis is to elucidate the use of dissolved organic matter (DOM) by the benthic stream microbial biofilms and determine the efficiency of the fluvial system in the use of the different materials that circulate through it. Different experiments were developed in the field and others in laboratory conditions to control the respective effects of organic matter availability (quantity) and quality (chemical composition and lability), as well as the effects of increasing river water temperature.

Manure contains nutrients for crop growth; however, overapplication, with time, can result in excess nutrients in soil, which can subsequently be lost in surface runoff. <p>The general purpose of this research is to study the effect of liquid hog manure, applied as an agricultural fertilizer, on water chemistry of surface runoff from rainfall simulation tests. Specifically the research focuses on runoff water chemistry comparisons between lands receiving hog manure at different rates, via different injection methods, and upon different slope positions. <p>To examine these objectives, soil nutrient supply rates (P, NH4-N, and NO3-N) of the 0 5 cm depth of soil adjacent to rainfall simulation positions, and runoff water chemistry (TP, OP, NH4-N, NO3-N, DOC, Cl- and coliforms) during rainfall simulation tests were collected before and after manure addition. <p> Generally, manure application did increase soil NH4-N and NO3-N supply rates, and runoff NH4-N concentration. Soil P supply rate and runoff TP concentration were not affected by the manure addition; however, runoff OP concentration at one site (Perdue) increased significantly due to manure addition. The manure treatments applied in this study did not cause any significant increases in fecal or total coliform in runoff from rainfall simulation tests conducted 7 8 months after manure application. None of the water quality parameters exceeded the Guidelines for Canadian Drinking Water Quality. <p> Manure injection method (regular versus low soil surface disturbance) had consistent effects on runoff chemistry, but application rate did not. The regular disturbance method had significantly higher concentrations of water quality parameters than the low disturbance method. <p> The position of the test on the slope did not result in any consistent trends in runoff chemistry, whether before or after manure addition. Foot slope positions had higher soil NH4-N supply rates than upper slope positions, both before and after manure addition. Soil NH4-N, NO3-N, and P supply rates between landscape positions were not likely influenced by manure addition. <p> Regression tests between soil nutrient supply rates and runoff chemistry indicate that soil NH4-N supply rates are a good index to predict runoff NH4-N concentration, but soil P did not predict runoff P.

Nitrogen availability and transformation in acidified and N saturated soils of Czech (The Bohemian Forest, Ore Mountains) and Ukraine (Pop Ivan massif) mountain forest ecosystems were investigated. The study was primarily focused on the role of microbial immobilization in soil N retention. The study was based on field measurements (ion exchange resins), analyses of selected soil biochemical and microbial characteristics, and on laboratory experiments (15N labelling).

Made available in DSpace on 2014-12-17T14:36:21Z (GMT). No. of bitstreams: 1 MariaCAF_TESE.pdf: 2842180 bytes, checksum: 8a99b635f58e2e8c6302096e6502c03e (MD5) Previous issue date: 2012-09-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The thesis, entitled, Pedagogical/comunication knowledge, research/formation: Reflections on the formative experiences of teachers online , developed dialogues on the pedagogical/communication knowledge, research-formation and the formative experiences of teachers online, for the purpose of understanding how pedagogical/communication knowledge is establishing/established from the formative experience of teachers online. For this reason we began with the following question: how does pedagogical/communication knowledge become estabilishing/established beginning with the formative experience of teachers online? The methodological approach for the selected research was research/formation, based on Ethnoresearch of critical formation. This became a rich route for reflections on pedagogical/communication knowledge and formative experiences, making a contribution for formation and autoformation of the teacher/researcher and the teachers online. This provided moments of formation, of reflection-in-action and on the action, potentialized/structured the process of comprehending, analyzing, interpreting, reflecting