Strategy and Action Plan for Sustainable Land Management in the High Pamir and Pamir-Alai Mountains

This Strategy and Action Plan was written within the framework of the project on Sustainable Land Management in the High Pamir and Pamir-Alai Mountains (PALM). PALM is an integrated transboundary initiative of the governments of the Kyrgyz Republic and the Republic of Tajikistan. It aims to address the interlinked problems of land degradation and poverty within a region that is one of Central Asia’s crucial sources of freshwater and a location of biodiversity hotspots. The project is executed by the Committee on Environment Protection in Tajikistan and the National Center for Mountain Regions Development in Kyrgyzstan, with fi nancial support from the Global Environment Facility (GEF) and other donors. The United Nations Environment Programme (UNEP) is the GEF Implementing Agency for the project, and the United Nations University (UNU) is the International Executing Agency. This Strategy and Action Plan integrates the work of three main teams of experts, namely the Pamir-Alai Transboundary Strategy and Action Plan (PATSAP) team, the Legal Task Forces, and a team of Natural Disaster Risk specialists. The PATSAP team was coordinated by the Centre for Development and Environment (CDE), University of Bern, Switzerland. The Legal Task Force was led by the Australian Centre for Agriculture and Law of the University of New England (UNE), and responsibility for the Natural Disaster Risk assessment was with the Central- Asian Institute of Applied Geosciences (CAIAG) in Bishkek, Kyrgyzstan. The development of the strategy took place from June 2009 to October 2010. The activities included fi eld study tours for updating the information base with fi rst-hand information from the local level, coordination meetings with actors from the region, and two multi-level stakeholder forums conducted in Khorog and Osh to identify priorities and to collect ideas for concrete action plans. The baseline information collected for the Strategy and Action Plan has been compiled by the experts and made available as reports1. A joint multi-level stakeholder forum was conducted in Jirgitol, Tajikistan, for in-depth discussion of the transboundary aspects. In August 2010, the draft Strategy and Action Plan was distributed among local, national, and international actors for consultation, and their comments were discussed at feedback forums in Khorog and Bishkek. This Strategy and Action Plan is intended as a recommendation. Nevertheless, it proposes concrete mechanisms for implementing the proposed sustainable land management (SLM) activities: The Regional Natural Resources Governance Framework provides the legal and policy concepts, principles, and regulatory requirements needed to create an enabling environment for SLM in the High Pamir and Pamir-Alai region at the transboundary, national, and local levels. The priority directions outlined provide a framework for the elaboration of rayon-level strategies and for strategies on specifi c topics (forestry, livestock, etc.), as well as for further development of government programmes and international projects. The action plans may serve as a pool of concrete ideas, which can be taken up by diff erent institutions and in smaller or larger projects. Finally, this document provides a basis for the elaboration and signing of targeted cooperation agreements on land use and management between the leaders of Osh oblast (Kyrgyz Republic), Gorno Badakhshan Autonomous Oblast, and Jirgitol rayon (Republic of Tajikistan).

Reproductive Biology of the Deep-Sea Polychaete Gorgoniapolynoe Caeciliae (Polynoidae), a Commensal Species Associated with Octocorals

Some aspects of the reproductive biology of the polychaete Gorgoniapolynoe caeciliae have been described for the first time. Gorgoniapolynoe caeciliae is a deep-sea commensal species associated with Candidella imbricala, all octocoral that populates the New England Seamount chain. Gorgoniapolynoe caeciliae is a dioccious species with an equal sex ratio and fertile segments throughout most of the adult body. The gonads of both sexes are associated with genital blood vessels emerging from the posterior surface of most intersegmental septa. In the female, oogenesis is intraovarian with oocytes being retained within the ovary until vitellogenesis is completed. The largest female examined contained over 3000 eggs with a maximum diameter of 80-90 mu m. In the male, the testes are repeated in numerous segments and consist of small clusters of spermatogonia, spermatocytes and early spermatids associated with the walls of the genital blood vessels. Early spermatids are shed into the coelom where they complete differentiation into mature ect-aquasperm with a spherical head (4 mu m), a small cap-like acrosome, and a short mid-piece with four mitochondria. Indirect evidence suggests that this species is an annual breeder that releases its gametes into seawater and produces a planktotrophic larva following fertilization. The reproductive biology of G. caeciliae is consistent with that of most other polynoids including many shallow water species suggesting that phylogenetic history strongly shapes its biology.

