Uma educação tecida no corpo

In theory say the education as a knot of meanings made in the body. We take as a reference for demonstration of this argument the shows Folguedos, Guarnicê and Flor do Lírio and built within such spectacles cultural, symbolic and aesthetic meanings, which reveal the education woven in the body. Education that can happen not only in the formal space like the classroom or the university, but also in the area of art and the inclusion of individuals in the world of culture. So during the construction of the thesis we reflect on the following issues: what is the construction of culture and art that have in the Parafolclórico group? What way theses shows in their buildings bring significant elements that might compose an educational activity. How objectives sought asking the dichotomies present in the concepts of art and culture; critically systematize a work of artistic, cultural and educational production in the group, in addition to expanding the understanding of education, considering the body experiences. The phenomenological attitude of Merleau-Ponty, is a reference methodology of this study, which places the reference knowledge as a result of our experience in the world, our world lived. Thus, this study considers the experience of the researcher in the three shows in tariff, represented by scenes described, as a dancer and spectator. Therefore we understand that Folguedos, Guarnicê and Flor do Lírio in their artistic, aesthetic and cultural languages, allow many meanings that occur in the body, which invites the perception and extend the experience of the subject, demonstrating an education that allows sight and knowledge, seeking new sensations and experiences, we show our intimacy with the world, with the objects and with the other. The art is understood as virtuality, as a human creation that carries the reality and that allows many readings and experiences, each perception can recognize and know new horizons, having as base and material the culture. This entails the heterogeneous, is not closed but that individuals can interpret it entered and recognize the symbols they created the same way, confirming a unit. The art and culture show us significant evidences of an education woven in the body

A formação do professor alfabetizador em cursos de Pedagogia: contribuições e lacunas teórico-práticas

To the we assume the disciplines of the area of Literacy of the course of Pedagogy, our intention has been the one of working the literacy, the reading and the writing as alive processes, as social practices inserted in the history, continuators of the subjectivity, done in the culture and producing of culture. The importance of the course of Pedagogy in the teachers' formation is unquestionable; however our goal is to highlight, in this work, the paper of that course in the formation of the teacher alphabetized, while mediator of the literacy process with an inclusive vision. In that to walk, it appeared us the following subject: which the contributions and the gaps theoretical-practices - of degree courses in Pedagogy - experienced for the exits of that course, in the specific pedagogic work of alphabetizing children, young adult and/or our study aims at to investigate, under the perspective of teachers alphabetizer licensed in courses of Pedagogy, the contributions and the theoretical-practical gaps of those courses, in the formation of the educator alphabetizer. In this sense, our work if it bases on the presuppositions of the qualitative investigation that leaves of the foundation that there is a dynamic relationship among the real and subjective world, an alive interdependence between subject and object, an entail indissoluble between the objective world and the subjective (CHIZZOTTI, 1998, p.79). The research is characterized as a descriptive and interpretative study and for the collection of data; the questionnaire, the semi-structured interview and the documental analysis were used. We took the following providences for the choice of Locus and of the subject of the research: it visits to the schools; compatibility of the criteria previously defined for choice of Locus and of the Subjects. For the choice of those schools, we defined the following criteria: that, in your individuality / totality, they were located in integral neighborhoods of, at least three of the four administrative areas of the city of Natal; that, in your individuality / totality, they contemplated the public spheres and private of attendance; that, in the year of accomplishment of the research - 2004 - they were offering infantile education and/or fundamental teaching; this last one gone back to the children of the initial years and/or for the youth and adult of the first levels of the modality of EJA; and that made possible the researcher's access. Front to the particularities of our study object and considering the criteria of choice of the locus, four public schools and three private schools were selected. Like this being, in those schools, we would look for the subject of our work that they would owe: 1) to be working, in 2004, with children's literacy, youths or adults: they as teacher (the), it as coordinator (the) that guides teachers alphabetizer, in public schools or peculiar of the city of the Natal-RN; 2) to be exit (the) of the degree course in Pedagogy, supplied by institutions of superior level (public or matters) of the city of the Natal-RN; 3) to have concluded your course of Pedagogy in the period of 1990-2004; 4) to have, at least, 01(one) year of experience in literacy rooms (TARDIF, 2002). The subjects interviewees concluded your courses of Pedagogy, in the period from 1990 to 2004, in institutions different from the city of Natal/RN, being five to the whole: two public IES and three deprived IES. Of the analysis of the data, the theme emerged, ' teacher's Alphabetizer Educational Formation in Courses of Pedagogy', with the following categories: contributions of the courses of Pedagogy; More important disciplines in the educational formation; Areas / Aspects lacunars of the courses of Pedagogy. The pedagogic practice of the teacher alphabetizer demands a formation from him found in you know educational, requested in the children's literacy, youths and adults. In that work, we defended the thesis that the course of Pedagogy is the locus, par excellence, for that formation, in spite of possible structural limitations and curricular of the referred course. In spite of the countless contributions of the pedagogy course for the formation of the teacher alphabetizer, our data appear for the need of a revision of the proposals curricular of that course, getting the attention for the importance of a proposal formation curricular more gone back to the literacy process / literate and for the social inclusion. We thought that, although insufficient, the teacher's formation in that perspective is a fundamental condition for a practice pedagogic alphabetizer to be promoted, in fact, inclusive and promoter of the school success