on the formative experiences and contributing for reflections on pedagogical/communication knowledge of the teacher online. The theoretical referential dialogue was based on concepts such as: education online, interactivity Silva (2002), Santos (2005), Moran (2003), teaching, Veiga (2005), Pimenta (2002), Freire (2005), Tardif (2002), teaching online Sacramento (2006), teaching knowledge Tardif (2002), Charlot (2000), Porl?n (1997), Garc?a (1992), Freire (2005), Ethnoresearch-formation Macedo (2000), formation Macedo (2010), Josso (2010). The discoveries revealed that the pedagogical/communication knowledged becomes establishing/established beginning with formative experience of the teachers online, from the emergency of a collective communicative dialogue, structuring and potentialized by the experiences of the context online, from the didactic pedagogical/communicational organization online, of the research, of the relation created by the expertise and the presents itself along the itinerary of the family , the school, academic and professional. From this we can conclude that of knowledge and plural experiences, which became broken down because they are parts that relate themselves with other parts, which become united in one whole, the singular/plural, the local/global, the text and the context, agregating principles a pedagogical- communication perspective that orients :the dialogue, the interactivity, the hypertextuality, themultivocallity, formative dispositions, formative experiences all of wich makes for the possibilities for researdh and the training of professors and teachers who accept their point of departure and enddind points as pedagogy and experience / A presente tese, intitulada Saberes pedag?gicos/comunicacionais, pesquisa/forma??o: reflex?es sobre as experi?ncias formativas das professoras online , desenvolveu reflex?es sobre os saberes pedag?gicos/comunicacionais, a pesquisa/forma??o e as experi?ncias formativas das professoras online, objetivando est?o sendo institu?dos/instituintes a partir das experi?ncias formativas das professoras online? Para isso, partiu-se da seguinte quest?o: como os saberes pedag?gicos/comunicacionais est?o sendo institu?dos/instituintes a partir das experi?ncias formativas das professoras online? A abordagem metodol?gica de pesquisa escolhida foi a pesquisa/forma??o, alicer?ada na Etnopesquisa Cr?tica/forma??o. Esta se constituiu como itiner?rio fecundo de reflex?es sobre os saberes pedag?gico-comunicacionais e experi?ncias formativas, contribuindo para a forma??o e autoforma??o do professor/pesquisador e das professoras online. Proporcionou momentos de forma??o, de reflex?o-na-a??o e sobre-a-a??o, potencializou/estruturou o processo de compreender, analisar, interpretar e refletir sobre as experi?ncias formativas e de contribuir para as reflex?es acerca dos saberes pedag?gicos/comunicacionais das professoras online. O referencial te?rico dialogado foi baseado em conceitos como: educa??o online, interatividade Silva (2002), Santos (2005), Moran (2003), doc?ncia Veiga (2005), Pimenta (2002), Freire (2005), Tardif (2002), doc?ncia online Sacramento (2006), saberes docentes Tardif (2002), Charlot (2000), Porl?n (1997), Garc?a (1992), Freire (2005), Etnopesquisa-forma??o Macedo (2000) e forma??o Macedo (2010), Josso (2010). Os achados revelam que os saberes pedag?gicos/comunicacionais foram instituintes/institu?dos a partir das experi?ncias formativas das professoras online, da emerg?ncia de um coletivo comunicativo/dial?gico, estruturante e potencializado pelas experi?ncias do contexto online, da organiza??o did?tica pedag?gica/comunicacional online, da pesquisa, da rela??o constitu?da com o saber e dos saberes apresentados pelo itiner?rio familiar, escolar, acad?mico e profissional. Com isso, ? poss?vel dizer que esses saberes e as experi?ncias s?o plurais, fractais, pois s?o partes que se relacionam com outras partes, que re?nem, num todo, o singular e o plural, o local e o global, o texto e o contexto, agregando princ?pios para a perspectiva pedag?gica comunicacional online que articularam: a pesquisa, o di?logo, a interatividade, a hipertextualidade, a multivocalidade, os dispositivos formativos, as experi?ncias formativas como possibilidades para a pesquisa e para forma??o de professores (as) que tenham como ponto de partida e de chegada o pedag?gico e a experi?ncia