Nitrogen Fertilizer Form and Associated Nitrate Leaching from Cool-Season Lawn Turf

Various N fertilizer sources are available for lawn turf. Few field studies, however, have determined the losses of nitrate (NO3-N) from lawns receiving different formulations of N fertilizers. The objectives of this study were to determine the differences in NO3-N leaching losses among various N fertilizer sources and to ascertain when losses were most likely to occur. The field experiment was set out in a completely random design on a turf typical of the lawns in southern New England. Treatments consisted of four fertilizer sources with fast- and slow-release N formulations: (i) ammonium nitrate (AN), (ii) polymer-coated sulfur-coated urea (PCSCU), (iii) organic product, and (iv) a nonfertilized control. The experiment was conducted across three years and fertilized to supply a total of 147 kg N ha-1 yr-1. Percolate was collected with zero-tension lysimeters. Flow-weighted NO3-N concentrations were 4.6, 0.57, 0.31, and 0.18 mg L-1 for AN, PCSCU, organic, and the control, respectively. After correcting for control losses, average annual NO3-N leaching losses as a percentage of N applied were 16.8% for AN, 1.7% for PCSCU, and 0.6% for organic. Results indicate that NO3-N leaching losses from lawn turf in southern New England occur primarily during the late fall through the early spring. To reduce the threat of NO3-N leaching losses, lawn turf fertilizers should be formulated with a larger percentage of slow-release N than soluble N.

New Life, Same Old Town

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Los profesores principiantes enseñan historia

El objetivo de este trabajo es conocer cómo se incorporan a la labor docente, y en ese contexto cómo enseñan historia, los profesores noveles egresados de los profesorados en historia de la UNGS (Universidad Nacional de General Sarmiento) y del ISFD no 42 (Instituto Superior de Formación Docente). Son considerados docentes noveles o principiantes aquellos profesores que se encuentran en los primeros tres años del ejercicio de la profesión. La información aquí presentada fue recogida a través de una investigación de tipo cualitativa realizada entre el IDH (Instituto del Desarrollo Humano), perteneciente a la Universidad Nacional de General Sarmiento y el Instituto Superior de Formación Docente no 42 de San Miguel, provincia de Buenos Aires Este proyecto, realizado entre los años 2008 y 2010, fue dirigido por la doctora Gabriela Diker, quien en ese momento se desempeñaba como coordinadora del área de formación del IDH de la UNGS. Preguntas como: ¿cuáles son las dificultades que deben afrontar los profesores principiantes?, ¿qué respuestas elaboran ante dichas dificultades?, ¿cómo desarrollan el proceso de enseñanza de la historia?, ¿qué recursos y materiales utilizan para ello?, ¿cómo influyen las trayectorias de formación docente sobre las prácticas que desarrollan los profesores principiantes? servirán de guía a fin de poder indagar la trayectoria docente en este período inicial para luego caracterizarlo, analizarlo y finalmente volver a evaluar los alcances y límites de la información brindada por la investigación. Un punto interesante será comparar los trayectos formativos por los que atravesaron los graduados de ambas instituciones, teniendo en cuenta que un grupo de graduados se formó en una institución universitaria y el otro colectivo de profesores proviene de una institución terciaria. El objetivo es identificar si las instituciones formadoras de base ejercen alguna influencia que permita diferenciar comparativamente las prácticas de un grupo respecto del otro

