No sul do Brasil a aveia branca é considerada um cereal de múltiplos propósitos. Como cobertura proporciona melhorias nas condições físico-químicas do solo. Na alimentação animal evidencia grande qualidade nutricional tanto no pastejo direto ou processado na forma de feno e silagem. No consumo humano vem recebendo grandes destaques por representar propriedades que qualificam o grão da aveia como alimento funcional. No entanto, para que a produção de biomassa da planta e dos grãos seja maximizada a adubação nitrogenada é fundamental, visto que, é o nutriente mais solicitado pela aveia. Portanto, um fator decisivo na qualidade e produtividade da cultura. Neste contexto, a dose ajustada de N a ser disponibilizada deve ser investigada buscando minimizar os excessos que comprometem a qualidade ambiental e oneram o produtor, e o que representaria um déficit que compromete a máxima expressão de biomassa e grãos. O objetivo deste trabalho é apresentar modelos que permitam elucidar a dinâmica de expressão nos caracteres de produção da aveia branca pelo aproveitamento de N-fertilizante e residual nos sistemas de cultivo e que evidencie alta e reduzida relação C/N como cobertura residual. Assim, buscar nesta espécie um ajuste mais aprimorado de interação com o nitrogênio buscando maximizar a produção e acúmulo de matéria seca total ao longo do desenvolvimento da planta associada a estímulos agrometeorológicos para inferências às condições regionais do noroeste do estado do Rio Grande do Sul. O experimento foi conduzido em condições de campo no Instituto Regional de Desenvolvimento Rural/IRDeR, localizado em Augusto Pestana, RS, pertencente ao Departamento de Estudos Agrários da UNIJUÍ. Os experimentos foram conduzidos em duas safras agrícolas em delineamento experimental de blocos casualizados com quatro repetições de arranjo fatorial 4 X 2 no sistema soja/aveia e milho/aveia. Neste sentido, as fontes de variação e seus respectivos níveis estão assim representadas: Doses de nitrogênio: 0, 30, 60 e 120 kg ha-1 e Cultivares de Aveia: Barbarasul e Brisasul avaliadas nos anos de 2011 e 2012. As equações lineares mostraram que a maior tendência de crescimento frente a taxa diária de produção de biomassa dia-1 nas doses de N-fertilizante pelas cultivares de aveia nem sempre estão diretamente ligadas a maior produtividade de grãos. Portanto, a análise da taxa de biomassa na análise do aproveitamento do nitrogênio deve ser acompanhada dos valores médios de rendimento de grãos. Além disto, observa-se que a cultivar Brisasul se mostra como de maior eficiência fisiológica no aproveitamento do N para a produção de grãos independente do sistema e anos de cultivo. Para a interpretação da dinâmica do nitrogênio nos componentes fisiológicos da aveia, verificou-se que as equações lineares são as que melhor descrevem o rendimento biológico e de palha, mostrando acréscimos nas variáveis estudadas quando a dose disponibilizada variando de 0 até 120 Kg de nitrogênio por hectare. Por outro lado, as equações quadráticas se mostraram ajustadas em explicar o rendimento de grãos e o índice de colheita nos distintos anos de cultivo. No sistema soja/aveia como o milho/aveia as modificações ocorridas nos caracteres da inflorescência da aveia pelo incremento das doses de adubação nitrogenada qualificam a massa de panícula e de grãos da panícula como as de maior sensibilidade em promover alterações. Inclusive, a correlação e trilha no ambiente com baixa relação C/N mostraram eficiência da massa de grãos em trazer maiores efeitos diretos positivos no rendimento de grãos, assim como, no índice de colheita, com elevados efeitos diretos sobre o RG e indiretos via massa de grãos da panícula. Os modelos de regressão linear múltipla qualificam a estimativa da produção de grãos, principalmente, quando incluído no modelo a dose do N-fertilizante e ao menos uma ou mais varáveis da panícula. Portanto, em condição com baixa relação C/N o índice de colheita da panícula se mostra eficiente para inclusão no modelo múltiplo, e em doses de N mais elevadas, sugere também a inclusão do NGP. Contudo, em ambiente de alta relação C/N, indica-se o índice de colheita da panícula independente das doses empregadas. Contudo, num modelo geral, o N e o sistema de cultivo são variáveis significativas para uso pela regressão múltipla. Os coeficientes de desenvolvimento do trigo que foram validados e que empregam a temperatura e o fotoperíodo para simulação se mostraram indicados para uso em aveia nestas condições de cultivo. Portanto, o modelo WE-Streck empregado para simular o desenvolvimento de trigo se mostrou adequado quando empregado para aveia. / 164 f.

