台灣金融業競爭日益激烈，在產品同質性高的情況之下，各家金融機構轉而透過服務來創造差異化利基並且盡力與顧客維持長久且深厚的關係，厚植競爭力。對於金融機構行銷人員來說，其透過提供符合期望之產品服務來使既有顧客重複購買使用，並選擇正確的溝通管道與顧客溝通，藉此增加顧客對該行的忠誠度，達到極大化顧客終身價值的顧客關係管理目標。 金融機構與顧客接觸的管道相當多元，從實體分行之臨櫃人員、理財專員、客服中心到虛擬之電子郵件、網路銀行與手機APP等。然而，過去卻少有研究探討金融機構在執行顧客關係管理活動時透過不同「溝通管道」與「溝通內容」對於顧客溝通訊息之說服效果差異。因此，本研究目的在於了解金融機構在執行顧客關係管理活動的訊息傳遞時，透過何種管道以及傳遞何種內容之訊息對於顧客會有最佳之說服效果，進而提升顧客關係管理之成效。本研究主要透過實驗設計與問卷發放來蒐集資訊。 研究結果有以下幾點；首先，顧客對於來自不同管道的「非個人化訊息」所認知之說服效果有差異，又以網路銀行的說服效果最佳。然而「個人化訊息」透過不同溝通管道傳遞，對於顧客卻沒有顯著差異的說服效果。其次，透過「電話」與「電子郵件」傳遞訊息時，搭配「個人化訊息」有顯著較佳的說服效果，其中電話的差異性較大。至於「網路銀行」不論搭配何種內容的訊息，對於說服效果無顯著差異，不過整體來說，使用網路銀行與顧客溝通時，說服效果皆大於其他溝通管道。 / As the competiton among financial industry in Taiwan is getting increasingly fierce, under the high product homogeneity, each financial instutution turns to create differentiation through service and tries hard to maintain a life-long relationship with cistomers. For financial marketers, they make customers purchase the product or use the service again and again not only by providing proucts and services which meets their expectations, but also choosing the right channel to communicate with customers. All the efforts are meant to increase cusomers’ loyalty and attain the goal of customer relationship management – maximize customers’ life-time value. There are multi channels for financial institutions to contact their customers, from physical channels including counter personnels, financial consultants and call center to virtual channels such as email, online bank and APP on mobile phones. However, few studies had discussed the difference of persuasive effects of messages delivered through “different channels” and “different contents” within when financial institutions implementing CRM activities. Therefore, the purpose of the study is to compare and understand by what channel and with what contents may have the best persuasive effects when sending messages to customers, in order to enhance the result of CRM.The main research method is experimental design and collecting data by questionnaires. The study result are shown below. First, the persuasive effect of “non-pesonalized” message delivered through different channels is significantly different, especially through “online bank” has the best persuasive effect. However, the persuasive effect of “pesonalized” message delivered through different channels has no differences. Second, delivering “pesonalized” message by “phone” and “email” has significantly better persuasive effect. Besides, using “online bank” to deliver messages, there is no difference of persuasive effect no matter what content within. But generally speaking, using online bank to communicate with customers, compared to other two channel, it has better persuasive effects.

