Contextualization Sample Clauses
Contextualization. The curriculum of each of the University’s academic programs is contextualized through:
i) the identification of disciplinary, professional, and education trends at the regional, national, and international levels (relevance); ii) the definition of the profession’s own problems; iii) the identification of the demands of both the general context and the institutions and organizations that constitute its field of work performance; iv) the integration of the Institutional Identity to the education process and the analysis of trends in innovation, sustainability, and diversity understood as a result of the education process that creates value. The contextualization of the curriculum guides the formulation of graduate profiles based on human capabilities and competencies. These profiles develop learning activities and experiences that ▇▇▇▇▇▇ students’ ability to read, interpret, and intervene in contexts and generate problematizing questions to propose comprehensive solutions with ethical and social responsibility that are relevant, sustainable, and have an impact.
Contextualization. The parties mentioned above will collaborate to increase the knowledge on carbon storage in pasture through ecological restoration, using Brazilian Cerrado pasturelands as case studies. The academic professional relationship between the parties began in 2022, when the Embrapa researcher ▇▇▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇▇ ▇▇▇▇▇▇ developed a project in the University of Exeter as a Visiting Scientist. At that time, the University of Exeter was granted by Shell Research Limited to execute the CASPER project. The goal of this project is to characterize pasturelands of Cerrado regarding their productivity and environmental services, while considering native plant species as a crucial element of the ecosystems. The specific goals are:
1. Characterize Cerrado pastures with on ground and remote sensing data, using bare soil, native vegetation cover and forage grasses as parameters to classify pastures into productive, degraded and regenerating areas.
2. Evaluate the role of native vegetation on productivity and environmental services of Cerrado pasturelands. The environmental services to be studied are water, carbon and biodiversity.
3. Understand the reasons by which farmers choose to change management practices on pastures.
4. Produce maps of land suitability for pasture, highlighting areas for Native Carbon livestock, and the potential use of private reserves by cattle. This project is focused on certain conditions and drivers that determine the land use changes, types of land usage and the ecosystem services provided by each land use. The social, economic and biodiversity features of each pasture type will be assessed, as well as the water and carbon balance. Interviews will be undertaken to identify drivers of change in use of the pastures. Field surveys will include indicators of ecosystem services and productivity. Embrapa has significant knowledge on management practices, sampling of productivity and biodiversity, and identifying rationale behind farmers’ choices. The University of Exeter has knowledge and equipment for assessing water, carbon and organic mater dynamics, and the interaction siol-pasture-plants.