Using fraction images derived from modis data for coffee crop mapping

Coffee production was closely linked to the economic development of Brazil and, even today, coffee is an important product of the national agriculture. The State of Minas Gerais currently accounts for 52% of the whole coffee area in Brazil. Remote sensing data can provide information for monitoring and mapping of coffee crops, faster and cheaper than conventional methods. In this context, the objective of this study was to assess the effectiveness of coffee crop mapping in Monte Santo de Minas municipality, Minas Gerais State, Brazil, from fraction images derived from MODIS data, in both dry and rainy seasons. The Spectral Linear Mixing Model was used to derive fraction images of soil, coffee, and water/shade. These fraction images served as input data for the supervised automatic classification using the SVM - Support Vector Machine approach. The best results concerning Overall Accuracy and Kappa Index were obtained in the classification of the dry season, with 67% and 0.41, respectively.

Drought resistance of sugar-cane crop for different levels of water availability in the soil

Soil water availability is the main cause of reduced productivity, and the early development period most sensitive to water deficit. This study aimed to evaluate the drought resistance of the varieties of sugar-cane RB867515 and SP81-3250 during the early development using different levels of water deficit on four soil depths. The experiment was conducted at the Department of Biosystems at Escola Superior de Agricultura "Luiz de Queiroz" (ESALQ/USP) in a greenhouse in soil classified as Oxisol, sandy loam texture (Series "Sertãozinho"). Once exhausted the level of available water in the soil, the dry strength of the studied strains are relatively low. Water balance with values less than -13 mm cause a significant decrease in the final population of plants, regardless of the variety, and values below -35 mm, leads to the death of all plants.

Trickle irrigation: effects on papaya crop

The objective of this study was to evaluate growth and yield of papaya cv. Sunrise solo under trickle irrigation system configurations. A random block design was used with six treatments and four replications. Treatments were: T1- a 32 L h-1 micro sprinkler; T2 - a 43 L h-1 micro sprinkler and T3 - a 60 L h-1 micro sprinkler for four plants; T4 - Drip system with four emitters per plant on one lateral line per crop row; T5 - Drip system with eight emitters per plant on two laterals line per crop row; T6 - Drip system with four emitters per plant on one lateral line distributed as pig tail. The dripper flow rate was 4 L h-1and they were apart each other 0.50 m. Crop growth variables were measured every two weeks. Production variables were evaluated during harvest. The treatment that presented superiority was irrigated by micro sprinkler system with flow rate of 43 L h-1.

Determination of total accumulated rainfall, global radiation, evapotranspiration and degree-days originated from the ECMWF model to sugar cane crop

The climate variability between the growth and harvesting of sugar cane is very important because it directly affects yield. The MODIS sensor has characteristics like spatial and temporal resolution that can be applied to monitoring of vegetative vigor variability in the land surface and then, temporal profiles generation. Agro meteorological data from ECMWF model are free and easy to access and have a good representation of reality. In this study, we used the period between sugar cane growth and harvest in the state of Sao Paulo, Brazil, from temporal profiles selecting of NDVI behavior. For each period the precipitation, evapotranspiration, global radiation, length (days) and degree-days were accumulated. The periods were presented in a map format on MODIS spatial resolution of 250 meters. The results showed the spatial variability of climate variables and the relationship to the reality presented by official data.

Swine wastewater associated with mineral fertilization on corn crop (Zea mays)

This study aimed to evaluate the agronomical and environmental aspects in corn, soil characteristics and leachate resulting from the material combination of swine wastewater and mineral fertilizer in the long run. The experimental area has a history of swine wastewater application for experiments conducted since 2006, this being the seventh crop cycle in the area. Four doses of swine wastewater (0; 100; 200 and 300 m³ ha-1) associated with presence and absence of mineral fertilizer were applied, consisting of eight treatments. The results obtained were subjected to variance analysis and means compared by Tukey test at 5% significance. We conclude that the swine wastewater can be partially used as an alternative fertilizer, since the P and Mn are complemented with specific fertilization. There must be carefulness about Fe+2, Cu+2 and Zn+2 accumulation in soil, and also to the concentrations of Fe+2, Cu+2, Zn+2, NO3- + NO2- and Na+ in leachate which exceeded the limits at the highest SWW applied levels.

