Extracción de macronutrientes por dos variedades de patata en riego por goteo

Se ha estudiado y cuantificado la absorción de nutrientes por dos variedades de patata, Jaerla y Desireé, en riego por goteo, con una densidad de plantación de 6.66 y 6.23 plantas/m2 respectivamente. Las plantas se muestrearon cada 14 días durante los 121 y 134 días que duro el ciclo del cultivo en cada una de las variedades. La producción total de materia fresca fue de 8.34 kg/m’ en el caso de la variedad Jaerla y de 9.56 kg/m2 en la variedad Desireé, correspondiendo a los tubérculos el 69.0% del total en la variedad Jaerla y el 51.8% en la variedad Desireé. En ambas variedades, las mayores concentraciones de N y P en los órganos de las plantas se producen en las fases iniciales del cultivo, mientras que las de K, Ca y Mg al final del mismo. Las cantidades totales de macroelementos absorbidos por el cultivo han sido, en kg/ha, en la variedad Jaerla, 233.7 de N, 24.3 de P, 339.2 de K, 117.3 de Ca y 33.8 de Mg. y en la variedad Desireé, 274.1 de N, 32.7 de P, 479.6 de K, 198.3 de Ca y 63.1 de Mg

Development and validation of the team learning questionnaire

Nowadays the organizational scenario is changing in several aspects that affect organization commitment. Team learning construct has emerged as a tool to deal with these changes and the dynamic nature of this situation. Although team learning has acquired importance in recent years, instruments to measure team learning should be developed. The aim of this paper is to develop and validate a team learning scale, the Team Learning Questionnaire, attending to four dimensions of team learning: Continued Improvement Seeking, Dialogue Promotion and Open Communication, Collaborative Learning, and Strategic and Proactive Leadership that Promote Learning. Results provide evidence of the reliability and validity of the scale.Actualmente, o cenário organizacional está a mudar em vários aspectos que afectam o comprometimento organizacional. O conceito de aprendizagem em equipa tem emergido como um instrumento para lidar com estas mudanças e com a natureza dinâmica desta situação. Embora a aprendizagem em equipa tenha adquirido relevância nos últimos anos, os instrumentos para avaliar a aprendizagem em equipa deveriam ser desenvolvidos. O objectivo deste artigo é o de desenvolver e validar uma escala de aprendizagem em equipa, o Questionário da Aprendizagem em Equipa, considerando as quatro dimensões da aprendizagem em equipa: Procura da Melhoria Contínua, Promoção do Diálogo e Comunicação Aberta, Aprendizagem Colaborativa, e Liderança Estratégica e Proactiva, que promovem a Aprendizagem. Os resultados obtidos evidenciam a fiabilidade e a validade da escala.Spanish Agency of Education and Scienc

The Role of Law Enforcement Agencies and the Use of IT Tools for a Coordinate Response in Pandemic Crisis Management: The STAMINA project

Copyright © the author(s) and CEPOL. Pandemic crises are disruptive events that imply a threat to the health of citizens, and also to public safety. In order to provide an adequate response, Law Enforcement Agencies (LEAs) organizations up to now had to adapt their structures, staffing conditions and competencies to the exceptional circumstances. At the same time, pandemics, such as COVID-19 that is currently a real scenario, require from LEAs to test their capabilities and thus to further identify their own gaps and get to know themselves better. The complexity of this kind of phenomena requires a coordinated and multidisciplinary response through Information Technology (IT) tools to mitigate the effects of pandemics. In this sense, our participation in the European H2020 STAMINA project: “Demonstration of intelligent decision support for pandemic crisis prediction and management within and across European borders” brings added value to our daily work as LEAs. The project implements a set of tools whose goal is twofold: improvement of management of information in all phases of the pandemic as well as improvement of response and coordination among all first responders involved in a pandemic. STAMINA attempts to achieve this through the combination of a number of IT tools ranging from Predictive models and Early Warning systems to Real-time Social Media Analytics and a Common Operational Picture (COP) platform that acts as the main interface for real-time situation assessment and coordinated responses of the involved LEAs.European Union Horizon 2020 innovation action programme grant agreement No 883441, STAMINA project (https://cordis.europa.eu/project/id/883441); European Union Horizon 2020 research and innovation programme grant agreement No 824115, HiDALGO project (https://cordis.europa.eu/project/id/824115).https://bulletin.cepol.europa.eu/index.php/bulletin/article/view/46

University student engagement inventory (USEI): psychometric properties

Academic engagement describes students’ investment in academic learning and achievement and is an important indicator of students’ adjustment to university life, particularly in the first year. A tridimensional conceptualization of academic engagement has been accepted (behavioral, emotional and cognitive dimensions). This paper tests the dimensionality, internal consistency reliability and invariance of the University Student Engagement Inventory (USEI) taking into consideration both gender and the scientific area of graduation. A sample of 908 Portuguese first-year university students was considered. Good evidence of reliability has been obtained with ordinal alpha and omega values. Confirmatory factor analysis substantiates the theoretical dimensionality proposed (second-order latent factor), internal consistency reliability evidence indicates good values and the results suggest measurement invariance across gender and the area of graduation. The present study enhances the role of the USEI regarding the lack of consensus on the dimensionality and constructs delimitation of academic engagement.Jorge Sinval received funding from the William James Center for Research, Portuguese Science Foundation (FCT UID/PSI/04810/2013). Leandro S. Almeida and Joana R. Casanova received funding from CIEd – Research Centre on Education, projects UID/CED/1661/2013 and UID/CED/1661/2016, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT. Joana R. Casanova received funding from the Portuguese Science Foundation (FCT) as a Doctoral Grant, under grant agreement number SFRH/BD/117902/2016.info:eu-repo/semantics/publishedVersio

Tuning the Selectivity in the Hydrogenation of Aromatic Ketones Catalyzed by Similar Ruthenium and Rhodium Nanoparticles

10.1002/cctc.201402524Ru and Rh nanoparticles (NPs)RuI, RuII, RhI and RhII, stabilised by triphenylphosphine (PPh3) and diphenylphosphinobutane (dppb) were synthesised, characterised and applied as catalysts in the hydrogenation of several aromatic ketones. The effects of the nature of the metal and of the stabilising agent on the aryl versus ketone hydrogenation were studied. For RhNPs, the coordination of arene dominates the interaction of the sub-strate with the NP, whereas the coordination of the keton

Job burnout and employee engagement:A meta-analytic examination of construct proliferation

Drawing on 50 unique samples (from 37 studies), the authors used meta-analytical techniques to assess the extent to which job burnout and employee engagement are independent and useful constructs. The authors found that (a) dimension-level correlations between burnout and engagement are high, (b) burnout and engagement dimensions exhibit a similar pattern of association with correlates, and (c) controlling for burnout in meta-regression equations substantively reduced the effect sizes associated with engagement. These findings suggest that doubts about the functional distinctiveness of the dimensions underlying burnout and engagement cannot be dismissed as pure speculation