Effects of planting dates on growth and nutrient accumulation of carrots in the brazilian semi-arid

Fertilization plays an important role on carrot’s yield, root quality, storage, plant growth and on the environment. It was aimed to evaluate the plant growth and macronutrients accumulation of carrot cultivars as a function of two planting dates, under high temperatures in the Brazilian semi-arid. The experiments were carried out in randomized blocks design, with ten treatments and four repetitions. Treatments consisted of ten carrot cultivars sowed in two Planting dates. The characteristics that were evaluated were: plant growth (plant height, number of leaves, plant dry matter accumulation, mean fresh mass of the root) and macronutrient accumulation (N, P, K, Ca and Mg) in plant, leaves and root. Plant’s mean height ranged from 42.53 cm (Melinda) to 49.25 cm (Nativa); the highest plant dry matter was obtained by BRS Planalto (12.36 g) and Kuronan (12.18 g); the mean number of leaves was the lowest in Melinda and Nativa: 8.64 and 7.64 leaves plant-1. The root’s fresh weight had a significant decrease among the planting dates for the Brasília, Francine and Suprema cultivars. The nutrient accumulation varied accordingly to the planting date and cultivar

Effect of organic matter, irrigation and soil mulching on the nutritional status and productivity of okra (Abelmoschus esculentus L.) in the semiarid region of Brazil

Okra (Abelmoschus esculentus L) is an important vegetable crop currently cultivated in many parts of the world. The adoption of management strategies to promote the nutritional status and crop productivity in semiarid regions of Brazil is still poorly studied. Thus, this experiment was conducted to evaluate the effect of raising the level of organic matter in the soil, irrigation and soil mulching in the nutritional status and productivity of okra plant in the semiarid region of Brazil. In this study, the experimental design of randomized blocks in a factorial 5×2×2 was used, with four replications. The treatments were five rates of cattle manure, necessary for raising the levels of organic matter in the pits to 1.8, 2.62, 3.44, 4.26 and 5.08%, two water depths (50 and 100%) of crop evapotranspiration, and soil with and without mulch. The elevation of soil organic matter level until 5.08% in conjunction with the implementation of 100% of Evapotranspiration (ETc) water depth and the use of mulch on the soil favored the greatest absorption of nutrients and increased the productivity of okra plant.Keywords: Cattle manure, nutrient absorption, management of water in the soi

Substratos e ambientes para produção de mudas de cajueiro anão precoce

Objetivou-se avaliar o efeito de substratos e ambientes para a produção de mudas de cajueiro anão precoce. O delineamento experimental foi inteiramente casualizado em um esquema fatorial 6 x 2, referente aos respectivos substratos (S1=25% areia + 50% solo + 25% húmus + 0g MB-4; S2=25% areia + 50% solo + 25% húmus + 50g MB-4; S3=25% areia + 50% solo + 25% húmus + 100g MB-4; S4=25% areia + 25% solo + 50% húmus + 0g MB-4; S5=25% areia + 25% solo + 50% húmus + 50g MB-4 e S6=25% areia + 25% solo + 50% húmus + 100g MB-4) e dois ambientes (Viveiro e Pleno sol), com 5 repetições. Os substratos S1 = 25% areia + 50% solo + 25% húmus + 0g MB-4 e S2 = 25% areia + 50% solo + 25% húmus + 50g MB-4, proporcionaram os melhores resultados de crescimento, acúmulo de matéria seca e qualidade, ás mudas de cajueiro. O ambiente viveiro com tela de sombrite de 50% foi o melhor ambiente para a produção de mudas do Cajueiro anão Precoce. O ambiente pleno solo em condições de clima semiárido é inadequado para a produção de mudas do Cajueiro anão Precoce

Analisando as pesquisas em educação especial no Brasil Analysing research in special education in Brazil

Nosso objetivo foi examinar a articulação lógica entre o problema e a proposição teórico-metodológica das produções na área da Educação Especial, focando os seus pressupostos epistemológicos. Nos fundamentamos nos pressupostos das tendências empírico-analítica, fenomenológica-hermenêutica, crítico-dialética e do paradigma da complexidade. O procedimento adotado foi interpretar todas as dissertações/teses produzidas nos Programas de Pós-Graduação em Educação e Educação Especial do Brasil, que versam sobre Educação Especial, produzidas nos anos de 2001, 2002 e 2003, disponíveis no banco de teses da CAPES. Encontramos as tendências empírica, fenomenológica e dialética. Os equívocos encontrados foram a não inserção da pesquisa entre as produções na área; ausência de criticidade; não posicionamento numa determinada concepção de educação; construção teórica fundamentada em concepções diferentes; falta de coerência nos pressupostos teórico-metodológicos; não explicitação metodológica; não descrição dos procedimentos éticos; e má elaboração dos resumos. Concluímos pela necessidade da melhoria das dissertações/teses para que possamos avançar na produção de conhecimento na área da Educação Especial.<br>Our objective was to analyze the logical articulation between the problem and the theoretical-methodological proposal of studies in the field of Special Education, focusing on the epistemological issues. We based our study on the empiric-analytical tendencies, phenomenology-hermeneutic, critical-dialectical and the complexity paradigm. The procedure that was adopted was interpreting all dissertations/thesis produced in Post-Graduate programs in Education and Special Education in Brazil, which focus on Special Education, produced in 2001, 2002 and 2003, available online at CAPES' thesis database. We found empirical, phenomenological and dialectic tendencies. The errors encountered included the failure to include the research among the productions in the field; lack of critical approach; lack of making explicit what educational conception the study was based on; theoretical construction based on different conceptions; lack of coherence in the theoretical-methodological proposals; lack of methodological specification; absence of ethical procedural descriptions; and poorly written abstracts. We came to the conclusion that improvements in theses /dissertations are necessary so as to continually move forward in the production of knowledge in the field of Special Education