Recruitment of pelagic fish populations is believed to be regulated during the planktonic larval stage due to high rates of mortality during the early life stages. Starvation is thought to be one of the main sources of mortality, despite the fact that there is rarely a strong correlation between the feeding success of larval fish and food availability as measured in the field. This lack of relationship may be caused in part by (i) inadequate sampling of larval fish prey and (ii) the use of total zooplankton abundance or biomass as proxies for larval food availability. Many feeding studies rely on measures of average prey abundance which do not adequately capture the variability, or patchiness, of the prey field as experienced by larval fish. Previous studies have shown that larvae may rely on these patches to increase their feeding success. I assess the variability in the availability of larval fish prey over a range of scales and model the small-scale distribution of prey in Conception Bay, Newfoundland. I show that the greatest variability in zooplankton abundance existed at the meter scale, and that larval fish prey were not randomly distributed within the upper mixed layer. This will impact both how well we can model the stochastic nature of larval fish cohorts, as well as how well we can study larval fish feeding from gut content analyses. Expanding on six years of previous lab and field studies on larval Radiated Shanny (Ulvaria subbifurcata) from Conception Bay, Newfoundland, I assess the feeding success, niche breadth (S) and weight-specific feeding rates (SPC, d-1) of the larvae to determine whether there are size-based patterns evident across the years. I found that both the amount of food in the guts and the niche breadth of larvae increased with larval size. There was a shift from low to high SPC with increasing larval size, suggesting that foraging success increases as the larvae grow. My results suggest that efforts should be made to estimate the variability of prey abundance at scales relevant to larval fish foraging rather than using large-scale average abundance estimates, since small-scale prey patchiness likely plays a role in larval fish feeding dynamics. In addition, the characteristics of zooplankton (density, size and behaviour) should be assessed as not all zooplankton are preyed upon equally by all sizes of larval fish. Overall, this thesis demonstrates that indices based on averages fail to account for the variability in the environment and in individual larval fish, which may be confounding the relationship between food availability and larval growth.

Recruitment of pelagic fish populations is believed to be regulated during the planktonic larval stage due to high rates of mortality during the early life stages. Starvation is thought to be one of the main sources of mortality, despite the fact that there is rarely a strong correlation between the feeding success of larval fish and food availability as measured in the field. This lack of relationship may be caused in part by (i) inadequate sampling of larval fish prey and (ii) the use of total zooplankton abundance or biomass as proxies for larval food availability. Many feeding studies rely on measures of average prey abundance which do not adequately capture the variability, or patchiness, of the prey field as experienced by larval fish. Previous studies have shown that larvae may rely on these patches to increase their feeding success. I assess the variability in the availability of larval fish prey over a range of scales and model the small-scale distribution of prey in Conception Bay, Newfoundland. I show that the greatest variability in zooplankton abundance existed at the meter scale, and that larval fish prey were not randomly distributed within the upper mixed layer. This will impact both how well we can model the stochastic nature of larval fish cohorts, as well as how well we can study larval fish feeding from gut content analyses. Expanding on six years of previous lab and field studies on larval Radiated Shanny (Ulvaria subbifurcata) from Conception Bay, Newfoundland, I assess the feeding success, niche breadth (S) and weight-specific feeding rates (SPC, d-1) of the larvae to determine whether there are size-based patterns evident across the years. I found that both the amount of food in the guts and the niche breadth of larvae increased with larval size. There was a shift from low to high SPC with increasing larval size, suggesting that foraging success increases as the larvae grow. My results suggest that efforts should be made to estimate the variability of prey abundance at scales relevant to larval fish foraging rather than using large-scale average abundance estimates, since small-scale prey patchiness likely plays a role in larval fish feeding dynamics. In addition, the characteristics of zooplankton (density, size and behaviour) should be assessed as not all zooplankton are preyed upon equally by all sizes of larval fish. Overall, this thesis demonstrates that indices based on averages fail to account for the variability in the environment and in individual larval fish, which may be confounding the relationship between food availability and larval growth.

