A Área de Proteção Ambiental APA é, talvez, a mais complexa de todas as unidades de conservação, pois apresenta grandes desafios para que se consiga atingir seu ambicioso e complexo objetivo legal: o de compatibilizar a conservação da natureza com o uso sustentável de parcela dos seus recursos naturais. A partir de experiências práticas e estudos acadêmicos reunidos nesta pesquisa, busca-se demonstrar os pontos positivos e problemáticos para a implementação dessas unidades. Autores atuantes em várias disciplinas são tematizados ajudando-nos a encontrar caminhos para superar as dificuldades e promover aquilo que se mostra como a perspectiva futura para o mundo, que é uma alternativa de projeto de desenvolvimento. As instituições responsáveis pela gestão de territórios complexos têm significativo déficit a ser vencido, enquanto que as competências governamentais instituídas abrem espaço para a participação da sociedade. Trata-se de um outro nível de governança, mais complexa, e que exige criação de procedimentos e motivação para uma participação legítima e representativa. Neste trabalho são levantadas as experiências das APAs federais, através da análise da categoria, do levantamento de cada APA em seu contexto, e da dinâmica relativa a cada uma com base em busca na Web. A partir dessas informações, são feitas relações que, cotejadas com outras opiniões teóricas consideradas, apontam para possíveis encaminhamentos a serem buscados para as diferentes situações de gestão. Da análise de situação das APAs conclui-se que cabe construir a governança para operacionalizar uma política pública a ser co-protagonizada com a sociedade civil, que envolve um compromisso entre esta, os poderes constituídos e um projeto futuro, feito em conjunto, reconhecido como legítimo e coletivo. Implementar uma APA significa executar esse projeto, ou seja, levá-la da abstração sob a forma de mera definição legal que é para uma realidade concreta. Para isso, há que se compreender o lugar que, em sua corelação com o território usado, permite a construção da cidadania. Requer-se um sistema de gestão de caráter permanente, participativo, abrangente e inclusivo, atendendo à diversidade de paisagens e sua gente. / The Environmental Protection Area EPA is perhaps the most complex type of Protected Areas in Brazil, since its legal objective - to combine the conservation of nature and the sustainable use of natural resources involves great challenges. This paper focuses on positive and problematic issues for implementing the category, based on selected experiences and academic studies about related themes. The diversity of themes involved leads to some selected authors to overcome obstacles against what may be seen as a new perspective for a world development project. In this country, the institutions responsible for managing complex territories have a significant deficit to exceed, while the participation of society has an open space to be filled. Therefore it is a matter of building up a more complex level of governance, which requires the creation of new procedures and the necessary motivation for a legitimate representative participation, under a stewardship approach. In addition to many aspects of the EPA category itself, this work analyzes each one of the federal Environmental Protection Areas regarding their broader context and dynamics as they are perceived on Web search sites. Based on this information, some relations for each EPA are designed considering theoretical inputs in order to set in motion adequate management systems for such different situations. As a conclusion, implementing a public policy with society as a joint-protagonist means to build the governance, which involves a commitment between society and the constituted powers for a future, legitimate and collective common project. In other words, implementing an EPA means to carry out this project, turning it from the abstraction of an official definition into reality. To accomplish this, the environment that nurtures citizenship must be fully understood through permanent participation and an all-encompassing management system that take into account the diversity of the scenery and people involved.

