Independent Projects Environmental Studies 2010: From Climate Change Laggard to Leader: Policy recommedations for Newfoundland and Labrador

Dyer, along with many others reflecting international consensus in the scientific community, argues that countries must be carbon neutral by 2050 to avoid the worst impacts of climate change (Dyer, 2008, p. xii). to accomplish this by 2050, we need to act now: governments need to cooperate with the scientific community to ensure our society makes the changes to combat climate change. How is Canada reacting to this situation? As describes by the Sierra Club of Canada, "federal government continues to drag its feet, and delay any action to reduce emissions" (2008, p. 18). Given this federal reluctance, individual provinces must act to reduce emissions. While some provinces take a required action, primarily Quebec and British Columbia, others, like Newfoundland and Labrador, contribute little in terms of emissions reductions. Newfoundland and Labrador is ranked as "poor"-among the worst performers regarding climate change policy in the country-by the David Suzuki Foundation in a cross Canada evaluation of various provincial climate change policies (David Suzuki Foundation, 2008, p. 9). The Province of Newfoundland is not doing enough to address climate change. In this paper I argue that to improve this situation, the province could follow the example of the two leading jurisdictions, Quebec and British Columbia, to refine and introduce its own hybrid policy that directly affects decision making processes. But, this can be complicated when convincing the government that it is important to accept stronger policy. The government must consider what climate change impacts Newfoundland and Labrador experiences and willconinue to experience and what Newfoundland and Labrador is contributing to the problem of climate change. To evaluate these issues of climate change, I first survey the positive policies Newfoundland and Labrador is currently implementing/ discussing and then outline action taken by the provincial environment leaders, Quebec and British Columbia.Then I describe the strong pieces in the Quebec and British Columbia climate change action plan that Newfoundland and Labrador can emulate. Finally, I consider if thes polices are politically feasible for the government of Newfoundland and labrador. Hence, this paper aims to give a blueprint of what Newfoundland and Labrador has to act on to make itself an environmental leader.

Cooperative or collaborative learning: Is there a difference in university students’ perceptions?

The hypothesis that the same educational objective, raised as cooperative or collaborative learning in university teaching does not affect students’ perceptions of the learning model, leads this study. It analyses the reflections of two students groups of engineering that shared the same educational goals implemented through two different methodological active learning strategies: Simulation as cooperative learning strategy and Problem-based Learning as a collaborative one. The different number of participants per group (eighty-five and sixty-five, respectively) as well as the use of two active learning strategies, either collaborative or cooperative, did not show differences in the results from a qualitative perspective.

IFRS 9 ‘Financial instruments’: Anticipated effects of the standard change at Kesko Group

IFRS 9 Financial instruments presents the classification and measurement, the impairment and the hedge accounting requirements for accounting of financial instruments. The standard was set by the International Accounting Standards Board to replace IAS 39 Financial instruments: Recognition and Measurement on 1 January 2018. Hence, the long-criticized and complexly experienced requirements for accounting of financial instruments will undergo the most significant reform. This thesis addresses anticipated effects of IFRS 9, focusing on the challenges the new classification and measurement requirements bring forth in the case organization Kesko. This thesis was conducted as an action research, in which, a case study method was applied. The thesis was conducted with a twofold manner, which involved general analysis of IFRS 9 and further covered distinct ambitions related to the case organization. For the general part, empirical data was gathered by interviewing two IFRS experts from KPMG and PwC, while the interviews within the case organization constituted for the case study. Further, the literature on the IFRS 9 was such scant that the theoretical examination was merged with the IFRS experts’ quotations that also strived to contribute to the overall objective of reinforcing the body of research related to the subject. This thesis indicates that IFRS 9 will most fundamentally reform the impairment and the hedge accounting requirements of financial instruments. Regard to impairment, the changes are anticipated to increase the amount of loan-loss provisions, whereas the relaxed hedge accounting requirements are expected to encourage more companies to commence the application of hedge accounting. The thesis provides empirical support on that the term business model for managing financial assets, introduced in IFRS 9, is ably hard to comprehend and remains ambiguous. It goes on to argue that the most prominent issue in defining the business model for managing financial assets is the limits set in IFRS 9 for selling financial assets. In consideration of Kesko, this thesis finds that the key effects of IFRS 9 are anticipated to be the reshaping of the organization’s treasury policy and further examination of the possibility to apply hedge accounting for foreign exchange derivatives. What is more, the thesis presumes that complying the requirements of IFRS 9 Kesko will apply the hold to collect and sell model for managing financial assets in future.

