upstage/dp-bench huggingface dataset:
content: text: Figure 11.2: Arapaima gigas displayed in the Siam Centre, Bangkok.

content: text: Arapaima is an important flagship genus for flooded forest ecosystem and human floodplain communities.
Flagship taxa are used as a symbol to promote conservation awareness (Caro 2010). Their large size makes them
a true freshwater megafauna like crocodiles, river dolphins, and other large fish. Freshwater megafauna face
many threats, and 71% of these species are in decline (He et al. 2017, 2018). Arapaima continue to face intense
fishing throughout their range (Watson et al. 2021). However, freshwater megafauna like the Arapaima have
fewer conservation resources and efforts than marine or terrestrial megafaunas.

content: text: Fishing, in general, and fishing for Arapaima in particular, is a central element of the local economy and
culture in Amazonia. Because these fish are obligate breathers, they are traditionally harvested by fishers
using harpoons at the time when they surface to breathe. Men typically fish from canoes and search for
signs of Arapaima near the surface. As they near the Arapaima, the harpooner throws the harpoon by hand.
This is a specialized type of fishing, and the local fishers possess knowledge of the behavior that increases
their likelihood of catching one. With appropriate training, fishers' participation in management processes can
contribute to the conservation and governance of these small-scale fisheries.

content: text: Many populations of Arapaima have been driven to local extinction due to overfishing (Castello et al. 2015a;
Gurdak 2019a; Watson et al. 2021; Freitas and Sousa 2021). Much of the catch is illegal, with most specimens
being caught below the minimum size limit or during the closed season (Cavole et al. 2015). The small-scale
fishers are geographically dispersed, and governments in these regions have insufficient resources to devote
to enforcing fishing rules. The riverine fishers who target Arapaima are marginalized and have limited formal
education. Yet, compliance with regulations is essential to prevent overfishing and local extinction.

content: text: Arapaima represent only a small fraction of the fisheries harvest, but they are culturally important and symbolic
as a flagship genus of tropical South American fisheries and floodplain management and conservation. Reducing
the threats to Arapaima will also provide protections for many of the highly migratory fish of the Amazon basin.
Collectively, the migratory fish contribute most of the fishery's landings in the basin (Duponchelle et al. 2021).
Migratory fish depend on multiple, distant, but interconnected habitats during their life cycle. Any threat to
one of the habitats or the corridor that connects them can influence these important food fish (Goulding et al.
2019).

content: text: Integrating Fishers in the Management of Arapaima | 251
content: text: Top 10 tuna fishing nations (2018)
Indonesia
Japan
Papua New Guinea
Taiwan, China
Spain
Ecuador
Republic of Korea
USA
Kiribati
Philippines
100,000 200,000 300,000 400,000 500,000 600,000
Catch (metric tons)

content: text: Figure 12.8: Top tuna fishing nations based on landings of seven tuna species in 2018. Long description.

content: text: Today most tuna are captured in purse seines, and longlines are the second-most-common gear. Indonesia
and Japan are consistently the top-two fishing nations (Figure 12.8). Five of the top tuna fishing nations-Japan,
Taiwan (Republic of China), Spain, Korea, and the USA-have large fishing fleets that operate far from their home
waters, whereas the others have large local or regional fleets. New technologies, such as sonar, have made tuna
fishing much more effective. In response, the use of spotter planes is banned for fishing Atlantic Bluefin Tuna in
the Mediterranean (Di Natale 2020). Many recreational tuna boats also use spotter planes in the eastern Atlantic
Ocean, although the traditionalist harpoon fishers shun the technology (Whynott 1995; Decker 2016).

