Application of Electrical Resistivity Tomography for Detecting Root Biomass in Coffee Trees

Roots play an important role in plants and are responsible for several functions; among them are anchorage and nutrient and water absorption. Several methodologies are being tested and used to study plant root systems in order to avoid destructive root sampling. Electrical resistivity tomography is among these methodologies. The aim of this preliminary study was to use electrical resistivity for detecting root biomass in coffee trees. Measurements were performed in a soil transect with an ABM AL 48-b resistivimeter with a pole-dipole configuration. The tomograms indicated variability in soil resistivity values ranging from 120 to 1400 Ω·m−1. At the first 0.30 cm soil layer, these values were between 267 and 952 Ω·m−1. Oriented by this result, root samples were taken at 0.10, 0.20, and 0.30 m depths within 0.50 m intervals along the soil transect to compare soil resistivity with root mass density (RMD). RMD data, up to this depth, varied from 0.000019 to 0.009469 Mg·m−3, showing high spatial variability and significant relationship to the observed values of soil resistivity. These preliminary results showed that the electrical resistivity tomography can contribute to root biomass studies in coffee plants; however, more experiments are necessary to confirm the found results in Brazil coffee plantations

Peer mentorship and positive effects on student mentor and mentee retention and academic success

This study examined how the introduction of peer mentorship in an undergraduate health and social welfare programme at a large northern university affected student learning. Using an ethnographic case study approach, the study draws upon data collected from a small group of mentors and their mentees over a period of one academic year using interviews, reflective journals, assessment and course evaluation data. Analysis of the data collected identified a number of key findings: peer mentorship improves assessment performance for both mentee and mentor; reduces stress and anxiety, enhances participation and engagement in the academic community, and adds value to student outcomes

The role of mentorship in protege performance

The role of mentorship on protege performance is a matter of importance to academic, business, and governmental organizations. While the benefits of mentorship for proteges, mentors and their organizations are apparent, the extent to which proteges mimic their mentors' career choices and acquire their mentorship skills is unclear. Here, we investigate one aspect of mentor emulation by studying mentorship fecundity---the number of proteges a mentor trains---with data from the Mathematics Genealogy Project, which tracks the mentorship record of thousands of mathematicians over several centuries. We demonstrate that fecundity among academic mathematicians is correlated with other measures of academic success. We also find that the average fecundity of mentors remains stable over 60 years of recorded mentorship. We further uncover three significant correlations in mentorship fecundity. First, mentors with small mentorship fecundity train proteges that go on to have a 37% larger than expected mentorship fecundity. Second, in the first third of their career, mentors with large fecundity train proteges that go on to have a 29% larger than expected fecundity. Finally, in the last third of their career, mentors with large fecundity train proteges that go on to have a 31% smaller than expected fecundity.Comment: 23 pages double-spaced, 4 figure

On the joint production of research and training

Universities and research institutions have the responsibility to produce science and to provide training to new generations of researchers. In this paper, we propose a model to analyze the determinants of a senior scientist’s decisions about allocating time between these tasks. The results of this decision depend upon the characteristics of the research project, the senior scientist’s concern for training and the expected innate ability of the junior scientist involved. We analyze the role that a regulator can play in defining both the value of scientific projects and the future population of independent scientists.info:eu-repo/semantics/publishedVersio

Tecnologia da informação no agronegócio.

Aplicações da TI no agronegócio brasileiro. Tecnologias de administração e gestão. Tecnologias de controle, monitoramento e robótica. Tecnologias de telecomunicações e internet. Tecnologia da informação no agronegócio brasileiro. Tecnologia da informação no agronegócio da América Latina. Agendas nacionais de tecnologias da informação. Tecnologias da informação, agronegócio e América Latina. Aplicativos específicos para o agronegócio. Acesso e uso de TI no setor agrícola: o caso chileno

Internal Knowledge Transfer: Professional Development Programmes and Embedding Real World Learning for Full-Time Undergraduates

Perrin, Hancock and Miller provide a discussion of the distinctive features of negotiated work-based learning frameworks that help capture and develop learning for part-time students who are professional practitioners. They demonstrate how approaches to teaching, learning and assessment established in these frameworks can also be leveraged for programmes aimed at full-time undergraduate students wishing to engage with ‘real world’ learning. In this way, full-time students are able to develop the type of professional practice outlooks and skills redolent of part-time students already in employment. The chapter includes two case studies of where this has occurred in UK universities and the methods that were used for this type of internal knowledge transfer

Mentoring Impact on Leader Efficacy Development: A Field Experiment

While practitioners and scholars tout the importance of mentorship in leader development, few studies have empirically determined whether mentoring actually positively impacts a leader’s development, and if so, in what ways. In a longitudinal field experiment, we examined how a targeted mentorship program that unfolded over 6 months enhanced the development of protégés’ leader efficacy and performance. Results showed that the targeted mentorship intervention increased protégés’ level of leader efficacy more than a comparison intervention that was based on a more eclectic leadership education program delivered in a group setting. Leader efficacy then predicted rated leader performance. Both protégés’ preferences for feedback and trust in the mentor served as important moderators in contributing to the development of leader efficacy. Findings from this longitudinal field experiment could be used by educational institutions and other organizations to enhance their mentorship programs in content, focus, and evaluation of impact