Introdução: O professor enfermeiro é um profissional que tem um importante trabalho transversal na área do ensino de enfermagem. Exercendo a docência universitária, seu trabalho não se reduz ao campo didático-pedagógico, mas pressupõem ofícios com distintos ramos do saber, o que exige instrumentalização diversificada, com o objetivo de formar o profissional enfermeiro para o mundo do trabalho. Todavia, sob a hegemonia contemporânea da lógica neoliberalista, a formação do enfermeiro pode estar mais articulada ao mercado de trabalho, o que concebe um profissional proativo e flexível para a realização de multitarefas. Com o advento do neoliberalismo, a universidade pública tornou-se uma instituição de altíssimo grau de complexidade, um tipo sofisticado e diversificado de organização social, sendo a carreira docente compelida ao paradigma do produtivismo acadêmico. Mediante o interesse de estudar a formação docente e o exercício da docência no ensino de enfermagem de professores enfermeiros universitários atuantes em uma universidade pública e debruçando-se sobre as leituras científicas, compreendeu-se o termo formação docente sob uma visão ampliada, denominado nessa perspectiva desenvolvimento profissional docente (DPD). O DPD se constrói ao longo da carreira docente e pode ser influenciado pela instituição de ensino e contextos políticos. Considerando-se a influência da política neoliberalista sobre a universidade pública brasileira, partiu-se da premissa que o DPD de professores enfermeiros universitários tem profunda relação com o exercício da docência no ensino de enfermagem. Assim, essa pesquisa respondeu a seguinte questão: Como acontece o DPD de professores enfermeiros universitários atuantes em uma universidade pública? Objetivo: Analisar o desenvolvimento profissional docente de professores enfermeiros universitários atuantes em uma universidade pública. Percurso metodológico: Estudo de caso naturalístico, descritivo e exploratório de abordagem qualitativa, realizado junto à Universidade de São Paulo (USP), no curso de Bacharelado e Licenciatura em Enfermagem da Escola de Enfermagem de Ribeirão Preto (EERP). Obtiveram-se dados de fontes primária e secundária. Para a fonte primária utilizou-se como instrumento de coleta de dados uma entrevista semiestruturada, e para a secundária a observação do trabalho docente e a consulta em documentos, os quais, o Curriculum lattes dos professores entrevistados, os planos de ensino das disciplinas ministradas por estes, e o projeto pedagógico do curso. As entrevistas e as observações do trabalho docente foram realizadas pela própria pesquisadora, entre os meses de setembro a dezembro de 2016. As observações aconteceram posteriormente à realização das entrevistas, mediante a técnica observação do tipo observador como participante, sendo descritas em um diário de campo, o que totalizou 200 horas de práticas pedagógicas observadas. A inclusão dos participantes no estudo caracterizou-se por amostragem intencional, obedecendo aos seguintes critérios: ser professor enfermeiro em Regime de Dedicação Integral a Docência e à Pesquisa; ter atuado ou estar atuando em alguma (s) das 23 disciplinas anuais ou semestrais que estavam sendo ofertadas para os graduandos do primeiro ao quinto ano do curso, no segundo semestre letivo do ano de 2016; e ter experiência na docência de no mínimo três anos. Os dados da entrevista semiestruturada foram organizados em quatro categorias temáticas, e analisados através da análise de conteúdo, na modalidade de análise temática. Na análise utilizou-se o referencial teórico de Carlos Marcelo García. A pesquisa somente aconteceu após aprovação por Comitê de Ética. A participação dos professores enfermeiros foi voluntária após aceitação e assinatura do termo de consentimento livre e esclarecido. Foi mantido o sigilo dos participantes e a garantia do anonimato quanto às informações adquiridas. Resultados, análise e discussão: A compreensão sobre as relações que envolvem o professor enfermeiro, e a universidade pública, o currículo, o ensino de enfermagem e a profissionalidade, possibilitaram analisar o desenvolvimento profissional docente desse grupo específico. Participaram da pesquisa 30 professores enfermeiros, com o predomínio de mulheres adultas, com tempo de formação acadêmica superior a 10 anos e experiência profissional na docência e na assistência de enfermagem há mais de cinco anos. A análise e discussão foram construídas em quatro categorias temáticas: A organização da universidade pública como elemento inerente ao desenvolvimento profissional docente; O currículo como elemento intrínseco ao desenvolvimento profissional docente; O desenvolvimento profissional docente de professores enfermeiros universitários, e as expectativas da profissão quanto as oportunidades de cursos de formação e carreira docente; e o desenvolvimento profissional