Produção de mudas das Spondias cajazeira, cajaraneira, cirigueleira, umbu-cajazeira e umbuzeiro.

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Assessment of proteolysis and lipolysis in Serra cheese: effects of axial cheese location, ripening time and lactation season

The degrees of proteolysis and Iipolysis in Serra cheese were measured in cheese samples obtained from experiments laid out as a three-way facto rial design replicated twice. The independent variables studied were the location within the cheese (from the center to the surface), the position in the lactation season (from October to June) and the ripening time (from 0 to 35 days). Ali three variables had statistically significant effects on the concentration of water soluble peptides (WSP), but only the ripening time and the period within the lactation season affected the fat acidity (FA). The extents (alter the given ripening period) and the rates (averaged over the ripening period) of generation of WSP and FA were highest for spring and lowest for autumn. The lowest values for both the proteolysis extent and the proteolysis rate were obtained for the rind. The rates of proteolysis and lipolysis tended to decrease with ripening time; most of the lipolysis occurred during the first week, but proteolysis was still in progress by 35 days of ripening

Personalized and adaptive learning: educational practice and technological impact

Education Technology advances many aspects of learning. More and more learning is taking place online. Learners’ learning behaviors, style, and performance can be easily profiled through learning analytics which collects their online learning footage. It enables and encourages educational research, learning software application development, and online education practices towards personalized and adaptive learning. As we continue to see personalized and adaptive learning progress, we must also pay attention to the negative impacts that feed into our research. In this paper, we will present our introspection of personalized and adaptive learning and argue that it is the social and moral responsibility of educators and institutions to apply personalized and adaptive learning wisely in their education practice. Educators and institutions should also recognize the realistic diversities of individual students’ learning styles and variable learning progress, contextually dependent learning accessibility, and their correspondent support needs for the fine-grained learning activities. We argue that the strategically balanced practices and innovated learning technology are crucial towards an optimized learning experience for the learners. A Tecnologia da Educação avança muitos aspectos da aprendizagem. Cada vez mais aprendizagem está ater lugar online. Os comportamentos de aprendizagem, estilo e desempenho dos aprendentes podem serfacilmente perfilados através de análises de aprendizagem que recolhem as suas filmagens de aprendizagemon-line. Permite e encoraja a investigação educacional, o desenvolvimento de aplicações de software deaprendizagem, e práticas de educação em linha para uma aprendizagem personalizada e adaptativa. À medidaque continuamos a ver progressos na aprendizagem personalizada e adaptativa, devemos também prestaratenção aos impactos negativos que alimentam a nossa investigação. Neste documento, apresentaremos anossa introspecção de aprendizagem personalizada e adaptativa e argumentaremos que é da responsabilidade social e moral dos educadores e instituições aplicar sabiamente a aprendizagem personalizada e adaptativa nasua prática educativa. Os educadores e as instituições devem também reconhecer as diversidades realistas dosestilos de aprendizagem dos estudantes individuais e o progresso variável da aprendizagem, a acessibilidade àaprendizagem contextualmente dependente, e as suas necessidades de apoio correspondente para as actividadesde aprendizagem de grão fino. Argumentamos que as práticas estrategicamente equilibradas e a tecnologiade aprendizagem inovadora são cruciais para uma experiência de aprendizagem optimizada para os alunos

Continuous Percolation Phase Transitions of Two-dimensional Lattice Networks under a Generalized Achlioptas Process

The percolation phase transitions of two-dimensional lattice networks under a generalized Achlioptas process (GAP) are investigated. During the GAP, two edges are chosen randomly from the lattice and the edge with minimum product of the two connecting cluster sizes is taken as the next occupied bond with a probability $p$. At $p=0.5$, the GAP becomes the random growth model and leads to the minority product rule at $p=1$. Using the finite-size scaling analysis, we find that the percolation phase transitions of these systems with $0.5 \le p \le 1$ are always continuous and their critical exponents depend on $p$. Therefore, the universality class of the critical phenomena in two-dimensional lattice networks under the GAP is related to the probability parameter $p$ in addition.Comment: 7 pages, 14 figures, accepted for publication in Eur. Phys. J.