Iluminar a terra pela intelig��ncia: Trajet��ria do Aprendizado Agr��cola de Barbacena, MG (1910 - 1933)

Esta tese objetiva percorrer a trajet��ria da cria����o, implanta����o e mudan��as, ao longo do processo hist��rico do Aprendizado Agr��cola de Barbacena, desde seu in��cio, em 1910, at�� a ��poca do presidente Get��lio Vargas, 1933. Como preliminares e pano de fundo, as iniciativas do Brasil, que, premido pela car��ncia de m��o de obra qualificada para atender �� demanda das fazendas, ap��s a aboli����o da escravatura, busca conhecimentos e experi��ncias em outros pa��ses, na ��rea da educa����o agr��cola. Com o advento da Rep��blica, verifica-se uma guinada do Estado brasileiro no sentido de assumir o ensino elementar p��blico, a fim de ir diminuindo o percentual de analfabetos e de ensaiar a implanta����o do ensino agr��cola, tendo em vista a crise que surgira no setor agr��cola. �� nesse cen��rio que se criam os aprendizados agr��colas. O Aprendizado Agr��cola de Barbacena surge em 1910. Com foco nessa Institui����o, abordam-se: o papel de lideran��as pol��ticas mineiras para trazer para Barbacena o primeiro Aprendizado Agr��cola de Minas Gerais; as mudan��as por que o Aprendizado passou, indo de seu in��cio at�� a ��poca de Get��lio, quando foi transformado em Escola Agr��cola; o m��todo de ensino, prevalentemente te��rico-pr��tico; a integra����o do Aprendizado com seu meio; o sistema de administra����o que inclu��a participa����o dos alunos nos lucros; a estrutura did��tico-pedag��gica e o regime de internato. O estudo destaca o trabalho do seu primeiro Diretor, Diaulas Abreu, por 45 anos �� frente da Institui����o. Como metodologia de pesquisa, analisam-se decretos relativos �� cria����o do Aprendizado, regulamentos, relat��rios, dados do arquivo da Institui����o e a troca de correspond��ncia entre a dire����o e ��rg��os do governo. A pesquisa se encerra na era do presidente Get��lio Vargas, ap��s a Revolu����o de 1930.

Phosphorus in agricultural soils of Finland - characterization of reserves and retention in mineral soil profiles

An overwhelming majority of all the research on soil phosphorus (P) has been carried out with soil samples taken from the surface soils only, and our understanding of the forms and the reactions of P at a soil profile scale is based on few observations. In Finland, the interest in studying the P in complete soil profiles has been particularly small because of the lack of tradition in studying soil genesis, morphology, or classification. In this thesis, the P reserves and the retention of orthophosphate phosphorus (PO4-P) were examined in four cultivated mineral soil profiles in Finland (three Inceptisols and one Spodosol). The soils were classified according to the U.S. Soil Taxonomy and soil samples were taken from the genetic horizons in the profiles. The samples were analyzed for total P concentration, Chang and Jackson P fractions, P sorption properties, concentrations of water-extractable P, and for concentrations of oxalate-extractable Al and Fe. Theoretical P sorption capacities and degrees of P saturation were calculated with the data from the oxalate-extractions and the P fractionations. The studied profiles can be divided into sections with clearly differing P characteristics by their master horizons Ap, B and C. The C (or transitional BC) horizons below an approximate depth of 70 cm were dominated by, assumingly apatitic, H2SO4-soluble P. The concentration of total P in the C horizons ranged from 729 to 810 mg kg-1. In the B horizons between the depths of 30 and 70 cm, a significant part of the primary acid-soluble P has been weathered and transformed to secondary P forms. A mean weathering rate of the primary P in the soils was estimated to vary between 230 and 290 g ha-1 year-1. The degrees of P saturation in the B and C horizons were smaller than 7%, and the solubility of PO4-P was negligible. The P conditions in the Ap horizons differed drastically from those in the subsurface horizons. The high concentrations of total P (689-1870 mg kg-1) in the Ap horizons are most likely attributable to long-term cultivation with positive P balances. A significant proportion of the P in the Ap horizons occurred in the NH4F- and NaOH-extractable forms and as organic P. These three P pools, together with the concentrations of oxalate-extractable Al and Fe, seem to control the dynamics of PO4-P in the soils. The degrees of P saturation in the Ap horizons were greater (8-36%) than in the subsurface horizons. This was also reflected in the sorption experiments: Only the Ap horizons were able to maintain elevated PO4-P concentrations in the solution phase ��� all the subsoil horizons acted as sinks for PO4-P. Most of the available sorption capacity in the soils is located in the B horizons. The results suggest that this capacity could be utilized in reducing the losses of soluble P from excessively fertilized soils by mixing highly sorptive material from the B horizons with the P-enriched surface soil. The drastic differences in the P characteristics observed between adjoining horizons have to be taken into consideration when conducting soil sampling. Sampling of subsoils has to be made according to the genetic horizons or at small depth increments. Otherwise, contrasting materials are likely to be mixed in the same sample; and the results of such samples are not representative of any material present in the studied profile. Air-drying of soil samples was found to alter the results of the sorption experiments and the water extractions. This indicates that the studies on the most labile P forms in soil should be carried out with moist samples.

