Interação silício e alumínio em plantas de arroz de terras altas cultivadas em solo alumínico

Solos com altos teores de Al tóxico podem causar diversos danos às plantas e, como consequência, diminuir sua produtividade; assim, seu manejo torna-se imprescindível para obter maiores produtividades, e o Si pode ser alternativa para diminuir a toxidez por Al em plantas. O objetivo deste trabalho foi avaliar a interação entre Si e Al em plantas de arroz de terras altas cultivadas em solo naturalmente alumínico de textura média arenosa. O delineamento experimental utilizado foi o de blocos inteiramente casualizados, dispostos em esquema fatorial 2 x 5 com quatro repetições. Os tratamentos empregados foram dois cultivares de arroz de terras altas: BRS Talento (não tolerante ao Al, moderno) e Guarani (tolerante ao Al3+, tradicional), além de cinco doses de Si (0, 30, 60, 90 e 120 mg dm-3) adicionadas ao solo. O Si fornecido ao solo contribuiu amenizando a toxidez por Al em ambos os cultivares, porém só houve acréscimo em produtividade no cultivar BRS Talento. Houve correlação positiva para produtividade de grãos do cultivar BRS Talento e teor de Si nas folhas; já o teor de Al nas folhas correlacionou-se com a produtividade de forma negativa; e também houve correlação negativa entre os teores de Si e Al nas folhas, indicando que há interação entre Si e Al em plantas de arroz.

Interação em sala de aula de língua inglesa: o feedback como estratégia do desempenho assistido

This dissertation aims at characterizing the practices as well as the effects of a teacher s feedback in oral conversation interaction with students in an English Language classroom at a Primary School, 6th Grade in Açu/RN, Brazil. Therefore, this study is based on Vygotsky s (1975) and Bruner´s (1976) researches, which state that the learning process is constructed through interaction between a more experienced individual (teacher, parents and friends) and a learner who plays an active role, a re-constructor of knowledge. It is also based on Ur´s (2006) and Brookhart s (2008) studies (among other authors in Applied Linguistic) who defend that the feedback process needs to be evaluative and formative since it sets interfaces with both students autonomy and learning improvement. Our study is based on qualitative, quantitative and interpretive researches, whose natural environment (the classroom) is a direct source of data generated in this research through field observations/note-taking as well as through the transcriptions of five English classes audio taped. This study shows the following results: the teacher still seems to accept the patterns of interaction in the classroom that correspond to the IRE process (Initiation, Response, Evaluation) in behaviorist patterns: (1) he speaks and determines the turns of speech; (2) the teacher asks more questions and directs the activities most of the time; (3) the teacher´s feedback presents the following types: questioning, modeling, repeated response, praise, depreciation, positive/negative and sarcasm feedback, whose functions are to assess students' performance based on the rightness and wrongness of their responses. Thus, this implies to state that the feedback does not seem to help students improvement in terms of acquiring knowledge because of its normative effects/roles. Therefore, it is the teacher´s role to give evaluative and formative feedback to a student so that he/she should advance in the learning of the language and in the construction of knowledge

A organização da interação professor-aluno em sala de aula: turnos e o par pergunta-resposta

