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RESUMO Afinalidade deste trabalho consistiu na determinação das melhores condições ambientais e da absorção de nitrogênio, em viveiro, para o desenvolvimento de mudas da essência florestal Schizolobium parahyba (Vell.) Blake. As sementes germinaram em substrato de vermiculita, e as plântulas foram repicadas para saquinhos plásticos (de 12 x 21 cm), com substrato de vermiculita e areia (proporção 1:1). Passada a época de aclimatação, as mudas foram divididas em três ambientes : (1) sol pleno (luz direta todo o dia); (2) meio sol (luz solar direta por meio dia), e (3) casa de vegetação (50% de sombra). Foram realizadas adubações de 15 em 15 dias, e coletadas 3 amostras de cada ambiente, aos 15, 30, 60, 90 e 120 dias. Os parâmetros de análise compreenderam : Peso de matéria seca (da parte aérea e da radicular) e conteúdo de nitrogênio (também da parte aérea e da radicular). Os resultados, submetidos a análise de variância e teste Tukey, indicaram que os teores de nitrogênio, tanto na parte aérea como na radicular, estão entre limites adequados, e que as mudas dos Ambientes 1 e 2 apresentaram maiores quantidades de nitrogênio. Os dados de absorção de nitrogênio indicam o Ambiente 2, que recebeu sombra durante o período da tarde, como o mais apropriado para o cultivo das mudas.

Gamification in education has received significant attention for its potential to enhance student engagement and motivation. However, challenges arise from the excessive use of reward-oriented game elements, which are assumed to have negative effects on learning outcomes in many cases. In contrast, while the literature argues immersion-based gamification holds great potential, there is little research on how such an approach affects learning experiences. The Sensation game element, for instance, might contribute to students' experiences by providing sensory queues, such as auditory feedback based on background music, to foster concentration, engagement, and immersive learning experiences. Nevertheless, past studies have not sufficiently investigated how the Sensation game element affects gamified learning experiences. Therefore, this paper implements the Sensation game element in two studies: Study 1 introduced background music during a reading activity, while Study 2 implemented multiple background music tracks aligned with different learning stages to drive students' experiences. Accordingly, we evaluated this game element through usability tests, based on high-fidelity prototypes of online learning environments, followed by semi-structured interviews that were analyzed through thematic analysis with the help of ChatGPT. Overall, we found that Sensation, particularly instrumental music, positively influenced concentration but requires careful design to maintain engagement. The findings highlight the importance of tailoring Sensation's implementation to consider individual preferences and contextual factors and the need for thoughtful selection and management of sensory queues to optimize learning environments effectively. Additionally, we provide evidence emphasizing the value of using tools like ChatGPT to optimize qualitative data analysis, although human oversight remains prominent to ensure robust research outcomes. Overall, this study contributes insights for designing personalized and effective gamified learning experiences based on the Sensation game element in enhancing learning experiences.

Open-ended assessments play a pivotal role in enabling instructors to evaluate student knowledge acquisition and provide constructive feedback. Integrating large language models (LLMs) such as GPT-4 in educational settings presents a transformative opportunity for assessment methodologies. However, existing literature on LLMs addressing open-ended questions lacks breadth, relying on limited data or overlooking question difficulty levels. This study evaluates GPT-4's proficiency in responding to open-ended questions spanning diverse topics and cognitive complexities in comparison to human responses. To facilitate this assessment, we generated a dataset of 738 open-ended questions across Biology, Earth Sciences, and Physics and systematically categorized it based on Bloom's Taxonomy. Each question included eight human-generated responses and two from GPT-4. The outcomes indicate GPT-4's superior performance over humans, encompassing both native and non-native speakers, irrespective of gender. Nevertheless, this advantage was not sustained in ’remembering’ or ’creating’ questions aligned with Bloom's Taxonomy. These results highlight GPT-4's potential for underpinning advanced question-answering systems, its promising role in supporting non-native speakers, and its capacity to augment teacher assistance in assessments. However, limitations in nuanced argumentation and creativity underscore areas necessitating refinement in these models, guiding future research toward bolstering pedagogical support.