M. Tech. (Biotechnology, Faculty of Applied and Computer Science), Vaal University of Technology / Tulbaghia violacea Harv. (wild garlic) has been used in traditional medicine in Southern Africa for the treatment of various ailments. Despite the widespread use and popularity of this medicinal plant as a herbal medicine, there is contradictory evidence regarding the safety and toxicity of the plant. The phytochemical profiling of the plant has also been neglected in research. The determination of chemical constituents present in plant material as well as the potential toxicity found in plants are preliminary steps necessary for the discovery and development of novel therapeutic agents with improved efficacy. The aim of this study was to evaluate the cytotoxic and genotoxic potential of crude extracts from the leaves, stems and roots of T. violacea. This was performed in vitro using aqueous and ethanol extracts of the leaves, stems and roots. The aim of the study was achieved by three major objectives; (1) to identify the active phytocompounds present in the leaves, stems and roots, (2) to assess the cytotoxicity using the MTT (3-(4, 5-dimethylthiazolyl-2)-2, 5-diphenyltetrazolium bromide) cell proliferation assay, and (3) to evaluate the genotoxic potential of the leaf, stem and root water extracts using the Allium cepa assay. A total of 14 phytochemicals were each extracted separately with distilled water and 70% ethanol by maceration from the leaves, stem and roots of T. violacea. The results of the qualitative phytochemical analysis showed that pharmacologically active compounds such as tannins, terpenoids, flavonoids, saponins, proteins, steroids, cardiac glycosides, phenols and coumarins were present in some organs of T. violacea. However, phlobatannins, leucoanthocyanins, alkaloids, carbohydrates and anthocyanins were absent in all plant parts. Overall, the leaves of the plant contained more active compounds than those present in the stems and roots when both water and 70% ethanol were used as the extractants. The quantitative phytochemical analysis for the Total Flavonoids Content (TFC) and Total Phenolic Contents (TPC) was also assessed. The water (0.027 mg/g) and 70% ethanol (0.053 mg/g) were most effective in extracting flavonoids from the leaves while the least amounts were obtained from the stems and roots. This observation was similar to the TFC were the water extracts of the leaves were the most effective in extracting phenols followed by the stems and roots. The MTT assay was conducted using two cell lines RAW 264.7 and C2C12. The experiment was conducted in triplicates for the leaf, stem and root extracts (water and ethanol) of T. violacea. The experimental design employed a 23 factorial design where three independent variables (concentration, incubation time and type of extracts) were selected using two levels for each variable (high (+) and low (-)). The results illustrated that both the water and ethanol vi extracts only showed a significant reduction in the number of viable cells at the concentration higher than 250 μg/ml treatment for both RAW 264.7 and C2C12 cells. The ethanol extracts from the leaves, stems and roots were found to be toxic towards the RAW 264.7 cells even at lower concentrations at both 24 and 48 h incubation periods (% cell viability < 50%). The water extracts were non-toxic to RAW 264.7 cells except for the water stem extract which showed toxicity after 48 h incubation (IC50 = 9.475 (4.061 to 23.39)). For the C2C12 cells, the lowest potent toxic concentration was 250 μg/ml for the ethanol extract of the stem after 48 h incubation. Overall, the T. violacea plant extracts were non-toxic as percentage cell viability greater than 50% was noted for both extraction solvents in all the plant parts of T. violacea. No cytotoxic activity was observed in all T. violacea plant parts with the C2C12 cell line (IC50 > 30 μg/ml). For the Allium cepa assay, only the water crude extracts of the leaves, stems and roots of T. violacea were used. A similar trend of potent genotoxic activity in the water stem extracts compared to the leaf and root extracts at the concentration ranges studied. Similar to the MTT assay, it is clear from the study that at higher concentrations, the water crude extracts from the leaves, stems and roots of T. violacea is toxic. From this study, it can be concluded that the extraction of compounds using water is more efficient than using ethanol. Overall, the T. violacea leaf extracts extracted the most phytocompounds and showed the highest percentage of viable cells as well as desirable IC50 values. However, preparation of herbal remedies using T. violacea plant extracts should be done with caution due to their possible genotoxic and cytotoxic potential at higher concentrations. This study raises a need to further conduct in vivo cytogenetic studies to ascertain the possible toxic effects of T. violacea crude extracts.