Tecnologias de informação geográfica e promoção do pensamento espacial crítico: estratégias transdisciplinares em educação para o desenvolvimento sustentável no 3º CEB

Perante a fragilidade da atual conjuntura mundial nos contextos económico, social e ambiental, urge a necessidade de educar os novos cidadãos para a sustentabilidade, pelo conhecimento interativo do local onde vivem e do mundo que os integra. “Ensinar a pensar” e a encontrar soluções criativas sustentáveis, torna-se incontornável. Reconhecendo-se que este propósito carece da integração do conhecimento presencial no território, e a importância das competências de saber pensar o espaço e intervir no meio, partilhadas pela Educação Geográfica (EG) e pela Educação para o Desenvolvimento Sustentável (EDS), onde a dimensão “Espaço” é crítica e aglutinadora das aprendizagens, no presente trabalho propõe-se dar resposta à questão de como desenvolver o Pensamento Espacial Crítico, com recurso a Tecnologias de Informação Geográfica (TIG), de forma a promover aprendizagens significativas em EDS, ao nível do 3.º Ciclo do Ensino Básico (CEB) e no contexto da Escola Básica de Campia. Tendo como grande finalidade a inovação das práticas educativas, espera-se com esta investigação contribuir para o alargamento de fronteiras do conhecimento em Multimédia em Educação e da EG, assumindo-se a importância desta no domínio da EDS, estimulando o Pensamento Espacial (PE), o Pensamento Crítico (PC) e a forma como os alunos e restante comunidade educativa olham e atuam sobre o meio. Face à finalidade apresentada e dado o caráter inovador da presente investigação, adotou-se a metodologia de investigação-ação (I/A), no contexto do paradigma sóciocrítico, de pendor qualitativo. Este estudo foi desenvolvido por intermédio de uma Oficina de Formação, em dois ciclos de I/A, tendo como objetivo a conceção e implementação de estratégias transdisciplinares de ensino e aprendizagem (E/A) em EDS, visando o desenvolvimento de capacidades de PEC e sendo suportadas por TIG. Foram concebidos diversos instrumentos de recolha de dados, para cada ciclo de I/A, e o corpo de dados foi analisado essencialmente através da técnica de análise de conteúdo e pontualmente através da análise estatística de cariz descritivo. O modelo de análise de dados centrou-se numa análise SWOT para identificação das forças, fraquezas, oportunidades e ameaças, e numa matriz TOWS para identificação das ações a empreender entre os ciclos de I/A. Propõe-se, para o efeito, um referencial teórico didático para o conceito de PEC, através de uma taxonomia de capacidades e competências resultante da implementação dos ciclos de I/A. Os resultados obtidos permitem observar que: i) a EG, pelas competências que preconiza e pelo enfoque da dimensão espacial, é potencialmente aglutinadora das aprendizagens, no currículo do 3.º CEB, e pode favorecer a transdisciplinaridade, essencial na EDS; ii) as estratégias de ensino e aprendizagem assentes na EG e com recurso a TIG são promotoras de aprendizagens significativas em EDS pelo desenvolvimento de capacidades de PEC. Contudo, as limitações evidenciadas na investigação suscitaram, através dos ciclos de I/A, a redefinição do percurso formativo proposto e dos instrumentos de recolha de dados concebidos, bem como a introdução de melhorias à taxonomia de PEC desenvolvida no âmbito da presente tese. Entre outras limitações discutidas (como a resistência à utilização de tecnologia em contexto de E/A), salientamos uma limitação sistémica, inerente aos atuais contextos educativos formais (currículo, distribuição do serviço docente, etc.), que desincentiva uma efetiva implementação de estratégias transdisciplinares e do trabalho colaborativo entre professores. Apesar das limitações elencadas consideramos que este estudo contribui para um aprofundamento do conhecimento sobre a potencialidade das TIG na promoção de competências e capacidades de PEC dos alunos, nomeadamente pelo avanço na clarificação das mesmas, plasmadas no instrumento desenvolvido no âmbito desta tese (taxonomia de PEC). Como disseminação desta investigação, salienta-se que o referido instrumento integrará o referencial teórico de um projeto europeu Erasmus + (ENAbLE), para suporte à conceção dos dispositivos didáticos que acompanharão uma aplicação de TIG que será concebida especificamente para o contexto de E/A.