Los profesores principiantes enseñan historia

El objetivo de este trabajo es conocer cómo se incorporan a la labor docente, y en ese contexto cómo enseñan historia, los profesores noveles egresados de los profesorados en historia de la UNGS (Universidad Nacional de General Sarmiento) y del ISFD no 42 (Instituto Superior de Formación Docente). Son considerados docentes noveles o principiantes aquellos profesores que se encuentran en los primeros tres años del ejercicio de la profesión. La información aquí presentada fue recogida a través de una investigación de tipo cualitativa realizada entre el IDH (Instituto del Desarrollo Humano), perteneciente a la Universidad Nacional de General Sarmiento y el Instituto Superior de Formación Docente no 42 de San Miguel, provincia de Buenos Aires Este proyecto, realizado entre los años 2008 y 2010, fue dirigido por la doctora Gabriela Diker, quien en ese momento se desempeñaba como coordinadora del área de formación del IDH de la UNGS. Preguntas como: ¿cuáles son las dificultades que deben afrontar los profesores principiantes?, ¿qué respuestas elaboran ante dichas dificultades?, ¿cómo desarrollan el proceso de enseñanza de la historia?, ¿qué recursos y materiales utilizan para ello?, ¿cómo influyen las trayectorias de formación docente sobre las prácticas que desarrollan los profesores principiantes? servirán de guía a fin de poder indagar la trayectoria docente en este período inicial para luego caracterizarlo, analizarlo y finalmente volver a evaluar los alcances y límites de la información brindada por la investigación. Un punto interesante será comparar los trayectos formativos por los que atravesaron los graduados de ambas instituciones, teniendo en cuenta que un grupo de graduados se formó en una institución universitaria y el otro colectivo de profesores proviene de una institución terciaria. El objetivo es identificar si las instituciones formadoras de base ejercen alguna influencia que permita diferenciar comparativamente las prácticas de un grupo respecto del otro

Los profesores principiantes enseñan historia

El objetivo de este trabajo es conocer cómo se incorporan a la labor docente, y en ese contexto cómo enseñan historia, los profesores noveles egresados de los profesorados en historia de la UNGS (Universidad Nacional de General Sarmiento) y del ISFD no 42 (Instituto Superior de Formación Docente). Son considerados docentes noveles o principiantes aquellos profesores que se encuentran en los primeros tres años del ejercicio de la profesión. La información aquí presentada fue recogida a través de una investigación de tipo cualitativa realizada entre el IDH (Instituto del Desarrollo Humano), perteneciente a la Universidad Nacional de General Sarmiento y el Instituto Superior de Formación Docente no 42 de San Miguel, provincia de Buenos Aires Este proyecto, realizado entre los años 2008 y 2010, fue dirigido por la doctora Gabriela Diker, quien en ese momento se desempeñaba como coordinadora del área de formación del IDH de la UNGS. Preguntas como: ¿cuáles son las dificultades que deben afrontar los profesores principiantes?, ¿qué respuestas elaboran ante dichas dificultades?, ¿cómo desarrollan el proceso de enseñanza de la historia?, ¿qué recursos y materiales utilizan para ello?, ¿cómo influyen las trayectorias de formación docente sobre las prácticas que desarrollan los profesores principiantes? servirán de guía a fin de poder indagar la trayectoria docente en este período inicial para luego caracterizarlo, analizarlo y finalmente volver a evaluar los alcances y límites de la información brindada por la investigación. Un punto interesante será comparar los trayectos formativos por los que atravesaron los graduados de ambas instituciones, teniendo en cuenta que un grupo de graduados se formó en una institución universitaria y el otro colectivo de profesores proviene de una institución terciaria. El objetivo es identificar si las instituciones formadoras de base ejercen alguna influencia que permita diferenciar comparativamente las prácticas de un grupo respecto del otro

