72 research outputs found

    Fibra sintética como suporte biológico em sistemas de recirculação para aquicultura (RAS).

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    TCC (graduação) - Universidade Federal de Santa Catarina. Centro de Ciências Agrárias. Curso de Engenharia de Aquicultura.A aquicultura encontra-se em franca expansão no mundo e no Brasil. Os peixes criados em sistemas aquícolas representaram 42 % do total de 158 milhões de toneladas obtidas no somatório da pesca de captura e da aquicultura no ano de 2012. Estima-se que a produção continental brasileira de peixes dulcícolas esteja próxima de 600 mil toneladas sendo Santa Catarina destaque nacional com produção em torno de 40 mil toneladas. Contudo para aumentar a produtividade muitos produtores optam por intensificar a produção, ultrapassando a capacidade suporte de seus sistemas. Os sistemas convencionais de aquicultura se tornarão insustentáveis em longo prazo quer seja por problemas ambientais ou de biosseguridade. A busca por métodos de cultivos mais sustentáveis se faz necessária nos dias atuais e neste contesto surgem os sistemas de recirculação para aquicultura – conhecidos como RAS – que possibilitam atingir altos índices de produção, minimizando os impactos ao meio ambiente. O RAS é visto como sustentável, ambientalmente amigável, com possibilidade de flexibilidade em sua estrutura produtiva, capacidade de controle das variáveis ambientais e possibilidade de produção durante todo o ano. Estes sistemas são peças-chave para o crescimento da aquicultura sustentável. Em sistemas de recirculação para aquicultura, os desafios estão associados com a acumulação de amônia e nitrito nas águas de cultivos e a remoção destes compostos é um dos principais desafios na produção. A escolha dos componentes do RAS, assim como do suporte biológico a ser utilizado, pode influenciar diretamente nos custos de implantação e na eficiência do mesmo. A eficiência dos filtros biológicos e os processos de nitrificação envolvidos nesse tipo de sistema estão diretamente relacionados com os tipos de mídias utilizadas como suporte biológico para adesão de bactérias. O sistema de RAS depende de biofiltros eficientes que sejam capazes de oxidar a amônia tóxica em nitratos, contudo entender os parâmetros de controle dos diferentes filtros e seus suportes biológicos é um processo muito importante para o sucesso operacional desses sistemas. Sendo assim, desenvolvimento de protocolos para avaliações de biofiltros e mídias filtrantes é imprescindível

    Manutenção sanitária da tilápia-do-nilo (Oreochromis niloticus L.) para promover o aumento da resistência contra Streptococcus agalactiae