<p>En framgångsfaktor vid internationell tjänst är att samspelet mellan samtliga enheter fungerar friktionsfritt. Detta underlättas om samtliga enheter känner varandra innan rotation till missionsområdet. I framtiden kommer hela förband som har kontraktsanställda soldater rotera ner, dock innehar inteförbanden samtliga funktioner för att lösa alla arbetsuppgifter i missionsområdet. Vid dessa fall lånar man in enheter från andra förband. Inlåningar kan skapa friktioner mellan enheterna. Detta är en fallstudie utav KS14, där man valde att förstärka styrkan med enheter som innehade kompetens inom specialområden. Syftet med denna studie är att skapa en förståelse varför det uppstod friktioner inom KS14 när den förstärktes med en ny enhet. Frågeställningarna är följande: Varför blev det motsättningar mellan KS14 och förstärkningsstyrkan? Hur motsättningar tog sig uttryck? Hur kan dessa motsättningar förklaras? För att besvara frågorna har intervjuer gjorts med tre personer som var med i KS14. Undersökningen visar att det uppstod ett ”vi- och dom” känsla mellan KS14 och den förstärkande enheten. Skälen till detta var dels bristen på kommunikation vad det gäller information om den nya enheten och dels att KS14 hade en historia tillsammans. Dessa motsättningar togs i uttryck genom att man vanhedrade minnestavlan, kom på nedvärderande slogans samt ignorerade förstärkningsstyrkan. Detta berodde på bristen av kommunikation, information och öppenhet mellan de bägge parterna.</p> / <p>A success factor in service abroad is the interplay between all the units work smoothly.This is made easier if all the units know each other before rotating to the area of operation. In future, all units have contracted soldiers rotate down, however, they do not hold all the abilities to solve all tasks in the area of operations. In these cases, it borrows in units from other battalions. These attachments may create frictions between the units. This is a case study out of KS14, which chose to reinforce the contingent with a unit with expertise in specialized areas. The purpose of this study is to create an understanding why there was friction within KS14 when it was reinforced with a new unit. The questions are: Why were there differences between KS14 and reinforcing unit? How the frictions expressed? How do you explain these frictions? To answer these questions interviews have been made with three people who were with the KS14. The study shows that there was an "us and them" feeling between KS14 and the reinforcing unit. The reasons for this were the lack of communication when it comes to information on there inforcing unit and that KS14 already had a history to gether. These frictions were reflected in by disgraced the plaque, came in disparaging slogans and ignored the reinforcing unit. This was due to the lack of communication, information and openness between the two parties.</p>

En framgångsfaktor vid internationell tjänst är att samspelet mellan samtliga enheter fungerar friktionsfritt. Detta underlättas om samtliga enheter känner varandra innan rotation till missionsområdet. I framtiden kommer hela förband som har kontraktsanställda soldater rotera ner, dock innehar inteförbanden samtliga funktioner för att lösa alla arbetsuppgifter i missionsområdet. Vid dessa fall lånar man in enheter från andra förband. Inlåningar kan skapa friktioner mellan enheterna. Detta är en fallstudie utav KS14, där man valde att förstärka styrkan med enheter som innehade kompetens inom specialområden. Syftet med denna studie är att skapa en förståelse varför det uppstod friktioner inom KS14 när den förstärktes med en ny enhet. Frågeställningarna är följande: Varför blev det motsättningar mellan KS14 och förstärkningsstyrkan? Hur motsättningar tog sig uttryck? Hur kan dessa motsättningar förklaras? För att besvara frågorna har intervjuer gjorts med tre personer som var med i KS14. Undersökningen visar att det uppstod ett ”vi- och dom” känsla mellan KS14 och den förstärkande enheten. Skälen till detta var dels bristen på kommunikation vad det gäller information om den nya enheten och dels att KS14 hade en historia tillsammans. Dessa motsättningar togs i uttryck genom att man vanhedrade minnestavlan, kom på nedvärderande slogans samt ignorerade förstärkningsstyrkan. Detta berodde på bristen av kommunikation, information och öppenhet mellan de bägge parterna. / A success factor in service abroad is the interplay between all the units work smoothly.This is made easier if all the units know each other before rotating to the area of operation. In future, all units have contracted soldiers rotate down, however, they do not hold all the abilities to solve all tasks in the area of operations. In these cases, it borrows in units from other battalions. These attachments may create frictions between the units. This is a case study out of KS14, which chose to reinforce the contingent with a unit with expertise in specialized areas. The purpose of this study is to create an understanding why there was friction within KS14 when it was reinforced with a new unit. The questions are: Why were there differences between KS14 and reinforcing unit? How the frictions expressed? How do you explain these frictions? To answer these questions interviews have been made with three people who were with the KS14. The study shows that there was an "us and them" feeling between KS14 and the reinforcing unit. The reasons for this were the lack of communication when it comes to information on there inforcing unit and that KS14 already had a history to gether. These frictions were reflected in by disgraced the plaque, came in disparaging slogans and ignored the reinforcing unit. This was due to the lack of communication, information and openness between the two parties.