Fecundação in vitro de ovócitos bovinos com sêmen submetido a diferentes diluidores

O objetivo deste trabalho foi avaliar a influência do diluidor do sêmen no desenvolvimento in vitro de ovócitos bovinos após a maturação e fecundação in vitro. Ejaculado de um reprodutor foi fracionado e submetido a três diluidores: Lactose/gema de ovo (LG), Citrato/gema de ovo (CG) e Tris/gema de ovo (TG). Amostras deste material foram envasadas, congeladas e estocadas em N² e, posteriormente, descongeladas; a fração móvel foi separada por gradiente descontínuo de Percoll. A concentração espermática foi ajustada para 10 x 10(6)/mL e a capacitação espermática, induzida com 10 µg/mL de heparina. Após 24 horas de cultura para maturação in vitro, os ovócitos, aspirados de folículos ovarianos, foram inseminados com sêmen diluído em meio TALP e, após 48 horas de cultura, os zigotos foram transferidos para gotas de meio TCM 199, com 5% de soro fetal bovino, 5% de soro de vaca em estro e suspensão de células epiteliais do oviduto bovino, cobertas com óleo de silicone, e mantidos em cultura por nove dias. Todas as culturas foram realizadas a 38,5ºC em atmosfera com 5% de CO2. Os dados foram analisados pelo teste do qui-quadrado e houve diferença com relação à taxa de clivagem (TC), sendo as médias de 66,0; 69,3; e 54,4% para LG, CG e TG, respectivamente. Não houve diferença entre tratamentos com relação às taxas de mórulas/blastocistos ou de eclosão. O diluidor do sêmen não teve efeito sobre o desenvolvimento in vitro de embriões bovinos, embora a TC tenha sido afetada.

Itinerário educacional de uma aluna cega e a busca pela imagem adaptada

The scope of this study directs an investigation in search of how the blind person learns knowledge at school mediated by the image in context of an inclusive education and how it can be (or is) triggered by the adaptation of images to the tactile seizure of the blind person and his correlative process of reading. To achieve this intent we choose a qualitative approach of research and opted for the modality of case study, based on the empirical field of a public school in the city of Cruzeta, RN and as a the main subject a congenitally blind female student enrolled in high school there, focusing, often, on the discipline of geography in its words mapping. Our procedures for construction of data are directly involved to the documentary analysis of open reflective interview and observation. The base guiding theory of our assessments is located in the current understanding about the human psychological development of its educational process inside an inclusive perspective, of contemporary conceptions about the visual disability as well of image as a cultural product. Accordingly, the human person is a concrete subject, whose development is deeply marked by the culture, historically built by human society. This subject regardless of his specific features, grasping the world in an interactive and immediate way, internalising and producing culture. In this thinking, we believe that the blind person perceives in multiple senses the stimuli of his environment and acts in the world toward his integration into the social environment. The image as a product of culture, historically and socially determined, appears as a sign conventionally used as an icon that in itself concentrates knowledge of which the student who does not realize visually himself and his surroundings cannot be excluded. In this direction, the inclusive educational process must build conditions of access to knowledge for all students without distinction, including access to the interpretation of the images originally intended for the seizure strictly visual to other perceptive models. Based in this theory and adopting principles of content analysis, we circulated inside the interpretation of the data constructed from the analysis of documents, from the subject speeches, from records of the observation made in the classroom and other notes of the field daily. In the search for pictures on the school contents, adapted to the tactile seizure of blind student, was seen little and not systematic in practice and teaching at the school. It showed us the itinerary of the student life marked by a succession of supports, most of the time inappropriate and pioneers in cooling the construction of her autonomy. It also showed us the tensions and contradictions of a school environment, supposedly inclusive, that stumbles in search of its intent, in the attitudinal and cumulative barriers brought, because of its aggravating maintenance. These findings arose of crossing data around of a categorization that gives importance to 1) Concepts regarding the school inclusion, 2) Elements of the school organization, educational proposal and teaching practice, 3) Meaning of the visual image as the object of knowledge, 4) Perception in multiple senses and 5) Development and learning of the blind person before impositions of the social environment. In light of these findings we infer that it must be guaranteed to the disabled person removal of the attitudinal barriers that are against his full development and the construction of his autonomy. In that sense, should be given opportunity to the student with visual disability, similarly to all students, not only access to school, but also the dynamics of a school life efficient, that means the seizure of knowledge in all its modalities, including the imagery. To that end, there is a need of the continued training of teachers, construction of a support network in response to all needs of students, and the opportunity to development of reading skills beyond a perspective eminently focused in the sight

