Estoque de carbono no solo em diferentes sistemas de produção do meloeiro.

2015

Levantamento de reconhecimento de baixa intensidade dos solos do Estado do Rio de Janeiro.

Este trabalho refere-se ao levantamento dos solos do Estado do Rio de Janeiro, que abrange uma área de 43.797,5 km2. Consiste no reconhecimento e caracterização dos solos em sua ambiência, visando contribuir para o planejamento do uso e ocupação das terras de forma racional e sustentável. Foi realizado em nível de reconhecimento de baixa intensidade, com mapa final em escala 1:250.000, de acordo com os procedimentos metodológicos preconizados pela Embrapa. Como material cartográfico básico foram utilizadas fotografias aéreas 1:60.000 (USAF), com apoio adicional de imagens de satélite Landsat (escala 1:100.000 e 1:250.000) e bases planialtimétricas 1:50.000 (IBGE). A distribuição espacial dos solos no estado é representada em cartas topográficas 1:250.000 através de 161 unidades de mapeamento, que compõem uma legenda de identificação de solos, individualizados até o quarto nível categórico, conforme o atual Sistema Brasileiro de Classificação de Solos (SiBCS), seguido de textura, tipo de horizonte A, fases de vegetação, relevo, e, para o caso específico dos Cambissolos desenvolvidos de sedimentos aluvionares recentes, substrato geológico. As principais classes de solos identificadas foram: Argissolos (Amarelos, Vermelhos e Vermelho-Amarelos), Latossolos (Amarelos, Vermelhos e Vermelho- -Amarelos), Cambissolos (Húmicos e Háplicos), Neossolos (Litólicos e Regolíticos), Luvissolos (Crômicos e Hipocrômicos), Chernossolos (Rêndzicos e Argilúvicos) e Nitossolos (Vermelhos e Háplicos), que predominam nas áreas de drenagem livre, enquanto nas partes mais baixas da paisagem ocorrem Gleissolos (Tiomórfi cos, Sálicos, Melânicos e Háplicos), Neossolos (Flúvicos e Quartzarênicos), Espodossolos (Cárbicos e Ferrocárbicos), Planossolos (Nátricos, Hidromórfi cos e Háplicos) e Organossolos (Tiomórficos, Mésicos e Háplicos). Foram identificados quatro grandes ambientes na área do estado, com padrões de distribuição de solos característicos, cujas principais relações com os outros elementos do meio natural são descritas.

Potencial pedoclimático do Estado de Alagoas para a cultura do milho (Zea mays L.).

O potencial pedoclimático de ambientes para culturas agrícolas depende, além das condições de solo e clima, da geologia, do relevo (topografia) e de fatores biológicos, associados às exigências das culturas. Este trabalho foi realizado em parceria entre a Embrapa Solos UEP-Recife e a Secretaria de Agricultura e Desenvolvimento Agrário do Estado de Alagoas - SEAGRI-AL. O objetivo deste estudo foi avaliar o potencial pedoclimático do Estado de Alagoas para a cultura do milho (Zea Mays L.). Os resultados deste trabalho são apresentados considerando três mesorregiões: 1) Leste alagoano, compreendendo o Litoral e Mata Atlântica, 2) Sertão alagoano porção Oeste do estado, 3) Agreste, porção transicional entre as mesorregiões do Leste e Sertão alagoanos, conforme estabelecido pelo Instituto Brasileiro de Geografia e Estatística (IBGE). Na obtenção do potencial pedoclimático, as informações do potencial dos solos, obtidos considerando dois níveis tecnológicos para o manejo das terras e das culturas (média tecnologia ou Manejo B, e alta tecnologia ou Manejo C), foram cruzadas com aquelas obtidas para a aptidão climática considerando três cenários pluviométricos: anos chuvosos, anos regulares e anos secos. O cruzamento das informações foi realizado por meio de técnicas de geoprocessamento com o auxílio do software ArcGis, obtendo-se os mapas do potencial pedoclimático. O resultado das interpretações foi organizado em quatro classes de potencial pedoclimático: Preferencial, Médio, Baixo e Muito Baixo. Os resultados indicam que a extensão territorial das classes de potencial pedoclimático apresenta variações importantes em função do nível de manejo adotado e do cenário pluviométrico considerado. Em geral, as áreas com potencial Preferencial estão localizadas nas mesorregiões do Agreste e do Leste Alagoano, onde as condições de solo e de clima são mais favoráveis para o cultivo de milho, com amplitude de 174 km2 a 4.077 km2, o que corresponde a 1% e 15% da área total do estado. Os ambientes com potencial Médio têm ocorrência dispersa nas diferentes regiões do estado, variando de 6.080 km2 a 13.750 km2, compreendendo 25% a 49% da área total, com os maiores valores no manejo com média tecnologia (Manejo B). As áreas que apresentam o potencial Baixo e o Muito Baixo localizam-se, em sua maior parte, na região Oeste do estado, sobretudo no Sertão, onde as limitações de solo e de clima semiárido são mais intensas. Os referidos potenciais também ocorrem na zona úmida costeira, principalmente nos ambientes onde o relevo impõe fortes restrições de uso e manejo do solo e da cultura, independentemente do nível de manejo considerado. Com adoção de alta tecnologia ocorre maior abrangência da classe de potencial pedoclimático Preferencial para a cultura do milho, principalmente na Mesorregião do Agreste, com maior percentual de ocorrência para o cenário pluviométrico regular.

