Black rot of crucifers, (Xanthomonas campestris pv. campestris) is the principal yield-limiting and destructive pathogen of cruciferous crop worldwide. In order to validate a bio-based control alternative for this disease, whey, lime sulfur, biofertilizer, Bordeaux mixture or raw milk were applied to kale (Brassica oleracea var. acephala) plants. The disease control was achieved by most of the tested products. Milk-based products (raw milk and whey) and biofertilizer reduced the severity by 44 and 56% in the field. Antioxidants, crude fibber, crude protein and lipid contents and kale yield were verified in the five treatments on the leaves with and without X. campestris pv. campestris inoculation. In the absence of the pathogen (non-inoculated), lime sulfur and Bordeaux mixture improved plant nutritional value compared to organic treatments, nevertheless milk-based products and biofertilizer improved the evaluated variables more than the control. However, on leaves inoculated with X. campestris pv. campestris raw milk increased antioxidant activity, crude protein and fiber contents, whereas biofertilizer increased kale yield, lipid and antioxidant contents. Milk-based products and biofertilizer were further evaluated in greenhouse trials to determinate the activity of defenserelated enzymes and lignin content. Biofertilizer treatment resulted in increased phenylalanine ammonia lyase, catalase, peroxidase activities and lignin content. Hence, the application of milk-based products and biofertilizer are promising to control black rot of crucifers and also improves food quality by boosting nutritional values and antioxidant activity.

This dissertation analyses the impact of the Education for Peace programme in Colombia, drawing on evidence from one case study school. Called ‘Lectures on Peace’, this initiative is part of the Colombian government’s strategy to overcome the internal conflict that took place in the nation for more than fifty years, and which ended in 2016 with a peace agreement between the government and the guerrilla group FARC (English: Revolutionary Armed Forces of Colombia). The data gathered in this case study comes from eleventh-grade students and teachers in a private school in the city of Bogotá, Colombia. Students were questioned about their experiences and perceptions of the Lectures on Peace. The study attempted to understand the role of Education for Peace in the Colombian post-conflict era as well as the policy implementation regarding the Lectures on Peace and the impact on students’ future perspectives. The data was collected from questionnaires and interviews with both students and teachers, as well as documentary data from the Colombian government and the case study school. The findings from the qualitative data show that both the Colombian government and the case study school are seeking to enable students to move forward towards an active participation to peace by acquiring skills and values that lead them to promote a culture of peace. Quantitative data show that gender plays an important role in the perception that students can have of Education for Peace as well as its effect. The study highlights that the Education for Peace programme is having a significant impact in Colombia among all the parts involved in the process. The study also presents some challenges, especially those related to bring understanding of the conflict to individuals who have not directly experienced the terrible effects of the war. The empirical evidence in this study suggests that the lack of teacher training from the government is an important aspect that needs revision and substantial modifications. Likewise, a revision of the case study school operational plan is necessary to avoid the current lack of clarity for teachers in the way they have to operationalise the policy in practice. Resumen: Este trabajo analiza el impacto del programa de Educación para la Paz en Colombia, basándose en evidencia de una escuela secundaria. La iniciativa 'Cátedras de Paz' es parte de la estrategia del gobierno colombiano para superar el conflicto armado que afectó al país durante más de cincuenta años, y que terminó en 2016 con un acuerdo de paz entre el gobierno y las FARC. Los datos recopilados en este estudio de caso provienen de estudiantes y docentes de undécimo grado en un colegio de Bogotá, Colombia. El estudio intentó comprender el papel de la Educación para la Paz en el posconflicto colombiano, así como la implementación de políticas con respecto a las Cátedras de Paz y el impacto en las perspectivas futuras de los estudiantes. Los datos se obtuvieron de cuestionarios y entrevistas con estudiantes y maestros, así como de documentos del gobierno colombiano del colegio. Los hallazgos de los datos cualitativos muestran que tanto el gobierno colombiano como el colegio buscan fomentar una participación activa hacia la paz por parte de los estudiantes a través de la adquisición de habilidades y valores que los lleven a promover una cultura de paz. Los datos cuantitativos muestran que las perspectivas de género desempeñan un papel importante en la percepción que los estudiantes pueden tener de Educación para la Paz, así como su efecto. El estudio destaca que el programa Educación para la Paz está teniendo un impacto significativo en Colombia entre todas las partes involucradas en el proceso. El estudio también presenta algunos desafíos, especialmente aquellos relacionados con la comprensión del conflicto entre las personas que no han experimentado directamente los terribles efectos de la guerra. La evidencia empírica en este estudio sugiere que la falta de capacitación docente del gobierno es un aspecto importante que necesita revisión y modificaciones sustanciales. Así mismo, es necesaria una revisión del plan operativo del colegio para evitar la actual falta de claridad para los docentes en la forma en que aplican la política pública.