Cutting management of multipurpose tree legumes: effects on green herbage production, leaf retention and water-use-efficiency during the dry season in Timor, Indonesia

Edible herbage production and water-use-efficiency of three tree legumes (Leucaena leucocephala cv. Tarramba, L. pallida x L. leucocephala (KX2) and Gliricidia sepium), cut at different times of the year (February, April, June and uncut) were compared in a semi-arid area of Timor Island, Indonesia. Cutting in the early and mid dry-season (April and June) resulted in higher total leaf production (P< 0.05) and water-use-efficiency (P< 0.05), than cutting late in the wet-season (February) or being left uncut. For the leucaena treatments removing leaf in the early to mid dry-season reduced transpiration, saving soil water for subsequent regrowth as evidenced by the higher relative water contents of leaves from these treatments. This cutting strategy can be applied to local farming conditions to increase the supply of feed for livestock during the dry season.

Dynamic breast MRI: Image registration and its impact on enhancement curve estimation

A novel algorithm for performing registration of dynamic contrast-enhanced (DCE) MRI data of the breast is presented. It is based on an algorithm known as iterated dynamic programming originally devised to solve the stereo matching problem. Using artificially distorted DCE-MRI breast images it is shown that the proposed algorithm is able to correct for movement and distortions over a larger range than is likely to occur during routine clinical examination. In addition, using a clinical DCE-MRI data set with an expertly labeled suspicious region, it is shown that the proposed algorithm significantly reduces the variability of the enhancement curves at the pixel level yielding more pronounced uptake and washout phases.

PROFESSORES COM DEFICIÊNCIA FÍSICA NO ENSINO SUPERIOR: ESTUDO DE TRAJETÓRIAS ESCOLARES

Convivemos natural e socialmente com as diferenças, mesmo que de forma não apreendida, não aparente. Nesse contexto surge o estigma do deficiente, parte integrante de um grupo que foge aos padrões normais da sociedade e da natureza. E no convívio escolar essa diferença torna-se mais evidente gerando um desequilíbrio social, que as práticas pedagógicas tentam minimizar com a proposta da inclusão. As pesquisas acerca da educação inclusiva apontam experiências de professores(as) normais com alunos(as) com e sem deficiência que freqüentam o mesmo ambiente escolar. Observando essa realidade de outro ângulo, como se apresentam essas relações quando o(a) professor(a) é deficiente? Existem poucos trabalhos documentando essas experiências. Esta pesquisa pretende preencher essa lacuna, tendo como base a trajetória formativa de um professor com deficiência física, atuando no ensino superior, em conjunto com entrevistas de outros dois professores do ensino superior, também com deficiência física por meio das seguintes categorias: trajetórias no ensino básico, acesso e permanência no ensino superior, acesso ao mercado de trabalho, acesso e atuação como professor de ensino superior e inclusão. Objetivou-se assim, estabelecer uma reflexão sobre a inclusão profissional frente às dificuldades enfrentadas diariamente na escola. Na tentativa de explicitar as características e os atributos dos indivíduos com deficiência, em convívio com pessoas normais, utilizou-se como base teórica o apoio da estatística, especificamente da curva normal, em conjunto com a trajetória histórica e legislativa acerca do tema. Portanto, o estudo visa contribuir para o desenvolvimento de uma cultura inclusiva promovendo a normalidade das diferenças.(AU)

Embedded use of iPads to enhance student engagement and retention in technical education

This paper focusses on attracting and retaining young people into technical disciplines. It introduces a new model of technical education from age 14 that the UK Government initiated in 2008. A concept of University led Technical Colleges (UTCs) for 14-19 year olds. These state supported schools, sponsored by a University, have technical curricula, technologically enabled learning environments and strong engagement with employers. As new schools they have been able to recruit outstanding staff that are conversant with the use of technology to enhance learning and all students have their own iPads. The Aston University Engineering Academy opened in September 2012 and a recent survey of staff, students and parents has provided both qualitative and quantitative data on the benefits to motivation and learning of these embedded iPads. The devices have also had advantages for the management of data on student achievement from a leadership, teaching staff and parental view point.