Desempenho agronômico do milho com diferentes fontes e doses de nitrogênio

Nitrogen (N) is one of the major nutrients nutrients absorbed in corn crops, for this reason, nitrogen based fertilizers are expensive and suffer large losses to the environment. Therefore, a diversity of fertilizers, known as special or of enhanced efficiency fertilizers, has been commercialized. The aim of this study was to evaluate the effect of different sources and levels of nitrogen fertilization in coverage, for agronomic characteristics and corn grain productivity, cultivated in the Cerrado region. The experiment was installed in 2015, in Monte Carmelo-MG. The experimental design utilized was a RCBD with four replications. The treatments consisted of five N sources (common urea, polymerized urea, urea combined with NBPT (thiophosphate N-n-butiltriamida or N-n-butiltriamida of thiophosphoric acid), organomineral combined or not with NBPT), five topdress N levels (40, 80, 120, 160 and 200 kg ha-1) and a control (no N topdressing). The evaluated parameters were: the first spike insertion height (FSIH), plant height (PH), stem diameter (DC), number of rows per spike (RS), number of grains per row (GR), spike length (SL), spike diameter (SD), prolificacy (EP), 1,000-grain weight (TGW), leaf chlorophyll index (LCI), content of foliar nutrients, dry matter in aerial part of the plant (DM) and productivity (PG). The results showed that, with the exception of stem diameter, there was no significant statistical difference between sources of nitrogen, indicating that the organomineral source is as efficient as a mineral source. Regardless of the source, the addition of N fertilizers in increasing doses promoted enhanced development of corn plants, increased chlorophyll content, stem diameter, leaf N content, crude protein and productivity. For most phytotechnical features, there was no significant statistic difference in treatments compared to control.

Estratégias de trabalho com blogs no ensino de geometria em turmas de 5° ano do ensino fundamental

This paper presents a survey conducted through collaborative work, which took place in a suburb school in the city of Uberlandia-MG. The research is characterized as case study and has a qualitative approach. Had the objective to look for different strategies of teaching and learning through the use of technology in pedagogical practice. Regarding the methodology in this research, we analyzed the work with the support of blogs, whose pages were used for student records and discussions directed to the geometry content. The students who were attending the fifth (5th) year of elementary school were invited to participate in this project. However, the research subjects were only those students who accepted the invitation to participate in the study through statement signed by parents. The project was developed with 30 students in the second half of 2014 and another 30 in the first half of 2015. The physical space at school, where most of the project activities were done was at the computer lab. In the process of compiling the data, at school, the following instruments were used: field notes produced by the entire project team, photographs and footage of the activities produced in the computer lab and in classroom (recorded by the research team) questionnaires, interviews, virtual space records: the blogs. The results of this research mainly focused on the analysis of the fifth year student‟s productions records in blogs. Regarding the conclusion, the research has shown that blogs, software and differentiated dynamic studies attracted the student‟s attention, leaving them mostly instigated by the unknown. Gradually, students built their own knowledge from their mistakes and successes. The entire work process enabled the computer lab to be an environment that is used not just to solving computerized and tedious drills. The blogs production work in groups, developed in students the reading and writing of both the mother language as symbols and mathematical nomenclature. The interaction between students became noticeable throughout the project, since it provided the student‟s personal growth, respect, tolerance and mutual cooperation. In this sense, we concluded that the project greatly contributed to the students' literacy process in the mother language, mathematics and computer literacy.