While it is not the most abundant greenhouse gas, a significant portion of the greenhouse effect is caused by methane. The amount of methane in the atmosphere is increasing, indicating that there is a continuous source of methane to the atmosphere. One significant source of methane is freshwater lakes, even though they cover only a small portion of the Earth’s surface. Because of this, it is important to monitor methane fluxes from lakes in order to understand the processes which affect the magnitude of these fluxes. Methane is produced in the sediment at the bottom of the lake, and transported through the water by ebullition, diffusive flux, storage flux, or plant mediated emission. This study looked to examine the amount of methane transmitted to the atmosphere by these processes on Lake Erken in eastern Sweden. Using the eddy covariance method, we can study the methane flux with good spatial and temporal resolution. Regular sampling of lake water, both from the surface and depths of 5 and 10 meters, also helps us to understand the amount of methane dissolved in the lake. These measurements can help us to better understand the transfer velocity, or the efficiency of the exchange between water and air, as well as the amount of methane transported from lakes to the atmosphere. Water sampling showed that there is very little variation in methane concentration between different parts of the lake. Concentrations at four surface locations are nearly identical. These surface measurements are also similar to concentrations at different depths. Over time, the concentrations generally stayed the same, with isolated high and low concentration events. The amount of methane emitted by the lake was studied with the lake divided into a shallow water area, and a deep water area. The magnitude of fluxes from both areas was very similar, but the area of shallow water had a higher total flux. The fluxes were well correlated with wind speed; higher fluxes coming during times with higher wind speed. This relates well to the transfer velocity theory, and the bulk flux approximation. However, there was no clear diurnal cycle in methane fluxes. The fluxes during the night were similar to daytime fluxes. Atmospheric pressure also had an impact on fluxes, with greater fluxes coming at times of lower pressure. A large seasonal variation was clear. More methane escaped the water in autumn and winter than in spring or summer. This is due in part to the fluxes from when the lake freezes over/thaws and the water in the lake turns over, bringing methane rich water from the lake’s bottom to the surface. As expected, the waterside concentration of methane also had a strong correlation with the fluxes. The main conclusions of this study are: 1) Methane fluxes are variable with wind speed, waterside concentrations, and the seasons 2) Water depth and diurnal cycles do not affect methane fluxes as strongly. Keywords: methane, transfer velocity, flux, waterside concentration, eddy covariance

The diploma thesis deals with environmental pollution and offers measures how to reduce it. It also deals with greenhouse gasses and load gasses such as ammonia, methane and others which are produced in agricultural livestock production. The thesis deals with the determination and measurement of concentrations of load gases such as ammonia and methane. Subsequently, the production specific emission is calculated, which is discussed at the end of the work and a measure for its reduction is proposed. A winter bed with deep litter was provided for the whole 24-hour measurement. The Innova measuring instrument was used for correct microclimate measurement and other special instruments were used to evaluate the results. Means for reducing gas emissions are proposed in the thesis.

Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-09-26T11:48:11Z No. of bitstreams: 1 DIS_CAMILA_CARVALHO_DE_SOUZA_COMPLETO.pdf: 761292 bytes, checksum: 647d728f67ae81ecd6ca9af74829fbaf (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-09-26T11:48:22Z (GMT) No. of bitstreams: 1 DIS_CAMILA_CARVALHO_DE_SOUZA_COMPLETO.pdf: 761292 bytes, checksum: 647d728f67ae81ecd6ca9af74829fbaf (MD5) / Made available in DSpace on 2017-09-26T11:48:34Z (GMT). No. of bitstreams: 1 DIS_CAMILA_CARVALHO_DE_SOUZA_COMPLETO.pdf: 761292 bytes, checksum: 647d728f67ae81ecd6ca9af74829fbaf (MD5) Previous issue date: 2017-03-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research, of documentary nature, addresses the contributions of the Institutional Program of Initiation Scholarship to Teaching - Pibid for the initial training of Teachers of Chemistry. In the form of a qualitative meta-analysis, 27 productions related to the impacts of Pibid were treated through Discursive Textual Analysis (ATD), between theses, dissertations, articles in periodicals and complete works in annals of events in the area of Chemistry Teaching, published in the period 2010-2015, encompassing the five regions of the national territory. The papers were previously selected according to their content, aiming to answer the research question of this investigation: What are the contributions of Pibid to the initial training of chemistry teachers in Brazil, present in academic productions in the period 2010-2015? The results obtained, by the analysis carried out, show actual contributions of the Pibid to initial teacher training in Chemistry, but also, they indicate impacts on the continuous training of supervisors and coordinators. Also, the contributions of the actions within the scope of the Pibid contemplated the Institutions of Higher Education through its courses of degree in Chemistry and the partner schools and their agents. It was possible to identify, also, situations problems to be overcome. Considering all these contributions, it was evident that the Pibid achieves the objectives set forth in the legal documents, and their actions are effective to improve: the initial teacher education in Chemistry; the curricular organization of Chemistry undergraduate courses; the teaching practices of supervising teachers; the teaching of Chemistry in partner public schools; the valuation of the teaching profession. The Pibid motivates graduates to follow the teaching career in Public Basic Education, overcoming the problems present in this profession. On the other hand, the Pibid, as a public policy, can not be seen as a solution to the complex problems of teacher training in the Brazilian educational context, because it does not meet all the subjects of this system. / Esta pesquisa, de natureza documental, aborda as contribui??es do Programa Institucional de Bolsa de Inicia??o ? Doc?ncia - Pibid para a forma??o inicial de Professores de Qu?mica. Na forma de metan?lise qualitativa, foram tratadas por meio da An?lise Textual Discursiva (ATD) 27 produ??es relacionadas aos impactos do Pibid, entre teses, disserta??es, artigos em peri?dicos e trabalhos completos em anais de eventos na ?rea de Ensino de Qu?mica, publicados no per?odo 2010-2015, abrangendo as cinco regi?es do territ?rio nacional. Os trabalhos foram selecionados previamente de acordo com seu conte?do, visando responder ? quest?o de pesquisa desta investiga??o: Quais as contribui??es do Pibid para a forma??o inicial de professores de Qu?mica no Brasil, presentes em produ??es acad?micas no per?odo 2010-2015? Os resultados alcan?ados, pela an?lise realizada, mostram contribui??es efetivas do Pibid para forma??o inicial docente de Qu?mica, mas, tamb?m, referem impactos na forma??o continuada dos professores supervisores e coordenadores. Ainda, as contribui??es das a??es no ?mbito do Pibid contemplaram as Institui??es de Ensino Superior por meio de seus cursos de licenciatura em Qu?mica e as escolas parceiras e seus agentes. Foi poss?vel identificar tamb?m situa??es problemas a serem superados. Considerando todas essas contribui??es, ficou evidente que o Pibid alcan?a os objetivos previstos nos documentos legais, e suas a??es s?o efetivas para melhorar: a forma??o inicial docente em Qu?mica; a organiza??o curricular dos cursos de licenciatura de Qu?mica; as pr?ticas docentes de professores supervisores; o ensino de Qu?mica nas escolas p?blicas parceiras; a valoriza??o da profiss?o docente. O Pibid motiva licenciandos a seguirem a carreira docente na Educa??o B?sica p?blica, ultrapassando os problemas presente nessa profiss?o. Por outro lado, o Pibid, como pol?tica p?blica, n?o pode ser visto como solu??o para os problemas complexos da forma??o de professores no contexto educacional brasileiro, pois n?o atende a todos os sujeitos desse sistema.

Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-05-02T12:31:37Z No. of bitstreams: 1 TESE_LUCIANA_RICHTER.pdf: 8649070 bytes, checksum: 7503531d3338a8f1a27be578e19cc2b3 (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-05-11T12:26:16Z (GMT) No. of bitstreams: 1 TESE_LUCIANA_RICHTER.pdf: 8649070 bytes, checksum: 7503531d3338a8f1a27be578e19cc2b3 (MD5) / Made available in DSpace on 2018-05-11T12:43:54Z (GMT). No. of bitstreams: 1 TESE_LUCIANA_RICHTER.pdf: 8649070 bytes, checksum: 7503531d3338a8f1a27be578e19cc2b3 (MD5) Previous issue date: 2018-03-23 / In this thesis, we investigate what evidence is available in the selected studies that relate neurosciences and education which may be used by teachers in order to enhance students learning. Thus, the research goal was to understand how these researches favor the teaching practice aiming at students learning. For this, it was carried out a qualitative meta-analysis whose data were treated under Discursive Textual Analysis (DTA). These research data were collected from four electronic databases. The 54 articles selected were from Portal de Peri?dicos da Capes and Google Acad?mico. The 4 doctoral dissertations and 12 master thesis were from Banco de Teses Capes and from Banco Digital Brasileiro de Teses e Disserta??es. The temporal limitation of this study was February 2016 considering the three databases and until June 2017 to Google Acad?mico. From the process of Discursive Textual Analysis of the 417 sense units, there have been emerged three categories: (i) Indicators of Neuroscience for Pedagogical Practice; (ii) Neuroscience in the Teacher Education; and (iii) Neuroscience Context Deliberations for Educational and Research Environments. Through the analysis, it was possible to support that the relation between neuroscience and education, in order to contribute to the students learning process, depends on the articulation of the indicators for pedagogical practices, on the teachers education, on the teachers interpretation concerning neuroscientific findings and on their interaction with neuroscientists. The results allow us to support that teachers can use Neuroscience knowledge in order to enhance students learning. In addition, Neuroscience and Education approaches under qualitative meta-analysis have allowed us to recognize achievable precious interaction between these areas, since the knowledge exchange can contribute to teaching practice, student learning and also to the production of new knowledge by means of research. / Nesta tese, buscou-se investigar quais s?o as evid?ncias dispon?veis nos estudos selecionados que relacionam neuroci?ncias e educa??o as quais possam ser utilizadas por docentes a fim de potencializar as aprendizagens dos estudantes. Dessa forma, o objetivo geral foi compreender como essas pesquisas favorecem a pr?tica docente visando ? aprendizagem dos estudantes. Para tal, realizou-se uma metan?lise qualitativa, cujos dados foram tratados por meio de An?lise Textual Discursiva (ATD). Os dados para composi??o dessa investiga??o foram coletados em quatro bases eletr?nicas, sendo a proced?ncia dos 54 artigos selecionados o Portal de Peri?dicos Capes e o Google Acad?mico e das 4 teses e 12 disserta??es o Banco de Teses Capes e o Banco Digital Brasileiro de Teses e Disserta??es. A limita??o temporal do estudo foi at? fevereiro de 2016 em tr?s bases e as do Google Acad?mico at? junho de 2017. Do processo de An?lise Textual Discursiva, das 417 unidades de sentido, emergiram tr?s categorias, a saber: (i) Indicadores Procedentes da Neuroci?ncia para Pr?tica Pedag?gica; (ii) A Neuroci?ncia na Forma??o de Profissionais; e (iii) As Delibera??es do Campo da Neuroci?ncia para os Contextos Educacional e de Pesquisa. Por meio da an?lise, foi poss?vel afirmar que a aproxima??o entre neuroci?ncia e educa??o com o intuito de contribuir com a aprendizagem dos estudantes depende da articula??o dos indicadores para a pr?tica pedag?gica, da forma??o docente e da rela??o dos docentes com os achados neurocient?ficos e suas intera??es com os neurocientistas. Os resultados do estudo permitem sustentar a tese de que os professores podem valer-se de conhecimentos disponibilizados pela neuroci?ncia a fim de potencializarem as aprendizagens dos estudantes. Ademais, as aproxima??es entre neuroci?ncia e educa??o por meio da metan?lise qualitativa, permitiram vislumbrar o potencial da preciosa intera??o entre as ?reas, pois a complementa??o de saberes pode contribuir com a pr?tica docente, a aprendizagem discente e, tamb?m, com a produ??o de novos conhecimentos por meio de pesquisa.

