Simulating Soil Organic Matter Transformations with the New Implementation of the Daisy Model

Daisy is a well-tested deterministic, dynamic soil-plant-atmosphere model, capable of simulating water balance, nitrogen balance and losses, development in soil organic matter and crop growth and production in crop rotations under alternate management strategies. Originally it was developed as a system of single models describing each process involved, but recently it has been developed into a framework, which can be used for implementation of several different models of each of the different processes. Thus, for example a number of different models for simulating soil water dynamics can be chosen depending on the purpose of the simulation and the availability of data for parameterisation. The sub-model simulating soil organic matter is still a fixed component in the Daisy terminology. This means that there is currently only one model, which can be used to simulate soil organic matter transformations. However this sub-model can be changed considerably. Some examples are given

Potentials of action-oriented sex education projects in the development of action competence

Participatory and action-orientated sex education projects were carried out in 15 preparatory and secondary schools in the north of Portugal. This involved three hundred and fifty students from the 7th to the 12th grades. The main objectives were to analyse the level of students’ participation in the project phases and the student’s action competence. The research techniques used were field notes, semi-structured group interviews and documental analysis of material put online by students regarding their projects, online class diaries and discussion e-forums.The results of this study revealed that by using this educational approach, these students: worked on the four dimensions of action-oriented knowledge; used a positive and broad concept regarding sexual health; developed visions aimed at the causes of the problems; actions were carried out in partnership with specialists that involved their parents and their colleagues. 5. most of the students perceived themselves as having a high level of participation in the project.Instituto de Educação, Centro de Investigação em Educação (CIEd

Aplicando la metodología S – IVAC en las escuelas para explorar la creatividad de los alumnos en resolver problemas de salud sexual

Uma pesquisa para avaliar o desenvolvimento participativo e ações orientadas para projetos de educação sexual em escolas (do 7º ao 12º anos) (n=16), com o uso de TIC descreverá os seguintes objetivos: i) discutir a criatividade da visão dos alunos em relação a como o mundo e suas vidas poderiam ser, e como a sociedade e meio ambiente poderiam melhorar em relação a suas preocupações sexuais; e ii) caracterizar o tipo de ações feitas para resolver seus problemas sexuais. A observação do participante, entrevista em grupo e materiais disponibilizados online pelos alunos foram selecionados como técnicas de pesquisa para triangulação dos dados. Os resultados principais mostraram que esses alunos pensaram de forma criativa para formular visões e desenvolver, individualmente, ações reflexivas que levam a mudanças positivas em seus estilos de vida e/ou condições de vida que melhoram sua sexualidade.A research to evaluate the development of participatory and action-oriented sexuality education projects in schools (7Th to 12th grades) (n=16), with the use of ICT will be described with the following objectives: i) to discuss the creativity of students’ visions regarding how the world and their lives could be, and how society and the environment could be improved in relationship to their particular sexual concerns; and ii) to characterize the type of actions carried out to solve their sexual problems. Participant observation, group interviews and materials put online by students were selected as research techniques for the triangulation of data. The principal results showed that these students thought creatively to formulate visions and develop, individually or collectively, reflexive actions, which lead to positive changes in their lifestyles, and/or living conditions, which improve their sexuality.Una investigación para evaluar el desarrollo participativo y acciones orientadas a proyectos de educación sexual en las escuelas (del 7º al 12º años) (n=16), con el uso de TIC describirá los siguientes objetivos: i) discutir la creatividad de la visión de los alumnos con relación a cómo el mundo y sus vidas podrían ser, y cómo la sociedad y medio ambiente podrían mejorar con relación a sus preocupaciones sexuales; y ii) caracterizar el tipo de acciones llevadas a cabo para resolver sus problemas sexuales. Los alumnos seleccionaron la observación del participante, entrevista en grupo y materiales disponibilizados en línea como técnicas de investigación para la triangulación de los datos. Los resultados principales mostraron que esos alumnos pensaron de forma creativa para formular visiones y desarrollar, individualmente, acciones reflexivas que llevan a cambios positivos en sus estilos de vida y/o condiciones de vida que mejoran su sexualidad.CIEC - Centro de Investigação em Estudos da Criança, IE, UMinho (UI 317 da FCT), PortugalFundos Nacionais através da FCT (Fundação para a Ciência e a Tecnologia) e cofinanciado pelo Fundo Europeu de Desenvolvimento Regional (FEDER) através do COMPETE 2020 – Programa Operacional Competitividade e Internacionalização (POCI) com a referência POCI-01-0145-FEDER-007562info:eu-repo/semantics/publishedVersio

Applying the S-Ivac methodology in schools to explore students’ creativity to solve sexual health problems

A research to evaluate the development of participatory and action-oriented sexuality education projects in schools (7th to 12th grades) (n=16), with the use of ICT will be described with the following objectives: i) to discuss the creativity of students’ visions regarding how the world and their lives could be, and how society and the environment could be improved in relationship to their particular sexual concerns; and ii) to characterize the type of actions carried out to solve their sexual problems. Participant observation, group interviews and materials put online by students were selected as research techniques for the triangulation of data. The principal results showed that these students thought creatively to formulate visions and develop, individually or collectively, reflexive actions which leadto positive changes in their lifestyles and/or living conditions which improve their sexuality.Instituto de Educação, Centro de Investigação em Educação (CIEd

Lateral Concepts

This essay discusses the complex relation between the knowledges and practices of the researcher and his/her informants in terms of lateral concepts. The starting point is that it is not the prerogative of the (STS) scholar to conceptualize the world; all our “informants” do it too. This creates the possibility of enriching our own conceptual repertoires by letting them be inflected by the concepts of those we study. In a broad sense, the lateral means that there is a many-to-many relation between domains of knowledge and practice. However, each specific case of the lateral is necessarily immanent to a particular empirical setting and form of inquiry. In this sense lateral concepts are radically empirical since it locates concepts within the field. To clarify the meaning and stakes of lateral concepts, we first make a contrast between lateral anthropology and Latour’s notion of infra-reflexivity. We end with a brief illustration and discussion of how lateral conceptualization can re-orient STS modes of inquiry, and why this matters

Continuing a Debate

This supplement contains Mario Blaser's response to the concepts of Political Ontology and Practical Ontology as discussed by Casper Bruun Jensen in his paper »Practical Ontologies Redux«. This article appeared in 2021 Berliner Blätter (issue 84), edited by Michaela Meurer and Kathrin Eitel. It also provides a response by Jensen to Blaser's critique.Not Reviewe