Possibilidades de exploração da história da ciência na formação do professor de matemática: mobilizando saberes a partir da obra de Nicolau Copérnico de revolutionibus orbium coelestium

This study aims to analyze the implications that the knowledge of an important work for the History of Science, De revolutionibus orbium coelestium , by Nicholas Copernicus, can bring for the formation of Mathematics professors. The study focuses on Book I of Copernicus s work, where, in the final part, is found the Table of the Subtense Straight Lines in a Circle, a true sine table constructed by the author. The study considers two theoretical references, the History of Science and of Mathematics, in the professor s formation searched amongst others in Miguel and Miorm, Brito, Neves and Martins, and Radford, and the necessary teaching knowledge professors mst have, on the basis of Gauthier, Schulman and Imbernón amongst others, through which it is established a net of knowledge grouped in dimensions such as mathematical, psycho pedagogical, cultural and practical diversity, that guide the study analysis. In the search for more necessary elements to enrich the analysis, beyond the theoretical research in Book I, it is carried through, with under graduation pupils, future Math professors, the construction of a sine table following the project used in De revolutionibus . The study still makes a description of the life and work of Nicholas Copernicus, detaching the historical context where the author lived and the conceptions about the Universe existing at that time. The research reveals that the studied work is an important source of culture, able to provide to the Mathematics professor in formation, beyond the conceptual and procedural mathematical knowledge, a cultural knowledge that allows him to be opened to the knowledge of other areas that not his specific area, and so to acquire knowledge about the world history, the development of sciences and of the society

Isolamento e caracterização ultraestrutural de folículos pré-antrais de vacas da raça Nelore (Bos taurus indicus)

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Efeitos da tricostatina A sobre a acetilação de histonas, proliferação celular e diferenciação de células tronco embrionárias murinas