Alfabetização no ensino fundamental: novas bases curriculares

Esta dissertação apresenta dados e discussões oriundos de uma experiência coletiva de pesquisa cujo objetivo maior consistiu em articular as bases curriculares da alfabetização no ensino fundamental de nove anos. A partir da transição histórica e política ocorrida pela Lei 11.274/1996, na qual o ensino fundamental passou a ter um ano a mais de duração e a receber as crianças que anteriormente eram atendidas na educação infantil, uma nova configuração se fez necessária. Demonstramos ao longo do trabalho a necessidade de: 1. Um plano que considere as transições (seja entre anos ou entre ciclos) e que sustente as continuidades; 2. Assumir, a partir do ano de ingresso no ensino fundamental, a perspectiva do regime de ciclo, definindo responsabilidades, objetivos e estratégias articuladas a partir de um trabalho em equipe; 3. Aprofundar conhecimentos que permitam considerar os aspectos mais subjetivos da relação educativa, considerando sempre a infância em seu encantamento lúdico; 4. Estabelecer uma relação dinâmica e produtiva entre oralidade e escrita, entre língua e literatura; 5. Dar maior precisão ao manejo da heterogeneidade desde a série de ingresso enfatizando o acompanhamento de singularidades e diferenças como forma de resolver o problema dos desníveis em alfabetização. A perspectiva teórica parte da articulação de várias áreas e temas do conhecimento: a história da escrita; pesquisa sobre oralidade ou cultura oral em tensão com a escrita; a psicanálise e a educação. Pretendemos, a partir das experiências e reflexões apresentadas nesse trabalho, contribuir para as políticas públicas enfatizando a grande relevância do ensino da escrita e da leitura nas séries iniciais do ensino fundamental. Ao longo dessas experiências, constatamos que, para formar leitores e escritores de bom nível na escola pública brasileira, precisamos de um modelo de trabalho coletivo mais complexo, capaz de exercer um manejo pedagógico detalhado, e ampliamos nossa consciência de que nossas buscas metodológicas, nossas experiências e nossos esforços coletivos em torno da heterogeneidade, apesar de consistentes e relevantes, só poderão ser sustentados a partir de uma reorganização do trabalho escolar que insista em fazer da alfabetização e da leitura uma verdadeira prioridade.

The development of spindles: a paper

by William F. Draper.

[Research notebook], 1799

Small paper notebook containing handwritten research notes related to the question of the taxation of the real estate of New England institutions. The first four pages of the booklet contain notes on Thomas Clap's The annals or history of Yale-College,and are followed by a section of notes titled "Memorandum 1799" that contains extracts and figures related to taxation.

Guarantee of financial support for student James Savage, signed by William Tudor and John Cooper, 1799 July 25

This legal agreement, a guarantee of financial support for entering student James Savage (A.B. 1803), was signed on July 25, 1799 by his two guarantors, William Tudor and John Cooper. The document was also signed by two witnesses, William Tudor's sons John Henry Tudor and Frederic Tudor. The agreement specifies that, in the event of Savage's failure to settle all financial obligations to the President and Fellows of Harvard College during the course of his studies, the two guarantors would be responsible for a payment of two hundred ounces of silver. It seems that the Tudors and Cooper were relatives of Savage, thus explaining their desire to assure his entry to Harvard by entering into this financial obligation.

Letter from Daniel Upton to James Savage, 1799 September 29

Daniel Upton wrote this letter from Machias, Maine on September 29, 1799; it is addressed to James Savage, who was then a freshman at Harvard College. In the letter, Upton advises Savage to study ardently, avoiding the temptation to procrastinate. He thanks Savage for having sent him a copy of "Mr. Lowell's oration" and sends greetings to a Mr. Holbrook and Mr. Jones. He also passes along the fond wishes of those in Machias who know Savage, including John Cooper and his wife, Phineas Bruce and his wife, and Hannah Bruce (Upton's future wife). Upton explains that he is writing the letter in a hurry because he is sending it on board with Captain Merryman, who is about to set sail, presumably for Boston.

Library catalogue notes of Isaac Smith, ca. 1789

Thirteen slips of paper with fragments of handwritten alphabetical lists created by Isaac Smith presumably in his capacity as Harvard Librarian. Most of the entries are surnames or single-word subjects. For example, one slip with "M" entries includes: milway, miracles, miraculous, Mitchell, and Mitchell. Some of the lists have struck-through words or have entries annotated with numbers and the abbreviations "o" and "bk." The verso of one leaf has a brief, undated note regarding the transfer of books between Mr. Hilliard and Mr. Smith.