Identificação de polinizadores na progênie da matriz de erva-mate cambona-4, usando marcadores RAPD.

O presente trabalho teve como objetivo determinar a paternidade de uma progênie de erva-mate da matriz Cambona-4 e quatro possíveis polinizadores (A,B,C e D). O mesmo visa a produção de mudas por sementes com a manutenção das características agronômicas e principalmente suavidade no sabor, inerentes à matriz Cambona-4. Para tanto, foram utilizados marcadores RAPD identificando-se fragmentos presentes em apenas um dos polinizadores e na progênie e, obrigatoriamente, ausentes nos demais polinizadores e na matriz. Um mínimo de seis fragmentos com estas características foram usados para determinação de cada paternidade. Obteve-se a confirmação de 83,3% de filhos oriundos do cruzamento com o polinizador A, 11,9% com o polinizador B, 4,8% com o polinizador C. Nenhuma planta da progênie confirmou ser filha do cruzamento com o polinizador D. De um total de 107 progênies testadas, 23 não foram possíveis de determinar sua paternidade com os primers utilizados. A determinação da paternidade preferencialmente pelo polinizador A permitirá o direcionamento de cruzamentos a fim de obter-se sementes e mudas com uma variabilidade baixa e características próximas à da matriz Cambona-4, uma vez que as plantas da progênie confirmadas como Cambona-4/polinizador A apresentaram características próximas à planta matriz, com 90% das plantas semelhantes quanto à cor da folha e 84% quanto ao brilho da folha. Testes preliminares de degustação mostram que a característica de suavidade no sabor está mantida nesta progênie, embora ensaios sensoriais estejam em fase de programação.Secão: Conservação, Melhoramento e Multiplicação. Feira do Agronegócio da Erva-mate, 1., 2003, Chapecó. Integrar para promover o agronegócio da erva-mate

Transforming teacher education, an activity theory analysis

This paper explores the work of teacher education in England and Scotland. It seeks to locate this work within conflicting socio-cultural views of professional practice and academic work. Drawing on an activity theory framework that integrates the analysis of these contradictory discourses with a study of teacher educators’ practical activities, including the material artefacts that mediate the work, the paper offers a critical perspective on the social organisation of university-based teacher education. Informed by Engeström’s activity theory concept of transformation, the paper extends the discussion of contradictions in teacher education to consider the wider socio-cultural relations of the work. The findings raise important questions about the way in which teacher education work within universities is organised and the division of labour between schools and universities

Recent Developments of NEMO: Detection of Solar Eruptions Characteristics

The recent developments in space instrumentation for solar observations and telemetry have caused the necessity of advanced pattern recognition tools for the different classes of solar events. The Extreme ultraviolet Imaging Telescope (EIT) of solar corona on-board SOHO spacecraft has uncovered a new class of eruptive events which are often identified as signatures of Coronal Mass Ejection (CME) initiations on solar disk. It is evident that a crucial task is the development of an automatic detection tool of CMEs precursors. The Novel EIT wave Machine Observing (NEMO) (http://sidc.be/nemo) code is an operational tool that detects automatically solar eruptions using EIT image sequences. NEMO applies techniques based on the general statistical properties of the underlying physical mechanisms of eruptive events on the solar disc. In this work, the most recent updates of NEMO code - that have resulted to the increase of the recognition efficiency of solar eruptions linked to CMEs - are presented. These updates provide calculations of the surface of the dimming region, implement novel clustering technique for the dimmings and set new criteria to flag the eruptive dimmings based on their complex characteristics. The efficiency of NEMO has been increased significantly resulting to the extraction of dimmings observed near the solar limb and to the detection of small-scale events as well. As a consequence, the detection efficiency of CMEs precursors and the forecasts of CMEs have been drastically improved. Furthermore, the catalogues of solar eruptive events that can be constructed by NEMO may include larger number of physical parameters associated to the dimming regions.Comment: 12 Pages, 5 figures, submitted to Solar Physic

Study of Radiation Damage in Lead Tungstate Crystals Using Intense High Energy Beams

We report on the effects of radiation on the light output of lead tungstate crystals. The crystals were irradiated by pure, intense high energy electron and hadron beams as well as by a mixture of hadrons, neutrons and gammas. The crystals were manufactured in Bogoroditsk, Apatity (both Russia), and Shanghai (China). These studies were carried out at the 70-GeV proton accelerator in Protvino