In this research, the first report statement is evaluated, in order to establish whether the information contained in the first report statement is considered during rape investigations. The researcher explored how investigators and public prosecutors utilise the first report statements in order to ensure an effective criminal justice system. The researcher made use of (a) an empirical design, because of the limited information available on the research topic, and (b) a qualitative research approach – which enabled real-life observations. Simple random sampling was used to select 28 investigators of rape and sexual offence related cases, four (4) prosecutors attached to sexual offences courts, and one (1) advocate from Gauteng North High Court. Data was obtained through interviews, a literature study, and case docket analysis. / Police Practice / M.Tech. (Forensic Investigations)

Made available in DSpace on 2016-06-02T20:25:18Z (GMT). No. of bitstreams: 1 5106.pdf: 4702330 bytes, checksum: 378a7150568ae05a9c04cb024f4111e0 (MD5) Previous issue date: 2013-02-25 / We intend, from this research of documental and interpretativist character, to investigate how the cultural contents linked to the teaching and learning of English language are approached, considering the São Paulo State educational material distributed to public high schools. To carry out this work, we consider that, as much as the curricular proposal of São Paulo State presented as one of its most important features the curriculum as a cultural space , possibly the cultural contents also might appear on the material distributed to the students and for the teachers. Thus, we analyzed on the teacher material the proceedings for carrying out the contents and the activities. On students material, we analyzed the activities divided on learning situations . We focused the cultural contents culture definitions proposed by Thompson (2002), stereotypes, social representations, cultural identities and alterity plans proposed by Todorov (1995) on the intercultural processes of teaching and learning, as such on the designations of English language around the world. Besides that, before the analysis, we made the description of cultural contents present on the Current curricular proposal of São Paulo State , and we propose definition for didactic materials, textbooks and Cadernos to comprehend the choice of the term Cadernos by its organizers. Throughout the analysis we propose changes, when necessary, on the proceedings and on the Cadernos activities, in order to approach the cultural contents in an explicit way on the classes, and to reflect about them on a critical and conscious way (BYRAM; GRIBKOVA; STARKEY, 2002). With the activities realized, we had conditions to group them as answers to our research questions. In a general way, we can assure that the cultural contents appear on the Cadernos either on the proceedings and on the activities, but, most of the times, on an implicit manner; we noticed the concern in using important concepts on the proceedings and the orientations of the teachers Cadernos (interculturality, cultural diversity, English speaking countries, and others), but these concepts were scarcely presented to the teachers, and, when they were explained, we noticed the absence of clear explanations of the concepts as much as its contextualization, in order that the teacher may comprehend and work with them on his classes. As theoretical foundation, we based the research on some authors, as Almeida Filho (2002; 2011); Barbosa (2007; 2008; 2009); Byram et al.(2002); Hall (2005); Hurst (2006); Kramsch (1993; 1998; 2009), Viana (2003), among others. / Intencionamos, a partir desta pesquisa de natureza interpretativista e documental, investigar como são abordados os conteúdos culturais vinculados ao ensino e a aprendizagem de língua inglesa (LI) nos Cadernos da primeira série do Ensino Médio, Volume 1, distribuídos na rede pública de ensino do Estado de São Paulo. Para realização desse trabalho, partimos do pressuposto que assim como A proposta curricular do Estado de São Paulo apresentava como um de seus cernes principais o currículo como espaço de cultura , possivelmente, os conteúdos culturais, também, apareceriam no Caderno do professor e do aluno. Dessa forma, analisamos no Caderno do professor os procedimentos da Orientação dos conteúdos do bimestre e os procedimentos para a realização das atividades. No Caderno dos alunos, analisamos as atividades divididas em Situações de Aprendizagem . Focamos nos conteúdos culturais definições de cultura propostas por Thompson (2002), estereótipos, representações sociais, identidades culturais e planos de alteridade propostos por Todorov (1995) , nos processos interculturais no ensino e na aprendizagem de línguas, e nas denominações da língua inglesa no mundo. Além disso, anteriormente a análise, fizemos a descrição dos conteúdos culturais vigentes a A atual proposta curricular do Estado de São Paulo e propomos definições para materiais didáticos, livros didáticos e Cadernos, a fim de compreender a escolha do termo Caderno pelos organizadores do mesmo. Ao longo da análise propomos mudanças, quando necessário, nos procedimentos e nas atividades dos Cadernos para abordar os conteúdos culturais de maneira explícita em sala de aula e para refleti-los de modo crítico e consciente (BYRAM; GRIBKOVA; STARKEY, 2002). Com as análises realizadas tivemos condições para agrupá-las em respostas as nossas perguntas de pesquisa. De modo geral, concluímos que os conteúdos culturais aparecem nos Cadernos, tanto nos procedimentos quanto nas atividades, porém, na maioria das vezes de forma implícita; notamos a preocupação, nos procedimentos e orientação do Caderno do professor, em utilizar termos importantes (interculturalidade, diversidade cultural, língua dos países anglófonos, entre outros), porém esses termos foram raramente explicados aos professores, e, quando explicados, notamos ausência de contextualização dos conceitos e de onde eles foram retirados e faltou clareza, nos procedimentos, para o professor compreender os termos de modo a abordá-los em sala de aula. Como embasamento teórico, nos pautamos em alguns autores, tais como: Almeida Filho (2002; 2011); Barbosa (2007; 2008; 2009); Byram et al. (2002); Hall (2006); Hurst (2006); Kramsch (1993; 1998; 2009), Viana (2003), dentre outros.