74 Front Street (for solo cello)

74 Front Street is intended as a musical response to the work of American sculptor Fred Sandback (1943-2003), in particular his string sculptures which are intentionally uncomplicated, minimal and strikingly beautiful. The relationship between these string works and music is rather distinct; indeed, before formally studying sculpture Sandback made a number of string instruments. He has said that his string works evolved from a desire to rid art of excessive decoration and, while there are instances of activity in 74 Front Street, much of the piece aims to reflect the simplicity of Sandback’s work.

Speeding up the learning of equivalence classes of Bayesian network structures

R. Daly, Q. Shen and S. Aitken. Speeding up the learning of equivalence classes of Bayesian network structures. Proceedings of the 10th International Conference on Artificial Intelligence and Soft Computing, pages 34-39.

Using ant colony optimisation in learning Bayesian network equivalence classes

R. Daly, Q. Shen and S. Aitken. Using ant colony optimisation in learning Bayesian network equivalence classes. Proceedings of the 2006 UK Workshop on Computational Intelligence, pages 111-118.

A Framework for the Scoring of Operators on the Search Space of Equivalence Classes of Bayesian Network Structures

R. Daly and Q. Shen. A Framework for the Scoring of Operators on the Search Space of Equivalence Classes of Bayesian Network Structures. Proceedings of the 2005 UK Workshop on Computational Intelligence, pages 67-74.

Locational distribution of gene functional classes in Arabidopsis thaliana

Riley, M. C., Clare, A., King, R. D. (2007). Locational distribution of gene functional classes in Arabidopsis thaliana. BMC Bioinformatics 8, Article No: 112 Sponsorship: EPSRC / RAEng

Restauração directa de classes II em pré-molares com compósitos

Tese de Doutoramento apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Doutor em em Biotecnologia e Saúde, Epidemiologia e Saúde Pública.

The Churchman's prayer manual : for use at prayer meetings, mission services, conventions, Bible classes, study circles and other occasions of united prayer, as well as for private use compiled by G. R. Bullock-Webster.

http://www.archive.org/details/churchmansprayer00bulluoft

A Characterization of First-Order Definable Subsets on Classes of Finite Total Orders

We give an explicit and easy-to-verify characterization for subsets in finite total orders (infinitely many of them in general) to be uniformly definable by a first-order formula. From this characterization we derive immediately that Beth's definability theorem does not hold in any class of finite total orders, as well as that McColm's first conjecture is true for all classes of finite total orders. Another consequence is a natural 0-1 law for definable subsets on finite total orders expressed as a statement about the possible densities of first-order definable subsets.

Detecting Instances of Shape Classes That Exhibit Variable Structure

This paper proposes a method for detecting shapes of variable structure in images with clutter. The term "variable structure" means that some shape parts can be repeated an arbitrary number of times, some parts can be optional, and some parts can have several alternative appearances. The particular variation of the shape structure that occurs in a given image is not known a priori. Existing computer vision methods, including deformable model methods, were not designed to detect shapes of variable structure; they may only be used to detect shapes that can be decomposed into a fixed, a priori known, number of parts. The proposed method can handle both variations in shape structure and variations in the appearance of individual shape parts. A new class of shape models is introduced, called Hidden State Shape Models, that can naturally represent shapes of variable structure. A detection algorithm is described that finds instances of such shapes in images with large amounts of clutter by finding globally optimal correspondences between image features and shape models. Experiments with real images demonstrate that our method can localize plant branches that consist of an a priori unknown number of leaves and can detect hands more accurately than a hand detector based on the chamfer distance.