Relatório de estágio de qualificação profissional

Relatório EPE - Relatório de estágio em Educação Pré-Escolar: O presente relatório tem como objetivo apresentar o trabalho desenvolvido pela estagiária durante toda a sua prática pedagógica supervisionada, assim como demonstrar a aquisição de competências profissionais ao longo deste período. Esta aquisição de competências vai ao encontro do grande objetivo da prática pedagógica, uma vez que esta pretende que a estudante desenvolva múltiplas competências que a permita agir enquanto futura profissional de educação. O período de prática pedagógica da formanda realizou-se entre dia vinte de fevereiro e catorze de junho do presente ano na instituição Monfortinhos de Real, pertencente ao concelho da Maia, contando com um trabalho intensivo realizado em tríade (par pedagógico e educadora cooperante). Este trabalho permitiu uma reflexão conjunta de extrema importância para a transformação e melhoramento das ações da estagiária. Toda a prática desenvolvida pela formanda baseou-se numa metodologia de investigação-ação centrada em dois eixos fundamentais: ação e reflexão, passando também por uma metodologia de observação do contexto, uma planificação das ações e uma avaliação das mesmas. Posto isto, importa referir que da prática fizeram parte várias estratégias para a orientação da formanda, como é o caso dos guiões e grelhas de observação, das planificações semanais, das narrativas colaborativas mensais, da reunião de avaliação reguladora, da construção de um projeto curricular de grupo, bem como da elaboração de um diário de formação. A elaboração deste documento permitiu à estudante realizar uma reflexão introspetiva sobre as suas práticas ao longo do período de estágio, analisando as competências adquiridas, bem como aspetos a melhor em intervenções futuras.

CottonInfo Extending Research

There are many ways in which research messages and findings can be extended to the expansive cotton community. As everyone learns differently it is crucial that information is delivered in a variety of ways to meet the various learning needs of the CottonInfo team’s broad audience. In addition different cotton production areas often require targeted information to address specific challenges. Successful implementation of innovative research outcomes typically relies on a history of cultivated communication between the researcher and the end-user, the grower. The CottonInfo team, supported by a joint venture between Cotton Seed Distributors, Cotton Research Development Corporation, Cotton Australia and other collaborative partners, represents a unique model of extension in Australian agriculture. Industry research is extended via regionally based Regional Development Officers backed by support from Technical Specialists. The 2015 Cotton Irrigation Technology Tour is one example of a successful CottonInfo capacity building activity. This tour took seven CRDC funded irrigation-specific researchers to Emerald, Moree and Nevertire to showcase their research and technologies. These events provided irrigators and consultants with the opportunity to hear first-hand from researchers about their technologies and how they could be applied onfarm. This tour was an example of how the CottonInfo team can connect growers and researchers, not only to provide an avenue for growers to learn about the latest irrigation research, but for researchers to receive feedback about their current and future irrigation research.

Who Governs Educational Change? The Paradoxes of State Power and the Pursuit of Educational Reform in Post-Neoliberal Ecuador (2007-2015)

This study identifies and compares competing policy stories of key actors involved in the Ecuadorian education reform under President Rafael Correa from 2007-2015. By revealing these competing policy stories the study generates insights into the political and technical aspects of education reform in a context where state capacity has been eroded by decades of neoliberal policies. Since the elections in 2007, President Correa has focused much of his political effort and capital on reconstituting the state’s authority and capacity to not only formulate but also implement public policies. The concentration of power combined with a capacity building agenda allowed the Correa government to advance an ambitious comprehensive education reform with substantive results in equity and quality. At the same time the concentration of power has undermined a more inclusive and participatory approach which are essential for deepening and sustaining the reform. This study underscores both the limits and importance of state control over education; the inevitable conflicts and complexities associated with education reforms that focus on quality; and the limits and importance of participation in reform. Finally, it examines the analytical benefits of understanding governance, participation and quality as socially constructed concepts that are tied to normative and ideological interests.

Assessing student perceptions and comprehension of climate change in portuguese higher education institutions

The higher education system has a critical role to play in educating environmentally aware and participant citizens about global climate change. Yet, few studies have focused on higher education students’ knowledge and attitudes about this issue. This study aims to contribute to a comprehensive understanding of views and attitudes about climate change issues, across the postgraduate student population in three universities—the on Campus University of Porto and University of Coimbra, and the distance learning Universidade Aberta, Portugal. We surveyed university students and graduates from three master programs in environmental sciences targeting their knowledge, attitudes and behaviour on climate change issues, and their views of the role that their master degree had on it. A majority of the respondents believed that climate change is factual, and is largely human-induced; and a majority expressed concerns about climate change. Still, the surveyed students hold some misconceptions about basic causes and consequences of climate change. Further research is necessary to comprehend the university postgraduate students’ population, so that curricula programs can be adapted to grant consensus on scientific knowledge about climate change, and an active engagement of the graduate citizens, as part of the solution for climate change problems.