Spatial statistics applied to soybean production data from Paraná State for 2003-04 to 2009-10 crop-years

In the current study, we performed a soybean production spatial distribution analysis in Paraná State. Seven crop-year data, from 2003-04 to 2009-10, obtained from the Paraná Department of Agriculture and Supply (SEAB) were used to develop a Boxmap for each crop-year, show soybean production throughout this time interval. Moran's index was used to measure spatial autocorrelation among municipalities at an aggregate level, while LISA index local correlation. For each index, different contiguity matrix and order were used and there was a significance level study. As a result, we have showed spatial relationship among cities regarding the production, which allowed the indication of high and low production clusters. Finally, identifying main soybean-producing cities, what may provide supply chain members with information to strengthen the crop production in Paraná.

Hydrological simulation using SWAT model in headwater basin in Southeast Brazil

Hydrological models are important tools that have been used in water resource planning and management. Thus, the aim of this work was to calibrate and validate in a daily time scale, the SWAT model (Soil and Water Assessment Tool) to the watershed of the Galo creek , located in Espírito Santo State. To conduct the study we used georeferenced maps of relief, soil type and use, in addition to historical daily time series of basin climate and flow. In modeling were used time series corresponding to the periods Jan 1, 1995 to Dec 31, 2000 and Jan 1, 2001 to Dec 20, 2003 for calibration and validation, respectively. Model performance evaluation was done using the Nash-Sutcliffe coefficient (E NS) and the percentage of bias (P BIAS). SWAT evaluation was also done in the simulation of the following hydrological variables: maximum and minimum annual daily flowsand minimum reference flows, Q90 and Q95, based on mean absolute error. E NS and P BIAS were, respectively, 0.65 and 7.2% and 0.70 and 14.1%, for calibration and validation, indicating a satisfactory performance for the model. SWAT adequately simulated minimum annual daily flow and the reference flows, Q90 and Q95; it was not suitable in the simulation of maximum annual daily flows.

Yield of cotton/cowpea and sunflower/cowpea crop rotation systems during the reclamation process of a saline-sodic soil

The objective of this study was to evaluate the use of subsoiling, gypsum and organic matter associated with the cultivation of cotton, sunflower and cowpea in crop rotation, seeking the reclamation and use of a saline-sodic soil. The treatments were arranged in a randomized block design in split plots with four replications, during two crop cycles (2009/2010 and 2010/2011). The plots were formed by the treatments: T1. Subsoiling (S); T2. S + 20 Mg ha-1 of gypsum; T3. S + 40 Mg ha-1 of organic matter; T4. S + 10 Mg ha-1 of gypsum + 20 Mg ha-1 of organic matter; T5. S + 20 Mg ha-1 of gypsum + 40 Mg ha-1 of organic matter and the sub-plots consisted of the cotton-cowpea (C/CP) and sunflower-cowpea (S/CP) crop rotation. The use of gypsum and organic matter contributed to decrease the soil salinity and sodicity. Cotton was not affected by the treatments, while the sunflower crop was favored by the application of amendments only in the second production cycle. Higher yields of cowpea in T5 treatment, during the 2009/2010 cycle, are indicative that higher doses of gypsum and organic matter applied in this treatment accelerate the reclamation process. For other treatments with amendment application there was a beneficial effect for this crop only in the second cycle, when the values of productivity were similar to T5.

Bartlett-Lewis of rectangular pulse modified model: estimate of parameters for simulation of precipitation in sub-hourly duration

The Bartlett-Lewis Rectangular Pulse Modified (BLPRM) model simulates the precipitous slide in the hourly and sub-hourly and has six parameters for each of the twelve months of the year. This study aimed to evaluate the behavior of precipitation series in the duration of 15 min, obtained by simulation using the model BLPRM in situations: (a) where the parameters are estimated from a combination of statistics, creating five different sets; (b) suitability of the model to generate rain. To adjust the parameters were used rain gauge records of Pelotas/RS/Brazil, which statistics were estimated - mean, variance, covariance, autocorrelation coefficient of lag 1, the proportion of dry days in the period considered. The results showed that the parameters related to the time of onset of precipitation (λ) and intensities (μx) were the most stable and the most unstable were ν parameter, related to rain duration. The BLPRM model adequately represented the mean, variance, and proportion of the dry period of the series of precipitation lasting 15 min and, the time dependence of the heights of rain, represented autocorrelation coefficient of the first retardation was statistically less simulated series suitability for the duration of 15 min.

