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Qualidade nutricional de plântulas de cultivares de trigo submetidas à inoculação com Azospirillum, bioestimulante e triadimenol

This study aimed to evaluate the nutritional quality of wheat seedlings subjected to treatments with biostimulant, triadimenol and Azospirillum brasilense. The experimental design was completely randomized, with four replications in a factorial scheme 3 x 8: three wheat cultivars and eight seed treatments. The cultivars used were CD-150, CD-116 and CD-104, and the treatments were a combination of the following: 150 g L-1 of triadimenol (TRI), 90 mg L-1 of kinetin + 50 mg L-1 of gibberellic acid + 50 mg L-1 of indolebutyric acid (KGA), and strains Ab-V5 and Ab-V6 of A. brasilense at the concentration of 2.0 x 108 viable cells mL-1, organized as follows: control, TRI, KGA, AZO, TRI+KGA, TRI+AZO, AZO+KGA and TRI+KGA+AZO. Germination (%), shoot and root dry matter, and the levels of N and K in plant shoot and root were evaluated. The results showed that: TRI, KGA and AZO do not interfere with seed germination of CD-150, CD-116 and CD-104; germination of wheat cultivar CD-104 is greater than of the cultivars CD-150 and CD-116; nutritional quality is affected by the performance of triadimenol in wheat seedlings in both shoot and root, and the isolated use of CGA increases the dry matter portion of the cultivars CD-150, CD-116 and CD-104; treatment KGA+AZO raises the nitrogen levels in the shoot and root in wheat seedlings in the early development of wheat cultivar CD-116.Objetivou-se avaliar a qualidade nutricional de plântulas de trigo submetidas aos tratamentos com bioestimulante, triadimenol e bactéria Azospirillum brasilense. O delineamento utilizado foi inteiramente casualizado, quatro repetições, esquema fatorial 3 x 8 (três cultivares de trigo e oito tratamentos de sementes). As cultivares foram CD-150, CD-116 e CD-104, e os tratamentos foram obtidos da combinação entre: 150 g L-1 de triadimenol (TRI); 90 mg L-1 de cinetina + 50 mg L-1 de ácido giberélico + 50 mg L-1 de ácido indolbutírico (CGA) e estirpes Ab-V5 e Ab-V6 de A. brasilense na concentração de 2,0 x 108 células viáveis mL-1, organizados da seguinte forma: testemunha; TRI; CGA; AZO; TRI+CGA; TRI+AZO; CGA+AZO e TRI+CGA+AZO. Foram avaliadas a germinação (%), matéria seca da parte aérea e raiz e o teor de N e K na parte aérea e raiz. Os resultados evidenciaram que: TRI, CGA e AZO não interferem na germinação das sementes da CD-150, CD-116 e CD-104; a germinação da cultivar de trigo CD-104 é maior que as cultivares CD-150 e CD-116; a qualidade nutricional é prejudicada pela atuação do triadimenol em plântulas de trigo tanto na parte aérea como na raiz, e a utilização isolada de CGA incrementa a massa de matéria seca de parte nas cultivares CD-150, CD-116 e CD-104; O tratamento CGA+AZO eleva o conteúdo de nitrogênio na parte aérea e raiz em plântulas de trigo e no desenvolvimento inicial da cultivar CD-116 de trigo

Evaluation of an adaptive game that uses EEG measures validated during the design process as inputs to a Biocybernetic Loop

Biocybernetic adaptation is a form of physiological computing whereby real-time data streaming from the brain and body is used by a negative control loop to adapt the user interface. This article describes the development of an adaptive game system that is designed to maximize player engagement by utilizing changes in real-time electroencephalography (EEG) to adjust the level of game demand. The research consists of four main stages: (1) the development of a conceptual framework upon which to model the interaction between person and system; (2) the validation of the psychophysiological inference underpinning the loop; (3) the construction of a working prototype; and (4) an evaluation of the adaptive game. Two studies are reported. The first demonstrates the sensitivity of EEG power in the (frontal) theta and (parietal) alpha bands to changing levels of game demand. These variables were then reformulated within the working biocybernetic control loop designed to maximize player engagement. The second study evaluated the performance of an adaptive game of Tetris with respect to system behavior and user experience. Important issues for the design and evaluation of closed-loop interfaces are discussed