La construcción de sentido (‘sensemaking’) de un entorno estratégico turbulento por parte de los altos directivos: un estudio en una multinacional automotriz

Este artículo presenta los resultados de una investigación realizada al interior de dos contextos. Por un lado, el teórico, en el marco de uno de los discursos más relevantes en los campos de la estrategia organizacional, de la managerial and organizational cognition (MOC) y, en general, de los estudios organizacionales (organization studies): la construcción de sentido (sensemaking). Por el otro, el empírico, en una de las grandes compañías multinacionales del sector automotriz con presencia global. Esta corporación enfrenta una permanente tensión entre lo que dicta la casa matriz, en relación con el cumplimiento de metas y estándares específicos, considerando el mundo entero, y los retos que, teniendo en cuenta lo regional y lo local, experimentan los altos directivos encargados de hacer prosperar la empresa en estos lugares. La aproximación implementada fue cualitativa. Esto en atención a la naturaleza de la problemática abordada y la tradición del campo. Los resultados permiten ampliar el actual nivel de comprensión acerca de los procesos de sensemaking de los altos directivos al enfrentar un entorno estratégico turbulento.

Life Cycle Thinking for sustainability assessment and decision-making in selected food supply chains in Costa Rica

The Agenda 2030 contains 17 integrated Sustainable Development Goals (SDGs). SDG 12 for Sustainable Consumption and Production (SCP) promotes the efficient use of resources through a systemic change that decouples economic growth from environmental degradation. The Food Systems (FS) pillar in SDG 12 entails paramount relevance due to its interconnection to many other SDGs, and even when being a crucial world food supplier, the Latin American and Caribbean (LAC) Region struggles with environmental and social externalities, low investment in agriculture, inequity, food insecurity, poverty, and migration. Life Cycle Thinking (LCT) was regarded as a pertinent approach to identify hotspots and trade-offs, and support decision-making process to aid LAC Region countries as Costa Rica to diagnose sustainability and overcome certain challenges. This thesis aimed to ‘evaluate the sustainability of selected products from food supply chains in Costa Rica, to provide inputs for further sustainable decision-making, through the application of Life Cycle Thinking’. To do this, Life Cycle Assessment (LCA), Life Cycle Costing (LCC), and Social Life Cycle Assessment (S-LCA) evaluated the sustainability of food-waste-to-energy alternatives, and the production of green coffee, raw milk and leafy vegetables, and identified environmental, social and cost hotspots. This approach also proved to be a useful component of decision-making and policy-making processes together with other methods. LCT scientific literature led by LAC or Costa Rican researchers is still scarce; therefore, this research contributed to improve capacities in the use of LCT in this context, while offering potential replicability of the developed frameworks in similar cases. Main limitations related to the representativeness and availability of primary data; however, future research and extension activities are foreseen to increase local data availability, capacity building, and the discussion of potential integration through Life Cycle Sustainability Assessment (LCSA).

Estudo sobre o nivel de participação, num programa de atividade fisica e saude e suas relações com as doenças cronicas não transmissiveis e a qualidade de vida : um estudo de caso

Universidade Estadual de Campinas. Faculdade de Educação Física

Trabalho multiprofissional: representações em um serviço público de saúde municipal

Este estudo tem como objetivo conhecer as representações sociais dos profissionais de saúde sobre o trabalho multiprofissional no Serviço Público de Saúde no município de Bandeirantes, Paraná. Foram entrevistados 44 profissionais de saúde de nível superior, com quatro questões abertas que abordaram aspectos de interesse para o tema. Para a análise dos dados, tomou-se como base o referencial da Teoria da Representação Social. Para o processamento dos dados, utilizou-se a técnica do Discurso do Sujeito Coletivo, por meio da qual se construíram os discursos-sínteses com auxílio do programa Qualiquantisoft. Nos discursos obtidos, os profissionais de saúde entrevistados consideraram seu trabalho uma rotina de atendimento programado, determinado pela demanda, desgastante, porém vocacionado. Destacaram que o trabalho multiprofissional é a integração de vários campos da área da saúde, entre profissionais de outras áreas e de outras especialidades para ter uma equipe formada para solucionar os problemas. Relataram que, para o desenvolvimento do trabalho multiprofissional, seria necessária maior interação entre os gestores e os profissionais; recursos materiais e físicos para a melhoria do atendimento; capacitação, conscientização, contratação de profissionais para o serviço; remuneração salarial e organização do serviço de saúde. Os conteúdos revelaram barreiras para o desenvolvimento do trabalho multiprofissional, como ausência de novas formas de gestão, flexibilização das relações de trabalho e necessidade de resolução de questões antigas, como remuneração salarial, planos de cargos e carreiras, e organização do serviço, com instalação de mecanismos que possam evitar a intensa rotatividade de profissionais.