content: text: The Pacific Ocean has consistently had the highest landings, about 66% of the world's tuna catch. The western
and central Pacific Ocean is where many artisanal and industrial fisheries overlap. For the small island nations,
fishing provides a major source of income, jobs, and food security (Bell et al. 2019). Yet, Pacific island nations
have not fully realized the economic potential with the global tuna industry, despite the fact that 80% of it is
caught within their exclusive economic zones (EEZs, i.e., within 200 miles). The 1982 United Nations Convention
on the Law of the Sea awarded coastal states sovereign rights to (1) exploit and manage all living resources
within their EEZ, (2) exclude distant water fleets in favor of developing their own fleets, and (3) charge distant
water fleets rent for access. Eight island nations-the Federated States of Micronesia, Kiribati, Marshall Islands,
Nauru, Palau, Papua New Guinea, Solomon Islands and Tuvalu, which support 80% of the purse-seine catch in
their waters-formed an alliance and require collective bargaining to set rents for access by foreign vessels. The
alliance also prioritized domestic over foreign vessels and set limits on the number of purse-seine vessels. The
issue of sovereignty over tuna that migrate freely among EEZs remains a concern for small island nations (Bailey
et al. 2012). Working to establish fair and equitable allocations of total allowable catches to the many parties will
require more equitable sharing with the larger tuna-fishing nations.

content: text: 282 | Conserving Tuna: The Most Commercially Valuable Fish on Earth
content: text: 10 THINGS YOU SHOULD KNOW ABOUT

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content: text: Chapter 3

content: text: Numerical differentiation

content: text: 3.1 Introduction

content: text: Everyone who possesses a car and/or a driver's licence is familiar with speeding tickets. In
The Netherlands, speeding tickets are usually processed in a fully automated fashion, and the
perpetrator will receive the tickets within a couple of weeks after the offence. The Dutch police
optimized the procedures of speed control such that this effort has become very profitable to the
Dutch government. Various strategies for speed control are carried out by police forces, which
are all based on the position of the vehicle at consecutive times. The actual velocity follows from
the first-order derivative of the position of the vehicle with respect to time. Since no explicit
formula for this position is available, the velocity can only be estimated using an approximation
of the velocity based on several discrete vehicle positions at discrete times. This motivates the use
of approximate derivatives, also called numerical derivatives. If the police want to know whether
the offender drove faster before speed detection (in other words, whether the perpetrator hit the
brakes after having seen the police patrol), or whether the driver was already accelerating, then
they are also interested in the acceleration of the 'bad guy'. This acceleration can be estimated
using numerical approximations of the second-order derivative of the car position with respect
to time.

content: text: Since the time-interval of recording is nonzero, the velocity is not determined exactly in general.
In this chapter, the resulting error, referred to as the truncation error, is estimated using Taylor se-
ries. In most cases, the truncation error increases with an increasing size of the recording interval
(Sections 3.2 and 3.4). Next to the truncation error, the measurement of the position of the vehicle
is also prone to measurement errors. Issues that influence the results are, for example, paral-
lax, the measurement equipment, and in some cases even the performance of the police officer
(in car-videoing and laser control). These measurement errors provide an additional deteriora-
tion of the approximation of the speed and acceleration. The impact of measurement errors on
approximations of derivatives is treated in Section 3.3.

content: text: 3.2 Simple difference formulae for the first derivative

content: text: Suppose f is a continuously differentiable function. The forward difference is defined as

content: text: Q_f(h)=\frac{f(x+h)-f(x)}{h},h>0\text{,}

content: text: in which h is called the step size. By definition,

content: text: \lim_{h\rightarrow0}\frac{f(x+h)-f(x)}{h}=f^{\prime}(x)
\end{aligned}\text{,}
content: text: Chapter 3. Numerical differentiation

content: text: Note that the exact error equals

content: text: M-Q(h)=e-2.7525\ldots=-0.0342\ldots\ldots

content: text: In this example the error estimate is very reliable.

content: text: To receive a better approximation the error estimate can be added to the approximation:

content: text: Q(h)+c_ph^p=2.7525\ldots-0.0348\ldots=2.7177\ldots.

