Molecular and serological prevalence of Anaplasma marginale in water buffaloes in northern Brazil

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

POTASSIC FERTILIZATION FOR CRAMBE CROP

There are few studies for the crambe crop (Crambe abyssinica Hochst), and studies that characterize the sufficiency level of K in the soil and leaves are indispensable to support future programs potassium fertilization for this crop of fall/winter. An experiment was carried out to investigate the response of crambe to K soil. The experiment was carried out on a clayey Red Latossol under no-till in Botucatu, S (a) over tildeo Paulo State, Brazil. Treatments consisted of seven K levels in the soil, resulting from the application year (2000 to 2010), the summer crop (soybean), 0, 30, 60, 90, 120, 150 and 180 kg ha(-1) K2O. Before starting the experiment, soil samples were collected at depths of 0-20 cm and soil K contents determined by the resin and Mehlich-1 method. The sufficiency levels of K in soil and leaves were obtained considering the relative yield of 90%. When the levels of soil K extracted by resin and Mehlich-1, are above 88 and 94 mg dm(-3), respectively, equivalent to 26 g kg(-1) K in the leaves, the increase in crop yield of crambe is unlikely. These values should match the sufficiency level of crop and are sufficient to achieve relative grain yield of 90%.

Projeto gráfico de livros didáticos da educação de jovens e adultos: análise sob a perspectiva dos docentes de escolas de Bauru (SP) e de Avaré (SP)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Using post-release monitoring data to optimize avian reintroduction programs: a 2-year case study from the Brazilian Atlantic Rainforest

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Current status, uncertainty and future needs in soil organic carbon monitoring

Increasing human demands on soil-derived ecosystem services requires reliable data on global soil resources for sustainable development. The soil organic carbon (SOC) pool is a key indicator of soil quality as it affects essential biological, chemical and physical soil functions such as nutrient cycling, pesticide and water retention, and soil structure maintenance. However, information on the SOC pool, and its temporal and spatial dynamics is unbalanced. Even in well-studied regions with a pronounced interest in environmental issues information on soil carbon (C) is inconsistent. Several activities for the compilation of global soil C data are under way. However, different approaches for soil sampling and chemical analyses make even regional comparisons highly uncertain. Often, the procedures used so far have not allowed the reliable estimation of the total SOC pool, partly because the available knowledge is focused on not clearly defined upper soil horizons and the contribution of subsoil to SOC stocks has been less considered. Even more difficult is quantifying SOC pool changes over time. SOC consists of variable amounts of labile and recalcitrant molecules of plant, and microbial and animal origin that are often operationally defined. A comprehensively active soil expert community needs to agree on protocols of soil surveying and lab procedures towards reliable SOC pool estimates. Already established long-term ecological research sites, where SOC changes are quantified and the underlying mechanisms are investigated, are potentially the backbones for regional, national, and international SOC monitoring programs. © 2013 Elsevier B.V.

Characteristics of physical activity programs in the Brazilian primary health care system

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

Physics teachers initial education and professional performance: what do future teachers have to say?

This research deals with the discussion about Physics teachers’ undergraduate education and professional performance related to the knowledge acquired during this initial education. More specifically, we try to answer questions like: How do future teachers evaluate the knowledge acquired during their initial education as in terms of specific knowledge as pedagogical knowledge? What are their formative needs and future expectatives about professional performance and the school teaching environment? Data was constituted from a sample of 26 future high school physics teachers, one semester long, that were taking the supervised curricular training in a undergraduate Physics education program (called Licenciatura in Brazil), in São Paulo State public university. Besides the final report of this training, future teachers were asked to answer a questionnaire aiming to take their conceptions about their initial education program, their formative needs, future professional expectatives and high school teaching environment. According to the future teachers, the program they were about to finish was satisfactory in terms of Physics specific contents; however, about the pedagogical content knowledge and the pedagogical practice, they showed to be unsatisfied and insecure. The majority of the questionnaire responses demonstrated that they feel lack of teaching experience. Moreover, teachers emphasize other factors related to the future professional performance: possible difficulties to deal with students’ indiscipline, schools’ bad physical structure, limited number of Physics classes in high school level, lack of didactical laboratories and also they seem to be frightened that the expertise teachers do not be collaborative with the new ones. In this sense, the research outcomes shows the necessity of discussions about questions involving teachers knowledge, related to either, the Physics conceptual domain and the pedagogical one, since it matters directly to future teachers professional performance. Discussions in this sense can also help evaluation and restructuration of programs designed to initial and continuous teachers’ education.