2 resultados para Bolsas periodontais
em Repositório Institucional da Universidade Tecnológica Federal do Paraná (RIUT)
Resumo:
The knowledge of molybdenum application in legumes on the availability of N, by BNF, increased enzymatic activity and the residual effect caused on crops growth and yield can contribute to the greater scientific understanding involved in green manure processes. The aim of this study was to evaluate the Mo application and the N from Crotalaria juncea and Canavalia ensiformis green manures on common bean performance. Were conducted field experiments for the crops succession system (green manures - common bean) and laboratory essays for the enzymatic activities. Green manure production was installed in a factorial arrangement 2 x 4, with two green manure legumes species, sunnhemp (Crotalaria juncea) and jack beans (Canavalia ensiformis), and four Mo doses (0, 40, 80, 120 g ha-1) in the form of sodium molybdate (Na2MoO4), foliar applied, in a randomized block design with four replicates. For succession crop (common bean) additional treatment was added, beans grown without any fertilization, following the same experimental design from the previous crop. The dry matter decomposition and the N mineralization of green manure were monitored through collection of residues over time, by using the litter bags method. In laboratory were carried out tests of nitrate reductase activity in green manures and common beans at 90 and 66 days after sowing, respectively. The sunnhemp responded linearly positively to the application of Mo as the dry matter and N accumulation. While the jack beans presented a negative quadratic response for dry matter and there was no adjustment of regression models to N. The jack beans showed a higher decomposition rate and N mineralization compared to sunnhemp. The half lives for decomposing 50% of dry matter on the soil was 123 and 104 days to sunnhemp and jack beans, respectively, and 50% of N present in the residues was mineralized at 93 and 85 days. In common bean, differed from the control for number of pods the dose of 40 g ha-1 of Mo in both species of green manures and the dose 80 g ha-1 of Mo in jack beans. For number of grains only in sunnhemp on the dose of 40 g ha-1 of Mo differ from the control. The nitrate reductase activity was influenced by developmental stage of green manure species. In common bean, the activity of nitrate reductase was up to three times higher than the dose 0 g ha-1 of Mo compared to treatment with application of Mo in both species. There was no effect of Mo doses or species of green manure on common bean yield.
Resumo:
The theme of teacher education has always been rich in discussion and presents an abundant literature on the subject. Historically this topic has generated concerns in both development bodies and universities / schools where these people learn or are engaged in professional work. Training teachers is complex and these elements of complexity make necessary a review of paradigms of initial and continuing education. Despite the efforts of the past decades, the lack of teachers in some areas of knowledge is still a big concern, and it can become even worse in the future, what reinforces the importance of new decisions and new directions in order to change this situation. Therefore, the university-school relationship is of fundamental importance, linking and articulating theory and school practice, contextualizing knowledge, renewing and adapting curricula to current times and spaces in order to be able to improve and recover the social and professional value of teachers. From this perspective the education public policies should turn to the encouragement and the rescue of values and principles in quality teacher training. In the course comes the Institutional Teaching Initiation Scholarships Program - PIBID as an innovative program of teacher education working and adding essential factors to the university-school to reinforce good teaching practices taking up the role of co-developer schools. This research is aimed at analyzing the factors that PIBID inserts in the university-school relationship within IFPR Campus Palmas. The theoretical route was marked by authors as Edgar Morin (2003, 2010a, 2010b, 2012), Enrique Leff (2002a, 2002b, 2003, 2010), Boaventura Sousa Santos (1988, 2010a, 2010b, 2013) Menga Lüdke (2005, 2013), Demerval Saviani (2000, 2013), Paulo Freire (2011), among others, among them official documents of PIBID were used in this research too. The methodological approach with exploratory approach, descriptive explanatory was of fundamental importance through data collected by the documentary analysis (BRAZIL, 2007, 2009, 2013) and in the focus groups activities (GATTI, 2012). The focus groups interlocutors constituted of three groups: Area Coordinators, supervisors and teaching initiation scholarships. The categories were defined a priori from the Programme's objectives and emerging categories identified from the analysis process. After both documentary and interlocutors analysis, it was possible to identify that PIBID inserts the following factors in the university-school relationship: the Recognition of the Profession; Innovative Program and Dialogues of Knowledge. For the recognition of the profession mainly because it is an initial and continuing education program; it approximates theory and practice; upgrades the role of the teacher at school and motivates methodological innovations. This Innovative Program promotes the role of co-educational school and it also approximates knowledge of the school reality and promotes the continuous training. The third emerging category university-school relationship promotes dialogs of knowledge; bringing together theory and practice; it allows information exchange and opens new perspectives for teacher training. Finally, it is possible to realize that besides being a new program, PIBID has promoted visible changes through the actions carried out by all subprojects in partnerships between universities and schools, restoring and giving new meanings to the pedagogical practices.