Comunicação rural e comunitária - instrumentos para transferência de tecnologia - estudo de caso do desenvolvimento da bananicultura nas comunidades do Ramal ZF-9 em Rio Preto da Eva, Estado do Amazonas.

Este trabalho objetivou relatar que, possivelmente, o uso da comunicação rural e de práticas de comunicação comunitária adequadas à realidade local, pelos técnicos de assistência técnica/Instituto de Desenvolvimento Agropecuário e Sustentável do Estado do Amazonas (Idam), foi determinante para a adoção da bananicultura (cultivar Thap Maeo, resistente à sigatoka-negra e mais produtiva) como alternativa econômica ao produtor rural assentado no Ramal ZF-9, Distrito Agropecuário da Suframa, Rio Preto da Eva, no Estado do Amazonas, em substituição à prática insustentável de produção de carvão. Os relatos citados são frutos de observações ex post facto, registradas durante as avaliações de impacto econômico, social e ambiental da Empresa Brasileira de Pesquisa Agropecuária (Embrapa), realizadas nos anos de 2012, 2013 e 2014. A metodologia foi exploratória, realizada por meio de entrevistas e aplicação de questionário. Com os dados obtidos foi possível concluir que estabelecer parâmetros dialógicos e utilizar instrumentos de comunicação adequados à estrutura psicossocial, tecnológica e à vivência da comunidade facilita e oportuniza a adoção de tecnologias recomendadas pela pesquisa.

Transferência de tecnologias para sistemas de Integração Lavoura-Pecuária-Floresta (iLPF).

2016

Atividades de transferência de tecnologia da Embrapa Trigo para a cultura da soja na safra 2015/2016.

2016

Avaliação de genótipos de seringueira (Hevea spp.) ao Microcyclus ulei visando à identificação de fontes de resistência horizontal.

Avaliou-se, sob condições controladas, a resistência de genótipos de seringueira ao mal-das-folhas.

PM and material decay: analysis of dry depositions on horizontal and vertical surrogate surfaces through a Deposition Box system

Airborne Particulate Matter (PM), can get removed from the atmosphere through wet and dry mechanisms, and physically/chemically interact with materials and induce premature decay. The effect of dry depositions is a complex issue, especially for outdoor materials, because of the difficulties to collect atmospheric deposits repeatable in terms of mass and homogeneously distributed on the entire investigated substrate. In this work, to overcome these problems by eliminating the variability induced by outdoor removal mechanisms (e.g. winds and rainfalls), a new sampling system called ‘Deposition Box’, was used for PM sampling. Four surrogate materials (Cellulose Acetate, Regenerated Cellulose, Cellulose Nitrate and Aluminum) with different surfaces features were exposed in the urban-marine site of Rimini (Italy), in vertical and horizontal orientations. Homogeneous and reproducible PM deposits were obtained and different analytical techniques (IC, AAS, TOC, VP-SEM-EDX, Vis-Spectrophotometry) were employed to characterize their mass, dimension and composition. Results allowed to discriminate the mechanisms responsible of the dry deposition of atmospheric particles on surfaces with different nature and orientation and to determine which chemical species, and in which amount, tend to preferentially deposit on them. This work demonstrated that “Deposition Box” can represent an affordable tool to study dry deposition fluxes on materials and results obtained will be fundamental in order to extend this kind of exposure to actual building and heritage materials, to investigate the PM contribution in their decay.

Problems in physics and mathematics contexts with middle and high school classes: vertical and horizontal comparison

My thesis falls within the framework of physics education and teaching of mathematics. The objective of this report was made possible by using geometrical (in mathematics) and qualitative (in physics) problems. We have prepared four (resp. three) open answer exercises for mathematics (resp. physics). The test batch has been selected across two different school phases: end of the middle school (third year, 8\textsuperscript{th} grade) and beginning of high school (second and third year, 10\textsuperscript{th} and 11\textsuperscript{th} grades respectively). High school students achieved the best results in almost every problem, but 10\textsuperscript{th} grade students got the best overall results. Moreover, a clear tendency to not even try qualitative problems resolution has emerged from the first collection of graphs, regardless of subject and grade. In order to improve students' problem-solving skills, it is worth to invest on vertical learning and spiral curricula. It would make sense to establish a stronger and clearer connection between physics and mathematical knowledge through an interdisciplinary approach.