Abstract There are many claims that gamification (i.e., using game elements outside games) impact decreases over time (i.e., the novelty effect). Most studies analyzing this effect focused on extrinsic game elements, while fictional and collaborative competition have been recently recommended. Additionally, to the best of our knowledge, no long-term research has been carried out with STEM learners from introductory programming courses (CS1), a context that demands encouraging practice and mitigating motivation throughout the semester. Therefore, the main goal of this work is to better understand how the impact of a gamification design, featuring fictional and competitive-collaborative elements, changes over a 14-week period of time, when applied to CS1 courses taken by STEM students (N = 756). In an ecological setting, we followed a 2x7 quasi-experimental design, where Brazilian STEM students completed assignments in either a gamified or non-gamified version of the same system, which provided the measures (number of attempts, usage time, and system access) to assess user behavior at seven points in time. Results indicate changes in gamification’s impact that appear to follow a U-shaped pattern. Supporting the novelty effect, the gamification’s effect started to decrease after four weeks, decrease that lasted between two to six weeks. Interestingly, the gamification’s impact shifted to an uptrend between six and 10 weeks after the start of the intervention, partially recovering its contribution naturally. Thus, we found empirical evidence supporting that gamification likely suffers from the novelty effect, but also benefits from the familiarization effect, which contributes to an overall positive impact on students. These findings may provide some guidelines to inform practitioners about how long the initial contributions of gamification last, and how long they take to recover after some reduction in benefits. It can also help researchers to realize when to apply/evaluate interventions that use gamification by taking into consideration the novelty effect and, thereby, better understand the real impact of gamification on students’ behavior in the long run.

Children often show milder COVID-19 symptoms, but the underlying mechanistic insights are still lacking. Here the authors profile both pediatric and adult cohorts of COVID-19 patients in Brazil to find that children exhibit higher viral load but stronger and biased cellular immunity, thereby serving clues for the differential responses in children.

Predicting student performance as early as possible and analysing to which extent initial student behaviour could lead to failure or success is critical in introductory programming (CS1) courses, for allowing prompt intervention in a move towards alleviating their high failure rate. However, in CS1 performance prediction, there is a serious lack of studies that interpret the predictive model’s decisions. In this sense, we designed a long-term study using very fine-grained log-data of 2056 students, collected from the first two weeks of CS1 courses. We extract features that measure how students deal with deadlines, how they fix errors, how much time they spend programming, and so forth. Subsequently, we construct a predictive model that achieved cutting-edge results with area under the curve (AUC) of.89, and an average accuracy of 81.3%. To allow an effective intervention and to facilitate human-AI collaboration towards prescriptive analytics, we, for the first time, to the best of our knowledge, go a step further than the prediction itself and leverage this field by proposing an approach to explaining our predictive model decisions individually and collectively using a game-theory based framework (SHAP), (Lundberg et al., 2020) that allows interpreting our black-box non-linear model linearly. In other words, we explain the feature effects, clearly by visualising and analysing individual predictions, the overall importance of features, and identification of typical prediction paths. This method can be further applied to other emerging competitive models, as the CS1 prediction field progresses, ensuring transparency of the process for key stakeholders: administrators, teachers, and students.

Introducción. La electroestimulación es un método de entrenamiento utilizados en el ámbito deportivo que ha demostrado ser efectivo para mejorar manifestaciones de fuerza como la potencia muscular. Actualmente, no se conoce literatura científica en la que se aplique un programa de entrenamiento con traje de electroestimulación. Por ello, este estudio pretende llevar a cabo un programa para ver qué efectos tiene sobre las adaptaciones neuromusculares en sujetos no entrenados. Objetivo. estudiar las alteraciones neuronales y musculares que ocurren en el entrenamiento activo de electroestimulación aplicada con traje de cuerpo entero en los músculos extensores de brazos y extensores de la pierna. Material y métodos. Se realizará un estudio controlado aleatorizado entre grupos. El diseño experimental del estudio permitirá analizar las adaptaciones neuromusculares que ocurren con el entrenamiento de electroestimulación aplicada con traje de cuerpo entero y compararlas a las de un entrenamiento de fuerza tradicional. Las variables dependientes medidas serán: actividad electromiografía en test de fuerza isométrica máxima, valor de fuerza máxima, tasa de producción de fuerza, indicadores de adaptación neurales. El programa se llevará a cabo durante 24 sesiones, 2 veces por semana, durante 12 semanas. Resultados esperados. Se espera conseguir una mayor activación neuromuscular con la combinación de electroestimulación aplicada con traje de cuerpo entero. Independientemente de los resultados obtenidos, sean estos positivos o negativos, el estudio final será publicado.