Este trabalho tem como foco principal a interação em sala de aula, especificando aspectos da organização linguístico-discursiva, na produção conjunta da fala da professora e dos alunos, materializada em turnos, ressaltando o par pergunta-resposta na aula de Língua Portuguesa. Para alcançarmos esse objetivo, inspiramo-nos em alguns trabalhos acerca da organização da interação que adotaram a perspectiva dos estudos interacionais e a abordagem etnográfica, a fim de explicitar o conhecimento nos espaços de ensino e aprendizagem. Entre eles, citamos as pesquisas de Galvão (1996, 2004) e de Matêncio (2001). Nessa direção, descrevemos o processo de interação em sala de aula em uma escola pública, analisando e interpretando as ações de linguagem realizadas pela professora e pelos alunos. Teoricamente, embasamo-nos, principalmente, na Análise da Conversação, ancorando-nos no estudo pioneiro de Sacks, Schegloff e Jefferson ([1974] 2003); nos postulados de Marcuschi ([1986] 2007a); nas pesquisas de Kerbrat-Orecchioni (2006), dentre outros. Explicitamos uma tipologia de perguntas e respostas em sala de aula, quanto à sua forma e função, conforme os postulados teóricos de Stubbs (1987), Araújo (2003), Fávero, Andrade e Aquino (2006), Silva (2006) e Koshik (2010). Analisamos a organização da tomada de turno, seguida de uma investigação sobre perguntas e respostas no discurso desenvolvido face a face. Na tentativa de compreendermos o cotidiano dos envolvidos no cenário de sala de aula, adotamos a abordagem etnográfica e o método indutivo, nas perspectivas de André (2010) e Chizzotti (2006). Os dados foram gerados através de pesquisa de campo, por meio de gravações (em áudio) de aulas de Língua Portuguesa, posteriormente transcritas e transformadas no corpus de pesquisa. As análises demonstraram que a interação entre professora e alunos organizou-se em trocas de turnos, na maioria das vezes, controladas pela professora, evidenciando-se uma relação de assimetria entre os participantes. Esses turnos concretizados, geralmente, no par adjacente pergunta-resposta revelaram como a construção do conhecimento se realiza em sala de aula. Por fim, observamos que a interação em sala de aula de Língua Portuguesa é organizada por aspectos sociais e pedagógicos intrinsecamente imbricados

Procedimentos de abertura e fechamento de tópicos na interação em sala de aula

This study is part of interactional perspective, focusing on Conversation Analysis theories, from the Textual Interactive Perspective and Text Linguistics . This research, from its guiding questions, aims at understanding the interaction between teacher and students in the process of the knowledge construction as well as at describing, analyzing and understanding aspects of topical organization speech in the classroom in elementary school, observing the opening and closing procedures of the speech topics in that particular space. Considering that the procedures for opening and closing of discursive topics occur through language marks, we tried to identify which speech marks are used in the opening and closing of the topics studied in the classroom, in interaction during the collaborative process of the discourse established between teacher and students. Therefore, this study is based on authors who analyze specific questions of the text in real context of language use: Koch (1993, 1999), Jubran et al (1991), Jubran (2006), Pine (2005), Penhavel (2010), Galembeck (2012), Barros (1991), Marcuschi (1986 , 1990, 1991 , 1998 , 1999, 2003 , 2004a), Kerbrat - Orecchioni (2006), Favero (1999, 2002) and Galvão (2004, 2010). As a methodology of investigation, the study is focused on the postulates of ethnographic research in order to carry out data collection, through audio and video recordings which were transcribed, according to the NURC project proposal, with some adaptations. Data analysis showed that the procedures for opening and closing of the speech topics occurred by the use of discourse markers, in particular the marker "then", allowing us to understand that these elements are important in the topical organization speech, contributing to ensure textual cohesion and coherence. We conclude that the organization of the discursive topic in the classroom occurs through events that support the explicitness of the content of teaching and learning, considering the diverse necessity of an institutional academic plan, whose main objective is the construction of knowledge