<p>Biogas is increasingly used for fuel in for example vehicles and it´s produced in a biogas processconsisting of the steps of pretreatment, digestion and gas cleaning. The pretreatment is a method usedto increase the gas production and / or destroy pathogens. The digestion is the stage when anaerobicmicroorganisms convert bio-mass of a substrate to a raw gas containing about 65% of methane. Thegas cleaning is used to increase the methane content to about 97% so the gas can be used for motors invehicles. The biogas part of the Ekeby sewage plant in Eskilstuna is using multiple substrates. Sewagesludge is mostly used but also other substrates, like food waste. The time for processing is in average25 days before the content is taken out for drying and finally for use as cover material. The producedgas will be cleaned in a water scrubber before pressurization and after that used as fuel for vehicles.The usage of support energy in the biogas process is essentially district heating, electricity and oil. Theoverall efficiency term is the energy produced in the gas minus the supporting energy divided with theenergy from possible biogas production of the substrates. For calculation of a continuous process thefact that there is always a part of the substrates which not will be digested has to be considered.Another thing to think about is that the inserted energy as material will not be converted to gasimmediately, several days is needed. In 2009 the overall efficiency in Ekeby biogas plant was inaverage 70.5%, and the value was higher during the summer than the winter. Calculation of overallefficiency of a biogas plant will always involve some uncertainties because differences of thecomposition of the substrates, the condition of the micro-organisms, digestion of many substrates atthe same time etc.</p>

<p>Sötvatten är en naturlig källa för atmosfärisk metangas. Gasen som bland annat bildasi sjöar och vattendrags sediment stiger upp genom vattenfasen via bubblor och diffusion och når därigenom atmosfären. Metangasen fungerar i atmosfären som en växthusgas då den inverkar på vårt klimat och är den gas som näst efter koldioxid bidragit mest till de sentida förändringara av den naturliga växthuseffekten. Förändringarna orsakas av att de klimatpåverkande gaserna ökar i atmosfären och som följd bidrar till en så kallad förstärkt växhuseffekt med globala temperaturökningar som följd. </p><p>I denna studie har metanemissioner till atmosfären undersökts från vattendrag, nämligen Stångån, som rinner genom Östergötland och mynnar ut i sjön Roxen. Anledning till att ett vattendrag valdes beror på att de är relativt outforskade när det gäller metanförekomst. Fem provplatser valdes ut på en sträcka av ca 15 km och undersökningen utfördes genom att tre flytkammare förankrades på vattenytan vid varje provplats. Den generella principen innebär att flytkamrarna fångar upp den transporterande gasen från vattenfasen och som sedan tas upp ur flytkammaren med hjälp av en spruta. Den uppsamlade gasen analyserades sedan genom gaskromatografi där metoden syftar till att separera komponenter för kvantifiering. Övriga ekologiska faktorer som undersöktes var mängd organiskt material i sedimenten, absorbans och ytvattenhastighet. Temperatur, pH och lufttryck kontrollerades kontinuerligt under provtagningarna. </p><p>Resultatet påvisade att metanemissioner förekom längs hela provsträckan både genom diffusion och via bubblor. Vattendraget var också övermättat med metan i jämförelse med atmosfären. Stora lokala variationer kunde konstateras samt att en av provplatserna skiljde sig markant från de övriga både när det gällde metanflöde och övriga ekologiska faktorer. Den statistiska analysen visade att absorbans och ytflödeshastighet var de enda ekologiska faktorer som hade ett samband med metanflödet. </p><p>Jag anser mot bakgrund av teori och redovisade resulat i denna studie att det kan vara värdefullt med utökade mätningar av metanemissioner i vattendrag. Studien har påvisat att naturlig metanproduktion och flöde förekommer i hela den undersökta sträckan i Stångån och kan därför vara en källa till den idag förhöjda metanhalten i atmosfären. Ett varmare klimat kan i sin tur leda till en acceleration av metanproduktion och som följd ytterligare emissioner till atmosfären som kan leda till ännu större klimatförändringar. På så sätt kan denna undersökning bidra med kunskap om ett komplxt problem som kan öka lokalt, regionalt och globalt.</p>

