Atributos bioquímicos e químicos do solo rizosférico e não rizosférico de culturas em rotação no sistema de semeadura direta

Sistemas autossustentáveis favorecem as populações microbianas devido à conservação e ao aumento da matéria orgânica no solo. Além disso, as plantas que fazem parte desses sistemas promovem o efeito rizosférico, por meio da zona de influência das raízes, que resulta no aumento da atividade e na modificação da população microbiana. O objetivo deste trabalho foi avaliar o efeito da rotação de culturas de inverno sobre sequências de verão, em sistema de semeadura direta, nos atributos bioquímicos (amilase, urease, celulase e protease) e químicos (carbono orgânico total - COT, carboidratos totais e proteínas totais) em solo rizosférico (SR) e não rizosférico (SNR). Este estudo foi constituído de três culturas de inverno: milho (Zea mays L.), girassol (Helianthus anuus L.) e guandu (Cajanus cajan (L.) Millsp), que estavam em rotação sobre três sequências de verão: soja/soja (Glycine max L.), milho/milho e soja/milho, e duas posições no solo: solo aderido às raízes das plantas (SR) e solo da entrelinha de plantio (SNR). As atividades da amilase, celulase, protease e urease no SR foram 16, 85, 62 e 100 % maiores do que no SNR; para COT e proteínas totais a diferença foi de 21 %. Das culturas de inverno, o milho foi a que mais estimulou as atividades das enzimas amilase, celulase, urease e protease no SR, bem como a atividade das enzimas amilase, urease e protease no SNR. de modo geral, os teores de proteínas totais não foram influenciados pelas culturas de inverno e pelas sequências de verão; os carboidratos totais foram influenciados pelas culturas de inverno milho e girassol. Para o COT houve influência apenas da sequência de verão milho/milho. Os atributos bioquímicos e químicos avaliados neste estudo podem ser utilizados como indicadores das alterações no solo promovidas pelas culturas de inverno e pelas sequências de verão.

Nitrogênio no sistema solo-planta após a dessecação de brachiarias

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Atributos microbiológicos do solo sob rotação e sequências de culturas em semeadura direta

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Fungos nematófagos em diferentes solos e caracterização filosófica de Arthrobotrys oligospora

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Assessing the structure of learning outcomes from counselling using the SOLO taxonomy: an exploratory study

Thirty-five clients who had received counselling completed a letter to a friend describing in as much detail as possible what they had learned from counselling. The participants' written responses were analysed and classified using the Structure of Learning Outcomes (SOLO) taxonomy. The results suggested that an expanded SOLO offers a promising and exciting way to view the outcomes of counselling within a learning framework. If the SOLO taxonomy is found to be stable in subsequent research, and clients are easily able to be classified using the taxonomy, then this approach may have implications for the process of counselling. To maximise the learning outcomes, counsellors could use strategies and techniques to enhance their clients' learning.

Solo Show

Solo Show is a to-scale model Metro Arts’ gallery, in which it was exhibited. Set upon a timber frame, the model depicts a miniature ‘installation’ within the ‘space’: a foam block that obstructs one of the gallery’s walkways. Developed and produced for a group exhibition that explored the relationship between humour and art, this work explores and pokes fun at ideas of the institution, scale and the artist ego as well as communicating feelings of emergence, insecurity and hesitancy. The work was included in the group show 'Lean Towards Indifference!' at MetroArts, Brisbane, curated by art collective No Frills.

Solo life to Second Life : the design of physical and virtual learning spaces inspired by the drama classroom

This paper explores the design of virtual and physical learning spaces developed for students of drama and theatre studies. What can we learn from the traditional drama workshop that will inform the design of drama and theatre spaces created in technology-mediated learning environments? The authors examine four examples of spaces created for online, distance and on-campus students and discuss the relationship between the choice of technology, the learning and teaching methods, and the outcomes for student engagement. Combining insights from two previous action research projects, the discussion focuses on the physical space used for contemporary drama workshops, supplemented by Web 2.0 technologies; a modular online theatre studies course; the blogging space of students creating a group devised play; and the open and immersive world of Second Life, where students explore 3D simulations of historical theatre sites. The authors argue that the drama workshop can be used as inspiration for the design of successful online classrooms. This is achieved by focusing on students’ contributions to the learning as individuals and group members, the aesthetics and mise-en-scene of the learning space, and the role of mobile and networked technologies. Students in this environment increase their capacity to become co-creators of knowledge and to achieve creative outcomes. The drama workshop space in its physical and virtual forms is seen as a model for classrooms in other disciplines, where dynamic, creative and collaborative spaces are required.

The SOLO Taxonomy as a means of shaping and assessing learning in higher education

This paper is a discussion of the use of the SOLO (Structure of Observed Learning Outcomes) Taxonomy (Biggs & Collis, 1982, 1989; Biggs, 1991, 1992a, 1992b; Boulton‐Lewis, 1992, 1994) as a means of developing and assessing higher order thinking in Higher Education. It includes a summary of the research into its use to date as an instrument to find out what students know and believe about their own learning, to assess entering knowledge in a discipline, to present examples of structural organization of knowledge in a discipline, to provide models of levels of desired learning outcomes, and in particular to assess learning outcomes. A proposal is made for further research.

Solo holiday travellers: Motivators and drivers of satisfaction and dissatisfaction

A growing number of people are travelling alone for holidays, yet limited research addresses this topic. This paper explores the main motivators and drivers of satisfaction and dissatisfaction for solo holiday travellers using a critical incident technique (CIT) to collect and analyse data. The findings show that drivers of satisfaction for solo holiday travellers are more related to personal feelings of freedom, relaxation and discovery (personal factors), and interaction with other people (human interaction factors), than with holiday destination factors. Safety (a destination factor) and unfriendly service providers (a human interaction factor) are the main sources of dissatisfaction for solo holiday travellers.

A proposta da nova Lei do parcelamento do solo urbano : pontos principais

Consultoria Legislativa - Área XI - Meio Ambiente e Direito Ambiental, Organização Territorial, Desenvolvimento Urbano e Regional.

Limitações de uso do solo na bacia hidrográfica do Rio São Francisco

Consultoria Legislativa - Área XI - Meio Ambiente e Direito Ambiental, Organização Territorial, Desenvolvimento Urbano e Regional.

El genio de un solo ojo, I: en la mitología griega, Polifemo

En este trabajo se estudia la figura de Polifemo, el hijo de Poseidón y la ninfa Toosa, como ejemplo de las sucesivas reinterpretaciones que la mitología griega hacía de temas populares que resultaban de su interés: se analizan e interpretan los episodios de su historia y las características del personaje en la primitiva versión homérica y sus sucesivas reelaboraciones, de época clásica (Eurípides) y de época postclásica en obras griegas (Filóxeno de Citera, Teócrito y Mosco) y latinas (Virgilio y Ovidio).