Mathematical simulation parameters for drying of cassava starch pellets

Based on experimental tests, it was obtained the equations for drying, equilibrium moisture content, latent heat of vaporization of water contained in the product and the equation of specific heat of cassava starch pellets, essential parameters for realizing modeling and mathematical simulation of mechanical drying of cassava starch for a new technique proposed, consisting of preformed by pelleting and subsequent artificial drying of starch pellets. Drying tests were conducted in an experimental chamber by varying the air temperature, relative humidity, air velocity and product load. The specific heat of starch was determined by differential scanning calorimetry. The generated equations were validated through regression analysis, finding an appropriate correlation of the data, which indicates that by using these equations, can accurately model and simulate the drying process of cassava starch pellets.

Application of artificial neural networks as an alternative to volumetric water balance in drip irrigation management in watermelon crop

Precision irrigation seeks to establish strategies which achieve an efficient ratio between the volume of water used (reduction in input) and the productivity obtained (increase in production). There are several studies in the literature on strategies for achieving this efficiency, such as those dealing with the method of volumetric water balance (VWB). However, it is also of great practical and economic interest to set up versatile implementations of irrigation strategies that: (i) maintain the performance obtained with other implementations, (ii) rely on few computational resources, (iii) adapt well to field conditions, and (iv) allow easy modification of the irrigation strategy. In this study, such characteristics are achieved when using an Artificial Neural Network (ANN) to determine the period of irrigation for a watermelon crop in the Irrigation Perimeter of the Lower Acaraú, in the state of Ceará, Brazil. The Volumetric Water Balance was taken as the standard for comparing the management carried out with the proposed implementation of ANN. The statistical analysis demonstrates the effectiveness of the proposed management, which is able to replace VWB as a strategy in automation.

Desiccation time of the spring sorghum as a predecessor crop for summer soybean and autumn bean in a no-tillage system

ABSTRACT Several authors have been questioned the desiccation interval between the coverage plants and sowing plants for the soybean crop. Therefore, this study aimed to evaluate the desiccation time of the spring sorghum as a predecessor crop for summer soybean and then for autumn bean, focusing on the straw formation for maintenance of the no-tillage system and to evaluate the yield of soybeans and beans grain, as well as analyzing the interference of sorghum straw in these cultures. The experiment was developed in the Teaching and Research Farm of FE/UNESP located in Ilha Solteira/SP where it was used an experimental design of randomized blocks with five treatments and six repetitions. The treatments consisted of five different intervals between sorghum desiccation and soybean sowing (being with D7 - Drying sorghum seven days before the soybean sowing; and successively for D14, D21, D28 and D35). In order to analyze the results, it was used the Tukey test for a 10% level of significance and the statistical program called Sisvar. The "Cober Crop" sorghum exerted influence on soybean yield but this effect was not lasting for the bean crop in succession to the soybeans.

Performance of small wind turbines: simulation of electricity supply to loads connected to the public or isolated grid

ABSTRACT The successful in the implementation of wind turbines depends on several factors, including: the wind resource at the installation site, the equipment used, project acquisition and operational costs. In this paper, the production of electricity from two small wind turbines was compared through simulation using the computer software HOMER - a national model of 6kW and an imported one of 5kW. The wind resources in three different cities were considered: Campinas (SP/BR), Cubatão (São Paulo/BR) and Roscoe (Texas/ USA). A wind power system connected to the grid and a wind isolated system - batteries were evaluated. The results showed that the energy cost ($/kWh) is strongly dependent on the windmill characteristics and local wind resource. Regarding the isolated wind system – batteries, the full supply guarantee to the simulated electrical load is only achieved with a battery bank with many units and high number of wind turbines, due to the intermittency of wind power.

