A typology of scientific bottlenecks to natural resources development
A preliminary systematic framework for considering the scientific bottlenecks to the development of natural resources is presented, as a basis for discussion and refinement. In giving particular attention to problems of resource use in developing countries, two main types of scientific bottlenecks are recognized. One concerns the quality and quantity of information on natural resources, and the use that is made of that information. The second relates to the quality and quantity of local manpower in the ecological and related sciences that is available to developing countries, and to the conditions that affect the promotion and stability of scientific endeavor in these countries.Action strategies for combatting these bottlenecks are proposed. These strategies emphasize the need to improve the scientific basis for the predictable use of natural resources, to facilitate multi-directional links of scientific cooperation between countries, and to help develop national self-reliance in research and management activities. They stress such principles of action as the promotion of a problem-oriented, interdisciplinary approach within specific geographic units, and the combination of research, training and demonstration within particular field activities. These features of suggested research run counter neither to scientific method nor to the freedom of scientific endeavor. They do, however, entail a change in the way that much research is conceived and organized. More particularly, they entail the incorporation of additional dimensions in the overall research effort, including that of a perception approach to problems.
Solute export from forested and partially deforested chatchments in the central Amazon
The hydrochemical responses to slash-and-burnagriculture in a small rainforest catchment of thecentral Amazon were investigated for one year. Disturbances in the partially deforested catchmentbegan in 1987, and during the study a 2-ha plot was cut(July 1989) and burned (October 1989) in preparationfor the cultivation of manioc; the partially deforestedcatchment was approximately 80% deforested at the timeof this study. Solute fluxes exported by base flowwere estimated from solute concentrations of stream watermeasured at least once per week. Solute fluxesfor storm flow were estimated by measuring streamwaterconcentrations during two storms. Baseflow runoffrepresented about 94% of the water outflow from thestudy basin and was the dominant pathway of soluteexport. Total rainfall during the study period was2754 mm of which 2080 mm was exported from thepartially deforested catchment as stream runoff. Theratio of surface runoff to annual rainfall for asimilar study conducted in the same catchment whilecompletely forested in 1984 was lower than after thecatchment was 80% deforested in 1990 (0.57 versus0.76), while evapotranspiration (ET) was lower by about afactor of two in 1990 compared to 1984. Particulateremoval from the partially deforested catchment was 151kg ha−1 yr−1. Nutrient losses from thepartially deforested catchment were higher than thosemeasured when the catchment was undisturbed in 1984 byfactors of 1.4, 1.8, and 2.1 for total inorganicnitrogen (TIN), total dissolved nitrogen (TDN), and totalnitrogen (TN); and by factors of 4.0, 6.6, and 7.9 for solublereactive phosphate (PO3−4), total dissolvedphosphorus (TDP), and total phosphorus (TP),respectively. These data show that deforestation andcolonization in upland catchments of the central Amazonalter the hydrochemical balance of streams bydecreasing ET, thereby increasing discharge and soluteexport.
Educational innovation in Musical Language Course: responses and the overcoming of limitations
This article presents an innovative methodological proposal for the development of auditory education in the course of the Language of Music. Based on this proposal, we analyze an educational community’s response to the innovations implemented, and we identify the limitations recognized throughout the learning and teaching process, as well as the strategies developed to overcome them. To this end, we applied a qualitative methodology with the classroom-based research method. The compilation of data was carried out through participant observation, captured in the journals of the professor and researcher, interviews and analysis of documents. The research results demonstrate that patience, responsibility and perseverance in their work on behalf of the professors have been key to overcoming the limitations identified and in promoting that students enjoy and learn their class contents in meaningful ways. Recibido 05/02/2018 Aceptado: 09/03/2018