docente de professores enfermeiros universitários, e as atividades acadêmicas e didáticas que envolvem o ensino de enfermagem. Compreendeu-se que os professores enfermeiros universitários entendem a função primordial da universidade pública como instituição social, contudo consentem com a sua função hegemônica contemporânea enquanto organização social, e percebem a sua estrutura física como elemento contribuinte para o DPD. Evidenciou-se o currículo do curso como elemento de instigação e divergências entre os professores, assim como, a necessidade de haver formação e o compartilhamento de discussões sobre o desenvolvimento do mesmo. Os professores enfermeiros envolvem-se com o processo de ensinar; exercem docência no ensino de enfermagem desempenhando suas práticas pedagógicas em instalações apropriadas; e têm dificuldades quanto à disponibilidade de tempo para preparar antecipadamente suas atividades de ensino. Apresentam discordância em relação à articulação entre projeto pedagógico, planos de ensino e o desenvolvimento de práticas pedagógicas; articulam o ensino, a pesquisa e a extensão; e demonstraram discrepâncias quanto ao uso de estratégias de ensino e de referenciais teóricos para fundamentar o preparo de suas práticas pedagógicas. Por fim, os professores enfermeiros compreendem o DPD como elemento que abarca a carreira docente e que influencia positivamente e negativamente sobre o exercício da docência no ensino de graduação em enfermagem, e apontam a necessidade de ter na universidade indicadores de avaliação, que incentivem a capacitação do professor na área do ensino. Considerações Finais: O desenvolvimento profissional docente de professores enfermeiros universitários pode exercer influência sobre o exercício da docência, beneficiando ou não o ensino de enfermagem. Espera-se com este estudo ter possibilitado reflexões sobre o exercício da docência de professores enfermeiros universitários mediante a perspectiva da visão ampliada da formação docente, assim como ter contribuído para modificações junto ao contexto do ensino de enfermagem. Em tempos de neoliberalismo recomenda-se ampliar o campo de discussão e pesquisa sobre o DPD, envolvendo a educação em enfermagem em universidades públicas / Introduction: The nurse professor is a professional with an important transversal job in nursing teaching. Besides being university professors, their work is not only didactic-pedagogical, but also in distinct positions in the realm of knowledge, what demands diversified instrumentation aiming to enable the professional nurse to work in the job market. Nevertheless, under the contemporaneous hegemony of neoliberal logic, the nurse formation is found more articulated to the job market, what conceives a proactive professional to multitask. With the advent of neo-liberalism, the public university became an extremely complex institution; a sophisticated and diversified social organization where the career in teaching is compelled to the paradigm of academic productivity. Owing to the interest in studying the teacher formation and teaching practice in nursing by university nurse professors working in a public university, and based on extensive scientific reading, the term teacher formation was better understood within a broader perspective as teacher professional development. The teacher professional development is built along with a career in teaching which can be influenced by the educational institution and political contexts. Considering the influence of neo-liberalist politics on the Brazilian public university, it was noted that the teacher professional development of university nurse professors has a deep relation with the teaching practice in nursing. Hence, this research answered the following question: How is the teacher professional development of university nurse professors working in a public university? Objective: Analyze the teacher professional development of university nurse professors working in a public university. Methodology: Study of a naturalistic case, descriptive and exploratory with a qualitative approach carried out along with São Paulo University (USP), in a nursing college course leading to a Bachelor of Education degree from Ribeirão Preto nursing school (EERP). Therefore, primary and secondary source data was obtained. For the primary source data collection a semi-structured interview was carried out, and for the secondary source data collection, teacher practice observation and documentation verification were chosen, which comprises the analysis of the Curriculum Lattes of the interviewed teachers, teaching practice plans of the ministered