<p>Metan är en växthuseffektpåverkande gas. Eftersom dess koncentration ökar i atmosfären ingår den i ett stort framtida, globalt miljöproblem. I uppdraget som lärare står att elever ska göras medvetna kring de processer som påverkar deras miljö. Vårt syfte med uppsatsen är att fördjupa våra ämneskunskaper i och kring de processer som påverkar vår miljö. Detta för att göra ndervisningen mer intressant och för att kunna leda eleverna mot en kunskapsutveckling i ett ämne som är högst aktuellt. </p><p>Uppsatsens studie består i att undersöka om det finns metanbildande eller metankonsumerande mikroorganismer i kaveldun, Typha latifolia, (L.) och var i kaveldunet de i så fall finns. Vi vill också lyfta vår egen läroprocess under arbetets gång och se om det finns något där som är användbart i vårt kommande yrkesliv, som lärare, inspiratör och som föredöme. </p><p>I vår undersökning upptäckte vi att det i kaveldunet fanns både metanogener och metanotrofer. I sedimentet fanns både metanogener och metanotrofer. Vi fick klara indikationer på att det fanns metanogener i kaveldunets nedre delar och vi såg att de växte på vätgas och på acetat. Vi fann också att metanotrofer uppehöll sig i kaveldunets rothår och rotnerv och i den övre delen av kaveldunet. </p><p>Sist, men inte minst, fick vi upp ögonen för vikten av att lärande måste komma inifrån individen för att förståelse helt och fullt ska uppstå. För att skapa intresse är det viktigt att arbeta med relevanta och meningsfulla frågeställningar. Dessa frågeställningar behöver vi inte konstruera, de finns redan färdiga i vår omvärld och det är frågor som ungdomar i dag har. </p> / <p>The greenhouse gas, methane, palys an important role in the future climate change on the globe. The curriculum given to teachers constitutes that pupils should be aware of the different processes affecting their environment. </p><p>The purpose of this report is to deepen our knowledge on such processes tohelp us to fullfil this requierment. Hence, this should aid us in making our teaching more interesting and also to enable us to lead the pupils in a knowledge development on a very urgent environmental topic. </p><p>The study examines, if there are microorganisms that produce or consume methane in cattail, Typha Latifolia (L.), and if so, where in the cattail tissues. During our work with the report we also wanted to follow our own teaching process and to highlight phenomena useful in our future professional lives as teachers, inspirers and as good examples.</p><p> We observed that methanogens and methanotrophs were present in cattail tissues as was allso the case in the sediment samples. We got clear indications on that there were methanogenes in the lower parts of the cattail and we saw that they grew on hydrogen gas and on acetate. The methanotrophs resided in the root hair and root nerves as well as in the upper part of the cattail plant. </p><p>We realised that it is important for learning to arise from within the individual for the establishment of a complete understanding of an evironmental issue. To create an interest by any pupil category, it’s important to work with relevant and meaningful questions. We don’t need to construct these questions, they already exist in our surroundings, many of which are the questions of the young people today.</p>

Metan är en växthuseffektpåverkande gas. Eftersom dess koncentration ökar i atmosfären ingår den i ett stort framtida, globalt miljöproblem. I uppdraget som lärare står att elever ska göras medvetna kring de processer som påverkar deras miljö. Vårt syfte med uppsatsen är att fördjupa våra ämneskunskaper i och kring de processer som påverkar vår miljö. Detta för att göra ndervisningen mer intressant och för att kunna leda eleverna mot en kunskapsutveckling i ett ämne som är högst aktuellt. Uppsatsens studie består i att undersöka om det finns metanbildande eller metankonsumerande mikroorganismer i kaveldun, Typha latifolia, (L.) och var i kaveldunet de i så fall finns. Vi vill också lyfta vår egen läroprocess under arbetets gång och se om det finns något där som är användbart