Interação no rádio: a participação do ouvinte no programa debates do povo

The radio is just not seen as conveying information, but a media able to establish ways that generate certain direction. We see an inclusion of the listener in the construction of programs, is exposing their life stories, commenting on facts, answering questions, choosing subjects and participating in some form of radio programming. This insertion of the listener in radio programs is generally thought of as a constituent element of the message. This study aims to analyze the participation of the listener and the forms of interaction in the " Debates of the People" that thirty- past two years is the schedule for CBN Fortaleza. The investigation was conducted through observation in studio, interview, transcription, content analysis and association analysis. This is a qualitative and quantitative research while. We found that the listeners of the program had no acceptance of interactive tools such as the Internet and social networks to make their holdings. In clipping analyzed, we noted that the participation of the listener was selected according to their relationship and proximity to the topic discussed. Also detected that the opinion is superior to the listener questions on the topic. The presenter has the function to put the questions in the listener program. Among the public comments are questions and opinions on the subject and speaks of the debaters. Among the authors, use Barbosa (2009 ), Ferraretto (2007 ), Lopez (2010 ), Ortriwano (2001 ), Peruzzo (2004 ), Prata (2009 ), Primo (2006 ), Thompson (2009 ), among others

Um estudo sobre a interação estrela-planeta a partir da relação massa-período planetário com a atividade estelar

n this work, we analyze the behavior of the chromospheric and coronal activities as a function of the mass and the orbital period of extrasolar planets which were detected by transit technique. So we look for possible effects of the planet on the star s chromosphere and corona. For this study we selected a sample of 48 stars with chromospheric activity indicator and 23 with coronal activity indicator. Our work is based on the work from Pont et al. (2011) in order to study stars with planets which were obtained by transit technique. Furthermore, we studied the relationship between planetary mass and orbital period with the chromospheric and coronal activity in order to better understand which influences the planets cause in the outer layers of stellar atmosphere. In our analysis we can observe that the mass of the planets exerts no influence in the stellar activity. However, we observed that the stellar coronal and chromospheric activities decrease with the increase of the orbital period of the planet

Um estudo sobre a interação estrela-planeta a partirda relação massa-período planetário com a atividade estelar

In this work, we analyze the behavior of the chromospheric and coronal activities as a function of the mass and the orbital period of extrasolar planets which were detected by transit technique. So we look for possible effects of the planet on the star s chromosphere and corona. For this study we selected a sample of 48 stars with chromospheric activity indicator and 23 with coronal activity indicator. Our work is based on the work from Pont et al. (2011) in order to study stars with planets which were obtained by transit technique. Furthermore, we studied the relationship between planetary mass and orbital period with the chromospheric and coronal activity in order to better understand which influences the planets cause in the outer layers of stellar atmosphere. In our analysis we can observe that the mass of the planets exerts no influence in the stellar activity. However, we observed that the stellar coronal and chromospheric activities decrease with the increase of the orbital period of the planet

Interação estrela planeta: sobre o magnetismo de planetas gigantes gasosos

In this thesis we analyze the effects that the presence of a near gas giant planet can cause in its host star. It has been argued that the star planet interaction can cause changes in the coronal and chromospheric stellar activity. With this in mind, we analyze a sample of 53 extrasolar planets orbiting F, G and K main sequence stars, among them three super-Earths. In this analysis, we look for evidence of changes in the chromospheric activity due to the proximity of the giant planet. We show that, so far, there is not enough evidence to support such a hypothesis. Making use of the same sample and also taking in account available data for the Solar System, we revisit the so-called magnetic Bode s law. This law proposes the existence of a direct relationship between magnetism and rotation. By using estimations for the stellar and planetary magnetic momentM and the angular momentumL, we construct a Blackett s diagram (logL 􀀀logM). In this diagram is evident that the magnetic Bode s law is valid for both the Solar System and the new planetary systems

Efeitos da interação dipolar na nucleação de vórtices em nano-cilindros magnéticos