subjects and the pedagogical project of the course. The interviews and teacher practice observations were performed by the researcher between September and December 2016. The observations were posterior to the interviews by means of participant observer technique being depicted in a field diary, what totaled 200 hours of observed pedagogical practice. The participants\' inclusion in the study characterized by intentional sampling complied with the following criteria: being a nurse professor in Full Time Dedication Regime to the Teaching and Research; having worked or been working in one or some of the 23 annual or semi-annual disciplines which were being offered to the graduate students of the first and fifth year of the course in the second semester of the school year of 2016; having experience in teaching of at least three years. The semi-structured interview data was organized in four thematic categories and verified through content analysis in the thematic analysis modality. In the analysis, Carlos Marcelo Garcia\'s theoretical reference was used. The research was put into execution after the approval of the Ethics Committee. The nurse professors had a voluntary participation after acceptance and signature of the agreement term free and elucidated. Moreover, the secrecy of the applicants was maintained and the anonymity of the information gathered guaranteed. Result, analysis and discussion: The understanding about the relationship between the nurse professor and the public university, the curriculum, the teaching in nursing and professionalism permitted the analysis of the teacher professional development of this specific group. Thus, 30 nurse professors participated in the research with the preponderance of adult women, college graduated for over 10 years with professional experience in teaching and nursing assistance for over 5 years. The analysis and discussion were built in four thematic categories: - The organization of the public university as an inherent element to the teacher professional development; - The curriculum as an intrinsic element to the teacher professional development; - The teacher professional development of university nurse professors and the profession\'s expectations regarding graduation course opportunities and career in teaching; - The teacher professional development of university nurse professors and the didactic-academic activities that involve the teaching in nursing. It was inferred that the university nurse professors comprehend the primordial function of the public university as a social institution. Nonetheless, they consent with their contemporaneous hegemonic position while social organization, and perceive the university material structure as a contributing factor to the teacher professional development. In addition, the curriculum was noted as an instigating and diverging element among the professors, they felt the necessity of educating themselves and sharing ideas about its development. The nurse professors get involved in the teaching process, teach nursing executing their pedagogical practices in appropriate environments, but they have difficulty as for time availability to prepare their teaching activities beforehand. The group presents disagreement regarding articulation between pedagogical project, teaching plans and pedagogical practice development. Furthermore, they coordinate teaching, the research and extension, but demonstrate discrepancies concerning teaching strategy use and theoretical references to fundament their pedagogical practices. Lastly, the nurse professors understand the teacher professional development as an element that encompasses the teaching career and that influences positively or negatively the teacher practice in the nursing graduation. The group also utters the need of assessment indicators at the university which motivates the empowerment of the professor in the teaching area. Final Considerations: The teacher professional development of university nurse professors can influence the teaching practice, benefitting or not the nursing education. It is expected that this study has fomented reflections about the teaching practice of university nurse professors under a broader perspective of the teacher formation, as well as having contributed to modifications in the field of nursing teaching. In neo-liberalism times, it is recommended that the discussion field and the teacher professional development research be expanded involving nursing education in public universities

