A utilização de malhas de sombreamento coloridas apresenta-se como uma nova abordagem tecnológica no manejo de flores e plantas ornamentais. O lisianto, Eustoma grandiflorum (Raf.) Shinners, é uma flor de vaso ou corte que desperta interesse de produtores e consumidores. Porém, existem poucas informações técnicas e científicas sobre a sua produção e manejo. Neste sentido, objetivou-se avaliar o crescimento e a incidência de artrópodes em duas cultivares de lisianto de corte, sob a influência de malhas de sombreamento coloridas em cultivo protegido comercial; e, avaliar a ocorrência de tripes em diferentes cultivares e estruturas distintas. Os experimentos foram conduzidos na empresa Floricultura Florist, no município de Dois Irmãos, RS. O primeiro ocorreu de agosto a dezembro de 2012 e testou a influência das malhas de sombreamento coloridas (cinza, vermelha, preta e azul) sobre duas cultivares de lisianto de corte (Mariage e Bolero White). Foram feitas avaliações durante o desenvolvimento das plantas e realizadas coletas de artrópodes em cada tratamento. O segundo experimento ocorreu de janeiro a fevereiro de 2013, comparando quatro cultivares (Marina, Orange Flash, Tu 668 e Ace White) e dois cultivos protegidos com diferenças estruturais, quanto à incidência de tripes, em amostragens semanais em 50 plantas de cada cultivar, durante a floração. As malhas de sombreamento influenciaram no desenvolvimento das plantas cultivadas, as sob malha vermelha e cinza obtiveram melhores resultados comparadas as cultivadas sobre malha azul e preta. Foram registradas nove ordens de artrópodes de 24 famílias com diferentes hábitos, sendo Diptera a mais abundante. A malha de sombreamento preta influenciou no maior número de artrópodes coletados. As diferentes cultivares e estruturais dos ambientes influenciaram na quantidade e na composição das espécies dos tripes coletados. As espécies de tripes mais frequentes foram Frankliniella schultzei e F. occidentalis. / The use of colored shading meshes is presented as a new technological approach in the management of flowers and ornamental plants. The lisianthus, Eustoma grandiflorum (Raf.) Shinners, is a flowering pot plant or cut flower that arouses interest of producers and consumers. However, there is little technical and scientific information on its production and management. In this sense, we evaluated the incidence of arthropods and phytotechnical characteristics in two cultivars of cut lisianthus, under the influence of different colored shading meshes in commercial greenhouse and evaluated the occurrence of thrips on different cultivars and in a protected environment with distinct structural features. The experiments were conducted in the company Floricultura Florist, in the municipality of Dois Irmãos, RS. The first experiment took place from August to December of 2012 and tested the influence of shading meshes with distinct colors (gray, red, black and blue) on two varieties of cut lisianthus (Mariage and Bolero White). In each treatment, assessments of the plants phytotechnical characteristics were made and arthropod samples were collected. The second experiment took place from January to February 2013, comparing four cultivars (Marina, Orange Flash, Tu 668, and Ace White) and two protected environment with differences in the side protective structures with regard to the incidence of thrips in weekly samplings of 50 plants of each cultivar during flowering. The shading screens influenced the development of cultivated plants. The shading screens influenced the development of cultivated plants, under red and gray mesh performed better compared cultivated on blue and black mesh. Nine orders of arthropods from 24 families with different habits were observed, with Diptera the most abundant The black shading screens influenced in as many arthropods. The structural differences of the environments influenced the amount and species composition of thrips collected from lisianthus flowers. Different cultivars also influenced the presence of thrips. The most common thrips species were Frankliniella schultzei and F. occidentalis.