Factors affecting energy transfer to higher trophic levels can determine the survival and production of commercially important species and thus the success of fisheries management regimes. Juvenile salmon experience particularly high mortality during their early marine residence, but the root causes of this mortality remain uncertain. One potential contributing factor is the food quality encountered at this critical time. The nutritionally vital essential fatty acids (EFA) docosahexaenoic acid (DHA, 22:6n-3) and eicosapentaenoic acid (EPA, 20:5n-3) are essential to all marine heterotrophs, and their availability has the potential to affect energy transfer through a limitation-driven food quality effect. Assessing variability in DHA and EPA in an ecologically important prey species of juvenile salmon could give insight into the prevalence and severity of food quality effects. On the west coast of Vancouver Island (WCVI), one such species is the calanoid copepod Calanus marshallae. This omnivorous species possesses a high grazing capacity and the ability to store large amounts of lipids. As it is also an important prey item for a diverse array of predators, including juvenile Pacific salmon, C. marshallae plays a key role in energy transfer from phytoplankton to high-trophic iv consumers. This study quantified spatiotemporal variability in the quality of C. marshallae as prey for higher trophic levels using three polyunsaturated fatty acid indicators: DHA:EPA, %EFA and PUFA:SFA (polyunsaturated fatty acids to saturated fatty acids). Samples were collected on the WCVI in May and September of 2010 and May 2011. The environmental parameters included in the analysis were the phase of the Pacific Decadal Oscillation (PDO), sea surface temperature (SST), latitude, station depth, and season (spring versus late summer). Despite a phase shift in the PDO from positive to negative, overall means of the fatty acid indicators did not vary between May 2010 and May 2011. Same-station %EFA values rarely fluctuated more than 5%. DHA:EPA ratios were more variable but without a discernable pattern, while PUFA:SFA ratios decreased in shelf stations and increased offshore. Contrary to expectations, fatty acid indicators showed a weak positive correlation or no relationship with SST, nor was there a relationship with latitude. The narrow temperature range observed across all stations suggests that temperature may not play a significant role in PUFA availability off the WCVI. There were, however, significant relationships between the fatty acid indicators and bottom depth and season. Shelf and slope stations showed significantly higher %EFA and PUFA:SFA than did offshore stations (depth >800 m), with this gradient appearing stronger in May than September. While the food quality represented by C. marshallae was consistent across all shelf stations, the lower food quality observed offshore could potentially affect juvenile salmon growth along the WCVI where the shelf narrows to less than 5 km. / Graduate / dpbevan@uvic.ca

We learn more and practice social skills through cooperative learning. Research has shown that students who work together towards common goals become more motivated and therefore gain more knowledge.  Students who have challenges whilst learning can benefit from cooperative learning, but what about the high-performing students? How do high-performing students interpret cooperative working? In this essay I will, with a socio-cultural perspective, analyse the high performing students' ideas on cooperative learning. Students participated in a group interview. They conducted a survey with multiple choice questions and open answers questions and were observed during some lessons. The results of these surveys were analysed using Robert Slavins analysis model where I have looked at cognitive outcomes and non-cognitive outcomes as: interaction, altruism and intersubjective understanding. The results showed that students appreciate the cooperative learning but they see a danger of free-riders. The students also expressed a fear of being graded unfairly. The conclusion is therefore that the teacher's role is important to counter the negative aspects that the students raise. The teacher needs to have a clear structure and a clear goal of cooperative lessons to ensure that all students benefit from both cognitive and noncognitive outcomes.

Magister Legum - LLM

This work explores the fragility of the Great Lakes and the environmental degradation we have caused. My main focus revolves around what the EPA considers to be the Great Lakes Areas of Concern (AOCs). This list contains 27 rivers that flow into the Great Lakes, most of which are or have been areas of industrial and chemical pollution. Through installations involving photography, ceramics, and video, I hope to reveal the issues facing the Great Lakes and explore how people can help.

Ett av kunskapskraven i ”Läroplan för grundskolan, förskoleklass och fritidshemmet” (Lgr11, 2019) är att kunna uttrycka sig muntligt inom matematik. Skolinspektionens rapport år 2020 visade att flertalet av elever inte engagerade sig vid muntlig matematik. Denna typ av matematik bör ta mer plats i undervisningen för att ge en variation för elever eftersom den muntliga matematiken bidrar med diskussioner och samtal som får elever att utveckla tre olika förmågor – logiskt tänkande, begrepp och resonemang. Tidigare forskning visar att matematiska diskussioner är nyckeln till matematiks inlärning. Denna studie har för avsikt att beskriva hur sju mellanstadielärare anser att den muntliga matematiken kan utformas för att möjliggöra ett gott lärande. Frågeställningen som studien bygger på är: Hur kan den muntliga matematiken utformas så att den möjliggör ett gott lärande mellan elever? Det teoretiska ramverket i denna studie är ett sociokulturellt perspektiv på lärande. Studiens resultat visade att lärare måste förbereda sig själva och sina elever för att de ska gynnas av den muntliga matematiken. Resultatet visade även att den muntliga matematiken måste innehålla olika undervisningsmetoder så att elever blir inkluderade och kan vara delaktiga i sitt lärande. Konklusionen är att det krävs ett accepterande klassrumsklimat där alla elever känner sig trygga för att kunna sätta ord på sina egna tankar. Genom ett kooperativt lärande varieras undervisningen och möjliggör ett gott lärande elever emellan. Genom förberedelser från lärarens sida kan alla elever medverka och utvecklas i den muntliga matematiken.