Locally produced wood biochar increases nutrient retention in agricultural soils of the San Juan Islands, WA, USA

Thesis (Master's)--University of Washington, 2016-06

T��z ��v az Eur��pai Uni��ban - az ��j tagorsz��gok agr��rteljes��tm��nyei = A decade in the EU: the agricultural performances of the new member-states

T��bb mint t��z ��v telt el az Eur��pai Uni�� 2004. ��vi kib��v��l��se ��ta. A t��z��ves ��vfordul�� j�� lehet��s��get k��n��lt a m��rlegk��sz��t��sre, annak vizsg��lat��ra, hogy a legfrissebb el��rhet�� adatok t��kr��ben milyen fejl��d��si p��ly��t tudhatnak maguk m��g��tt az ��j tagorsz��gok mez��gazdas��gi szektorai. ��r��sunk c��lja a t��z kelet- eur��pai EU-tag��llam agr��rteljes��tm��ny��nek ��rt��kel��se, illetve ez alapj��n a csatlakoz��s nyerteseinek, illetve veszteseinek azonos��t��sa. A rendelkez��sre ��ll�� adatokat a t��bbdimenzi��s faktoranal��zis m��dszer��vel feldolgozva arra az eredm��nyre jutottunk, hogy Lengyelorsz��g, ��sztorsz��g ��s Litv��nia h��rmasa tekinthet�� az agr��rcsatlakoz��s abszol��t nyertes��nek, m��g a t��bbi ��j tag��llam nem volt k��pes teljes m��rt��kben kihaszn��lni a csatlakoz��s adta lehet��s��geket. Az eredm��nyekb��l az is l��that��, hogy a magas hozz��adott ��rt��k�� term��kekre val�� szakosod��s j�� strat��gi��nak bizonyult, mert gyorsabb fejl��d��st biztos��tott, mint a mez��gazdas��gi alapterm��kekre val�� koncentr��l��s. ____ The period of over ten years since the 2004 round of EU accessions provides a good opportunity to assess and take stock of agricultural developments in the new member- States, in light of the latest available data. The paper sets out to assess their agricultural performances and to identify the winners and losers by accession in this regard. Ranking individual country performances using Parallel Factor Analysis (PARAFAC) suggests that Poland, Estonia and Lithuania can be considered as winners, whereas the other countries failed to use the potentials of membership to the full. The results also suggest that focusing on agri-food products with a high added value proved a good development strategy for the sector. Countries that concentrated on producing agri-food raw materials lagged behind.

Audit report on the Muscatine Agricultural Learning Center for the year ended June 30, 2016 and the six months ended June 30, 2015

Audit report on the Muscatine Agricultural Learning Center for the year ended June 30, 2016 and the six months ended June 30, 2015

Adaptive unsupervised learning of human actions

Automatic detection of suspicious activities in CCTV camera feeds is crucial to the success of video surveillance systems. Such a capability can help transform the dumb CCTV cameras into smart surveillance tools for fighting crime and terror. Learning and classification of basic human actions is a precursor to detecting suspicious activities. Most of the current approaches rely on a non-realistic assumption that a complete dataset of normal human actions is available. This paper presents a different approach to deal with the problem of understanding human actions in video when no prior information is available. This is achieved by working with an incomplete dataset of basic actions which are continuously updated. Initially, all video segments are represented by Bags-Of-Words (BOW) method using only Term Frequency-Inverse Document Frequency (TF-IDF) features. Then, a data-stream clustering algorithm is applied for updating the system's knowledge from the incoming video feeds. Finally, all the actions are classified into different sets. Experiments and comparisons are conducted on the well known Weizmann and KTH datasets to show the efficacy of the proposed approach.