The effect of confinement on the magnetic structure of vortices of dipolar coupled ferromagnetic nanoelements is an issue of current interest, not only for academic reasons, but also for the potential impact in a number of promising applications. Most applications, such as nano-oscillators for wireless data transmission, benefit from the possibility of tailoring the vortex core magnetic pattern. We report a theoretical study of vortex nucleation in pairs of coaxial iron and Permalloy cylinders, with diameters ranging from 21nm to 150nm, and 12nm and 21nm thicknesses, separated by a non-magnetic layer. 12nm thick iron and Permalloy isolated (single) cylinders do not hold a vortex, and 21nm isolated cylinders hold a vortex. Our results indicate that one may tailor the magnetic structure of the vortices, and the relative chirality, by selecting the thickness of the non-magnetic spacer and the values of the cylinders diameters and thicknesses. Also, the dipolar interaction may induce vortex formation in pairs of 12nm thick nanocylinders and inhibit the formation of vortices in pairs of 21nm thick nanocylinders. These new phases are formed according to the value of the distance between the cylinderes. Furthermore, we show that the preparation route may control relative chirality and polarity of the vortex pair. For instance: by saturating a pair of Fe 81nm diameter, 21nm thickness cylinders, along the crystalline anisotropy direction, a pair of 36nm core diameter vortices, with same chirality and polarity is prepared. By saturating along the perpendicular direction, one prepares a 30nm diameter core vortex pair, with opposite chirality and opposite polarity. We also present a theoretical discussion of the impact of vortices on the thermal hysteresis of a pair of interface biased elliptical iron nanoelements, separated by an ultrathin nonmagnetic insulating layer. We have found that iron nanoelements exchange coupled to a noncompensated NiO substrate, display thermal hysteresis at room temperature, well below the iron Curie temperature. The thermal hysteresis consists in different sequences of magnetic states in the heating and cooling branches of a thermal loop, and originates in the thermal reduction of the interface field, and on the rearrangements of the magnetic structure at high temperatures, 5 produce by the strong dipolar coupling. The width of the thermal hysteresis varies from 500 K to 100 K for lateral dimensions of 125 nm x 65 nm and 145 nm x 65 nm. We focus on the thermal effects on two particular states: the antiparallel state, which has, at low temperatures, the interface biased nanoelement with the magnetization aligned with the interface field and the second nanoelement aligned opposite to the interface field; and in the parallel state, which has both nanoelements with the magnetization aligned with the interface field at low temperatures. We show that the dipolar interaction leads to enhanced thermal stability of the antiparallel state, and reduces the thermal stability of the parallel state. These states are the key phases in the application of pairs of ferromagnetic nanoelements, separated by a thin insulating layer, for tunneling magnetic memory cells. We have found that for a pair of 125nm x 65nm nanoelements, separated by 1.1nm, and low temperature interface field strength of 5.88kOe, the low temperature state (T = 100K) consists of a pair of nearly parallel buckle-states. This low temperature phase is kept with minor changes up to T= 249 K when the magnetization is reduced to 50% of the low temperature value due to nucleation of a vortex centered around the middle of the free surface nanoelement. By further increasing the temperature, there is another small change in the magnetization due to vortex motion. Apart from minor changes in the vortex position, the high temperature vortex state remains stable, in the cooling branch, down to low temperatures. We note that wide loop thermal hysteresis may pose limits on the design of tunneling magnetic memory cells

Demonstração didática da interação entre correntes elétricas

Apresentamos a primeira experiência crucial de Ampère mostrando a interação entre dois fios metálicos conduzindo correntes elétricas. Discutimos sua importância na história da física. Descrevemos uma reprodução moderna dos procedimentos e observações de Ampère com materiais de baixo custo.

Interação entre professora e alunos em salas de aula com proposta pedagógica de educação inclusiva