A Paradigm Shift in Predoctoral Dental Curricula in Brazil: Evaluating the Process of Change

In 2002, the Brazilian Ministry of Education approved the official curricular guidelines for undergraduate courses in Brazil to be adopted by the nation's 188 dental schools. In 2005-06, the Brazilian Dental Education Association (BDEA) promoted workshops in forty-eight of the schools to verify the degree of transformation of the curriculum based on these guidelines. Among the areas analyzed were course philosophy (variables were v1: knowledge production based on the needs of the Brazilian Public Health System [BPHS]; v2: health determinants; and v3: postgraduate studies and permanent education); pedagogical skills (v4: curricular structure; v5: changes in pedagogic and didactic skills; and v6: course program orientation); and dental practice scenarios (v7: diversity of the scenarios for training/learning; v8: academic health care centers opened to the BPHS; and v9: participation of students in health care delivery for the population). The subjects consisted of faculty members (n=711), students (n=228), and employees (n=14). The results showed an incipient degree of curriculum transformation. The degree of innovation was statistically different depending on the type of university (public or private) for variables I, 2, 4, 5, 6, and 7. Private schools reported a higher level of innovation than public institutions. Resistance to transforming the dental curriculum according to the official guidelines may be linked to an ideological conception that supports the private practice model, continues to have faculty members direct all classroom activities, and prevents students from developing an understanding of professional practice as targeted towards the oral health needs of all segments of society.

Technical and economical evaluation of a harvester, working under different spacing and planting arrangement conditions in eucalypts plantations

Plantation spacing selection has the primary objective of assigning each tree enough space for maximum growth and best quality to be attained with a minimum cost. From the harvest standpoint, an increase in stand density directly implies a decrease of individual tree volume, reducing also harvester productive capacity. The objective of this research is to assess the effects of several initial spacings and arrangements in eucalyptus plantations on production capacity, operational capacity and costs of forest harvester. Real operational data were collected from two eucalypt plantations at different initial spacing of 6.0, 7.5, 9.0, 12 and 18 m(2) per tree. Simulation data were obtained from a forest harvester simulator. Using spacing (E), mean tree volume (MV), diameter at breast height (DBH) and height (H) values, a stepwise regression test procedure was run, and correlations computed in order to measure their participation in operational capacity. Operational costs were computed with an accounting method proposed by FAO. Mean tree volume (MV) explained 88% of forest harvester operational capacity. Spacing (E) affected 8.5% of harvester operational capacity; wider spacings were related to higher individual tree volumes. Harvesting operation costs were lower in wider spaced treatments.

Diagnosis of Organizational Soft Problems in a Peruvian Financial Institution by Systemic Thinking

Managing financial institutions in an underdeveloped economic context has become a real challenge nowadays. In order to reach the organization`s planned goals, they have to deal with structural, behavioral and informational problems. From the systemic point of view, this situation gets even worse when the company does not present organizational boundaries and a cohesive identification for their stakeholders. Thus, European countries have some special financial lines in order to help the development of micro credit in Latin communities in an attempt to help the local economy. However, institutions like Caixa dos Andes in Peru present management problems when dealing with this complexity. Based on this, how can the systemic eye help in the diagnosis of soft problems of a Peruvian financial company? This study aims to diagnose soft problems of a Peruvian financial company based on soft variables like identity, communication and autonomy and also intends to identify possible ways to redesign its basic framework. The (VSM--Viable System Model) method from Beer (1967), applied in this diagnostic study, was used in a practical way as a management tool for organizations` analysis and planning. By describing the VSM`s five systems, the creation of a systemic vision or a total vision is possible, showing the organization`s complexity from the inside. Some company`s soft problems like double control, inefficient use of physical and human resources, low information flows, slowness, etc. The VSM presented an organizational diagnosis indicating effective solutions that do integrate its five systems.