Rainfall intensity and Mepiquat Chloride persistence in cotton

Em parte das regiões onde se encontram as maiores áreas de algodão no Brasil atualmente, o índice pluviométrico está ao redor de 2.000 mm anuais, existindo risco de ocorrer lavagem do Cloreto de Mepiquat (CM) das folhas do algodoeiro antes de ser absorvido pelas plantas. O objetivo deste trabalho foi avaliar a lavagem do CM aplicado no algodoeiro por diferentes laminas de chuva simulada. Os tratamentos constaram de três doses do regulador à base de cloreto de mepiquat: 0, 15.0 e 30.0 g ha-1 e quatro lâminas de chuva simulada: 5, 10, 20 e 40 mm, mais um tratamento sem chuva. Foram utilizados vasos de 12 litros de capacidade e a cultivar Delta Opal. Os parâmetros avaliados foram: altura de plantas, número de ramos reprodutivos, massa de matéria seca, retenção de estruturas reprodutivas e área foliar. Quanto maior a intensidade de chuva ocorrida após a aplicação do regulador maior foi o comprometimento da ação do produto, que repercutiu em interferência no crescimento das plantas. Chuvas de 5.0 mm, ocorridas 90 minutos após a aplicação do cloreto de mepiquat, já causaram prejuízo na ação do produto no crescimento do algodoeiro, sendo o efeito maior com o aumento da quantidade de chuva simulada.

What is higher education?

"The problems that exist in the world today cannot be solved by the level of thinking we were at when we created them." - Albert Einstein What is higher education? It is a key tool to our gaining the level of thinking Einstein describes - the level of thinking needed to solve the problems that exist in the world today. I am not saying higher education is the only thing that prepares people to think - far from it. But higher education, if it does what it is meant to do, prepares us with a solid base of skills to think critically and analytically to deal successfully with an ever-changing world. It instills in us the desire and ability to be lifelong learners, able to grow and participate as members of both local and global communities. Learning skills, critical analysis skills, skills that allow us to deal with and be successful in the ever-changing world around us are the skills higher education must provide.

Promoting Higher Education: The Latino Achievement Mentoring Program (LAMP)

Statistics suggest that Latino youths are at risk for academic underachievement and withdrawal. Culturally sensitive approaches to supporting school achievement based on the needs of Latino youth and their families must be developed. In response to these needs, the Latino Research Initiative (LRI), a collaborative group with members from the University of Nebraska-Lincoln (UNL) and the Hispanic Community Center (HCC) created the Latino Achievement Mentoring Program (LAMP). LAMP is a culturally appropriate mentoring program designed to promote school success and post-secondary opportunities for Latino youths. This program provides Latino youths with positive role models and information and guidance about academic life and future school success. Finally, because of the cultural significance of family members among many Latinos, LAMP activities are developed and implemented such that the mentees' family members are involved. This presentation will report the first-year activities of the initial mentor and men tee pairs, with particular emphasis on educational outreach and academic development of the program. Evaluation data will be presented for the first cohort of mentees, including academic information, teacher reports and self-measure findings. LAMP activities aimed at promoting academic success will also be presented. Finally, the experiences of the mentors will briefly be reported.

African American Student Access To and Completion Of Higher Education, 1960-1992: A Correspondence Theory Analysis

“This presentation utilizes correspondence theory to analyze African American undergraduate student access to and completion of higher education in the United States. Findings from this research are presented and policy recommendations affecting Black student enrollment and graduation are discussed.”

Modelling Mathematical Reasoning in Physics Education

Many findings from research as well as reports from teachers describe students' problem solving strategies as manipulation of formulas by rote. The resulting dissatisfaction with quantitative physical textbook problems seems to influence the attitude towards the role of mathematics in physics education in general. Mathematics is often seen as a tool for calculation which hinders a conceptual understanding of physical principles. However, the role of mathematics cannot be reduced to this technical aspect. Hence, instead of putting mathematics away we delve into the nature of physical science to reveal the strong conceptual relationship between mathematics and physics. Moreover, we suggest that, for both prospective teaching and further research, a focus on deeply exploring such interdependency can significantly improve the understanding of physics. To provide a suitable basis, we develop a new model which can be used for analysing different levels of mathematical reasoning within physics. It is also a guideline for shifting the attention from technical to structural mathematical skills while teaching physics. We demonstrate its applicability for analysing physical-mathematical reasoning processes with an example.