Correntes teóricas presentes na literatura científica têm demonstrado a importância das relações interpessoais para o processo de construção do conhecimento. É no contexto da interação professor e aluno que se configura a relação entre as necessidades educacionais dos alunos e as respostas pedagógicas a elas disponibilizadas, o que envolve o domínio do conhecimento pelo professor, sua capacitação técnico-científica, a competência de ensinar pesquisando, as características sócio-culturais e o perfil psicológico dos atores sociais envolvidos- professor e aluno. Buscando melhor compreender este universo, elaborou-se este estudo que teve como objetivo descrever as interações ocorridas entre uma professora, e seus alunos, em classes em que se propunha adotar uma prática pedagógica inclusiva. Os dados foram coletados em 2 salas de aula, em escola estadual de Ensino Fundamental, no município de Bauru. O processo de coleta de dados se deu através do registro da realidade de sala de aula em vídeo tape. Optou-se por este método, por permitir a recuperação posterior dos dados. A coleta se deu no transcorrer do 1º semestre do ano letivo de 2001. A análise fundamentou-se em sistema prévio de categorias, e tratou os dados quantitativa e qualitativamente. Os resultados demonstraram peculiaridades e diferenças nas interações da professora com os seus alunos, em função da presença ou ausência da deficiência. Indicaram, também, que a interação vem demonstrando avanços na prática educacional, no que diz respeito à atenção pedagógica, da professora, ao aluno com deficiência.

A influência do discurso do professor na motivação e na interação social em sala de aula

Estudos têm mostrado a importância das interações sociais desencadeadas em sala de aula como fundamentais para a aprendizagem dos alunos. Contudo, o professor deve ser capaz de motivar os estudantes para se envolverem mais ativamente com as atividades de ensino propostas. Este artigo apresenta os resultados de uma investigação sobre as interações sociais desenvolvidas no contexto de uma sala de aula do Ensino Médio, que explicou os princípios da conservação da energia mecânica com uma aula experimental de demonstração. O principal objetivo era entender como o discurso do professor pode contribuir para o bom nível de motivação do aluno durante uma aula. As entrevistas com professor e alunos e todo o processo de interação durante as atividades foram gravados, transcritos e analisados . Os resultados ressaltam a importância da abordagem discursiva dos professores para manter o processo de motivação entre os alunos.

Abordagem clínica da atividade de trabalho do cozinheiro: interação de saberes, gênero profissional e inovação criativa

The focus of this dissertation is the study of work activities developed in the context of professional occupations characterized by varied previous schooling levels amongst those that work in them, and, at the same time, a high degree of complexity related to the typical tasks performed in the context of such professional practices. This dissertation intends to investigate the cook s professional activity, based on data from a determined specific professional genre in Natal (RN), in order to establish aspects related not only to the activity performed (activity which manifests itself empirically in registered behaviors), but also related to the real aspects of the work activity, that also compromises the non-realized options of the guiding of professional activity, be it by a matter of choice, be it due to the activity s own impediment. In this context, we tried to evaluate how much the professional activity observed keeps in relation to the reference practices of the professional genre, be it in terms of conformity, be it in terms of innovation (stylization) in relation to this genre. In addition, we tried to verify the contribution of the school and extra-school knowledge to the professional activity observed. Such work plan took on a preliminary step of the description of the socialprofessional profile of a cook in the city of Natal (RN), followed by a step of clinical labor approach, specifically utilizing as a methodological tool the simple and crossed self-confrontation procedure guided by the francophone theoretical referential of the Activity Clinic. The preliminary step in the description of profile of cooks from Natal (RN), of which 138 cooks took part in, evidenced three professional groupings, all predominantly masculine in their composition and fundamentally differentiated amongst each other by the time of professional activity, schooling type and time, work place and salary. The clinical approach step, composed by a pair of cooks, allowed us to verify elements of the cooks subordination to the professional genre, but also evidences of individual innovation (stylization) by these cooks, as well as the predominance of usage of extra-school knowledge when compared to school knowledge. We tried, in this step, to demonstrate how much the inclusion and submission to the genre dynamic, coordinated with the stylization initiatives, was able to contribute to the maintenance and amplification of the cook s power of acting in his professional practice.