Telepresence and the Role of the Senses

The telepresence experience can be evoked in a number of ways. A well-known example is a player of videogames who reports about a telepresence experience, a subjective experience of being in one place or environment, even when physically situated in another place. In this paper we set the phenomenon of telepresence into a theoretical framework. As people react subjectively to stimuli from telepresence, empirical studies can give more evidence about the phenomenon. Thus, our contribution is to bridge the theoretical with the empirical. We discuss theories of perception with an emphasis on Heidegger, Merleau-Ponty and Gibson, the role of the senses and the Spinozian belief procedure. The aim is to contribute to our understanding of this phenomenon. A telepresence-study that included the affordance concept is used to empirically study how players report sense-reactions to virtual sightseeing in two cities. We investigate and explore the interplay of the philosophical and the empirical. The findings indicate that it is not only the visual sense that plays a role in this experience, but all senses

Comparative Genomics and Description of Putative Virulence Factors of Melissococcus plutonius, the Causative Agent of European Foulbrood Disease in Honey Bees.

In Europe, approximately 84% of cultivated crop species depend on insect pollinators, mainly bees. Apis mellifera (the Western honey bee) is the most important commercial pollinator worldwide. The Gram-positive bacterium Melissococcus plutonius is the causative agent of European foulbrood (EFB), a global honey bee brood disease. In order to detect putative virulence factors, we sequenced and analyzed the genomes of 14 M. plutonius strains, including two reference isolates. The isolates do not show a high diversity in genome size or number of predicted protein-encoding genes, ranging from 2.021 to 2.101 Mbp and 1589 to 1686, respectively. Comparative genomics detected genes that might play a role in EFB pathogenesis and ultimately in the death of the honey bee larvae. These include bacteriocins, bacteria cell surface- and host cell adhesion-associated proteins, an enterococcal polysaccharide antigen, an epsilon toxin, proteolytic enzymes, and capsule-associated proteins. In vivo expression of three putative virulence factors (endo-alpha-N-acetylgalactosaminidase, enhancin and epsilon toxin) was verified using naturally infected larvae. With our strain collection, we show for the first time that genomic differences exist between non-virulent and virulent typical strains, as well as a highly virulent atypical strain, that may contribute to the virulence of M. plutonius. Finally, we also detected a high number of conserved pseudogenes (75 to 156) per genome, which indicates genomic reduction during evolutionary host adaptation

Games in Higher Education

International audienceThis entry presents an overview of how and why Learning Games are used in higher education.Learning Games can be defined as games that are designed to captivate the learners’ attention and facilitate their learning process. They have explicit educational purposes and can be used for teaching at all levels of education. All types of games can be used for learning: board games, card games, role-playing games, First Person Shooter games, simulation games, management games, puzzle games, treasure hunts…The main characteristic of Learning Games for higher education is the fact that they are designed to teach specific complex skills taught at university or during professional training programs. Unfortunately, it is not infrequent to observe strong opposition on the part of this target audience to this mode of learning, that these adult students associate with children.The use of Learning Games in primary school seems natural to teachers and is encouraged by specialists in didactics and neuroscience. This learning technique is much less frequently used in middle school and is almost completely absent from higher education. Yet teachers at all these levels are faced with the same problems, such as lack of motivation and investment, for which games are known to be an effective solution. This entry presents an overview of the games that can be used for higher education and the reasons why some teachers and students still show resistance to this type of learning. The numerous advantages of games for higher education will then be presented, citing games presently used in universities, in graduate schools and for professional training. Finally, thisDraft : Marfisi-Schottman I. (2019) Games in Higher Education. In: Tatnall A. (eds) Encyclopedia of Education and Information Technologies. Springer, Chamentry presents the current research questions that need to be addressed concerning the design of games for higher education and the acceptance of these games by teachers