Made available in DSpace on 2015-03-26T13:55:13Z (GMT). No. of bitstreams: 1 texto completo.pdf: 545117 bytes, checksum: 7ad3378bf0c824361e4be8d29161719b (MD5) Previous issue date: 2012-07-12 / The purpose this work was to evaluate milk quality in different production systems and its variation throughout the year. The database used in this work were from 943 milk farms from different regions: south, midwest and central of state of Minas Gerais and Vale Paraíba, state of São Paulo. Data totaled 18.026 samples, collected between January (2009) and September (2011), and it was granted by Danone Firm. The milk farms were classified in three different production systems: confined, semi-confined and extensive system (grass fed). Somatic cells count (SCC), total bacterial count (TBC) and milk protein and fat contents were evaluated. The data was analyzed in a completely randomized design in a repeated measured scheme, and theproc MIXED procedure of SAS (2008) was used. The production system did not affect milk protein and fat contents, neither the SCC. However, the production system affected the TBC, indicating that TBC is related to the available structure for feeding animals. It is possible that the results are consequence of a payment program for quality, whichwas started by the milk industry in 2002. Seasonal variations in results of SCC, CBT and milk protein and fat contents were observed. The milk protein content was greater between March and June, while the milk fat content was greater between May and August. TBC and SCC were greater between December and March. In conclusion, production system does not affect milk protein and fat contents, neither SCC. However, confined systems have better TBC results. Furthermore, month and year affect the milk quality (TBC, SCC, milk protein and fat content results), where better results are observed in cold seasons. / Objetivou-se avaliar a qualidade do leite cru em diferentes sistemas de produção e sua variação ao longo do ano. Os dados utilizados nesse trabalho foram obtidos de 943 propriedades leiteiras das regiões do Sul de Minas, Centro-Oeste e Central Mineira no estado de Minas Gerais e na região do Vale do Paraíba no estado de São Paulo. Os mesmos foram concedidos pela Empresa Danone, em um total de 18.026 amostras, no período de janeiro de 2009 a setembro de 2011. As propriedades foram divididas em sistema de produção confinado, semi-confinado e extensivo. Os itens avaliados foram contagem de células somáticas (CCS), contagem bacteriana total (CBT) e teores de proteína e gordura. Os dados foram analisados em esquema de medidas repetidas no tempo, utilizando o procedimento proc MIXED do SAS (2008). Não houve efeito de sistema de produção sobre os teores de proteína, gordura e CCS. Já a CBT foi afetada pelo sistema de produção estando relacionada com o tipo de estrutura para alimentar os animais. Possivelmente, os resultados são consequência do programa de pagamento por qualidade implantando pelo laticínio desde o ano de 2002. Foram encontradas variações sazonais de CCS, CBT, proteína e gordura; sendo os valores de proteína mais elevados de Março a Junho, os valores de gordura mais elevados de Maio a Agosto, os valores de CBT e CCS mais elevados de Dezembro a Março.Conclui-se que o sistema de produção não interfere na porcentagem de gordura e proteína e CCS do leite. No entanto, sistemas confinados apresentam melhor padrão de CBT. Conclui-se, também, que tanto mês quanto ano são fatores que interferem na CBT, CCS, proteína e gordura do leite, sendo os melhores padrões encontrados nas épocas mais frias do ano.