Fidelity and game-based technology in management education

This study explores educational technology and management education by analyzing fidelity in game-based management education interventions. A sample of 31 MBA students was selected to help answer the research question: To what extent do MBA students tend to recognize specific game-based academic experiences, in terms of fidelity, as relevant to their managerial performance? Two distinct game-based interventions (BG1 and BG2) with key differences in fidelity levels were explored: BG1 presented higher physical and functional fidelity levels and lower psychological fidelity levels. Hypotheses were tested with data from the participants, collected shortly after their experiences, related to the overall perceived quality of game-based interventions. The findings reveal a higher overall perception of quality towards BG1: (a) better for testing strategies, (b) offering better business and market models, (c) based on a pace that better stimulates learning, and (d) presenting a fidelity level that better supports real world performance. This study fosters the conclusion that MBA students tend to recognize, to a large extent, that specific game-based academic experiences are relevant and meaningful to their managerial development, mostly with heightened fidelity levels of adopted artifacts. Agents must be ready and motivated to explore the new, to try and err, and to learn collaboratively in order to perform.

Interaction between serotonin 5-HT2A receptor gene and dopamine transporter (DAT1) gene polymorphisms influences personality trait of persistence in Austrian Caucasians

We examined 89 normal volunteers using Cloninger's Temperament and Character Inventory (TCI). Genotyping the 102T/C polymorphism of the serotonin 5HT2A receptor gene and the ser9gly polymorphism in exon 1 of the dopamine D3 receptor (DRD3) gene was performed using PCR-RFLP, whereas the dopamine transporter (DAT1) gene variable number of tandem repeats (VNTR) polymorphism was investigated using PCR amplification followed by electrophoresis in an 8% acrylamide gel with a set of size markers. We found a nominally significant association between gender and harm avoidance (P=0.017; women showing higher scores). There was no association of either DAT1, DRD3 or 5HT2A alleles or genotypes with any dimension of the TCI applying Kruskal-Wallis rank-sum tests. Comparing homozygote and heterozygote DAT1 genotypes, we found higher novelty seeking scores in homozygotes (P=0.054). We further found a nominally significant interaction between DAT1 and 5HT2A homo-/heterozygous gene variants (P=0.0071; DAT1 and 5HT2A genotypes P value of 0.05), performing multivariate analysis of variance (MANOVA). Examining the temperamental TCI subscales, this interaction was associated with persistence (genotypes: P=0.004; homo-/heterozygous gene variants: P=0.0004). We conclude that an interaction between DAT1 and 5HT2A genes might influence the temperamental personality trait persistence.

Canine distemper virus persistence in demyelinating encephalitis by swift intracellular cell-to-cell spread in astrocytes is controlled by the viral attachment protein

The mechanism of viral persistence, the driving force behind the chronic progression of inflammatory demyelination in canine distemper virus (CDV) infection, is associated with non-cytolytic viral cell-to-cell spread. Here, we studied the molecular mechanisms of viral spread of a recombinant fluorescent protein-expressing virulent CDV in primary canine astrocyte cultures. Time-lapse video microscopy documented that CDV spread was very efficient using cell processes contacting remote target cells. Strikingly, CDV transmission to remote cells could occur in less than 6 h, suggesting that a complete viral cycle with production of extracellular free particles was not essential in enabling CDV to spread in glial cells. Titration experiments and electron microscopy confirmed a very low CDV particle production despite higher titers of membrane-associated viruses. Interestingly, confocal laser microscopy and lentivirus transduction indicated expression and functionality of the viral fusion machinery, consisting of the viral fusion (F) and attachment (H) glycoproteins, at the cell surface. Importantly, using a single-cycle infectious recombinant H-knockout, H-complemented virus, we demonstrated that H, and thus potentially the viral fusion complex, was necessary to enable CDV spread. Furthermore, since we could not detect CD150/SLAM expression in brain cells, the presence of a yet non-identified glial receptor for CDV was suggested. Altogether, our findings indicate that persistence in CDV infection results from intracellular cell-to-cell transmission requiring the CDV-H protein. Viral transfer, happening selectively at the tip of astrocytic processes, may help the virus to cover long distances in the astroglial network, "outrunning" the host's immune response in demyelinating plaques, thus continuously eliciting new lesions.