El presente proyecto pretende contribuir al crecimiento del turismo en el país y a satisfacer a una demanda de viajeros que buscan coincidir con personas con gustos e intereses similares para compartir una divertida y segura experiencia de viaje. Alguna de las causas por la que los planes viajeros se cancelan o quedan sin planificarse es por falta de tiempo e interés similar al de tu acompañante referente al destino, fecha, actividades, etc.; y, si deseas unirte a un grupo y conocer gente nueva, careces de seguridad al no tener validada su información personal y por lo tanto no llegas a viajar, crear amistades ni compartir experiencias fuera de tu zona de confort. A través de “Viajemos”, buscamos que se vuelva real, permitiremos al usuario navegar desde su celular y hacer match con personas que compartan sus mismos intereses y gustos por viajar, pero sobre todo le ofreceremos validar la información de sus contactos con Reniec, de manera que su medio de comunicación y planificación sea más seguro. Para llevar a cabo este proyecto se ha diseñado también un plan operativo y de marketing, el cual será gerenciado por los socios durante el primer año y que, con una proyección de crecimiento de la demanda y las ventas, “viajemos” crezca como compañía y llegue a más personas ofreciendo una variedad de servicios dentro del sector turismo, potenciando cada vez más la seguridad en la interacción entre sus usuarios. / This project aims to contribute to the growth of tourism in the country and to satisfy traveler’s demand that is matching with other travelers who have interest in common in order to get a safe and fun travel experience. Some of the reasons of why the plans are cancel or left unplanned is due to the lack of time and interest about sharing the same activities, preferences and destination. In addition, if you want to join a group and meet new people, you may not feel secure because you do not have their personal information validated and therefore you do not travel, make relationships and do not get out of your comfort zone. App “Viajemos” is being designing to become an experience truth. The user will be able to search from his cellphone and do the match it wants with people of its interest and what we offer here is to validate the personal information of their matches with Reniec, so that communication be safer and easier. To implement this project, we have also designed an operative and marketing plan that it is going to be manage by the partners during the first year and then according to the sales projection and the increase of demand, we expect to grow up as a company and have a variety of services always developing a better way to interact. / Trabajo de investigación

This study evaluated a new Integrated Science Learning Environment (ISLE) that bridged the gaps between the traditionally separate classroom, field trip, and information technology milieus. The ISLE model involves a multi-faceted design to address the three basic forms of learning: acquisition of knowledge, change in emotions or feelings, and gain in physical or motor actions or performance. A holistic approach to teaching at the university level encompassed a step-wise, cumulative strategy that reinforced all scales of the Constructivist Learning Environment Survey (Personal Relevance, Uncertainty of Science, Shared Control, Critical Voice, and Student Negotiation) and minimised the potentially detrimental effects of information overload and non-linear processing. By addressing individuals and recognising limitations, the same conceptual and logistical frameworks were applied to teachers and to students uniformly in the classroom and in the field. This key factor of the ISLE program broadened all participants’ horizons and enabled them to see their role within the ‘big picture’. Thus, the common elements (knowledge) and basic components (understanding) in each realm became evident and the power of transfer for both content and concept was realised. A process approach to information technology provided a logical and meaningful mechanism for continuously scaling the program perspective from the classroom setting to the unique global environment of the World Wide Web. The final product of the ISLE program (virtual field trip) was constructed by linking the elements common to the supporting learning environments (university classroom, field trip, and information technology) at their basic levels: newness, massiveness, and appropriateness. / A combination of qualitative methods and quantitative measures provided insight into the field trip milieu and evaluation of the near- and far-term effects of exposure to constructivist pedagogy answering the general question of whether changing teachers’ learning environments might affect a change in their respective students’ learning environments. Quantitative assessment through learning environment dimensions, attitude scales, and concept map analyses was supported by qualitative data derived from reflective field journals, interviews, and observations to investigate the impact of the emergent model. Data were collected from classroom teachers and their students to assess the impact of the ISLE program in terms of promoting a constructivist classroom learning environment, teachers’ attitudes toward information technology, and teachers’ conceptual development. School teacher and student subgroups were compared in terms of the teachers’ university/field trip program experience and content background. To this end, three new versions of the Constructivist Learning Environment Survey (CLES) were shown to be valid and useful in secondary schools and graduate university courses in Texas. Data from 1079 students in 59 classes in north Texas were subjected to principal components factor analysis confirmed the factor structure, internal consistency reliability, discriminant validity, and the ability to distinguish between different classes and groups for the comparative student form (CLES-CS). Descriptive statistics supported the usefulness of the comparative teacher (CLES-CT) and adult (CLES-A) forms. Administration of these versions of the same instrument was used to characterise the learning environment of the ISLE university/field trip program, as well as the public/private school classrooms. / Further analysis and interpretation of these data suggest that the ISLE program was effective in terms of the degree of implementation of constructivist teaching approaches in the teachers’ school classrooms as assessed by teachers’ perceptions of the learning environment of their current classroom environment relative to other classes taught by them previously and students’ perceptions of the learning environment of their classroom environment relative to classes taught by other teachers in their school classrooms. Additional data suggest that the ISLE program was effective in terms of teachers’ perceptions of the university/field trip learning environment; changes in teachers’ attitudes to information technology; and teachers’ conceptual development. When an ANOVA was used to compare students’ perceptions of THIS and OTHER classes, statistically significant differences were found for some CLES scales. In particular, students whose teachers had attended the ISLE program (THIS) perceived higher levels of Personal Relevance and Uncertainty of Science in their classrooms relative to the classrooms of other teachers in the same schools (OTHER). From a practical point of view, this study documents a new model for improving learning and understanding in the field of education, specifically science education. Participation in the ISLE program provided a tangible opportunity for teachers to gain organised knowledge to make practical changes in their school classrooms. From a research point of view, this study makes a unique contribution to the field of learning environments by evaluating a comprehensive professional development program that used information technology to initiate teacher change from the central perspective of the learning environment. / Development and validation of the CLES-CS contributes to a useful range of instruments for a variety of classroom contexts within the burgeoning field of learning environments research. The real world is where theory and practice come together and science becomes relevant, making sense that leads to understanding. The conceptual and logistical frameworks of the ISLE model seamlessly merged theory and practice with science and education through effective applications of information technology to create a rich learning environment. Virtual field trips, based on the ISLE model, can enable the principles of student-centred inquiry and constructivism to be practised for the benefit of all styles and ages of lifelong learners.