Made available in DSpace on 2014-12-17T14:36:27Z (GMT). No. of bitstreams: 1 EvanizeCR_DISSERT_1_129.pdf: 4699030 bytes, checksum: 92a2d0ec187f09e20c6813a2c78b87bc (MD5) Previous issue date: 2010-04-16 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / In contemporary society, distance education is expanding, especially in the offering of courses of initiatory professor training. By the side of possibilities, there is the need to critically reflect on the government decision to finance, and even to incite distance education, as a more economic way to achieve, within different time and space, the greatest quantity of the population, trying to fill the gaps of the Brazilian school education. The research was made in the Biology Bachelor Course offered by the Pernambuco University (UPE), in the context of the Presential Support Pole of the Paraiba State University, located in the city of Campina Grande. Along this study, we intend to analyze the evaluation practice and the instruments of valuation available in the virtual environment of learning (AVA), used by the former professors in the learning evaluation of the contents offered by the reference course. The relevance of the discussion is to reflect about the results of distance education in the initial of the professor training. To perceive the possibilities and limitations concerning the technological resources available at the educational process, especially to the evaluation practice, is primordial in order to comprehend the contents of learning that can be explored by the professors and which is the dialogical relation that is firmed between professor, preceptor and student, in favor of the learning development and an effective and meaningful education. The qualitative research had the symbolic interacionism as a methodological-theoretical approach. We gathered informations through institutional documents, documental records, questionnaires and semi-structured interviews. Treating and analyzing the data we used the content analysis method (Bardin, 1977). As a theoretical basis, we relied on authors such as Zabala (1998, 1999), Aretio (2002), Hoffmann (2003, 2005), Silva, M. (2003, 2006), Belloni (2006), Luckesi (2008), Silva, J. (2008), Vasconcelos (2008) and Domingos (2009). It was evident the need to reflect about the educational practice of the professors and preceptors responsible for the academic distance learning, concerning the evaluation of the learning contents in a autonomous and innovatory way, identifying its influence in the development of values which are considered vital to a complete professor upbringing. The evaluation in a mediator approach is necessary to the reality of an online classroom, because of its character to promote the improvement of the action of the one who is teaching and the one Who is learning in an interactive, collaborative and cooperative perspective, seeking a transformative praxis. Involved in this formation, the bachelors will be able to promote the development of capacities and skills necessary to the complete learning of theirs future students, certifying the education for life, which is a perspective that includes the knowing, the knowing how to do and how to be, a living being with sustainable relations with the others and with nature / A educa??o a dist?ncia na sociedade contempor?nea vem se expandido, sobretudo na oferta de cursos de forma??o inicial docente. Ao lado das possibilidades, h? necessidade de refletir criticamente sobre a decis?o governamental de financiar e at? incentivar o ensino a dist?ncia como uma maneira mais econ?mica de atingir o m?ximo da popula??o em tempo e espa?o diversos, almejando com isso o preenchimento de lacunas na educa??o escolar brasileira. A pesquisa foi realizada no curso de Licenciatura em Ci?ncias Biol?gicas oferecido pela Universidade de Pernambuco (UPE), a partir do contexto do P?lo de Apoio Presencial da Universidade Estadual da Para?ba (UEPB) na cidade de Campina Grande. Neste estudo nos propomos a analisar a pr?tica avaliativa e os instrumentos de avalia??o dispon?veis no ambiente virtual de aprendizagem (AVA), utilizados pelos professores formadores na avalia??o da aprendizagem dos conte?dos oferecidos pelo curso em refer?ncia. A import?ncia dessa discuss?o ? refletir sobre os resultados