International cooperation in ambient computing education

Funded by the US-EU Atlantis Program, the International Cooperation in Ambient Computing Education Project is establishing an international knowledge-building community for developing a broader computer science curriculum aimed at preparing students for real-world problems in a multidisciplinary, global world. The project is collaboration among Troy University (USA), University of Sunderland (UK), FernUniversität in Hagen (Germany), Universidade do Algarve (Portugal), University of Arkansas at Little Rock (USA) and San Diego State University (USA). The curriculum will include aspects of social science, cognitive science, human-computer interaction, organizational studies, global studies, and particular application areas as well as core computer science subjects. Programs offered at partner institutions will form trajectories through the curriculum. A degree will be defined in terms of combinations of trajectories which will satisfy degree requirements set by accreditation organizations. This is expected to lead to joint- or dual-degree programs among the partner institutions in the future. This paper describes the goals and activities of the project and discusses implementation issues.

Participation in Further Education over the Life Course: a longitudinal study of three birth cohorts in the Federal Republic of Germany

In this paper we address the issue of who is most likely to participate in further training, for what reasons and at what stage of the life course. Special emphasis is given to the impact of labour-market policies to encourage further education and a person's individual or cohort possibilities to participate in further education. We apply a Cox proportional hazard model to data from the West German Life History Study, separately for women and men, within and outside the firm. Younger cohorts show not only higher proportions of participation in further education and training at early stages of the life course, they also continue to participate in higher numbers during later stages of the life course. General labour-force participation reduces and tenure with the same firm increases the propensity to participate in further education and training. Contrary to expectations, in Germany labour-market segmentation has been enhanced rather than reduced by further education and training policies, since in the firm-specific labour-market segment, i.e. skilled jobs in large firms, and in the public sector both women and men had a higher probability of participation. Particularly favourable conditions for participation in further education outside the firm prevailed during the first years of the labour promotion act (Arbeitsförderungsgesetz) between 1969 and 1974, but women did not benefit to the same extent as men. Training policies are, therefore, in need of continuous assessment based on a goal-achievement evaluation to avoid any unintended effects of such policies.

Gender differences at the transition to higher education between migrants and non-migrants: A comparison between Switzerland and France

Within Western societies women or girls meanwhile outperform men or boys with regard to attainments in primary and secondary education. For example concerning upper secondary degrees the share of females attaining the Matura approaches two thirds in Switzerland, while the share of females attaining the Baccalaureate exceeds fifty per cent in France. However, if transitions to higher education are regarded, the share of entitled females entering such institutions is significantly lower than among men in Switzerland. An opposite pattern is observed in France where females outperform men at this educational stage, too. With regard to migrant background, it has been shown by previous research focussing on secondary effects of ethnic origin that such youths enter the more demanding educational tracks (e.g. higher education) more often than their non-migrant peers if controlled for eligibility, their lower socioeconomic status and performances. However, so far only a few studies refer to the question of a possible gender gap regarding secondary effects of ethnic origin (e.g. Fleischmann et al., mimeo). Thus, with regard to a possible interaction of a migrant background and - for example - a female gender, it is important to note that in both countries many migrant groups have their origins in countries and regions where male advantage remains very strong. This is in particular the case for migrant groups from non-Western countries, e.g. Turkey, Algeria, Marocco or Tunisie, where gender gaps in the literacy rates of up to 18 per cent are still observed. In order to investigate the question of a possible disadvantages of women with a migrant background stemming from such countries when compared to non-migrant females two panel studies - the Tree data in Switzerland and the Panel d’élèves 1995 in France -, are analysed.