Background: Embryonic stem cells are cells derived from early-stage embryos that are characterized by pluripotency and self-renewal capacity. The in vitro cultured murine embryonic stem cells can indefinitely propagate in an undifferentiated state in the presence of leukemia inhibitory factor (LIF). However, when stimulated, these cells can differentiate into cell lines derived from all three embryonic germ layers. The trichostatin A (TSA) is an epigenetic modifier agent and several studies have used the TSA to stimulate cellular differentiation. However, most of these studies only assessed one TSA concentration. Therefore, this study aimed to evaluate the effects of different TSA concentrations on histone hyperacetylation during in vitro cell differentiation of murine pluripotent embryonic stem cells, cultured with or without LIF, in the quest of to standardize their application on early cultures of embryonic stem cells.Materials, Methods & Results: Undifferentiated murine embryonic stem cells were plated in the presence of different TSA concentrations (0 nM, 15 nm, 50 nM and 100 nM) in the presence or absence of LIF. Thus, the treatments were evaluated in undifferentiated embryonic stem cells cultured in the presence of LIF (Control group: 0 nM LIF(+); Group 15 nM LIF+; Group 50 nM LIF+ and Group 100 nM LIF+), and in embryonic stem cells cultured in the absence of LIF (Control group: 0 nM LIF; Group 15 nM LIF(-); Group 50 nM LIF(-) and Group 100 nM LIF-). Treatment with TSA was performed for 24 h. After that the medium was replaced with fresh medium without TSA. Samples were collected at 0, 12, 24, 36 and 48 h after the beginning of the experiment. Three replicates were performed in each experimental group. The relative amount of Histone H3 lysine 9 acetylation was analyzed in all groups, as well as the cell proliferation in the embryonic stem cells cultured in the presence of LIF. In the control group (0 nM), the absence of LIF resulted in higher levels (P < 0.05) of H3lys9ac compared to the cultures supplemented with LIF. In the embryonic stem cells cultured in the presence of LIF, the 50 nM and 100 nM treatments resulted in higher levels (P < 0.05) of H3lys9ac when compared with 0 nM and 15 nM treatments. Evaluating the Hoechst area in the 0 nM group, it was observed that the number of cells increased (P < 0.05) according to the time of culture. Treatment with 15 nM also reflected a similar distribution, but the Hoechst area in 15 nM group was lower (P < 0.05) at 24 and 48h when compared to the observed in the control group. In the 100 nM treatment, was observed that the area of Hoechst was lower (P < 0.05) to that obtained in the control group at 12, 24 and 48h. In addition, it was observed that treatment with TSA induces greater cellular differentiation when compared to control groups in stem cells cultured in the presence of LIF as well as in the absence of LIF.Discussion: In the present study it was observed that TSA treatment increased the levels of histone acetylation in murine embryonic stem cells at a 50 nM concentration, making it possible to reduce the concentration recommended in the literature (100 nM). In addtion, it was concluded that the lower TSA concentrations utilized (15 nm and 50 nM) was less harmful to cellular proliferation than the 100 nM TSA concentration.

A implementação do programa Gestão nota 10 no sistema municipal de educação em Mossoró/RN (2005 a 2009)

This research work is focused to show the changes in educational administration from the agreements between the Mossoró / RN and the Ayrton Senna Institute IAS, for education provision. Nowadays, the partnership policy is a constitutive element of the reform of the Brazilian State, which dropped its action on social policies and to strengthen its regulatory role, encouraging private participation in planning, preparation and implementation of public policies, new printing setting the political-social. In this context, the 10 Note Management Programme, developed by the IAS, is part of the neoliberal logic of modernization of public school systems, focusing on results and developing strategies for control and regulation of schools work and its efficiency, effectiveness and greater productivity. The 10 Note focuses on two dimensions: the management of learning and teaching in networking, in a managerial perspective to overcome the culture of failure (expressed as age-grade, dropout and repetition rates in) and implantation of culture of success (as measured in the improvement of the indices). To understanding the process, we have delimited as the object of study, the process of implementing them mentioned program in the city, which its objective is to analyze implications for the school community from the perspective of democratic management, adopting the dimensions of autonomy and participation in institutional processes as a criterion of analysis. From a methodological point of view, the survey was conducted from a literature review and documentary about educational policy developed in the country since the 1990´s, seeking to understand, in a dialectical perspective, the political dimensions of teaching, training and performance of the subjects involved in the school work. Besides the empirical observation, it was also used semi-structured interviews with a methodological tool for gathering information and opinions about the partnership and the implementation of the 10 Note Management Program in the county. The interviewee participants were ex-former education managers, coordinators, school managers, secretaries and teachers. Regarding the dimensions inside the analysis (autonomy and participation), the research led to the conclusion: that GEED, under the guidance of IAS promoted regulation of school autonomy, set up the selection process for exercising the office of school administration and system awards to schools, pupils and teachers, subject to results, there is mismatch between the managerial logic and the democratic management principles, that the ideological discourse of modernization of municipal management coexists with traditional practices, centralizing patronage, which ignores the democratic participation in the school decisions processes, the goals of the partnership were partially achieved, since that the city has improved over the approval and dropouts, although the approval of the Education Municipal Plan of the rules institutional (administrative, financial and educational) and the creation of the Councils observed that the school community participation is still limited, not being characterized as a coordinated intervention, capable of promoting the transformation and improvement its quality in the county. In the same way, the orientation of networking is a limit to the autonomy of schools, given the external definition of goals and strategies to be adopted, along with pressure exerted through the accountability of each school community for their achievements