Abstract Combustion generated ultrafine particles have been found to be responsible for adverse effects on human health. New emission reduction technologies and fuels will change the composition of particle emissions. It is important to confirm that the new reduction technologies are designed to minimise the adverse health effects. In this doctoral thesis the potential health effects caused by traffic and industrially generated particles were studied using epidemiological, experimental and in silico studies. The effects of short-term changes in PM2.5 on the respiratory health of symptomatic children living near a steel works were studied to investigate whether specific sources of PM2.5 have the possible health effects. The PM2.5 emission sources were identified: long-range transport, a steel works, soil and street dust and a mechanical engineering works. Significant associations were not found between respiratory symptoms and PM2.5 or the sources markers. The deposition of traffic-related particles into the human respiratory system was computed using the lung deposition model. Particle size distribution was measured from diesel- and compressed natural gas (CNG)-fuelled busses and an off-road diesel engine under different combustion situations. The majority of the measured traffic-related particle numbers reach the alveolar region of the lungs. There were differences in the deposition of particles when different catalysts, engines or fuels were used. CNG or a diesel particulate filter (DPF) significantly reduced lung exposure to particles. Also physical activity, age and gender affected the deposition of particles. The diesel particles comprised compounds (carcinogenic PAHs, transition metals), which may have the ability to generate reactive oxygen. This study provides new knowledge how of the emission abatement technologies and fuels affects particle number and their composition, as well health hazards. Cleaner technology (CNG, DPF), emits significantly fewer particles in numbers, especially large particles, but they emit high amounts of small-size particles, which penetrate most easily to the deepest parts of the lungs. In addition, particles from engines with DPF include the largest variety of transition metals and other hazardous compounds compared to combustion systems having different emission after-treatment units. / Tiivistelmä Palamisprosesseista peräisin olevien ultrapienten hiukkasten on todettu olevan haitallisia ihmisen terveydelle. Uudet pako- ja savukaasujen puhdistusteknologiat ja polttoaineet vaikuttavat hiukkaspäästöihin ja niiden koostumukseen. Uusien menetelmien käytön tulee vähentää hiukkasten mahdollisia terveyshaittoja. Tässä väitöskirjassa tutkittiin liikenteestä ja teollisuudesta peräisin olevien hiukkasten mahdollisia terveyshaittoja käyttäen epidemiologista, kokeellista ja in silico- menetelmiä. Työssä tutkittiin PM2.5-hiukkasten lyhytaikaisvaihtelun yhteyttä terästehtaan läheisyydessä asuvien hengitystieoireisten lasten terveyteen ja päästölähteiden yhteyttä mahdollisiin terveysvaikutuksiin. Merkittäviä PM2.5-päästölähteitä olivat kaukokulkeuma, terästehdas, maaperä ja tiepöly sekä konepaja. Tutkimuksessa ei havaittu lasten hengitystieoireiden ja PM2.5:n tai päästölähteiden merkkiaineiden välillä merkittävää yhteyttä. Liikenneperäisten hiukkasten kulkeutumista ihmisen hengitysteihin tutkittiin keuhkodepositiomallilla. Diesel- ja maakaasukäyttöisten (CNG) bussien ja dieselkäyttöisen työkoneen hiukkaskokojakaumat mitattiin eri palamisolosuhteissa. Suurin osa mitatuista hiukkaslukumääristä kulkeutui keuhkojen alveolaaritasolle. Erilaisten katalysaattorien, moottoreiden tai polttoaineiden käytön seurauksena hiukkasten lukumääräpitoisuudet vaihtelivat ja siten hiukkasten kulkeutumisessa hengitysteihin oli eroja. CNG:n tai hiukkassuodattimen (DPF) käyttö vähensi merkittävästi hiukkaslukumääriä ja keuhkojen altistumista hiukkasille. Myös liikunta, ikä ja sukupuoli vaikuttivat hengitysteihin kulkeutuvien hiukkasten määriin. Dieselhiukkaset sisälsivät yhdisteitä (karsinogeeniset PAH:t, siirtymämetallit), jotka tuottavat hengitysteissä reaktiivisia happiradikaaleja. Tämä tutkimus antaa uutta tietoa päästövähennysmenetelmien ja polttoaineiden vaikutuksista hiukkasten lukumäärään ja koostumukseen sekä hiukkasten terveyshaitoihin. Puhtaamman teknologian käyttö (CNG, DPF) vähentää huomattavasti pakokaasun hiukkasten lukumäärää, etenkin suurten hiukkasten, mutta tuottaa silti suuria määriä pieniä hiukkasia, jotka kulkeutuvat helpommin keuhkojen syvimpiin osiin. Lisäksi moottoreiden hiukkaspäästöt käytettäessä hiukkassuodatinta, sisälsivät enemmän erilaisia siirtymämetalleja ja muita haitallisia aineita verrattuna polttoon, jossa käytettiin muita päästöjen jälkikäsittelymenetelmiä.