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    Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências Agrárias, Programa de Pós-Graduação em Aquicultura, Florianópolis, 2018.Este estudo teve como objetivo avaliar novas estratégias sanitárias, por meio do uso de um biopromotor por diferentes vias de aplicação (oral, imersão e intraperitoneal) e um hepatoprotetor adicionado na ração, em tilápias-do-nilo Oreochromis niloticus, comparados com um grupo controle basal e um controle vacinado, para verificar a possibilidade de melhorias no quadro sanitário da espécie e aumento da resistência frente ao patógeno Streptococcus agalactiae sorotipo Ib. Foram utilizados 360 juvenis de tilápias-do-nilo com aproximadamente 45 dias de vida e peso médio de 0,72±0,04 g, mantidos em um sistema de recirculação de água durante 62 dias. Neste período, foram fracionadas diferentes doses do biopromotor em diferentes vias de aplicações. Na via oral, foram adicionados 100 µL e 200 µL do biopromotor para cada grama de ração ofertada; para o banho de imersão foram utilizados 500 mL e 1000 mL do biopromotor diluídos em 4,5 L e 4,0 L respectivamente; para injeção intraperitoneal, 200 µL por peixe. Para esse grupo de animais um controle positivo foi estabelecido, o qual foi vacinado com uma vacina comercial contra estreptococose. Na alimentação, 0,1% do hepatoprotetor Di-Heptarine S® foi incorporado à ração e ofertada durante todo o período. Outro grupo controle foi estabelecido e recebeu somente de ração comercial. Todos os peixes foram alimentados com a ração comercial Nicoluzzi® (40% PB) específica para tilápias. No 54º dia foram coletadas amostras para análises hematológicas, imunológicas, histológicas e enzimáticas; e no dia 55 os peixes foram desafiados com S. agalactiae e verificada a eficácia do biopromotor e do hepatoprotetor. Amostras para análises hematológicas, imunológicas e histológicas também foram coletadas neste período do desafio para verificar possíveis alterações fisiológicas nos peixes. Ao final do experimento foi constatado que os dois produtos proporcionaram alterações no perfil hematológico, histológico, imunológico e enzimático dos animais, desenvolvendo certa resistência contra o patógeno bacteriano, visto que ao final do desafio experimental somente os peixes do grupo controle alcançaram taxa de 100% de mortalidade.Abstract : The objective of this study was to evaluate new health strategies by using a biopromoter with different application routes (oral, immersion and intraperitoneal) and a hepatoprotector added to the diet in Nile tilapia Oreochromis niloticus, compared to a control group basal and a vaccinated control, to verify the possibility of improvements in the sanitary framework of the species and increase of resistance to the pathogen Streptococcus agalactiae serotype Ib. 360 juveniles of Nile tilapia with approximately 45 days of life and average weight of 0.72±0.04 g were used, kept in a water recirculation system for 62 days. In this period, different doses of the biopromoter were fractionated in different routes of application. In the oral route, 100 µL and 200 µL of the biopromoter were added to each gram of feed offered; for the immersion bath were used 500 mL and 1000 mL of the biopromoter diluted in 4.5 L and 4 L respectively; for intraperitoneal injection, 200 µL per fish. For this group of animals, a positive control was established, which was vaccinated with a commercial vaccine against streptococcosis. In feed, 0.1% of Di-Heptarine S® hepatoprotector was incorporated into the diet and offered throughout the period. Another control group was established and received only commercial ration. All fish were fed commercial tilapia-specific Nicoluzzi® (40% CP) commercial feed. On day 54 samples were collected for hematological, immunological, histological and enzymatic analyzes; and at day 55 the fish were challenged with S. agalactiae and the efficacy of the biopromoter and hepatoprotector were checked. Samples for hematological, immunological and histological analyzes were also collected during this period of the challenge to verify possible physiological changes in the fish. At the end of the experiment it was observed that the two products provided changes in the hematological, histological, immunological and enzymatic profiles of the animals, developing some resistance against the bacterial pathogen, since at the end of the experimental challenge only the fish of the control group reached a rate of 100% mortality

    Reflections on Implementing ER Across All First-Year English Classes at a University in Japan

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    本研究では、日本の私立大学において、1年生が受講する全ての英語の授業において多読活動(ER)を導入する取り組みを行った。この取り組みの狙いは、ERを授業の一部で行うに当たって、この活動に慣れていない教員のサポートを行うことである。取り組みの一部として、1年を通してERを効果的に行えるようにサポートをするだけでなく、ERに慣れてもらうための研修プログラムの開発も行った。今回、ERを行った教員の多くが、授業でERを行うことに肯定的であった。さらに、その賛同した教員の多くから、我々の行った研修とサポートがERを理解するのに役立ったという意見をいただいた。また、学生が在学中に100冊の本を読書することを目指すという大学の方針達成の一助となることができた。このプロジェクトの継続はできなかったが、今後、これと同様のプログラムを開発するために役に立つことは間違いないと言える