Abstract Gamification has been widely employed in the educational domain over the past eight years when the term became a trend. However, the literature states that gamification still lacks formal definitions to support the design and analysis of gamified strategies. This paper analysed the game elements employed in gamified learning environments through a previously proposed and evaluated taxonomy while detailing and expanding this taxonomy. In the current paper, we describe our taxonomy in-depth as well as expand it. Our new structured results demonstrate an extension of the proposed taxonomy which results from this process, is divided into five dimensions, related to the learner and the learning environment. Our main contribution is the detailed taxonomy that can be used to design and evaluate gamification design in learning environments.

Este texto apresenta a concepção e o desenvolvimento de uma atividade de extensão realizada por alunos de Ciências Econômicas da UFRRJ no colégio técnico dessa Universidade, sem fins lucrativos, para atender alunos do ensino médio e ensino médio técnico. Entre os anos de 2018 e 2019, professores e discentes do curso desenvolveram um projeto de extensão junto aos estudantes de ensino médio e técnico do CTUR, buscando interação dialógica em temas de teoria econômica. O objetivo foi abordar, em aulas-encontros conduzidas por estudantes do curso de Ciências Econômicas, temas abrangentes que permeiam a vida socioeconômica da sociedade brasileira e cuja explicação parte do conhecimento da teoria econômica. Os temas foram divididos entre os estudantes-membro, somando ao todo nove temas: Microeconomia, Macroeconomia, História do Pensamento Econômico, Mercado de Trabalho, Desenvolvimento Econômico e Distribuição de Renda, Desenvolvimento Regional, Economia Monetária e Matemática Financeira. Também foi realizada uma aula inaugural para apresentar o curso de Ciências Econômicas da UFRRJ, as áreas de atuação do economista, o mestrado em Economia Regional e Desenvolvimento, bem como o tema de cada uma das aulas-encontro. Enquanto os estudantes do CTUR aprofundaram suas capacidades de argumentação e reflexão crítica nos temas trabalhados dialogicamente, os estudantes da graduação aprimoraram essas capacidades, incluindo a didática.

Whole Body Electromyostimulation [WB-EMS] is a training methodology that applies electrostimulation in the main muscle groups of the human body superimposed with active training exercises. This study aims to carry out a bibliometric analysis on WB-EMS to provide an overview of the state of research and provide new insights for research in the field. Method: One hundred and two citations extracted were examined using a bibliometric approach based on data stored in the Web of Science Core Collection, applying traditional bibliometric laws, and using VOSviewer and excel for data and metadata processing. Results: Among the results, this study points out that Germany is the country that produces more scientific knowledge on WB-EMS. Wolfgang Kemmler is the most relevant author in this field. Moreover, Frontier of Physiology is the journal where the authors publish the most. Conclusion: Research on WB-EMS has been growing in recent years. German and Spanish researchers lead two clusters where most studies and collaborations in this field are carried out. These findings will provide a better understanding of the state of WB-EMS research and may guide the emergence of new lines of investigation and research ideas.

Personalized gamification aims to address shortcomings of the one-size-fits-all (OSFA) approach in improving students' motivations throughout the learning process. However, studies still focus on personalizing to a single user dimension, ignoring multiple individual and contextual factors that affect user motivation. Unlike prior research, we address this issue by exploring multidimensional personalization compared to OSFA based on a multi-institution sample. Thus, we conducted a controlled experiment in three institutions, comparing gamification designs ("OSFA" and "Personalized" to the learning task and users' gaming habits/preferences and demographics) in terms of 58 students' motivations to complete assessments for learning. Our results suggest no significant differences among OSFA and Personalized designs, despite suggesting user motivation depended on fewer user characteristics when using personalization. Additionally, exploratory analyses suggest personalization was positive for females and those holding a technical degree, but negative for those who prefer adventure games and those who prefer single-playing. Our contribution benefits designers, suggesting how personalization works; practitioners, demonstrating to whom the personalization strategy was more or less suitable; and researchers, providing future research directions.