O livro de leitura da campanha de pé no chão também se aprende a ler/RN: um estudo dos pressupostos histórico-culturais

This work is about the historical and cultural assumptions inserted in the contents of literacy of the Campanha de Pé no Chão Também se Aprende a Ler, a movement of culture and popular education, developed in the State of Rio Grande do Norte in the period between 1961 and 1964. The hypothesis is the one of the existence of a romantic-political ideology which permeated a national developmentalist conception sited in its didactic-pedagogic instrument of literacy, the Book of Lecture of De Pé no Chão Também se Aprende a Ler/RN (1963). It has the aim to understand how the popular critical consciousness marked by conceptions of culture and popular education in its social, cultural and ideological relations, happened. Analyses the object of study by the symbolical cartography, methodological procedures which have as principles to retire from an antecedent source implicit meanings that can discover new realities, articulating the keywords of that document to the ideology that surrounded the Campanha de Pé no Chão Também se Aprende a Ler /RN. As results, the research showed that, considering the historical-cultural assumptions of the national developmentalist thought sited in the studied Book of Lecture, the conditions of the political-cultural context and of the advance of the Brazilian national industry on the beginning of the 1960th , admitted a process of social integration lavished by the popular literacy on the Campanha de Pé no Chão/RN, linked with the possibility of transition of the popular conscience, in a romantic-political perspective of the culture and the popular education

Ocorrência de Megabacteriose em Periquitos Autralianos, Canários e Agapornis na Região de Ribeirão Preto- Estado de São Paulo - Brasil

Este trabalho tem como objetivo relatar a ocorrência de um agente etiológico, denominado na Europa, Australia e EUA como megabactéria, observado em estômago de pequenas aves (canários belgas, agapornis e periquitos australianos), provenientes da região de Ribeirão Preto, Estado de São Paulo/SP. As necropsias de 64 aves silvestres (4 periquitos australianos, 12 agapornis e 48 canários), realizadas no perído de 1994 a 1997, foram analisadas, constatando-se em 56% dos casos a presença de estruturas filiformes, acidofílicas sob coloração Giemsa, gram positivas, existentes no muco do proventrículo, descritas na literatura como megabactérias. Foram testados diversos tipos de meios de cultura para reprodução in vitro deste microrganismo. Foram ainda comparadas as dimensões (comprimento e largura) dessa bactéria obtida apartir do esfregaço fresco de muco proventricular e da megabactéria proveniente de cultivo in vitro. Também foram listados os principais achados macroscópicos do animais portadores desta bactéria.

Crescimento in vitro de plântulas de Caularthron bicornutum em diferentes concentrações de sacarose

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Propagação vegetativa de jambeiro vermelho [Syzygium malaccense (L.) Merr. & L.M. Perry]

The Malay Apple [Syzygium malaccense (L.) Merr. & L. M. Perry] is an option for the producer as its fruits are attractive and well accepted by the consumer. The difficulty of culture of this species is that the plant is very tall and has a long juvenile period when propagated by seed, making its vegetative propagation necessary to anticipate the productive period and decrease its size. The possibility of vegetative propagation of this species was studied by cutting, layering, and grafting. In the cutting experiment, three doses of indolbutyric acid (IBA) (0, 1,000, 3,000, and 5,000 mg L(-1)) were tested in two lengths of herbaceous cuttings (15 and 25 cm). In the layering experiment, two periods of layering (summer and autumn) and four doses of IBA (0, 1,000, 4,000, 7,000, and 10,000 mg kg(-1)) were evaluated. For grafting, the compatibility between S. malaccense and S. jambos (L.) Alston as rootstock was studied with two diameters (0.5 and 0.8 cm) and in two periods (winter and summer), by method of full graft. For cuttings, the percentage of rooting was 20%, independently of the IBA doses, except for 5,000 mg L(-1) that showed negative effect on 15 cm cuttings; layering and grafting were not successful in the studied conditions.