No description available.

TRIPS strengthened international patent protection, particularly in relation to pharmaceutical patents. A compulsory license mechanism is one of the exceptions from patent protection available under TRIPS. This mechanism applies mainly to domestic market supply. Underdeveloped countries with insufficient pharmaceutical manufacturing capacities are unable to use this exception to import medicines in public health emergencies. To resolve this problem, the WTO General Council’s decision allows the export of generic versions of patented drugs under certain conditions. Canada’s Bill C-9 was the first statute to implement the decision. Bill C-9 bears both humanitarian and TRIPS-like provisions. The role of the Government is unjustifiably limited to participation in administrative and legislative processes, while the main operators in the scheme are the generic manufacturer and partly, the patent holder. This thesis proposes several different models to transform the Bill into a workable system for the export of drugs to underdeveloped countries afflicted with pandemics. / October 2006

Thesis (M.A.)--Texas State University--San Marcos, 2009. / Vita. Reproduction permission applies to print copy: Blanket permission granted per author to reproduce. Includes bibliographical references (leaves 77-83).

Thesis (M.A.)--Texas State University--San Marcos, 2009. / Vita. Reproduction permission applies to print copy: Blanket permission granted per author to reproduce. Includes bibliographical references (leaves 77-83).

Field trips are a basic and important, yet often overlooked part of the student experience. They provide the opportunity to integrate real world knowledge with classroom learning and student previous personal experiences. Outdoor guided field trips leave students with an increased understanding, awareness and interest and in science. However, the benefits of this experience are ambiguous at best (Falk and Balling, 1982; Falk and Dierking, 1992; Kisiel, 2006. Students on an outdoor guided field trip to a local nature park experienced a significant increase in their understanding of the rock cycle. The changes in the pre-field trip test and the post-field trip test as well as their answers in interviews showed a profound change in the students’ understanding and in their interest in the subject matter. The use of the “student’s voice” (Bamberger and Tal, 2008) was the motivation for data analysis. By using the students’ voice, I was able to determine the mechanisms that might influence their understanding of a subject. The central concepts emerging from the data were: the outdoor setting; the students’ interest; the social interaction. From these central concepts, a conceptual model was developed. The outdoor setting allows for the freedom to explore, touch, smell and movement. This, in turn, leads to an increased interest in subject matter. As the students are exploring, they are enjoying themselves and become more open to learning. Interest leads to a desire to learn (Dewey, 1975). In addition to allowing the freedom to explore and move, the outdoor setting creates the condition for social interaction. The students talk to each other as they walk; they have in-depth discourse regarding the subject matter -- with the teachers, each other and with the guides. The guides have an extremely important role in the students’ learning. The more successful guides not only act as experts, but also adjust to the students’ needs and act or speak accordingly. The interconnections of these three concepts-- the outdoor setting, the students’ interest, the social interaction - worked to provide the mechanisms by which the students increased their understanding of the rock cycle. / text

No description available.

There is no abstract available for this thesis.