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No description available.

No description available.

As fishery production and habitat quality continues to experience declines, there is a growing need to improve the scientific methodologies used to assess and sustain economically and ecologically important fisheries. This requires a sound understanding of the life histories and population dynamics of each species, and development of a robust framework for population modeling. Realization of the multi-species nature of fisheries has prompted a shift towards ecosystem-based approaches to modeling. To evaluate alternative methods for modeling predator-prey interactions within a physically variable coastal-estuarine ecosystem, a food web of national economic and ecological significance comprised of Atlantic menhaden (Brevoortia tyrannus), striped bass (Morone saxatilis), and bluefish (Pomatomus saltatrix) is considered in this study. Understanding the dynamics of biological communities such as this is challenging and requires the formulation of realistic mathematical models. This should be a stepwise process in which the underlying assumptions, parameter sensitivities, and fundamental behaviors of interacting species dynamics described by relatively "simple" to more "complex" models are delineated and quantified. In this study two alternative multispecies modeling frameworks were utilized to evaluate the dynamic interactions between predator and prey populations, and to understand the influence of fisheries and environmental temperature change on predator-prey and food chain communities. First, relatively "simple," age-independent, predator-prey and food chain models representing generalized, ecological-scale interactions between different trophic groups were developed and analyzed. Sensitivity analyses revealed the relative importance of model parameters and the effect of varying levels of fishing mortality on model dynamics. Overall, the predator-prey and food chain models were shown to be a valuable tool for understanding general patterns in the dynamic behavior of interacting populations. Next, an environment-dependent, age-structured, Atlantic coast spatial dynamic multispecies model was investigated. This more complex model links individual-scale bioenergetic processes controlling growth to ecological-scale rates of natural and predation mortality. Simulations were performed using recent stock assessment estimates of fishery condition and stock sizes to evaluate the nature and magnitude of linkages among menhaden and their key predators, specifically bluefish. This ecosystem model was demonstrated to provide valuable insights into the dynamics of menhaden and bluefish given the underlying dynamics and forcing in the Atlantic States fishery coastal ocean ecosystem. Additionally, the influence of environmental temperature on both modeling frameworks was investigated. This iterative process of model development and analysis advances the current understanding of the species and ecosystem of interest, and ultimately provides an improved basis for multispecies fisheries assessments.

Aluminium is the third most abundant element in the lithosphere and yet no biological function has been elucidated. The ubiquity and pH-dependent chemical speciation of aluminium provides multiple routes of exposure to organisms, inducing neurotoxicity, tissue necrosis and organelle dysfunction. However, many studies of aluminium toxicity lack consideration of the speciation and relevant concentration of aluminium and the route of exposure. The aim of this thesis was to examine the accumulation, distribution, excretion and toxicity of aluminium following a common route of exposure (ingestion) at a concentration likely to be encountered by the model organism (freshwater crayfish, Pacifastacus leniusculus) in the wild. Crayfish are sediment dwelling omnivorous crustaceans distributed worldwide and as such are vulnerable to multiple routes of aluminium exposure. They play a central role in aquatic food webs and are becoming increasingly popular for human consumption, raising concern about food chain transfer. Crayfish were fed aluminium chloride-spiked artificial food pellets for either 20 days, 28 days + 10 day aluminium-free clearance period, or 22 weeks + 4 week aluminium-free clearance period. In addition, systemic administration of aluminium citrate was undertaken to draw comparisons with previous mammalian work and compare the two routes of exposure. Tissue distribution and accumulation was measured in the gills, hepatopancreas, flexor muscle and antennal gland. Stress and tissue damage were analysed using biochemical and histopathological techniques. Behavioural toxicity tests and measurements of the neurophysiological parameters of the crayfish medial giant neuron were used to assess aluminium-induced neurotoxicity. In vitro neurotoxicity tests with aluminium chloride were also carried out on isolated nerve tissue to assess the suitability of in vitro studies. The key site of aluminium accumulation following ingestion was the hepatopancreas. Excretion was observed via the gills, antennal glands (in the urine) and hepatopancreas (for incorporation into the faeces). However, physiological consequences such as tissue damage, inflammation and altered neuronal activity were observed and persisted even after cessation of aluminium ingestion. Consequently there are implication for crayfish fitness and survival, the aquatic food web and human toxicity following ingestion of aluminium.

No description available.