Intelligent Tutoring Systems (ITS) have been widely used to enhance math learning, wherein teacher's involvement is prominent to achieve their full potential. Usually, ITSs depend on direct interaction between the students and a computer. Recently, researchers started exploring handwritten input (e.g., from paper sheets) aiming to provide equitable access to ITSs' benefits. However, research on math ITSs ability to handle handwritten input is limited and, to our best knowledge, no study has summarized its state of the art. This article fulfills that gap with a scoping review of handwritten recognition methods, characteristics, and applications of math ITSs compatible with handwritten input. Based on a search of 11 databases, we found eight primary studies that met our criteria. Mainly, we found that all ITSs depend on receiving handwritten input from a touchscreen interface, in contrast to recognizing solutions developed on paper. We also found that most ITSs focus on similar audiences (e.g., English speakers students), subjects (e.g., algebraic questions), and applications (e.g., in-class to understand student perceptions). Thus, towards enabling equitable access to ITSs, we propose ITS Unplugged (i.e., ITSs that i) run on low-cost, resource-restricted devices with little to no internet connection and ii) receive as well as return information in the format target users usually use) and contribute a research agenda concerning challenges of developing such ITSs.

One of the main goals of gamification in educational settings is to increase student motivation and engagement. To facilitate the design of gamified educational systems, in recent years, studies have proposed various approaches (e.g., methodologies, frameworks and models). One of the main problems, however, is that most of these approaches are theoretical, and do not provide a proof-of-concept. This paper advances the state of the art by providing a practical way to help implement this kind of system. In this study, we present, for the first time, how one can apply gamification elements in a learning system using the Design Sprint method, to guide designers and developers on replicating this process. Additionally, as starting point, we use a taxonomy composed of 21 game elements, proposed to be used within learning environments, organised into five game element categories, according to their goal/usage. Our main contribution is to present how to systematically implement the gamification elements focused on educational ends, which is of special value to practitioners, designers and developers.

Faced with the individual profile printed in the procedural legislation of 1973, the massification of the repetitive individual and collective actions revealed the need to change in its form of rationalization and judgement. For Code of Civil Procedure/ 2015, the problem of solving repetitive claims is to identify and resolve, before the courts, the legal thesis in mass claims. Legitimates or the magistrate will require the admission of the incident and, if accepted, will imply in the suspension of the identical proceedings until the judgment of the subject matter of the controversy. The decision will serve the other cases with the same legal controversy, suspended or future. The objective is to reduce the number of repetitive processes, rationality in the judgment, the preservation of isonomy and the effectiveness of legal security. In addition to the institute collaborating for social pacification, by overcoming the jurisprudential divergence with respect to a certain legal thesis, it is expected that it will avoid repetitive litigation, by the orientation of society and the Public Power regarding the established thesis, adjusting to it the standards behavioral and social.

The personality of the legal entity is a legal artifice developed with the objective to facilitate the exercise of its activities, distinguishing from its partners and administrators. The sphere of rights, duties and patrimony of the legal entity with theirs is not confounded. However, there are situations that the legal order allows the piercing the corporate veil, consubstantiated in hypotheses of abusive use of the legal entity. The present study aims to analyse how the Brazilian Court applies the piercing the corporate veil in the main business associations, in the civil and work sphere and from the standpoint of the legislative procedure changes promoted by the Civil Procedure Code of 2015. The authors will analyse the institute from its sanctioning character and from the need of effective satisfaction of the obligation, concluding on the exceptionality of the measure and on the indispensability of the verification of an irregular practice in each case to, only then, apply the piercing the corporate veil for the purpose of reach the patrimony of the partner or the entity administrator.