content: text: In the above example, the value of p was computed using Richardson's extrapolation. However,
using Theorem 3.2.1, it is clear that p = 1, and this value could have been used immediately in
equation (3.13b) in order to determine cphp. In practice, more complex situations are found, and
the following complications may occur:

content: text: - Itis not known whether higher-order derivatives exist and/or are bounded.

content: text: - The final resultis a combination of various approximation methods. The influence of these
approximations on p is not always clear.

content: text: - During implementation of the algorithm in a computer program, errors may be made.

content: text: To reveal any of these complications it is good practice to verify whether the calculated p is close
to the p that follows from theory.

content: text: 3.7.3 Formulae of higher accuracy from Richardson's extrapolation *

content: text: In several applications the value of p in (3.10) is known. In that case Richardson's extrapolation
can be used to determine formulae of higher accuracy.

content: text: This is done by making use of the fact that the error estimates for Q(h) and Q(2h) equal

content: text: M-Q(h)=c_ph^p+\mathcal{O}\left(h^{p+1}\right)\text{,}

content: text: (3.15a)

content: text: M-Q(2h)=c_p(2h)^p+\mathcal{O}\left(h^{p+1}\right)\text{.}

content: text: (3.15b)

content: text: Multiplying equation (3.15a) by 2p and subtracting equation (3.15b) from this yields

content: text: 2^p(M-Q(h))-(M-Q(2h))=2^p\left(c_ph^p\right)-c_p(2h)^p+\mathcal{O}\left(h^{p+1}\right)\text{,}

content: text: such that

content: text: \left(2^p-1\right)M-2^pQ(h)+Q(2h)=\mathcal{O}\left(h^{p+1}\right)\text{.}

content: text: This means that

content: text: M=\frac{2^pQ(h)-Q(2h)}{2^p-1}+\mathcal{O}\left(h^{p+1}\right)\text{.}

content: text: (3.16)

content: text: The value (2pQ(h) - Q(2h))/(2p - 1) is a new approximation formula for M with an accuracy
thatis one order higher than the order of Q(h).

content: text: Example 3.7.2 (Forward difference of higher accuracy)

content: text: As an example, the forward-difference method is considered. The error in the forward-difference
formula may be written as

content: text: f^{\prime}(x)-Q_f(h)=c_1h+\mathcal{O}\left(h^2\right)\text{,}

content: text: (3.17)

content: text: and the difference for 2h equals

content: text: f^{\prime}(x)-Q_f(2h)=c_12h+\mathcal{O}\left(h^2\right)\text{.}

content: text: (3.18)
content: text: Chapter 4

content: text: Nonlinear equations

content: text: 4.1 Introduction

content: text: The pressure drop in a fluid in motion is examined. For a flow in a pipe with a circular cross
section of diameter D (meter), the Reynolds number, Re, is given by

content: text: \operatorname{Re}=\frac{Dv}{v}\text{,}

content: text: in which v (m/s) is the average flow velocity and v (m2/s) is the viscosity of the fluid. The flow is
called laminar if Re < 2100 (low flow velocity) and turbulent if Re > 3000. For 2100 ≤ Re ≤ 3000,
the flow is neither laminar nor turbulent.

content: text: For turbulent flows, the pressure drop between inflow and outflow is given by

content: text: P_{\text{out}}-P_{\text{in}}=\frac{\rhowLv^2}{2gD}\text{,}

content: text: in which w is a friction coefficient, p (kg/m3) is the fluid density, L (m) is the length and 8 (m/s2)
is the acceleration of gravity. If the fluid contains particles (sand, paper fibers), then the friction
coefficient w satisfies the equation

content: text: \frac{1}{\sqrt{w}}=\frac{\ln(\operatorname{Re}\sqrt{w})+14-\frac{5.6}{k}}{k}\text{,}

content: text: in which k is a parameter known from experiments.