Experimental study of direct photon emission in K- --> pi- pi0 gamma decay using ISTRA+ detector

The branching ratio in the charged-pion kinetic energy region of 55 to 90 MeV for the direct photon emission in the K- --> pi- pi0 gamma decay has been measured using in-flight decays detected with the ISTRA+ setup operating in the 25 GeV/c negative secondary beam of the U-70 PS. The value Br(DE)=[0.37+-0.39(stat)+-0.10(syst)]*10^(-5) obtained from the analysis of 930 completely reconstructed events is consistent with the average value of two stopped-kaon experiments, but it differs by 2.5 standard deviations from the average value of three in-flight-kaon experiments. The result is also compared with recent theoretical predictions.Comment: 13 pages, 8 figure

Approach to competences, human development and higher education

Tendo como fundamento a psicologia do desenvolvimento humano, apresenta-se, neste artigo, uma ampliação conceitual à compreensão de competência. Esse é um termo polissêmico, com multiplicidade de concepções epistemológicas, éticas e ideológicas que imprimem complexidade aos processos formativos, especialmente em relação à formação pessoal e profissional na educação superior. Defende-se a noção de competência ancorada na mobilização intencional de diversos recursos próprios ao desenvolvimento humano: processos psicológicos, comportamentos, conhecimentos, afetos, crenças, habilidades, escolhas éticas e estéticas, que devem ser mobilizados pelo sujeito. Apresenta-se, a partir dessa ampliação, uma categorização de competências transversais e possibilidades para sua avaliação. A reflexão pode fundamentar uma atuação crítica de psicólogos e educadores para a mediação do desenvolvimento de competências dos atores do ensino superior.Grounded on human development psychology, this paper presents a conceptual expansion of the understanding about competence. This is a polysemic construct, with a wide range of epistemological, ethical and ideological concepts that reinforce the complexity of training processes, especially in relation to personal and professional training in the context of higher education. This paper defends the notion of competence rooted in intentional mobilization of various resources inherent to human development: psychological processes, behaviors, knowledge, emotions, beliefs, aptitudes, ethical and aesthetic choices that the subject must mobilize. From this conceptual expansion, a categorization of transversal competences and possibilities of assessment are presented. Analyses can support critical actions of psychologists and educators to mediate the development of competences of higher education actors.info:eu-repo/semantics/publishedVersio

Key components of learning ecologies: a Delphi assessment

This is the accepted version of the following article: González‐Sanmamed, M. , Muñoz‐Carril, P. and Santos‐Caamaño, F. (2019), Key components of learning ecologies: A Delphi assessment. Br J Educ Technol, 50: 1639-1655, which has been published in final form at https://doi.org/10.1111/bjet.12805. This article may be used for non-commercial purposes in accordance with the Wiley Self-Archiving Policy (http://www.wileyauthors.com/self-archiving)The educational landscape has changed in recent years, requiring reflection about new pedagogical methods and theories. There are three important perspectives as drivers of pedagogical reflection: lifelong and life‐wide learning, the idea of learning as a social construct in which internal elements and changing external factors converge, and the recognition of technology as a resource that can promote ubiquitous and expanded learning. Learning ecology has been proposed as a conceptual and empirical framework, but its still emergent nature along with its multidimensionality and complexity require further exploration. The Delphi study we present as part of a broader research project aims to identify the components of learning ecologies. Three panel rounds with international experts were carried out, after which two important dimensions emerged in the structure of learning ecologies. The first is related to intrinsic “learning dispositions,” which is made up of three categories: the subject's ideas about learning, their motivations and expectations. The second dimension, called “learning processes,” comprises four components: relationships, resources, actions and context. The identification of the components of learning ecologies and their influence on formal, non‐formal and informal training processes will provide guidance for educational policies and help to better organize training programmesWe thank the Spanish Ministry of Economy and Competitiveness for their support of our study under a research project entitled “How the best University Teachers Learn: Impact on Learning Ecologies on Quality of Teaching” (ECO4LEARN‐HE) (Reference: EDU2015‐67907‐R)S