Increasing stochastic perturbations enhances acquisition and learning of complex sport movements

Traditionally, the aquisition of skills and sport movement has been characterised by numerous repetitions of presumed model movement pattern to be acquired by learners. This approach has been questioned by research identifying the presence of individualised movement patterns and the low probability of occurrence of two identical movements within and between individuals. In contrast, the differential learning approach claims advantage for incurring variability in the learning process by adding stochastic perturbations during practice. These ideas are exemplified by data from a high jump experiment which compared the effectiveness of classical and a differential training approach with pre-post test design. Results showed clear advantages for the group with additional stochastic perturbation during the aquisition phase in comparison to classically trained athletes. Analogies to similar phenomenological effects in the neurobiological literature are discussed.

Action learning of online marketing via a global contest

Introduction: The Google Online Marketing Challenge is a global competition in which student teams run advertising campaigns for small and medium-sized businesses (SMEs) using AdWords, Google���s text-based advertisements. In 2008, its inaugural year, over 8,000 students and 300 instructors from 47 countries representing over 200 schools participated. The Challenge ran in undergraduate and graduate classes in disciplines such as marketing, tourism, advertising, communication and information systems. Combining advertising and education, the Challenge gives student hands-on experience in the increasingly important field of online marketing, engages them with local businesses and motivates them through the thrill of a global competition. Student teams receive US$200 in AdWords credits, Google���s premier advertising product that offers cost-per-click advertisements. The teams then recruit and work with a local business to devise an effective online marketing campaign. Students first outline a strategy, run a series of campaigns, and provide their business with recommendations to improve their online marketing. Teams submit two written reports for judging by 14 academics in eight countries. In addition, Google AdWords experts judge teams on their campaign statistics such as success metrics and account management. Rather than a marketing simulation against a computer or hypothetical marketing plans for hypothetical businesses, the Challenges has student teams develop and manage real online advertising campaigns for their clients and compete against peers globally.

Representation and learning of visual information for pose recognition

Recovering position from sensor information is an important problem in mobile robotics, known as localisation. Localisation requires a map or some other description of the environment to provide the robot with a context to interpret sensor data. The mobile robot system under discussion is using an artificial neural representation of position. Building a geometrical map of the environment with a single camera and artificial neural networks is difficult. Instead it would be simpler to learn position as a function of the visual input. Usually when learning images, an intermediate representation is employed. An appropriate starting point for biologically plausible image representation is the complex cells of the visual cortex, which have invariance properties that appear useful for localisation. The effectiveness for localisation of two different complex cell models are evaluated. Finally the ability of a simple neural network with single shot learning to recognise these representations and localise a robot is examined.

Use of advanced computer graphics and data visualisation technologies in teaching and learning of steel structural design

A teaching and learning development project is currently under way at Queens-land University of Technology to develop advanced technology videotapes for use with the delivery of structural engineering courses. These tapes consist of integrated computer and laboratory simulations of important concepts, and behaviour of structures and their components for a number of structural engineering subjects. They will be used as part of the regular lectures and thus will not only improve the quality of lectures and learning environment, but also will be able to replace the ever-dwindling laboratory teaching in these subjects. The use of these videotapes, developed using advanced computer graphics, data visualization and video technologies, will enrich the learning process of the current diverse engineering student body. This paper presents the details of this new method, the methodology used, the results and evaluation in relation to one of the structural engineering subjects, steel structures.

Contextualising the teaching and learning of measurement within Torres Strait Islander schools

A one year mathematics project that focused on measurement was conducted with six Torres Strait Islander schools and communities. Its key focus was to contextualise the teaching and learning of measurement within the students��� culture, communities and home languages. There were six teachers and two teacher aides who participated in the project. This paper reports on the findings from the teachers��� and teacher aides��� survey questionnaire used in the first Professional Development session to identify: a) teachers��� experience of teaching in Torres Strait Islands, b) teachers��� beliefs about effective ways to teach Torres Strait Islander students, and c) contexualising measurement within Torres Strait Islander culture, Communities and home languages. A wide range of differing levels of knowledge and understanding about how to contextualise measurement to support student learning were identified and analysed. For example, an Indigenous teacher claimed that mathematics and the environment are relational, that is, they are not discrete and in isolation from one another, rather they interconnect with mathematical ideas emerging from the environment of the Torres Strait Communities.