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This thesis is a rhetorical analysis of Frank Capra's World War II information film series, Why We Fight, produced from 1942-1945. The series' mythological messages are examined using the four national parables as defined by Robert Reich (1987), namely The Mob at the Gates, The Triumphant Individual, The Benevolent Community, and The Rot at the Top. The values conveyed through the national parables are analyzed using a delineation of 17 core American values provided by Steele and Redding (1962). The analysis reveals the basic narrative structure of the series constituted by the myths, The Battle of Good and Evil and The Foundation Myth of America. Particularly, these two myths are crucial for America's shift from an isolationist to interventionist paradigm in foreign policy. This change in the mythical system initiated America's emergence as a world power after World War II. / Department of Telecommunications

This thesis examines the informal recovery of recyclable beverage containers in Vancouver, British Columbia, Canada. The socio-economic characteristics and structure of the informal recycling sector is explored using a case study of the United We Can bottle depot in Vancouver’s Downtown Eastside. Results indicate that informal resource recovery, also known in local vernacular as “binning”, has the potential to make a significant contribution to poverty alleviation, social inclusion and waste management. Further, the informal recycling community is comprised of a highly diverse range of individuals. Society’s acceptance and integration of this sector could contribute positively to both the social economy and the environmental movement. In order to do so, however, a collaborative effort between government and community is required to build capacity and an adequate infrastructure.

Paul Ricoeur aborda a questão da comunicação num texto monográfico em 1971, aproximando elementos da fenomenologia e da filosofia analítica, para questionar o modelo vigente nos estudos sobre a comunicação humana, segundo o qual tudo se reduz a um comércio de mensagens entre um emissor e um receptor. Acompanhando a evolução de seu pensamento filosófico é possível complementar essas reflexões primigênias. Surge a possibilidade de uma hermenêutica da comunicação, e talvez de uma filosofia do nós, à luz da hermenêutica filosófica e em estreita relação com o conceito de identidade narrativa. / Paul Ricoeur addresses the issue of communication in a monographic text in 1971, bringing together elements of Phenomenology and Analytic Philosophy, to question the current approach to human communication, according to which everything is reduced to a trade of messages between a sender and a receiver. Accompanying the evolution of Ricoeur philosophical thought, it is possible to complement these initial reflections. The possibility of a hermeneutic of communication, and perhaps of a philosophy of the we (maybe a philosophy of the us), arises in close relation with the philosophical hermeneutics concept of narrative identity.

This study aims to investigate how secondary school teachers have used We should all be feminists and the accompanying teacher’s guide and if they used the material in a problematizing way, given that it is sponsored. Hilary Janks’ model of critical literacy served as theoretical basis in this study. To collect data, qualitative interviews were conducted, that included five secondary school teachers. The transcribed material was processed and analyzed by the method Qualitative Content Analysis and with a deductive approach. The main results show that teachers primarily used the material as a way to meet the criteria of the curriculum and to train students in certain moments of the Swedish subject, rather than as a material for the discussion of feminism and gender equality. The study’s most conspicuous result was that none of the teachers had reflected on the fact that the material was sponsored by a numerous of organizations. The teachers viewed the sponsors as harmless and the material as a text from a fiction writer, rather than a material from trade unions and foundations who wish to exert influence in the classroom. In the analysis by Janks’ model of critical literacy, the results show that all of the teachers had worked with critical literacy in the classroom to some extent, but that they had not realized all of Janks’ criteria on how to work with critical literacy in classrooms.

M.A. / The year 1976 will always go down the history of South Africa as the pinnacle and turning point in the country’s politics by the unwavering stand took by the students, males and females alike in the education field to fight apartheid in all its forms. It was during this time that the borders of South Africa became sieve to its youth when they fled to neighbouring states to join the outlawed ANC in a special and only mission to unseat apartheid by way of military action, which, by then seemed the only option. In this mission, these women had to be like any liberation soldier whose main intention was to fight for his/her country and liberate its people from all forms of oppression. The entry and active participation of women who, largely were in their teens and of school going age, in MK was a great contribution and sacrifice that the South African women ever ventured into in a quest to liberate their country politically. This was a watershed in the history of the military or army in this land, because, for the first time, such a step of joining an army did not go along with remuneration package whatsoever attached as an incentive. These women saw MK as their last option and a difficult choice to make in the face of the suppression, torture and cold blooded killings they had to deal with regularly from the apartheid security forces. It was the peaceful mass protest actions by students, residents and workers against the unjust apartheid policies that finally led to the adoption of the armed struggle which women joined in an attempt to make a contribution. Their involvement in the liberation struggle was sacrifice in any definition in the sense that most of them had to abandon their schooling, their dreams, families, comfort of their homes to venture and forage into the unknown foreign lands to prepare to take part in a war or open confrontation against the well trained, well equipped and sophisticated SADF. These women ventured into this with the full knowledge of the repercussions and risks that went along with their actions that they stood to suffer greatly. Yet, they saw that as the only viable solution to their own circumstances they faced rather and opted to take the risk than to stay in the highly unsafe townships and locations which were supposed to be their safe homes.