An intense trauma in the UK farming industry was caused by the foot-and-mouth disease. The Policy Commission on the Future of Farming and Food, chaired by Sir Donald Curry CBE, diagnosed that farming was detached from the other sectors of the economy and was “serving nobody well”. The final recommendations of this commission were focused on efficiency, adding value and diversification. Among the specific recommendations, there was an important emphasis on the need to increase collaboration and cooperation because it “is the best way for small farm business to get the benefits of being a large farm business” (Curry, 2002:34). UK experts in farmer collaboration such as, Parnell (1999a), and The Plunkett Foundation (1992) had previously made clear the need for bigger, better, more effective and efficient Farmer Controlled Businesses. English Farming and Food Partnerships (2004a), also, set the challenge to explore and evaluate new approaches to develop farmer controlled enterprises more imaginatively. Therefore, the main aim of this research was to identify new forms of collaboration between farmers, which might lead to gain greater scale and flexibility in farming operating in an increasingly global food chain. Using an inductive grounded theory approach comprising a series of Delphi iterative face to face interviews, three rounds of guided interviews were completed. These involved 55 experts in the field of business collaboration, selected using a purposive sampling approach. Interviewees included leading academics, government officials and advisors, senior managers and business proprietors of the most profitable and/or innovative UK-based collaborative ventures. The outcome of the research has been to develop three discreet but combinable models of collaboration. Each model requires different levels of commitment from its members and would suit different business situations. All the proposed models offer a business structure flexible enough to be easily adapted in response to changes in the market place, but they also offer the opportunity of combining into much bigger organisations with the potential to integrate small-scale businesses into networks of international companies. This research also reaffirms that the traditional cultural barriers and divisions between the different stages and participants of the food and farming industry were still present and hinder the development of a more competitive sector. Whilst there has been progress in the assimilation of the supply chain concept, most of the businesses involved did not see the other stages of the chain as their potential partners.

L’insorgenza e la diffusione dell’antibiotico resistenza sta diventando un problema a livello mondiale. Molti sono gli ambienti in cui può avvenire tale diffusione, ma una delle principali vie di trasmissione passa attraverso la catena alimentare. Infatti, l’utilizzo di sostanze antimicrobiche è largamente diffuso negli allevamenti di animali ad uso alimentare e in agricoltura. In particolare, negli allevamenti gli antibiotici non solo vengono usati per trattare eventuali patologie, ma anche come profilassi e come promotori di crescita. Di conseguenza, questo uso a volte sconsiderato ha portato all’insorgenza di batteri resistenti a tali sostanze. Un ruolo fondamentale nella trasmissione e diffusione di tali resistenze a livello alimentare è svolto da batteri non patogeni che sono parte del naturale microbiota degli alimenti. Questi microorganismi infatti, pur non essendo essi stessi nocivi per l’uomo, possono fungere da reservoir di antibiotico resistenze per eventuali batteri patogeni. I batteri che generalmente svolgono questo ruolo sono i batteri lattici. Per questo motivo molto importante è stato identificare e studiare l’antibiotico resistenza anche di tali microorganismi. Negli ultimi anni, tuttavia, c’è stato un crescente interesse per un’altra classe di microorganismi, chiamata Haloarchaea o alobatteri o archaea alofili, poiché la loro presenza è stata rilevata in alimenti particolarmente salati. Dal momento che in letteratura ci sono pochi lavori che studiano i profili di antibiotico resistenza di tali microorganismi e, comunque, tali profili non sono stati studiati su un numero significativo di microorganismi appartenenti alla stessa specie, il presente lavoro di tesi è volto a definire il profilo di antibiotico resistenza del capostipite degli archaea alofili, che è l’Halobacterium salinarum, verificare se ci sono ceppi che presentano antibiotico resistenze e controllare se tali resistenze possono essere trasferite a batteri patogeni. / Antimicrobial resistance is now widely acknowledged as a major global public health challenge. There are many environments through which the transmission and diffusion of antibiotic resistance could happen, but one of the main routes of transmission is the food chain. As a matter of fact, antibiotic use is widely spread in animal husbandry and in agriculture. In particular, in animal husbandry antimicrobials have been used both for therapeutic reasons and as growth promoters. As a consequence, a selective pressure on pathogenic and commensal bacteria of animal origin has been exerted during the time, leading to the onset of microorganisms resistant to such compounds. A pivotal role in the spread in the food chain of antibiotic resistance has been played by non-pathogenic bacteria present in food. These microorganisms are not harmful for humans, but they could represent a reservoir of antibiotic resistance for foodborne pathogenic bacteria. Usually lactic acid bacteria play this role, since they are present in all fermented food. For this reason, the antibiotic resistance profile of lactic acid bacteria has been assessed. In recent years, another class of microorganisms called halophilic archaea have raised an increasing scientific interest, since they have been found in the human intestinal mucosa as well as in foods such as salted codfish and fermented Asiatic seafood. As a few papers have studied the antibiotic resistance profiles of halophilic archaea, and the only present do not consider a statistically significant number of microorganisms belonging to the same species, the aim of the present work is to define the antibiotic resistance profile of the major exponent of halophilic archaea, named Halobacterium salinarum, and consequently to verify if some strains present antibiotic resistances and if they can transfer these resistances to bacteria present in the food chain.