Playing to Learn: Business Simulation Games as Leadership Learning Environments

The aim of this dissertation is to investigate if participation in business simulation gaming sessions can make different leadership styles visible and provide students with experiences beneficial for the development of leadership skills. Particularly, the focus is to describe the development of leadership styles when leading virtual teams in computer-­supported collaborative game settings and to identify the outcomes of using computer simulation games as leadership training tools. To answer to the objectives of the study, three empirical experiments were conducted to explore if participation in business simulation gaming sessions (Study I and II), which integrate face-­to-­face and virtual communication (Study III and IV), can make different leadership styles visible and provide students with experiences beneficial for the development of leadership skills. In the first experiment, a group of multicultural graduate business students (N=41) participated in gaming sessions with a computerized business simulation game (Study III). In the second experiment, a group of graduate students (N=9) participated in the training with a ‘real estate’ computer game (Study I and II). In the third experiment, a business simulation gaming session was organized for graduate students group (N=26) and the participants played the simulation game in virtual teams, which were organizationally and geographically dispersed but connected via technology (Study IV). Each team in all experiments had three to four students and students were between 22 and 25 years old. The business computer games used for the empirical experiments presented an enormous number of complex operations in which a team leader needed to make the final decisions involved in leading the team to win the game. These gaming environments were interactive;; participants interacted by solving the given tasks in the game. Thus, strategy and appropriate leadership were needed to be successful. The training was competition-­based and required implementation of leadership skills. The data of these studies consist of observations, participants’ reflective essays written after the gaming sessions, pre-­ and post-­tests questionnaires and participants’ answers to open-­ ended questions. Participants’ interactions and collaboration were observed when they played the computer games. The transcripts of notes from observations and students dialogs were coded in terms of transactional, transformational, heroic and post-­heroic leadership styles. For the data analysis of the transcribed notes from observations, content analysis and discourse analysis was implemented. The Multifactor Leadership Questionnaire (MLQ) was also utilized in the study to measure transformational and transactional leadership styles;; in addition, quantitative (one-­way repeated measures ANOVA) and qualitative data analyses have been performed. The results of this study indicate that in the business simulation gaming environment, certain leadership characteristics emerged spontaneously. Experiences about leadership varied between the teams and were dependent on the role individual students had in their team. These four studies showed that simulation gaming environment has the potential to be used in higher education to exercise the leadership styles relevant in real-­world work contexts. Further, the study indicated that given debriefing sessions, the simulation game context has much potential to benefit learning. The participants who showed interest in leadership roles were given the opportunity of developing leadership skills in practice. The study also provides evidence of unpredictable situations that participants can experience and learn from during the gaming sessions. The study illustrates the complex nature of experiences from the gaming environments and the need for the team leader and role divisions during the gaming sessions. It could be concluded that the experience of simulation game training illustrated the complexity of real life situations and provided participants with the challenges of virtual leadership experiences and the difficulties of using leadership styles in practice. As a result, the study offers playing computer simulation games in small teams as one way to exercise leadership styles in practice.

Thinking Outside the Box: Enhancing Science Teaching by Combining (Instead of Contrasting) Laboratory and Simulation Activities