Aprendizagem na interação ensino-serviço-comunidade: a formação na perspesctiva dialógica com a sociedade

Considerando o papel do ensino superior em saúde para a sociedade brasileira, em que os egressos dos cursos ofertados na área serão os profissionais prestadores de serviços à população, este estudo objetivou analisar o componente ensino do PET-Saúde da Família - Natal-RN na formação de estudantes dos cursos de graduação em saúde da UFRN. Foi realizada pesquisa qualitativa com análise de documentos das disciplinas SACI e POTI datados entre 2009 e 2011 (portfólios, avaliações de desempenho e oficina de avaliação), mediante o auxílio do software Alceste© e análise de conteúdo, segundo Bardin. Na análise foi encontrado como potencialidades: o alunato trabalhando em grupo tutorial multidisciplinar, cuja interação e contato com a Unidade de Saúde da Família, incluídos os profissionais, bem como a comunidade, instiga nos aprendizes o diálogo consigo mesmo e com o outro, numa construção dos ser/agir no mundo. Os textos trabalhados durante as aulas permitem refletir e teorizar a respeito da realidade observada, auxiliando-os na identificação dos problemas e no traçar estratégias de intervenção. Já a observação da realidade reveste o aluno de humanização. Este passa a captar as necessidades e dificuldades enfrentadas pela comunidade observada. Nas fragilidades ficaram evidenciados: problemas de relações interpessoais entre os estudantes da SACI; a maioria dos projetos de intervenção ocorrendo numa perspectiva paternalista, reproduzindo o modelo de prestação de serviços na saúde mais praticado nas sociedades brasileiras; dificuldades em aprofundar no aprendiz, a importância da teorização dos assuntos; problemas de financiamento de projetos de intervenção; descumprimento do plano de ensino em alguns grupos tutoriais; e, por fim, dificuldades dos alunos e monitores em acompanhar as atividade de pesquisa e extensão do PET-Saúde, pela falta de integração dos projetos pedagógicos dos cursos. Conclui-se que o componente ensino do PET-Saúde da Família adota metodologias ativas de ensino na inserção de alunos na Atenção Primária em Saúde, proporcionando uma formação dentro de princípios éticos e humanísticos a partir do trabalho em equipe e da inclusão reflexiva dos alunos na Estratégia Saúde da Família. Apesar da existência de fragilidades concernentes às relações interpessoais, descompasso entre as proposições multiprofissionais e interdisciplinares da SACI e POTI e as dificuldades de pô-las em prática em currículos fragmentados e organizados por disciplinas pouco flexíveis, potencialmente, ao fim dessas experiências conectadas a Atenção Primária, os discentes apresentam uma nova visão do cuidado com a saúde, próxima às necessidades da população, iniciando uma tomada de postura crítica e reflexiva, entendendo-se com sujeitos ativos no construir a saúde coletivamente

Uma linguagem de modelagem da interação para auxiliar a comunicação designer-usuário

The development of interactive systems involves several professionals and the integration between them normally uses common artifacts, such as models, that drive the development process. In the model-driven development approach, the interaction model is an artifact that includes the most of the aspects related to what and how the user can do while he/she interacting with the system. Furthermore, the interactive model may be used to identify usability problems at design time. Therefore, the central problematic addressed by this thesis is twofold. In the first place, the interaction modeling, in a perspective that helps the designer to explicit to developer, who will implement the interface, the aspcts related to the interaction process. In the second place, the anticipated identification of usability problems, that aims to reduce the application final costs. To achieve these goals, this work presents (i) the ALaDIM language, that aims to help the designer on the conception, representation and validation of his interactive message models; (ii) the ALaDIM editor, which was built using the EMF (Eclipse Modeling Framework) and its standardized technologies by OMG (Object Management Group); and (iii) the ALaDIM inspection method, which allows the anticipated identification of usability problems using ALaDIM models. ALaDIM language and editor were respectively specified and implemented using the OMG standards and they can be used in MDA (Model Driven Architecture) activities. Beyond that, we evaluated both ALaDIM language and editor using a CDN (Cognitive Dimensions of Notations) analysis. Finally, this work reports an experiment that validated the ALaDIM inspection method