Ce travail a pour objectif principal l'étude des interactions entre les compartiments procaryotiques des zones méso- et bathypélagique avec les différentes fractions du carbone organique dissout (DOC) océanique. Des mesures d'assimilation de monomères (3H-Glucose), de dégradation de molécules complexes (3H-EPS et HMW-DOC), et de production hétérotrophe procaryotique (PHP/3H-Leucine) ont été réalisées le long de la colonne d'eau en Mer Méditerranée Nord Occidentale (Golfe du Lion, sites DYFAMED, ANTARES) et en Océan Atlantique Nord-Est (site PAP). Au cours des ces études, toutes les mesures réalisées au-delà de 1000 m de profondeur ont été effectuées dans des conditions in situ de haute pression hydrostatique (> à 10 MPa, HP) et comparées à des mesures réalisées sous pression atmosphérique (0,1 MPa, ATM). Cette double mesure détermine le rôle de la pression hydrostatique sur les activités microbiennes profondes via un rapport Pe pour pressure effect (= mesure HP / mesure ATM). Les résultats démontrent que les activités microbiennes mesurées en conditions HP sont plus importantes qu'en conditions ATM en période de stratification des eaux, (Pe moyen de 4,01, n=120), et confirment la capacité des procaryotes du domaine océanique profond à dégrader des molécules organiques complexes. Par ailleurs et à une échelle cellulaire, les populations métaboliquement actives du milieu profond dégradent les 3H-EPS à une vitesse 6 fois plus rapide que leur homologue de surface, indiquant la capacité des procaryotes autochtones profonds à dégrader des molécules plus complexes en conditions de haute pression. / This main objective of this work is the study of interactions between prokaryotic compartments of meso-and bathypelagic zones with different size classes of dissolved organic carbon (DOC). Several measurements of monomers assimilation (3H-Glucose), of complex molecules degradation (3H-EPS and HMW-DOC) and prokaryotic heterotrophic production were realized through the water column of NW Mediterranean Sea (Gulf of Lion, DYFAMED and ANTARES station) and NE Atlantic Ocean (PAP site). During these studies, all measurements realized below 1000 m depth, were carry out under in situ condition of hydrostatic pressure (> 10 MPa, HP) and compared to their decompressed counterpart measurements, realized at atmospheric pressure (0.1 MPa, ATM). These coupled measurements determine the role of hydrostatic pressure on deep sea microbial activity following the Pressure effect (Re) ration (=HP measurement / ATM measurement). The results show that microbial activities measured under HP condition during stratified water period, were more important than those measured under ATM condition (mean Pe = 4.01, n=120), and confirm the abilities of deep sea prokaryotes to degrade complex organic molecules. Moreover, the cell-specific activity of deep sea prokaryotes in 3H-EPS degradation are 6 time more active than the surface, indicating the ability of autochthonous deep sea prokaryotes to degrade complex molecules under high conditions of pressure.

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. 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. During spring flood SO42- decreased in most streams, although concentrations increased in streams of wetland catchments. Concentrations of SO42- 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 SO42- (δ34SSO4) 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. 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.

The master dissertation Electronic books at VSE is focused on analysing the opportunities of e-books in the environment of VSE. The aim is to describe the current state of different study materials used at VSE and to explore different ways of improving them using e-book technology. The dissertation briefly describes various attributes of e-books with stress on the relevant attributes -- the possibility of inserting notes, bookmarks, multimedia and interactive content. Also the possibility of editing the content and sharing resulting changes with other students is a key attribute. The dissertation then moves on to describe the different kinds of study materials that are in use at VSE. The second half of the dissertation builds on previous analysis of the study materials and introduces a hypothetical optimal state, which could result from implementing e-book technology. This state is the answers the question of what is actually possible to achieve. The next chapter in this half is the technical analysis, which answers the question of how is it possible to achieve the suggested hypothetical state. The conclusion of this dissertation answers the questions whether the proposed solution is a viable candidate for implementation. The results of this dissertation could be used as a guideline for the project of implementation of e-book technology in the environment of VSE.

This diploma thesis describes both the theoretical and practical part of the process of design and implementation of interactive computer software for the~management of~the~quality control of the~devices, assigned by SIGMA GROUP a.s., more precisely its Energo division, which is engaged in the maintenance and repair of pumping equipment. The theoretical part explains the concept of user experience, its acquisition methods, specification of~requirements and interface design methods. The next part is focused on the description of the~formats used by common text editors. Within the theoretical part is described the design of the interactive application itself. In the practical part there is a description of the main parts of the system and the conclusions from the system testing.