A presente pesquisa teve por objetivo conhecer as concepções de alunos de Ensino Médio em relação à fotossíntese e a cadeia alimentar e aplicar a metodologia Módulo Didático visando favorecer o processo ensino-aprendizagem. A metodologia Módulo Didático, concebida por Delizoicov e Angotti (1990), consiste em três etapas: problematização inicial (PI), organização do conhecimento (OC) e aplicação do conhecimento (AC). A pesquisa foi desenvolvida com uma classe de 35 alunos do 1º Ano do Ensino Médio de uma escola pertencente à Rede Estadual de Ensino, localizada no município de Lorena, SP. O desenvolvimento da pesquisa ocorreu em quatro etapas: aplicação de um questionário socioeconômico e de uma avaliação diagnóstica inicial, desenvolvimento do Módulo Didático, aplicação de uma avaliação diagnóstica final ao término da aplicação da metodologia e uma nova aplicação da avaliação diagnóstica final após o período de férias escolares dos discentes. A aplicação da metodologia foi pautada no pluralismo metodológico por meio dos seguintes recursos: questões problematizadoras, leitura e análise de textos de divulgação científica, vídeos, simuladores, jogo e mapa conceitual. Dentre os resultados relacionados à análise do perfil socioeconômico dos discentes, percebeu-se que 41% possui preferência por desenvolver as atividades em um grupo pequeno, enquanto 38% tem preferência por trabalhar com outra pessoa. A análise comparativa das avaliações diagnósticas inicial, final e final após o período de férias escolares revelou tendências ao se considerar o processo ensino-aprendizagem de fotossíntese e de cadeia alimentar. Para a temática fotossíntese, alguns assuntos necessitam ser abordados a partir de recursos distintos dos utilizados para o desenvolvimento da pesquisa, uma vez que não houve efetividade no conhecimento construído; para outros, o conhecimento construído se mostrou efetivo. Em relação à temática cadeia alimentar, o conhecimento construído apresentou efetividade. Os resultados obtidos, portanto, revelaram que o Módulo Didático se constitui como uma estratégia metodológica viável para desenvolvimento com alunos de Ensino Médio. A efetividade do processo ensinoaprendizagem está atrelada a outros fatores condicionantes, tais como os recursos utilizados, o modo pelo qual os discentes preferem desenvolver as atividades bem como o número de alunos por classe. / The following research has the aim to discover the views of secondary school (high school) students in relation to photosynthesis and the food chains, and the application of the Didactic Module methodology to facilitate the teaching-learning process. The Didactic Module methodology, designed by Delizoicov and Angotti (1990), consists of three stages: initial questioning, organization of knowledge, and the application of knowledge. The research was conducted with a class of 35 students from the 1st year of a secondary school which belonged to a network of public schools, located in the city of Lorena, SP. The development of the research took place in four steps: the application of a socioeconomic questionnaire and an initial diagnostic evaluation, the development of the Didactic module, the application of a final diagnostic evaluation at the end of the methodology application and a new application of the final diagnostic evaluation after a period of the student\'s school holidays. The methodology was based on methodological pluralism through the following resources: questions which cause problems, the reading and the analysis of scientific texts, videos, simulators, games and concept map. Among the results related to the analysis of the socioeconomic profile of students, it was noticed that 41% have preference for developing activities in a small group, while 38% have a preference for working with someone else. The comparative analysis of the diagnostic evaluations from the beginning, middle and end of the school holiday period revealed trends when considering the teaching-learning process of photosynthesis and the food chain. For the theme photosynthesis, some issues need to be addressed from different resources used for the development of the researches, since there was no effectiveness in the knowledge which was constructed; for others, the knowledge built was effective. Regarding the thematic food chain, the knowledge built was showed to be effective. The results obtained show that the Didactic Module is constituted as a viable methodological strategy for the development of students in high school (secondary school). The effectiveness of the teaching-learning process is linked to other conditioning factors such as the resources used, the way in which students prefer to develop the activities and the number of students per class.