Team-teaching for inclusive learning: Purposes, practices and perceptions of a team-teaching initiative in Irish post-primary schools

Background. Schools unequivocally privilege solo-teaching. This research seeks to enhance our understanding of team-teaching by examining how two teachers, working in the same classroom at the same time, might or might not contribute to the promotion of inclusive learning. There are well-established policy statements that encourage change and moves towards the use of team-teaching to promote greater inclusion of students with special educational needs in mainstream schools and mainstream classrooms. What is not so well established is the practice of team-teaching in post-primary settings, with little research conducted to date on how it can be initiated and sustained, and a dearth of knowledge on how it impacts upon the students and teachers involved. Research questions and aims. In light of the paucity and inconclusive nature of the research on team-teaching to date (Hattie, 2009), the orientating question in this study asks ‘To what extent, can the introduction of a formal team-teaching initiative enhance the quality of inclusive student learning and teachers’ learning at post-primary level?’ The framing of this question emerges from ongoing political, legal and educational efforts to promote inclusive education. The study has three main aims. The first aim of this study is to gather and represent the voices and experiences of those most closely involved in the introduction of team-teaching; students, teachers, principals and administrators. The second aim is to generate a theory-informed understanding of such collaborative practices and how they may best be implemented in the future. The third aim is to advance our understandings regarding the day-to-day, and moment-to-moment interactions, between teachers and students which enable or inhibit inclusive learning. Sample. In total, 20 team-teaching dyads were formed across seven project schools. The study participants were from two of the seven project schools, Ash and Oak. It involved eight teachers and 53 students, whose age ranged from 12-16 years old, with 4 teachers forming two dyads per school. In Oak there was a class of first years (n=11) with one dyad and a class of transition year students (n=24) with the other dyad. In Ash one class group (n=18) had two dyads. The subjects in which the dyads engaged were English and Mathematics. Method. This research adopted an interpretive paradigm. The duration of the fieldwork was from April 2007 to June 2008. Research methodologies included semi-structured interviews (n=44), classroom observation (n=20), attendance at monthly teacher meetings (n=6), questionnaires and other data gathering practices which included school documentation, assessment findings and joint examination of student work samples (n=4). Results. Team-teaching involves changing normative practices, and involves placing both demands and opportunities before those who occupy classrooms (teachers and students) and before those who determine who should occupy these classrooms (principals and district administrators). This research shows how team-teaching has the potential to promote inclusive learning, and when implemented appropriately, can impact positively upon the learning experiences of both teachers and students. The results are outlined in two chapters. In chapter four, Social Capital Theory is used in framing the data, the change process of bonding, bridging and linking, and in capturing what the collaborative action of team-teaching means, asks and offers teachers; within classes, between classes, between schools and within the wider educational community. In chapter five, Positioning Theory deductively assists in revealing the moment-to-moment, dynamic and inclusive learning opportunities, that are made available to students through team-teaching. In this chapter a number of vignettes are chosen to illustrate such learning opportunities. These two theories help to reveal the counter-narrative that team-teaching offers, regarding how both teachers and students teach and learn. This counter-narrative can extend beyond the field of special education and include alternatives to the manner in which professional development is understood, implemented, and sustained in schools and classrooms. Team-teaching repositions teachers and students to engage with one another in an atmosphere that capitalises upon and builds relational trust and shared cognition. However, as this research study has found, it is wise that the purposes, processes and perceptions of team-teaching are clear to all so that team-teaching can be undertaken by those who are increasingly consciously competent and not merely accidentally adequate. Conclusions. The findings are discussed in the context of the promotion of effective inclusive practices in mainstream settings. I believe that such promotion requires more nuanced understandings of what is being asked of, and offered to, teachers and students. Team-teaching has, and I argue will increasingly have, its place in the repertoire of responses that support effective inclusive learning. To capture and extend such practice requires theoretical frameworks that facilitate iterative journeys between research, policy and practice. Research to date on team-teaching has been too focused on outcomes over short timeframes and not focused enough on the process that is team-teaching. As a consequence team-teaching has been under-used, under-valued, under-theorised and generally not very well understood. Moving from classroom to staff room and district board room, theoretical frameworks used in this research help to travel with, and understand, the initiation, engagement and early consequences of team-teaching within and across the educational landscape. Therefore, conclusions from this study have implications for the triad of research, practice and policy development where efforts to change normative practices can be matched by understandings associated with what it means to try something new/anew, and what it means to say it made a positive difference.