    Active Learning Tourism Video Project

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    本稿では、日本の大学において、外国語としての英語を学ぶクラスのためのアクティブラーニングのビデオプロジェクトについて考察する。このリサーチプロジェクトの目的は、次の問いを調査することである : 1)学生の英語力にこのプロジェクトはどのような効果があるのか、 2)英語力以外のどのようなスキルを学生は身につけるのか。これらの問いに答えを出すために、このプロジェクト実施の前後に、学生が認識している効果と困難さに関する意見を把握するためのアンケート調査を実施した。これらの結果と教員の観察、及び最終成果物に基づき、このプロジェクトは、学生の英語コミュニケーションスキル、協力するスキル、プロジェクトのプランニングスキル、そしてメディア制作のスキルの向上に寄与したと言える。また、テクノロジーの役割は有益であることが見て取れたが、時に、プラスの面とマイナスの面の両方が見られる場合もあった。さらに、統合カリキュラム内でプロジェクトを実施することの含意についても論じている。This paper discusses the implementation of an active learning video project for an English as a foreign language class at a university in Japan. The goal of this research project was to investigate the following questions: 1) How did the project benefit students\u27English? 2) What non-English skills did the students acquire ? A questionnaire was administered before and after the project to gage students\u27 opinions about the perceived benefits and difficulties of the project. Based on these results, teacher observation and an analysis of the end product, this project helped students improve skills for English communication, collaboration, project planning and media production. The role of technology was observed to be positive, though it both enables and hindered students at times. Implications for implementing projects within an integrated curriculum are discussed

    Supporting Active Learning with Moodle

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    アクティブ・ラーニングの演習を実施し、管理することは、EFL の教員にとってはますます差し迫った問題になりつつある。本稿では、オンラインの学習テクノロジーを活用することによってもたらされるアクティブ・ラーニングへの利点について調査を行った。まず、アクティブ・ラーニング、および Moodle として知られている学習管理システムを概観する。次に、日本の大学の EFL クラスにおいて、Moodle と連携させたアクティブ・ラーニングの実践内容について記述する。さらに、アクティブ・ラーニングに Moodle を活用することに対する学生と教員の意識調査を行った。その結果、自主的な学習活動、タスクベースの学習活動、さらに社交的に構成された学習活動による体験を通じて、学生と教員の双方が、Moodle 活用はアクティブ・ラーニングを支えるものであると肯定的に捉えていることがわかった。The implementation and management of active learning practices is becoming a more pressing concern for instructors of English as a foreign language (EFL). For this paper, the authors investigated the possible benefits to active learning provided by online learning technologies. The authors begin with overview of active learning and the learning management system (LMS) known as "Moodle". Following this, the authors describe the implementation of active learning in conjunction with Moodle in an English as a Foreign Language class at a Japanese university. Additionally, the authors surveyed students and teachers about their impressions of using Moodle for active learning. Students and teachers positively perceived Moodle as supporting active learning through experiences with autonomous, task-based, and socially constructed learning activities

    Methodological Changes to an Active Learning Tourism Video Project

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    本稿では、本学で実施された効果的なアクティブラーニング観光ビデオプロジェクトを構築するための継続的な取り組みについて議論する。具体的に言えば、本稿は今回で2度目の試みである本プロジェクトの指導法の変化に焦点を当てて論じており、本プロジェクトから期待される事柄だけでなく、本プロジェクトの運営方法、枠組みの大きな変化についても論じている。今回の試みは、大学に近接する地元の観光地であるハウステンボスと筆者との密接な協力のもと実施された。また、筆者は前回の試みから、カリキュラム上の本プロジェクトの配置方法も変更した。さらに、今回はビデオの主題の一貫性についても、前回よりも強く学生に求めた。最後に、本プロジェクトビデオの制作中に使用する機器についても若干の変更をした。本稿では、2度目となる今回の試みのこれらの変更点を論じるとともに、前回と比べた場合の変更点の影響力についても考察する。This paper discusses continuing efforts to build a successful active learning tourism video project at a university in Japan. More specifically, this paper focuses on the methodological changes made in trial two of the project. The paper addresses major changes to the administration, structure as well as expectations of the project. In trial two the authors collaborated closely with Huis Ten Bosch, a local tourism location near the university. Additionally, the authors changed the way that work on the project was distributed throughout the curriculum. Furthermore, the authors increased their expectations for thematically consistent videos. Finally, minor change were also made to the equipment used during the production of the project videos. In addition to discussing changes made in trial two, the authors also provide observations and evaluations of the impact of these changes on the project\u27s outcome in trial two