content: text: In this chapter, numerical methods will be discussed that can be used to determine w if the values
of Re and k are known.

content: text: 4.2 Definitions

content: text: In this chapter, various iterative methods will be considered to solve nonlinear equations of the
form f(p) = 0. The point p is called a zero of the function f, or a root of the equation f(x) = 0.
First, some useful definitions and concepts are introduced.

content: text: Convergence

content: text: Each numerical method generates a sequence {pn} = p0, p1, p2,... which should converge to p:
limn→∞ Pn = p. Assume that the sequence indeed converges, with Pn ≠ p for all n. If there exist
positive constants � and a satisfying

content: text: \lim_{n\rightarrow\infty}\frac{\left|p-p_{n+1}\right|}{\left|p-p_n\right|^\alpha}=\lambda\text{,}

content: text: (4.1)
content: text: Circle

content: text: Co-funded by
the European Union

content: text: organizations to navigate successfully the global digital economy. Finally each of the identified
competences, within the Framework will correspond to the different e-learning modules (PR2)
and e-game levels (PR3)

content: text: Reference frameworks:

content: text: GreenComp - "The European Sustainability Competence Framework"(1), responds to
the growing need for people to improve and develop the knowledge, skills and attitudes
to live, work and act in a sustainable manner.

content: text: GreenComp is a reference framework for sustainability competences. It provides a common
ground to learners and guidance to educators, providing a consensual definition of what
sustainability as a competence entails. It is designed to support education and training
programmes for lifelong learning. It is written for all learners, irrespective of their age and their
education level and in any learning setting - formal, non-formal and informal. Sustainability
competences can help learners become systemic and critical thinkers, as well as develop agency,
and form a knowledge basis for everyone who cares about our planet's present and future state.
The aim of GreenComp is to foster a sustainability mindset by helping users develop the
knowledge, skills and attitudes to think, plan and act with empathy, responsibility, and care for
our planet.

content: text: Green- Comp is the result of a robust research methodology that has involved a large and
diverse group of experts and stakeholders, to build a consensus on an agreed proposal. It
provides a general reference model that everyone involved in lifelong learning can use to design
learning opportunities aimed at developing sustainability competences and to assess progress in
supporting education and training for sustainability.

content: text: GreenComp consists of 12 competences organised into the four main areas below:

content: html: <tr><td>Area</td><td>Competence</td></tr><tr><td rowspan="3">1. Embodying sustainability values</td><td>1.1 Valuing sustainability</td></tr><tr><td>1.2 Supporting fairness</td></tr><tr><td>1.3 Promoting nature</td></tr><tr><td rowspan="3">2. Embracing complexity in sustainability</td><td>2.1 Systems thinking</td></tr><tr><td>2.2 Critical thinking</td></tr><tr><td>2.3 Problem framing</td></tr><tr><td rowspan="2">3. Envisioning sustainable futures</td><td>3.1 Futures literacy</td></tr><tr><td>3.2 Adaptability</td></tr>

content: text: This project has been funded with the support of the European Commission. This publication reflects the views only of the author
and the Commission cannot be held responsible for any use which may be made of the information contained therein.

content: text: Project No: : 2021-2-FR02-KA220-YOU-000048126
content: text: ECO
Circle

content: text: Co-funded by
the European Union

content: text: 3. RECOLLECTION OF NATIONAL INITIATIVES

content: text: Partners were also asked to recollect initiatives from their respective countries that represented
the core values and practices of a Circular Economy or Social Entrepreneurship:

content: html: <tr><td>Source (doc, report, etc.)</td><td>Year</td><td>Description of the initiative</td><td>Circular Economy issues addressed</td></tr><tr><td>Eco-Ecole Program https://www.ec o-ecole.org/le- programme/</td><td>2005</td><td>Eco-Ecole is the French version of Eco-Schools, an international program for education in sustainable development (ESD), developed by the Foundation for Environmental Education. The Teragir association launched the Eco-School program in 2005. The program aims to help students better understand the world around them in order to flourish and participate in it.</td><td>Eco-Ecole offers instructions for teaching teams to effectively deploy sustainable development from kindergarten to high school.</td></tr><tr><td>Horsnormes https://horsnor mes.co/</td><td>2020</td><td>Horsnormes is a website which provide baskets of fruits and vegetables that are directly collected from farmers. It helps farmers to gain money while the consumers pay a faire price in exchange of the product, which foster the reduction of food waste.</td><td>Waste reduction of fruits and vegetables.</td></tr><tr><td>Fondation Terre Solidaire (Solidarity Earth Foundation) https://fondatio n- terresolidaire.o rg/quest-ce- que-</td><td>2016</td><td>The Terre Solidaire Foundation was created in 2016 by CCFD-Terre Solidaire to act, particularly in France, in the face of the two major challenges of our time: the massive degradation of our environment (including biodiversity and climate), and the need to building a fairer and more ecologically responsible society. The association remains mobilized on its</td><td>Support and encourage initiatives carried out by citizen mobilizations and actors of the social and solidarity economy in the design, implementation, dissemination and experimentation of</td></tr>

content: text: This project has been funded with the support of the European Commission. This publication reflects the views only of the author
and the Commission cannot be held responsible for any use which may be made of the information contained therein.

content: text: Project No: : 2021-2-FR02-KA220-YOU-000048126
content: text: ECO
Circle

content: text: Co-funded by
the European Union

content: text: As seen in this chart of responses, we were very satisfied to reach diversity in age groups, with
all groups being represented by over 10%. The main group reached was of ages 36-45, and the
least represented was the youngest age group of 18-25.

content: text: Education Level
122 responses

content: text: Primary
Lower Secondary
Upper Secondary
76.2%
Non-formal Training
Bachelor's Degree or Higher
Master degree
Bac+5
18%
Ph. D.

content: text: Regarding the education level of responders, we were satisfied to receive a very high level of
responses with Bachelor's or higher degrees, with the significant share of others coming from

content: text: Upper Secondary-educated participants. There was also a small representation of non-formal
training, as well as >1% representation for other options.

content: text: Profession
122 responses

content: text: Social Entrepreneur
19.7% Youth Worker
Educator/Trainer
University Professor
Expert in Circular Economy
Youth Leader
12.3%
18.9% Project Manager
Student
19.7%
1/3

content: text: For responders' profession, the most common answers representing 19.7% equally, were Youth
Workers and Project Managers, although practising Social Entrepreneurs were also well
represented, along with an 8% response rate from self-declared circular economy experts.

content: text: This project has been funded with the support of the European Commission. This publication reflects the views only of the author
and the Commission cannot be held responsible for any use which may be made of the information contained therein.

content: text: Project No: : 2021-2-FR02-KA220-YOU-000048126
content: text: ECO
Circle

content: text: Co-funded by
the European Union

content: text: With this in mind, here we have the 7 key competence areas selected to form a part of Eco-
Circle's Competence Framework:

content: html: <tr><td>Eco-Circle Competence Framework</td></tr><tr><td>#1: The 3 Rs: Recycle-Reuse-Reduce</td></tr><tr><td>#2: Lifecycle of Circular Economy</td></tr><tr><td>#3: Social Entrepreneurship and Circular Economy</td></tr><tr><td>#4: Corporate Environmental Sustainability</td></tr><tr><td>#5: Embodying Sustainable Values</td></tr><tr><td>#6: Environmental Engagement</td></tr><tr><td>#7: Supporting Local Eco-friendly and Green Activities</td></tr>

content: text: This project has been funded with the support of the European Commission. This publication reflects the views only of the author
and the Commission cannot be held responsible for any use which may be made of the information contained therein.

content: text: Project No: : 2021-2-FR02-KA220-YOU-000048126