The focus of the present work was on 10- to 12-year-old elementary school students’ conceptual learning outcomes in science in two specific inquiry-learning environments, laboratory and simulation. The main aim was to examine if it would be more beneficial to combine than contrast simulation and laboratory activities in science teaching. It was argued that the status quo where laboratories and simulations are seen as alternative or competing methods in science teaching is hardly an optimal solution to promote students’ learning and understanding in various science domains. It was hypothesized that it would make more sense and be more productive to combine laboratories and simulations. Several explanations and examples were provided to back up the hypothesis. In order to test whether learning with the combination of laboratory and simulation activities can result in better conceptual understanding in science than learning with laboratory or simulation activities alone, two experiments were conducted in the domain of electricity. In these experiments students constructed and studied electrical circuits in three different learning environments: laboratory (real circuits), simulation (virtual circuits), and simulation-laboratory combination (real and virtual circuits were used simultaneously). In order to measure and compare how these environments affected students’ conceptual understanding of circuits, a subject knowledge assessment questionnaire was administered before and after the experimentation. The results of the experiments were presented in four empirical studies. Three of the studies focused on learning outcomes between the conditions and one on learning processes. Study I analyzed learning outcomes from experiment I. The aim of the study was to investigate if it would be more beneficial to combine simulation and laboratory activities than to use them separately in teaching the concepts of simple electricity. Matched-trios were created based on the pre-test results of 66 elementary school students and divided randomly into a laboratory (real circuits), simulation (virtual circuits) and simulation-laboratory combination (real and virtual circuits simultaneously) conditions. In each condition students had 90 minutes to construct and study various circuits. The results showed that studying electrical circuits in the simulation–laboratory combination environment improved students’ conceptual understanding more than studying circuits in simulation and laboratory environments alone. Although there were no statistical differences between simulation and laboratory environments, the learning effect was more pronounced in the simulation condition where the students made clear progress during the intervention, whereas in the laboratory condition students’ conceptual understanding remained at an elementary level after the intervention. Study II analyzed learning outcomes from experiment II. The aim of the study was to investigate if and how learning outcomes in simulation and simulation-laboratory combination environments are mediated by implicit (only procedural guidance) and explicit (more structure and guidance for the discovery process) instruction in the context of simple DC circuits. Matched-quartets were created based on the pre-test results of 50 elementary school students and divided randomly into a simulation implicit (SI), simulation explicit (SE), combination implicit (CI) and combination explicit (CE) conditions. The results showed that when the students were working with the simulation alone, they were able to gain significantly greater amount of subject knowledge when they received metacognitive support (explicit instruction; SE) for the discovery process than when they received only procedural guidance (implicit instruction: SI). However, this additional scaffolding was not enough to reach the level of the students in the combination environment (CI and CE). A surprising finding in Study II was that instructional support had a different effect in the combination environment than in the simulation environment. In the combination environment explicit instruction (CE) did not seem to elicit much additional gain for students’ understanding of electric circuits compared to implicit instruction (CI). Instead, explicit instruction slowed down the inquiry process substantially in the combination environment. Study III analyzed from video data learning processes of those 50 students that participated in experiment II (cf. Study II above). The focus was on three specific learning processes: cognitive conflicts, self-explanations, and analogical encodings. The aim of the study was to find out possible explanations for the success of the combination condition in Experiments I and II. The video data provided clear evidence about the benefits of studying with the real and virtual circuits simultaneously (the combination conditions). Mostly the representations complemented each other, that is, one representation helped students to interpret and understand the outcomes they received from the other representation. However, there were also instances in which analogical encoding took place, that is, situations in which the slightly discrepant results between the representations ‘forced’ students to focus on those features that could be generalised across the two representations. No statistical differences were found in the amount of experienced cognitive conflicts and self-explanations between simulation and combination conditions, though in self-explanations there was a nascent trend in favour of the combination. There was also a clear tendency suggesting that explicit guidance increased the amount of self-explanations. Overall, the amount of cognitive conflicts and self-explanations was very low. The aim of the Study IV was twofold: the main aim was to provide an aggregated overview of the learning outcomes of experiments I and II; the secondary aim was to explore the relationship between the learning environments and students’ prior domain knowledge (low and high) in the experiments. Aggregated results of experiments I & II showed that on average, 91% of the students in the combination environment scored above the average of the laboratory environment, and 76% of them scored also above the average of the simulation environment. Seventy percent of the students in the simulation environment scored above the average of the laboratory environment. The results further showed that overall students seemed to benefit from combining simulations and laboratories regardless of their level of prior knowledge, that is, students with either low or high prior knowledge who studied circuits in the combination environment outperformed their counterparts who studied in the laboratory or simulation environment alone. The effect seemed to be slightly bigger among the students with low prior knowledge. However, more detailed inspection of the results showed that there were considerable differences between the experiments regarding how students with low and high prior knowledge benefitted from the combination: in Experiment I, especially students with low prior knowledge benefitted from the combination as compared to those students that used only the simulation, whereas in Experiment II, only students with high prior knowledge seemed to benefit from the combination relative to the simulation group. Regarding the differences between simulation and laboratory groups, the benefits of using a simulation seemed to be slightly higher among students with high prior knowledge. The results of the four empirical studies support the hypothesis concerning the benefits of using simulation along with laboratory activities to promote students’ conceptual understanding of electricity. It can be concluded that when teaching students about electricity, the students can gain better understanding when they have an opportunity to use the simulation and the real circuits in parallel than if they have only the real circuits or only a computer simulation available, even when the use of the simulation is supported with the explicit instruction. The outcomes of the empirical studies can be considered as the first unambiguous evidence on the (additional) benefits of combining laboratory and simulation activities in science education as compared to learning with laboratories and simulations alone.