The thesis is focused on detailed design proces of pre-assembly workplaces in an all-around appliance producing company situated in Olomoucký region. Thesis briefly depicts contemporary allocation of workplaces and then is closely aimed on new possibilities in allocation of both current and newly estabilished workplaces in a definitively set out hall space. Furthermore part of the thesis is dedicated to capacity and financial analysis as well as technical-economic evaluation.

The theoretical part of my thesis is based on the general classification and characterization of dietary lipids, especially fatty acids, cholesterol and lipoprotein particles. Also, their transport and absorption mechanisms are described, as well as medical complications that are closely linked to excessive lipid consumption. One part is used for the description of lipid extractions and determination of fatty acids. The experimental part is focused on the analysis of fatty acids in samples of liver, adipose and muscle tissues of laboratory rats after the addition of palm oil, safflower oil, fish oil and Schizochytrium microalgae oil into their diets. Lyophilized tissue samples were extracted and derivatized, followed by gas chromatography fatty acid determination. The results were then statistically evaluated.

Objective: To describe the psychological mechanisms that underlie biased self-assessment and suggest pedagogical techniques to counter them. Findings: Since the psychological mechanisms that underlie bias self-assessment occur below awareness, strategies that attempt to address bias directly are unlikely to succeed. A more effective approach may be to structure students’ learning experiences in ways that prevent the unconscious biasing mechanisms from operating efficiently. Summary: Given the importance of accurate self-knowledge for professional students and clinicians, as well as its difficulty to attain, an understanding of the psychological mechanisms that contribute the most common forms of biased self-assessment is essential for creating and implementing effective mitigation strategies.

EPA and DHA are among the long-chain omega-3 fatty acids. Polyunsaturated fatty acids, including EPA and DHA, are fatty acids that are part of the diet and they are important structural molecules that include forming membrane membranes and. They are involved in the function of nerve cells and the brain. EPA and DHA are also necessary during early fetal development.  It can be difficult to get enough intake of EPA and DHA through diet alone. The daily recommendation for omega-3 fatty acids is 2.5-3 grams, but this amount is also include the omega-3 fatty acid, linolenic acid (ALA) which has a shorter carbon chain. It is an important component of our diet, as it is found in many common food plants but ALA does not provide the health benefits seen with EPA and DHA. The body can convert ALA from dietary sources to EPA and DHA via the enzymes enlongase and desaturase; however, enzyme capacity is low and research shows that only a small amount of DHA and EPA can be synthesized in the body. Therefore, dietary intake of EPA and DHA is important. In recent years, studies have shown that omega-3 fatty acids have health-promoting properties. This study summarizes the structural properties and dietary sources of omega-3 fatty acids and their effect on hyperactivity symptoms in children with ASD. The PubMed database was used to search for studies. Four published RCT studies were evaluated. The participants in the four studies were children between 2.5 and 8 years old. The effect of an average dose of 1,075 g of omega-3 fatty acids per day and its effects were investigated. Although the results of the four studies showed that the daily intake of omega-3 fatty acids reduced hyperactivity symptoms in children with autism, the results were not statistically significant. The conclusion is that although a decrease in hyperactivity was observed in children with ASD who received omega-3 fatty acids as a dietary supplement, there was not a statistically significant reduction in hyperactivity symptoms. More studies are needed to confirm whether treatment with omega-3 fatty acids reduces hyperactivity in children with ASD.