do ensino a dist?ncia na forma??o inicial docente. Perceber as possibilidades e limita??es dos recursos tecnol?gicos dispon?veis ao processo educativo, e em especial a pr?tica avaliativa, ? primordial para compreendermos quais os conte?dos de aprendizagem podem ser explorados pelos docentes e qual a rela??o dial?gica que se firma entre professor, tutor e aluno em prol do desenvolvimento da aprendizagem com vistas a uma a??o educativa eficaz e significativa. A pesquisa qualitativa teve a abordagem te?rico-metodol?gica voltada para o interacionismo simb?lico. Reunimos informa??es atrav?s de documentos institucionais, ficha documental, question?rio e entrevista semiestruturada. Para o tratamento e an?lise dos dados utilizamos o m?todo da an?lise de conte?do (Bardin, 1977). Como embasamento te?rico apoiamo-nos entre outros autores, em Zabala (1998, 1999), Aretio (2002), Hoffmann (2003, 2005), Silva, M. (2003, 2006), Belloni (2006), Luckesi (2008), Silva, J. (2008), Vasconcelos (2008) e Domingos (2009). Ficou evidente a necessidade de refletir sobre o redimensionamento da pr?tica educativa dos professores e tutores respons?veis pela forma??o acad?mica a dist?ncia, no que concerne ? avalia??o dos conte?dos de aprendizagem numa perspectiva aut?noma e inovadora, identificando sua influ?ncia no desenvolvimento de valores imprescind?veis ? consolida??o de uma forma??o docente de qualidade. A avalia??o numa abordagem mediadora ? necess?ria para a realidade da sala de aula online pelo seu car?ter de promover a melhoria da a??o de quem ensina e de quem aprende numa perspectiva interativa, colaborativa e cooperativa visando uma pr?xis transformadora. Inseridos nessa forma??o, os licenciandos de Ci?ncias Biol?gicas tornar-se-?o capazes de promover o desenvolvimento de capacidades, compet?ncias e habilidades necess?rias ? forma??o integral dos seus futuros alunos, garantindo o educar para a vida, perspectiva esta que inclui o conhecer, o saber fazer e o saber ser, um ser vivo com rela??es sustent?veis com todos os outros e com a natureza

Orientador: Marcelo Carvalho Minhoto Teixeira Filho / Resumo: As deficiências de boro (B) e zinco (Zn) comumente ocorrem em solos de Cerrado. Por isso, para obtenção de maiores produtividades de milho é necessário entender melhor a interação desses elementos, como se existe efeito sinérgico ou antagônico na absorção destes micronutrientes do solo, tal como o modo de aplicação mais vantajoso (via solo ou foliar) e o efeito residual destas adubações. Sendo assim, objetivou-se avaliar o efeito de doses de B aplicadas via solo e via foliar, ambos com ou sem adubação com Zn no solo sobre o estado nutricional, componentes de produção e produtividade do milho primavera/verão e o residual destas adubações via solo no milho outonal, em solo de Cerrado com baixo teor de boro. O experimento foi desenvolvido em um Latossolo Vermelho distrófico em sistema plantio direto. O delineamento experimental dos dois experimentos foi em blocos ao acaso com quatro repetições, dispostos em esquema fatorial 2 x 5, sendo: com ou sem adubação via solo com 2 kg ha-1 de Zn, na forma de sulfato de zinco aplicados na ocasião da semeadura do milho primavera/verão; e 5 doses de B (0, 1, 2, 3 e 4 kg ha-1 na semeadura do milho primavera/verão (experimento 1) ou 0, 170, 340, 510 e 680 g ha-1, que correspondem respectivamente, 0; 0,25; 0,50; 0,75 e 1% de ácido bórico na calda de pulverização aplicada via foliar na fase de pré-pendoamento do milho (experimento II). Após a colheita do milho primavera/verão, avaliou-se o residual destes tratamentos aplicados via solo no cultiv... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Boron deficiencies (B) and zinc (Zn) commonly occur in Cerrado soils. Thus, for obtaining higher maize yields is necessary to better understand the interaction of these elements, as if exists synergistic or antagonistic effect on the absorption of these micronutrients in soil, such as the most advantageous mode of application (by soil or foliar) and the effect of these residual fertilizations. Therefore, it was aimed to evaluate the effect of B rates applied to soil (experiment I) and foliar application (experiment II), both with or without Zn fertilization in the soil on nutritional status, yield components and grains yield of