Produção in vitro de embriões bovinos: utilização de diferentes fontes de gonadotrofinas na maturação dos oócitos

O presente trabalho foi conduzido com o objetivo de avaliar o efeito da utilização de diferentes fontes de gonadotrofinas para maturação in vitro dos oócitos bovinos fecundados e desenvolvidos in vitro sobre as taxas de clivagem (TC) e de blastocistos (TBL). Oócitos imaturos provenientes de ovários de vacas de abatedouro foram submetidos a maturação in vitro sob diferentes condições: meio TCM 199, acrescido de 10% de soro de vaca em estro (SVE), aditivos, hepes, NaHCO3, piruvato de sódio, antibióticos (meio B-199), 20 UI/mL de PMSG e 10 UI/mL de hCG (PMSG/hCG) ou meio B-199, acrescido de 5 mig/mL de FSH e 5 mig/mL de LH (FSH/LH). Seguidos 24 h de cultura a 38,5ºC em atmosfera com 5% de CO2, os oócitos maturos foram incubados com sêmen descongelado durante 18 a 21 horas. Após esse período, os oócitos foram transferidos para placas contendo microgotas de meio Ménezo suplementado com 10% de SVE e células epiteliais do oviduto bovino em suspensão, cobertas com óleo de silicone, os quais permaneceram em cultura por mais 9 dias. Os dados foram analisados pelo teste do Qui-quadrado. A TC e a TBL, para PMSG/hCG e FSH/LH, foram 60 e 13,9% e 61,2 e 10,6%, respectivamente. Não houve diferença entre os tratamentos com relação a TC ou a TBL. Esses resultados sugerem que ambas as fontes de gonadotrofinas podem ser utilizadas para maturação in vitro dos oócitos fecundados e desenvolvidos in vitro.

Energy balance for biodiesel production by the castor bean crop (Ricinus communis L.)

The castor bean crop (Ricinus communis L.) has acquired prestige due to industries interest in the oil quality and recently for new sources of energy demand. The experiment that served as basis for the data used in this study was conducted at the Lageado Experimental Farm, in Botucatu - SP, 2008. This study aimed to avaluate the crop viability through energy balance and energy efficiency since the implantation until biodiesel production using parameters of consumption in operational management for installation and maintenance of culture harvest and oil production. The soil management operations, sow and harvest consumed the total of 266.20 MJ ha(-1), gathering with the fertilizers, pesticides, fuels, lubricants, labor, seed and industrial processing totaled 56,808 MJ ha(-1) of energy inputs. The energy production was 72,814.00 MJ ha(-1). The industry still lacks studies thal would contribution data collection and more specific energy coefficients. The castor beans cultivation was considered efficient allowing again of 15983.44 MJ ha(-1) equivalent to about 415 liters of diesel oil.

Balanço de radiação e energia da cultura de alface em estufa de polietileno

Objetivou-se, neste trabalho, determinar os balanços de radiação e energia da cultura de alface (Lactuca sativa, L. cv. Verônica) em estufa de polietileno. O experimento foi realizado em uma estufa tipo túnel alto com cobertura de polietileno (100 mim de espessura) e em uma área externa, ambas com 35 m². Durante o ciclo da cultura, foram monitoradas as radiações global e refletida, saldo de radiação, fluxo de calor no solo e temperatura do ar (seca e úmida) nos dois meios. Utilizou-se um Datalogger que operou na freqüência de 1 Hz, armazenando médias de cinco minutos. A partir das integrações diárias das irradiâncias global (K¯) e refletida (K­), verificou-se que a transmissividade média da radiação global (K¯in / K¯ex) foi aproximadamente constante, em torno de 79,59%, enquanto a razão das radiações refletidas (K­in / K­ex) foi igual a 69,21% com coeficiente de variação de 8,47%. As curvas normalizadas do saldo de radiação de ondas curtas em relação à radiação global (K* / K¯), nos dois meios, mostraram ser aproximadamente constantes no início do ciclo e decrescentes no final. A relação (Rn/ K¯) foi maior no meio externo, em torno de 12%, a partir da fase em que a superfície verde da cultura cobriu o solo. O balanço médio (L*) de radiação de ondas longas foi maior no exterior, em torno de 50%. O balanço de energia, estimado em termos de fluxos verticais, mostrou, em média, que: no exterior, 83,07% do saldo de radiação foi convertido em calor latente (LE), 18,00% em fluxo de calor no solo (G) e 9,96% em calor sensível (H), enquanto que, no interior da estufa, 58,71% do saldo de radiação foi convertido em LE, 42,68% em H e 28,79% em G.