The differences in the social competence of children who attend integrated junior infant classes and children who attend segregated learning environments

There are a number of reasons why this researcher has decided to undertake this study into the differences in the social competence of children who attend integrated Junior Infant classes and children who attend segregated learning environments. Theses reasons are both personal and professional. My personal reasons stem from having grown up in a family which included both an aunt who presented with Down Syndrome and an uncle who presented with hearing impairment. Both of these relatives' experiences in our education system are interesting. My aunt was considered ineducable while her brother - my uncle - was sent to Dublin (from Cork) at six years of age to be educated by a religious order. My professional reasons, on the other hand, stemmed from my teaching experience. Having taught in both special and integrated classrooms it became evident to me that there was somewhat 'suspicion' attached to integration. Parents of children without disabilities questioned whether this process would have a negative impact on their children's education. While parents of children with disabilities debated whether integrated settings met the specific needs of their children. On the other hand, I always questioned whether integration and inclusiveness meant the same thing. My research has enabled me to find many answers. Increasingly, children with special educational needs (SEN) are attending a variety of integrated and inclusive childcare and education settings. This contemporary practice of educating children who present with disabilities in mainstream classrooms has stimulated vast interest on the impact of such practices on children with identified disabilities. Indeed, children who present with disabilities "fare far better in mainstream education than in special schools" (Buckley, cited in Siggins, 2001,p.25). However, educators and practitioners in the field of early years education and care are concerned with meeting the needs of all children in their learning environments, while also upholding high academic standards (Putman, 1993). Fundamentally, therefore, integrated education must also produce questions about the impact of this practice on children without identified special educational needs. While these questions can be addressed from the various areas of child development (i.e. cognitive, physical, linguistic, emotional, moral, spiritual and creative), this research focused on the social domain. It investigates the development of social competence in junior infant class children without identified disabilities as they experience different educational settings.

The early years in Irish multigrade classes: trajectories of practice and identity

This study investigates how the experiences of Junior Infants are shaped in multigrade classes. Multigrade classes are composed of two or more grades within the same classroom with one teacher having responsibility for the instruction of all grades in this classroom within a time-tabled period (Little, 2001, Mason and Doepner, 1998). The overall aim of the research is to problematize the issues of early childhood pedagogy in multigrade classes in the context of children negotiating identities, positioning and power relations. A Case Study approach was employed to explore the perspectives of the teachers, children and their parents in eight multigrade schools. Concurrent with this, a nation-wide Questionnaire Survey was also conducted which gave a broader context to the case study findings. Findings from the research study suggest that institutional context is vitally important and finding the space to implement pedagogic practices is a highly complex matter for teachers. While a majority of teachers reported the benefits for younger children being in mixed-age settings alongside older children, only a minority of case study school teachers demonstrated how it is possible to promote classroom climates which were provided multiple opportunities for younger children to engage fully in classrooms. The findings reveal constraints on pedagogical practice which included: time pressures within the job, an increase in diversity in pupil population, meeting special needs, large class sizes, high pupil/teacher ratios, and planning/organisation of tasks which intensified the complexities of addressing the needs of children who differ significantly in age, cognitive, social and emotional levels. An emergent and recurrent theme of this study is the representation of Junior Infants as apprentices in their ‘communities of practice’ who contributed in peripheral ways to the practices of their groups (Lave and Wenger, 1991, Wenger, 1998). Through a continuous process of negotiation of meaning, these pupils learned the knowledge and skills within their communities of practice that empowered some to participate more fully than others. The children in their ‘figured worlds’ (Holland, Lachiotte, Skinner and Caine 1998) occupy identities which are influenced by established arrangements of resources and practices within that community as well as by their own agentive actions. Finally, the findings of the study also demonstrate how the dimension of power is central to the exercise of social relations and pedagogical practices in multigrade classes.