This production presents an analysis of the constitutionality of the low income requirement in granting the benefit confinement-assistance. For this realization a historical survey of public policies of the State, and still the role of the church throughout history without assistance. This paper presents the requirements for the granting of confinement-assistance, discusses the current rules that guarantee this right to beneficiaries, with special emphasis on the Federal Constitution, which provides for this benefit, and Law No. 8.213 / 1991, which regulates it. This bias demonstrates the jusfundamentality of the confinement-assistance benefit, based on the study of the Theory of Existential Minimum and Social Risk, which are the basis for granting the benefit in question, here is a discussion of the benefit against the Dignity of the Human Person, the fundamental principle of the Brazilian State. It also deals with the changes in the granting of confinement-assistance brought by Constitutional Amendment No. 20 of 1998. Finally, it is concluded that this Amendment is unconstitutional, since it takes into account the income of the insured inmate, and not that of the beneficiary, at the time of granting the confinement-assistance.

Game designers and researchers have sought to create gameful environments that consider user preferences to increase engagement and motivation. In this sense, it is essential to identify the most suitable game elements for users' profiles. Designers and researchers must choose strategies to classify users into predefined profiles and select the most appropriate game elements for each user. This activity may challenge designers, learning designers, and researchers since they must base their choice on personal aspects that require a deep understanding. Therefore, this article aims to assist game designers, learning designers, and researchers in selecting user classification strategies to customize and personalize game-based and gamified learning environments. By conducting systematic literature mapping, we consolidate the most common strategies and explore their applications in games and gamification. Our analysis, based on 25 publications, reveals that we can classify the strategies according to user interaction, user personality, learning style, and motivation for learning. Strategies based on user interactions emerge as the most popular, while questionnaires and log data systems are commonly used instruments for identifying user profiles. The findings of this SLM offer valuable knowledge for game designers and researchers to define the criteria that will be used to evaluate the effect of games and gamified environments in educational contexts.

Self-regulation helps students develop various cognitive, metacognitive, and affective strategies to regulate their learning process and maximize learning gains. However, self-regulation demands i) an encouraging environment and ii) student motivation. First, adding Open Learner Models (OLM) to learning environments encourages self-regulation by providing clear feedback on which skills students need to prioritize. Second, gamifying these environments holds the potential to maximize student motivation. Nevertheless, empirical evidence on whether gamification improves learning self-regulation in OLM-based applications is lacking to our best knowledge. Therefore, we conducted a one-factor (gamification: yes or no) experimental study (n = 39) to test if gamification improves the self-regulation and performance of learners who used an OLM-based Intelligent Tutoring System to complete multiple-choice questions. Surprisingly, we found no significant differences in self-regulation and performance when comparing the gamified and non-gamified groups. Considering prior research did not investigate gamification in similar settings, the fact that gamification's effect varies depending on the context and learning outcome likely explains our findings. Thus, practitioners must be cautious in using gamification amid the lack of empirical evidence on its effectiveness in a given context/learning outcome. Researchers need to understand how gamification affects different learning outcomes in varied contexts. Accordingly, future research must investigate and ground how self-regulation, OLM, and gamification work together.

RESUMO A mesofauna edáfica compreende organismos de dimensões entre 100 μm e 2 mm, sendo importante avaliar os métodos utilizados para sua caracterização. Os objetivos deste trabalho foram definir o período de tempo de permanência do material de solo no extrator Berlese-Tüllgren para a captura dos organismos da mesofauna e determinar o tempo mínimo de extração para a correta utilização dos índices de Shannon, Simpson, Pielou e Margalef, empregados na avaliação da diversidade, dominância e equabilidade das comunidades da mesofauna. O estudo foi conduzido no Departamento de Solos do Instituto de Agronomia da Universidade Federal Rural do Rio de Janeiro, Seropédica, Rio de Janeiro, em terreno altamente antropizado. Foram instaladas parcelas experimentais com os seguintes tratamentos: feijão-de-porco (Canavalia ensiformis), mucuna-preta (Mucuna aterrima), feijão-bravo-do-Ceará (Canavalia brasiliensis), guandu (Cajanus cajan) e vegetação espontânea, em delineamento de quadrado latino. Em cada uma das unidades experimentais, foram coletadas amostras formadas por serapilheira e material de solo, nos primeiros 5 cm da camada superficial do solo realizada um dia antes do plantio das leguminosas (outubro) e, posteriormente, por ocasião do corte da parte aérea das plantas (março). As amostras foram submetidas a uma bateria de extratores do tipo Berlese-Tüllgren, por um período de 15 dias, realizando-se a contagem diária dos organismos. A partir da contagem e identificação em nível de grupo (Ordem/Família) dos organismos capturados, foram determinados os índices de Margalef, Simpson, Shannon e Pielou, bem como verificou-se a correlação por ordem de Kendall entre os valores obtidos dia a dia até o 8º dia de extração, usando-se o índice de Shannon como referência. Concluiu-se que é possível a redução do tempo de permanência das amostras de material de solo nos funis Berlese-Tüllgren, não sendo recomendável a adoção de período de tempo inferior a seis dias para se determinar a composição da mesofauna edáfica ou para se obterem dados mais consistentes e confiáveis para se avaliarem os índices de diversidade, quando se utiliza esse procedimento.