i vårt kommande yrkesliv, som lärare, inspiratör och som föredöme. I vår undersökning upptäckte vi att det i kaveldunet fanns både metanogener och metanotrofer. I sedimentet fanns både metanogener och metanotrofer. Vi fick klara indikationer på att det fanns metanogener i kaveldunets nedre delar och vi såg att de växte på vätgas och på acetat. Vi fann också att metanotrofer uppehöll sig i kaveldunets rothår och rotnerv och i den övre delen av kaveldunet. Sist, men inte minst, fick vi upp ögonen för vikten av att lärande måste komma inifrån individen för att förståelse helt och fullt ska uppstå. För att skapa intresse är det viktigt att arbeta med relevanta och meningsfulla frågeställningar. Dessa frågeställningar behöver vi inte konstruera, de finns redan färdiga i vår omvärld och det är frågor som ungdomar i dag har. / The greenhouse gas, methane, palys an important role in the future climate change on the globe. The curriculum given to teachers constitutes that pupils should be aware of the different processes affecting their environment. The purpose of this report is to deepen our knowledge on such processes tohelp us to fullfil this requierment. Hence, this should aid us in making our teaching more interesting and also to enable us to lead the pupils in a knowledge development on a very urgent environmental topic. The study examines, if there are microorganisms that produce or consume methane in cattail, Typha Latifolia (L.), and if so, where in the cattail tissues. During our work with the report we also wanted to follow our own teaching process and to highlight phenomena useful in our future professional lives as teachers, inspirers and as good examples. We observed that methanogens and methanotrophs were present in cattail tissues as was allso the case in the sediment samples. We got clear indications on that there were methanogenes in the lower parts of the cattail and we saw that they grew on hydrogen gas and on acetate. The methanotrophs resided in the root hair and root nerves as well as in the upper part of the cattail plant. We realised that it is important for learning to arise from within the individual for the establishment of a complete understanding of an evironmental issue. To create an interest by any pupil category, it’s important to work with relevant and meaningful questions. We don’t need to construct these questions, they already exist in our surroundings, many of which are the questions of the young people today.

Biogas is increasingly used for fuel in for example vehicles and it´s produced in a biogas processconsisting of the steps of pretreatment, digestion and gas cleaning. The pretreatment is a method usedto increase the gas production and / or destroy pathogens. The digestion is the stage when anaerobicmicroorganisms convert bio-mass of a substrate to a raw gas containing about 65% of methane. Thegas cleaning is used to increase the methane content to about 97% so the gas can be used for motors invehicles. The biogas part of the Ekeby sewage plant in Eskilstuna is using multiple substrates. Sewagesludge is mostly used but also other substrates, like food waste. The time for processing is in average25 days before the content is taken out for drying and finally for use as cover material. The producedgas will be cleaned in a water scrubber before pressurization and after that used as fuel for vehicles.The usage of support energy in the biogas process is essentially district heating, electricity and oil. Theoverall efficiency term is the energy produced in the gas minus the supporting energy divided with theenergy from possible biogas production of the substrates. For calculation of a continuous process thefact that there is always a part of the substrates which not will be digested has to be considered.Another thing to think about is that the inserted energy as material will not be converted to gasimmediately, several days is needed. In 2009 the overall efficiency in Ekeby biogas plant was inaverage 70.5%, and the value was higher during the summer than the winter. Calculation of overallefficiency of a biogas plant will always involve some uncertainties because differences of thecomposition of the substrates, the condition of the micro-organisms, digestion of many substrates atthe same time etc.

