Adaptive Management of Riverine Socio-ecological Systems

If ongoing change in ecosystems and society can render inflexible policies obsolete, then management must dynamically adapt as a counter to perennial uncertainty. This chapter describes a general synthesis of how to make decision-making more adaptive and then explores the barriers to learning in management. We then describe how one such process, known as adaptive management (AM), has been applied in different river basins, on which basis we discuss AM’s strengths and limitations in various resource management contexts

Indicators of river system hydromorphological character and dynamics: understanding current conditions and guiding sustainable river management

The work leading to this paper received funding from the EU’s FP7 programme under Grant Agreement No. 282656 (REFORM). The Indicators were developed within the context of REFORM deliverable D2.1, therefore all partners involved in this deliverable contributed to some extent to their discussion and development

Fatores influenciando a estrutura e distribuição espacial dos peixes nos Igarapés de cabeceira do Parque Nacional do Jaú, Amazônia Central

The aim of this study was to investigate the influence of spatial variation in river channels and habitats on the distribution of fish communities in the headwater streams of the Jaú River System, a blackwater tributary of the Negro River. Collections and measurements were made in 34 headwater streams during the period of November-December, 1998. Fish were captured with fish traps and hand nets along standard reaches of two meanders. Data on benthic habitat structure, stream depth and width were collected along lateral transects in each sample reach. A total of 66 fish species from 24 families were collected and classified into seven trophic guilds: allocthonous insectivore, autochthonous insectivore, general insectivore, piscivore, detritivorous planktivore, detritivorous insectivore and insectivorous piscivore. Variations in the distribution and diversity of bottom substrates were important factors influencing fish community structures in these systems. Also, variation in stream size explained the observed variability in fish communities. © 2014, Instituto Internacional de Ecologia. All right reserved

A introdução das Ciências Naturais no Pará por meio das instituições de ensino

The objective of this research is to analyze the process of introduction of science in Pará, through the schools, and the conditions that allowed this process. We resumed the Pombal reforms of the second half of the eighteenth century, which marked the introduction of the Modern Scientific Rationality in Portuguese Kingdom, where the Para was Cologne. They expelled the Jesuits by inserting a gap in education, which began to be filled with the creation of the College of Nobles, Reform at the University of Coimbra and implementation of Régias classes. At that stage the natural sciences were introduced only in the metropolis, while in Pará created classes that kept the dominance of Letters and Humanities. The Marquis of Pombal's reforms have made the most favorable educational environment paraense receptivity of Natural Sciences, mainly because of the nationalization of education. This became incisive from the second half of the 1830s Rulers of Pará suggested the introduction of scientific disciplines and educational models in effect in countries like France, which was a diffuser center of modernity. This began to be realized with the creation of Liceu Paraense in 1841, which was intended to provide secondary education. Ten years later, in 1851, he implanted the first time physics and chemistry, which was repeated twice more, in 1868 and 1873. In the first insertion Botany was also present, while in the latter, the Natural History. In 1871, the initial phase of the Belle Époque, a time when the entry of Modernity in Para was accelerating, Physics and Chemistry were continued in Escola Normal do Pará, created this year in order to train teachers to work in primary education, but only until 1872, when they were taken out of this institution. In 1890 they returned with more expressiveness, being represented by six Sciences. In primary education, the natural sciences also consisted, from 1870, motivating teachers in that sector the coursing Physics and Chemistry in the Escola Normal and Liceu Paraense. Thus, educational institutions were instrumental in the introduction of science in Pará, conditioned by the social context, first of Pombal reforms, culminating in the nationalization of education, and Belle-Époque, with the acceleration of Modernity entry in Pará. scientific presence in the curricula was marked by discontinuities in the initial phase, since the reception of the modernizing process, the local culture, had not yet made the learning of science is an imperative need. This began to happen from 1890 when the Science began to widen in school curricula.O objetivo desta pesquisa é analisar o processo de introdução das Ciências no Pará, por meio das escolas, e as condições que possibilitaram esse processo. Retomamos as Reformas Pombalinas da segunda metade do século XVIII, que marcaram a introdução da Racionalidade Científica Moderna no Reino Português, onde o Pará era Colônia. Expulsaram os Jesuítas, inserindo uma lacuna na educação, que começou a ser preenchida com a criação do Colégio dos Nobres, da Reforma na Universidade de Coimbra e implantação de Aulas Régias. Nessa fase as Ciências Naturais foram introduzidas somente na Metrópole, enquanto que no Pará criaram Aulas que mantiveram o predomínio das Letras e Humanidades. As Reformas do Marquês de Pombal tornaram o ambiente educacional paraense mais favorável a receptividade das Ciências da Natureza, principalmente por causa da estatização da educação. Esta se tornou incisiva a partir da segunda metade da década de 1830. Governantes do Pará sugeriram a introdução de disciplinas científicas e modelos educacionais que vigoravam em países como a França, que era um centro difusor da modernidade. Isso começou a se concretizar com a criação do Liceu Paraense em 1841, que tinha o propósito de proporcionar o ensino secundário. Dez anos depois, em 1851, ele implantou pela primeira vez a Física e a Química, o que se repetiu por mais duas vezes, em 1868 e 1873. Na primeira inserção a Botânica também esteve presente, enquanto que na última, a História Natural. Em 1871, fase inicial da Belle-Époque, momento em que a entrada da Modernidade no Pará estava acelerando, Física e Química tiveram continuidade na Escola Normal do Pará, criada nesse ano, com o fim de formar professores para atuarem na instrução primária, mas somente até 1872, quando foram retiradas desta instituição. Em 1890 retornaram com mais expressividade, sendo representada por seis Ciências. Na instrução primária, as Ciências da Natureza também constaram, a partir de 1870, motivando professores desse ramo a cursarem Física e Química na Escola Normal e no Liceu Paraense. Com isso, as instituições de ensino foram fundamentais na introdução das ciências no Pará, condicionadas pelo contexto social, inicialmente das Reformas Pombalinas, que culminou na estatização da educação, e da Belle-Époque, com a aceleração da entrada da Modernidade no Pará. A presença científica nos currículos foi marcada por descontinuidades, na fase inicial, visto que a recepção do processo modernizador, pela cultura local, ainda não tinha tornado a aprendizagem das ciências uma necessidade imperativa. Isso começou a acontecer a partir de 1890, quando as Ciências passaram a se ampliar nos currículos escolares