236 resultados para Tempo médio para germinação


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Pós-graduação em Agronomia (Agricultura) - FCA

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Pós-graduação em Agronomia (Agricultura) - FCA

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Pós-graduação em Geografia - IGCE

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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Pós-graduação em Educação Matemática - IGCE

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

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Physiological responses like the thermal requirements for germination may be influenced during seed formation by environmental conditions such as water availability and temperature. Here we analyzed germination of embryos of Ingavera subsp. affinis from different sources in response to various temperature regimes, including calculation of degree days and accumulated rainfall during development and maturation. Embryos were taken from ripe fruits collected on trees located in São Paulo and Minas Gerais, and were analyzed as to germination, water content and dry matter content. The results showed that the origin of the embryos was related to variation in response under sub-optimal temperatures. Depending on the origin, I.vera subsp. affinis embryos were able to germinate even at low temperatures (10 to 15 ºC), with better performance attained from 20 to 25 ºC. This variation may be associated, among other factors, to environmental conditions during maturation and to the maturation stage at seed dispersal.

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The castor bean (Ricinus communis L.) is a tropical oilseed species, and the oil extracted from its seeds is one of the most versatile oils in the nature, showing various industrial uses. Even though it is a rustic species, the castor bean is subjected to several diseases such as the gray mold, caused by the fungus Amphobotrys ricini. Genetic breeding would be the best alternative for the disease control, but a long time is required to obtain resistant cultivars. Thus, the use of control strategies based on chemical, alternative or biological methods shows viable in the short term. The aim of this study was to investigate gray mold control efficiency, in castor bean crop, using chemical, alternative and biological methods. The pathogen control efficiency was evaluated both in vitro and in vivo using fungicides, essential oils and biological control agents. As regards the in vitro inhibition of the pathogen mycelial growth, the best treatments with essential oils were those based on C. martini and C. zeylanicum at all five tested concentrations. For both oils, the average diameter of colonies was 0.7 cm against 4.79 cm for the control treatment. For the fungicides, at all four tested levels, the most efficient active ingredients were methyl tiophanate, carbendazim, tebuconazole and iprodione. The ED50 of these fungicides was <1uL/L, yielding 100% mycelial growth inhibition at all concentrations. As to the inhibition of A. ricini conidium germination, the fungicides tebuconazole and chlorotanolyl were the best at all tested concentrations, and the average of germinated conidia with these fungicides was 0.0 and 0.15%, respectively, against 100% for the control treatment. In the field, treatment with the fungicide iprodione was the best for the disease control when compared to biological and alternative treatments. Under field conditions, the average disease severity for the treatment with iprodione was 15.76% against 95.81% for the inoculated control.

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The social attitudes of teachers are considered highly relevant variables in the process of construction of school inclusion. The aim of the study was to describe the elementary school teachers’ social attitudes towards the inclusion and to identify the variables related to them. The sample consisted of 172 female teachers with ages ranging from 18 to 57, mean age of 37 and standard deviation of 7,9 years of age. A questionnaire was used to describe the participants. A Likert Scale of social attitudes towards inclusion was used. The results show that the chronological age, the level of basic training, the area of specialization, and the time of teaching experience have no significant effect on the social attitudes. The teachers with experience in teaching disabled students were more favorable towards the inclusion than those without such experience. It was concluded that the social attitudes towards inclusion may be complexly determined by different variables, demanding further studies for its enlightenment.

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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)