Estrutura do pasto e comportamento ingestivo de caprinos em capim-tanzânia submetidos a índices de área foliar residual em lotação intermitente

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Isótopos estáveis de carbono em estudo com bovinos de corte em pastejo, suplementados no período da seca

Pós-graduação em Zootecnia - FMVZ

Componentes principais na seleção de animais em pesquisas experiementais

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

Massa de forragem, composição química do capim-massai e comportamento ingestivo de ovinos durante a fase de implantação do eucalipto em sistema silvipastoril

Pós-graduação em Zootecnia - FCAV

Milho ou polpa cítrica associados à glicerina na alimentação de bovinos de corte confinados

Pós-graduação em Zootecnia - FCAV

Evolução do temperamento de bovinos de corte mantidos a pasto e frequentemente manejados

Pós-graduação em Zootecnia - FCAV

Comportamento de vacas e bezerros Girolandos em pastagem e sua relação com o nível de cortisol fecal como indicador de estresse

Pós-graduação em Zootecnia - FCAV

Fazendo conexões com o mundo real: uso de conceitos e modelos da física no contexto da zoologia

There are considerations of that the education of Physics of the way as comes being driven us textbooks and consequently in classroom, is distant and distorted of their real purpose. We notice that the education of this science through the Physical school discipline, has I assume a character of preparation for university entrance exams exercises resolution, exceling for the memorization of formulae and by the mathematical solutions, fact that looks to cause to it is lacking of motivation and to the disinterest of the students regarding his contents. Since we are surrounded by phenomena, events, elements of the nature, new technologies, objects and so many others that can be explained and many times until applied and/or reproduced by means of physical concepts, there is no reason for treat to Physical as somewhat academic and remote of the reality. The little interest of high school students by the discipline of Physics and their poor performance in the learning of his contents has led to the search of new paths, resources and strategies that promote a more meaningful learning. Taking into account these facts, we seek in this course conclusion work, observe, analyze and apply concepts of the Physical one in multiple elements of ours routine, doing use of the interdisciplinary nature as a possible mechanism. The animals exert a fascination on most people. Much of what we see in their way of being and behaving can be explained by the laws of Physics and its models. Their physique, behavior and activities involve diverse movements, communication and sensing as physical limitations varied. Zoologists and physicists build models in an attempt to explain or understand animal behavior using well-established physical principles. The creation of physical models is going to approach a problem, identifies the fundamental information and removing all of the irrelevant details. An example... (Complete abstract click electrnic access below)

Efeito do temperamento e do estresse nas características da carne de bovinos terminados em confinamento

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Avaliação dos benefícios da adoção de boas práticas de manejo no bem-estar de bezerros leiteiros

Pós-graduação em Zootecnia - FCAV

Implicações da disponibilidade de espaço no confinamento de bovinos de corte

Pós-graduação em Zootecnia - FCAV

Desempenho de vacas leiteiras em pastejo de alfafa

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

Comportamento individual de bovinos Nelore e relações com desempenho em regime de confinamento e reprodução

Pós-graduação em Zootecnia - FCAV

Novelty of the arena impairs the cortisol-related increase in the aggression of matrinxa (Brycon amazonicus)

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Wildlife Master Volunteers: A Multi-County Approach to Resolving Human-Wildlife Conflicts

The Wildlife Master (WM) Program in Colorado was modeled after the highly successful Master Gardener volunteer program. In 10 highly populated suburban counties with large rural areas surrounding the Denver Metro Area, Colorado State University (CSU) Cooperative Extension Natural Resources agents train, supervise and manage these volunteers in the identification, referral, and resolution of wildlife damage issues. High quality, research-based training is provided by university faculty and other professionals in public health, animal damage control, wildlife management and animal behavior. Inquiries are responded to mainly via telephone. Calls by concerned residents are forwarded to WMs who provide general information about human-wildlife conflicts and possible ways to resolve complaints. Each volunteer serves a minimum of 14 days on phone duty annually, calling in from a remote location to a voice mail system from which phone messages can be conveniently retrieved. Response time per call is generally less than 24 hours. During 2004, more than 2,000 phone calls, e-mail messages and walk-in requests for assistance were fielded by 100 cooperative extension WMs. Calls fielded by volunteers in one county increased five-fold during the past five years, from 100 calls to over 500 calls annually. Valued at the rate of approximately $18.00 per volunteer hour, the leveraged value of each WM was about $450 in 2005, based on 25 hours of service and training. The estimated value of the program to Colorado in 2004 was over $45,000 of in-kind service, or about one full-time equivalent faculty member. This paper describes components of Colorado’s WM Program, with guides to the set-up of similar programs in other states.