Hemkompostering är fördelaktigt bland annat därför att det kan leda till minskade transporter av sopor och därmed koldioxidutsläpp, samt att den färdiga komposten kan användas som näringstillskott för växter. Kompostering av matavfall innebär dock en risk för bildning av metan och lustgas, vilka är starka växthusgaser. Även ammoniak, med försurande och övergödande effekter, kan släppas ut från komposten under vissa förhållanden. Det här arbetet syftar till att undersöka utsläppen av dessa ämnen, samt öka kunskapen om hur skötseln av komposten påverkar utsläppen.   Vid tre tillfällen under juni och juli 2010 utfördes mätningar på 20 komposter i Uppsala.  Temperaturen mättes i komposten, prov togs av gasen i kompostoch prover av materialet togs även för analys av vattenhalt, pH och askhalt. Hushållen förde också protokoll över sin skötsel av komposten under tiden för mätningarna. Utöver detta genomfördes en enkätstudie i vilken ett större antal komposter inkluderades, i avsikt att ge en bredare bild av hur hemkomposter i allmänhet sköts.   Gasproven analyserades i gaskromotograf, och de beräknade koncentrationerna relaterades till uppmätta temperaturer, vattenhalter, pH-värden och askhalter samt de ifyllda protokollen.   Enkätstudien visade att hemkomposter används och sköts om på mycket varierande sätt. Resultaten visade vidare att utsläppen av metan och lustgas (angivna som kvoterna CH4:CO2 respektive N2O:CO2) överlag var låga jämfört med uppmätta utsläpp i andra studier, med högre värden på omkring 2,5% endast för ett fåtal komposter. Effekterna av utsläppen av N2O beräknades till cirka 12 gånger större än de orsakade av utsläppen av CH4. Ett antydan till samband kunde ses mellan uppmätt NH3-halt och tillsatser av kväverikt kött-/fiskavfall. I övrigt kunde inga andra distinkta samband mellan skötsel och utsläpp observeras, något som skulle kunna bero på dels att endast tre mätomgångar ingår i studien och dels på att datan inhämtad från protokollen varierade i kvalitet och innehöll stora osäkerheter. / Home composting is beneficial as it can help reduce transports of household waste, and also because the mature compost can be used as a soil amendment for plants. On the other hand, composting of food waste enables formation of the potent greenhouse gases methane and nitrous oxide. It is also possible that ammonia be formed, which can have acidifying and eutrophicating effects on the environment. The aim of this study was to examine the emissions of these compounds, and if possible to gain knowledge on how the management of the compost affects these emissions.   Measurements were carried out on 20 home composts within Uppsala on three occasions during June and July in 2010. The compost temperature was measured, gas samples were taken and also samples of the material for analysis of moisture and ash content as well as pH. The households were also asked to fill in a protocol with all the compost activities performed during the period of the measurements. In addition to this, a questionnaire study was conducted in order to give an overview of how home composts in general are fed and managed.   The gas samples were analyzed in a gas chromatograph, and the obtained concentrations were then put in relation to the measured temperatures, pH, and moisture and ash contents as well as the data from the protocols.   The questionnaire study showed that home composts are used and managed in very different ways. Moreover, the results showed that the emissions of methane and nitrous oxide (given as CH4:CO2 and N2O:CO2 ratios) in general were small compared to those from other studies, with only a couple of composts with higher ratios than around 2.5%. The effects on the environment from the measured emissions of N2O were calculated to 12 times greater than those given by the emissions of CH4. Regarding ammonia, a clear connection was observed between the few elevated concentrations and additons of meaty waste rich of nitrogen. As for the greenhouse gases, no distinct correlations could be seen between how the composts were managed and the CH4:CO2 and N2O:CO2 ratios. This might be explained by the fact that only three sampling rounds were conducted, but also that the protocol information contained uncertainties and varied in quality.