A presente pesquisa teve por objetivo conhecer as concepções de alunos de Ensino Médio em relação à fotossíntese e a cadeia alimentar e aplicar a metodologia Módulo Didático visando favorecer o processo ensino-aprendizagem. A metodologia Módulo Didático, concebida por Delizoicov e Angotti (1990), consiste em três etapas: problematização inicial (PI), organização do conhecimento (OC) e aplicação do conhecimento (AC). A pesquisa foi desenvolvida com uma classe de 35 alunos do 1º Ano do Ensino Médio de uma escola pertencente à Rede Estadual de Ensino, localizada no município de Lorena, SP. O desenvolvimento da pesquisa ocorreu em quatro etapas: aplicação de um questionário socioeconômico e de uma avaliação diagnóstica inicial, desenvolvimento do Módulo Didático, aplicação de uma avaliação diagnóstica final ao término da aplicação da metodologia e uma nova aplicação da avaliação diagnóstica final após o período de férias escolares dos discentes. A aplicação da metodologia foi pautada no pluralismo metodológico por meio dos seguintes recursos: questões problematizadoras, leitura e análise de textos de divulgação científica, vídeos, simuladores, jogo e mapa conceitual. Dentre os resultados relacionados à análise do perfil socioeconômico dos discentes, percebeu-se que 41% possui preferência por desenvolver as atividades em um grupo pequeno, enquanto 38% tem preferência por trabalhar com outra pessoa. A análise comparativa das avaliações diagnósticas inicial, final e final após o período de férias escolares revelou tendências ao se considerar o processo ensino-aprendizagem de fotossíntese e de cadeia alimentar. Para a temática fotossíntese, alguns assuntos necessitam ser abordados a partir de recursos distintos dos utilizados para o desenvolvimento da pesquisa, uma vez que não houve efetividade no conhecimento construído; para outros, o conhecimento construído se mostrou efetivo. Em relação à temática cadeia alimentar, o conhecimento construído apresentou efetividade. Os resultados obtidos, portanto, revelaram que o Módulo Didático se constitui como uma estratégia metodológica viável para desenvolvimento com alunos de Ensino Médio. A efetividade do processo ensinoaprendizagem está atrelada a outros fatores condicionantes, tais como os recursos utilizados, o modo pelo qual os discentes preferem desenvolver as atividades bem como o número de alunos por classe. / The following research has the aim to discover the views of secondary school (high school) students in relation to photosynthesis and the food chains, and the application of the Didactic Module methodology to facilitate the teaching-learning process. The Didactic Module methodology, designed by Delizoicov and Angotti (1990), consists of three stages: initial questioning, organization of knowledge, and the application of knowledge. The research was conducted with a class of 35 students from the 1st year of a secondary school which belonged to a network of public schools, located in the city of Lorena, SP. The development of the research took place in four steps: the application of a socioeconomic questionnaire and an initial diagnostic evaluation, the development of the Didactic module, the application of a final diagnostic evaluation at the end of the methodology application and a new application of the final diagnostic evaluation after a period of the student\'s school holidays. The methodology was based on methodological pluralism through the following resources: questions which cause problems, the reading and the analysis of scientific texts, videos, simulators, games and concept map. Among the results related to the analysis of the socioeconomic profile of students, it was noticed that 41% have preference for developing activities in a small group, while 38% have a preference for working with someone else. The comparative analysis of the diagnostic evaluations from the beginning, middle and end of the school holiday period revealed trends when considering the teaching-learning process of photosynthesis and the food chain. For the theme photosynthesis, some issues need to be addressed from different resources used for the development of the researches, since there was no effectiveness in the knowledge which was constructed; for others, the knowledge built was effective. Regarding the thematic food chain, the knowledge built was showed to be effective. The results obtained show that the Didactic Module is constituted as a viable methodological strategy for the development of students in high school (secondary school). The effectiveness of the teaching-learning process is linked to other conditioning factors such as the resources used, the way in which students prefer to develop the activities and the number of students per class.