spring/summer maize and the residual of these fertilizations in the soil in the autumnal maize, in Cerrado soil with low boron content. The experiment was conducted in an Oxisol under notillage system. The experimental design of the two experiments was a randomized block with four replications, in a factorial 2 x 5, being: with or without soil fertilization with 2 kg ha-1 Zn, in the form of zinc sulfate applied on the occasion of sowing of spring/summer maize; and 5 doses of B (0, 1, 2, 3 and 4 kg ha-1 applied at sowing of spring/summer maize (experiment 1) or 0, 170, 340, 510 and 680 g ha-1 , which correspond respectively, 0, 0.25, 0.50, 0.75 and 1% of boric acid in the spray solution applied by foliar in pre-tasseling of maize (experiment II)). After harvesting of the spring/summer maize was evaluated the residual of these treatments applied to the s... (Complete abstract click electronic access below) / Mestre

Made available in DSpace on 2014-12-17T14:55:05Z (GMT). No. of bitstreams: 1 TiagoMUA_TESE.pdf: 1442352 bytes, checksum: a9909ef0bb9ebf04b3cad967bbf8be1c (MD5) Previous issue date: 2012-09-14 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / Deaf people have serious difficulties to access information. The support for sign languages is rarely addressed in Information and Communication Technologies (ICT). Furthermore, in scientific literature, there is a lack of works related to machine translation for sign languages in real-time and open-domain scenarios, such as TV. To minimize these problems, in this work, we propose a solution for automatic generation of Brazilian Sign Language (LIBRAS) video tracks into captioned digital multimedia contents. These tracks are generated from a real-time machine translation strategy, which performs the translation from a Brazilian Portuguese subtitle stream (e.g., a movie subtitle or a closed caption stream). Furthermore, the proposed solution is open-domain and has a set of mechanisms that exploit human computation to generate and maintain their linguistic constructions. Some implementations of the proposed solution were developed for digital TV, Web and Digital Cinema platforms, and a set of experiments with deaf users was developed to evaluate the main aspects of the solution. The results showed that the proposed solution is efficient and able to generate and embed LIBRAS tracks in real-time scenarios and is a practical and feasible alternative to reduce barriers of deaf to access information, especially when human interpreters are not available / Os surdos enfrentam s?rias dificuldades para acessar informa??es. As Tecnologias de Informa??o e Comunica??o (TIC) quando s?o desenvolvidas dificilmente levam em considera??o os requisitos espec?ficos destes usu?rios especiais. O suporte para l?nguas de sinais, por exemplo, ? raramente explorado nessas tecnologias. Al?m disso, as solu??es presentes na literatura relacionadas a tradu??o autom?tica para l?nguas de sinais s?o restritas a um dom?nio de aplica??o espec?fico ou n?o s?o vi?veis para cen?rios que necessitam de tradu??o em tempo real, como, por exemplo, na TV. Para reduzir esses problemas, neste trabalho ? proposta uma solu??o para gera??o autom?tica de trilhas em L?ngua Brasileira de Sinais (LIBRAS) em conte?dos digitais multim?dia legendados. As trilhas de LIBRAS s?o geradas a partir de uma estrat?gia de tradu??o autom?tica e em tempo real para LIBRAS, que realiza a tradu??o a partir de fluxos de legendas (como, por exemplo, legendas ou closed caption) em l?ngua portuguesa. Al?m disso, a solu??o proposta ? de dom?nio geral e dotada de um conjunto de mecanismos que exploram a colabora??o e a computa??o humana para gerar e manter suas constru??es ling??sticas de forma eficiente. Implementa??es da solu??o proposta foram desenvolvidas para as plataformas de TV Digital, Web e Cinema Digital, e um conjunto de experimentos, incluindo testes com usu?rios surdos, foi desenvolvido para avaliar os principais aspectos da solu??o. Os resultados mostraram que a solu??o proposta ? eficiente, capaz de gerar e embarcar as trilhas de LIBRAS em cen?rios que exigem tradu??o em tempo real, al?m de ser uma alternativa pr?tica e vi?vel para redu??o das barreiras de acesso ? informa??o dos surdos, especialmente quando int?rpretes humanos n?o est?o dispon?veis