Rice growth under water stress levels imposedat distinct developmental stages.

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Drenagem superficial para cultivos rotacionados em solos de várzea.

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Superlattice properties of carbon nanotubes in a transverse electric field

Electron motion in a (n,1) carbon nanotube is shown to correspond to a de Broglie wave propagating along a helical line on the nanotube wall. This helical motion leads to periodicity of the electron potential energy in the presence of an electric field normal to the nanotube axis. The period of this potential is proportional to the nanotube radius and is greater than the interatomic distance in the nanotube. As a result, the behavior of an electron in a (n,1) nanotube subject to a transverse electric field is similar to that in a semiconductor superlattice. In particular, Bragg scattering of electrons from the long-range periodic potential results in the opening of gaps in the energy spectrum of the nanotube. Modification of the bandstructure is shown to be significant for experimentally attainable electric fields, which raises the possibility of applying this effect to novel nanoelectronic devices.Comment: 7 pages, 3 figure

Sistema sulco/camalhão para culturas em rotação ao arroz em áreas de várzeas do Rio Grande do Sul.

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Diversity and complexity: becoming a teacher in England in 2015-16

This paper is based on a profile of Initial Teacher Training (ITT) provision in England, which was developed as part of a wider research programme on Diversity in Teacher Education (DiTE) based at Bath Spa University (Whiting et al, 2016). It provides a new topography of routes to qualified teacher status (QTS) in England for the academic year 2015-16, along similar lines to an exercise undertaken for an earlier research programme, the ESRC funded Modes of Teacher Education (MOTE) projects conducted in the 1990s (Barrett et al, 1992; Whiting et al, 1996; Furlong et al, 2000). The allocations and census data published by the National College for Teaching and Leadership (NCTL) provide the basis for this new topography, with additional material from a range of sources, mostly online. Reflections on further changes in policy discourse since the year of analysis hint at an acknowledgement of the role of Higher Education (HE) and a reduced emphasis on the much vaunted focus on ‘school-led’ routes. However, there is little to reassure either ITT providers, or potential candidates, of a long term plan aimed at halting the trajectory towards over-complexity and incoherence. The analysis raises important questions about the quality of such diverse teacher education provision, the nature of partnership between higher education institutions and schools, and the impact of reform on the identities of those training to teach

Rice and Barnyardgrass: Water Stress and Initial Establishment.

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