    Recirculating aquaculture systems affects hematological parameters and increases ectoparasite susceptibility in Nile tilapia Oreochromis niloticus

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    We herein evaluated the hematology and parasitology of Nile tilapia previously raised in an earthen pond and transferred to a recirculating aquaculture system (RAS) to verify any possible influence of RAS on such health parameters. For this, 780 tilapias with an initial average weight and length of 91.05 ± 27.08 g and 17.45 ± 1.91 cm, respectively, were distributed in three tanks (2.0 m3) attached to the RAS, where they remained for 54 d. Throughout the period, water quality parameters remained within the range suitable for the cultivation of the species. Tilapia growth performance was satisfactory in the RAS, reaching a final biomass of close to 300 kg and survival of 98%. Hematological and parasitological analyses at the end of 54 d showed possible stress in RAS, with a significant increase in neutrophils from 12.15 ± 6.66 (earthen pond) to 21.43 ± 11.68% (RAS) and erythrocytes from 1.81 ± 0.24 (earthen pond) to 2.13 ± 0.14 (RAS), and a significant decrease in lymphocytes from 22.4 ± 2.66 (earthen pond) to 13.67 ± 3.38 (RAS). Furthermore, parasitological analysis showed a significant increase in the number of parasitized fish (25% to 63%) and abundance (3.55 ± 6.44 to 9.37 ± 9.99) after 54 d. It was concluded that tilapia cultivation in RAS can cause hematological changes and increase parasitism

    Utilizing the Moodle Database Activity for Supporting Student-Centered Learning in Developing an Intensive English Program Curriculum\nThom W. RAWSON*, Tomoko MATSUMOTO, John Patrick OWATARI-DORGAN and Brendan VAN DEUSEN

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    2013年、文科省によって出された「第2期教育振興基本計画」で挙げられている「社会を生き抜く力の育成」の中で重要なことの1つに、学生が確かな学力の基盤を築くことが挙げられている。その中で、必要な学力の1つとして挙げられているのが、「学生の主体的な学び(学習の動機づけ)」(文部科学省、2013年)の確立である。学生が毎週やるべき課題を授業外で取り組むことができれば、その分の時間をさらに授業内で確保することができる。ムードルという便利な学習管理システム、特にムードル・データベースを利用することによって、我々は主体的な学びをサポートするための、オンラインでの学習者による学習記録、そしてレポート書きの活動を実施した。アカデミック・スキルやリーディング・スキル、ライティング・スキルなどの様々なEFLの授業において、学生自身がどれだけ学習に時間を費やしたかの時間の記録ができることによって、教員は学生が打ち込んだデータを活用し、学生に自分の学習を管理する権限を与えることができる。この取り組みに対する科学的根拠はないが、我々はこの活動により、学生自身が自分で学習を管理し、学生が常に学習に取り組み続けられるための支援ができると考えている

    Improving the Global Tourism Course Curriculum with Regard to Study Abroad Preparation: Initial Observations on One Student\u27s Experience at a Dutch University

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    本稿は留学、カリキュラム、外国語としての英語教育、アクティブ・ラーニングThis paper presents initial observations on how the Global Tourism Course (GT) curriculum at Nagasaki International University can be improved with regard to preparing students to study abroad. The information is based on the experience of one student who is at the time of writing currently studying tourism-related courses in English at a Dutch university. The authors present information about the initial two-months of this student\u27s study abroad and how this will guide the authors\u27 upcoming research visit to the Netherland later in the school year
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