A new species of Euragallia Oman, 1938 from Peru (Pasco Department) is described and illustrated. Euragallia batmani sp. n. can be distinguished from the other species of the genus by the very posteriorly pronounced male pygofer, with an apical hook-like projection, and by the well-developed dorsal area of the aedeagal base, resembling the open wings of a bat. With the addition of E. batmani sp. n., the number of Euragallia species is increased to 21. Only one additional species of the genus is recorded from Peru (E. prion Kramer, 1976). A comparison between the new species and E. prion is provided. A conspicuous structure, which connects the subgenital plates to the styles, is described in detail and named.

Resumo O levantamento de queixas em saúde pode servir como indicador para se estudar necessidades de saúde de um determinado grupo de idosos. Neste contexto, o presente estudo descritivo transversal objetivou analisar as queixas de idosos relacionadas à saúde bucal mais prevalentes, associadas a idade, sexo e escolaridade. Utilizou-se uma amostra não-probabilística intencional de idosos adscritos na área de abrangência de um Núcleo de Saúde da Família na cidade de Ribeirão Preto/SP. Aplicou-se um questionário estruturado, através de entrevistas domiciliares, para o levantamento dos dados, os quais passaram por análise estatística bivariada. Os resultados mostraram maior representatividade do sexo feminino (65,5%), com idade variando entre 60 e 69 anos (46,7%), e baixa escolaridade. As frequências das queixas foram semelhantes para ambos os sexos. As queixas mais prevalentes foram mau hálito, boca seca e problemas referentes à articulação temporomandibular. Não foram encontradas associações significativas entre queixas e idade, porém houve associação significativa entre mau hálito e escolaridade (p=0,011). Os achados sugerem que a autopercepção frente às condições de saúde bucal foram essenciais para o relato de algumas queixas, e que muito se tem a estudar frente às queixas de idosos, visto que muitas envolveram outros órgãos da cavidade bucal como articulações e glândulas.

This article deals with the interpretation of articles 49 and 50 of law 10.931/2004, that establish conditions for the concession and maintenance of “provisory decisions” in the actions that have for object decurrent obligation of loan, real estate financing or alienation, concluding that they also possess they “a pedagogical” aspect, in the measure that they guide the debtor in the direction of that: better than take risks that will generate resulted but can not be supported to the end of the process, it is to pay the amount that, admittedly, the creditor is due, allowing, then, the borrower, the full enjoyment of the property right, in the foresee time contractually.Este artigo trata da interpretação dos artigos 49 e 50 da lei 10.931/2004, que estabelecem condições para a concessão e manutenção de liminares nas ações que tenham por objeto a obrigação decorrente de empréstimo, financiamento ou alienação imobiliários, concluindo que possuem eles também um aspecto “pedagógico”, na medida em que orientam o devedor no sentido de que melhor que correr riscos que gerarão resultados que não poderão ser suportados ao final do processo, é pagar a quantia que, reconhecidamente, é devida ao credor, permitindo-se, então, ao mutuário, a fruição plena do direito de propriedade, no tempo previsto contratualmente.

Este artigo visa comunicar uma proposta de estudo acerca do direito à imagem no cotidiano dos profissionais da mídia. A questão surgiu a partir da constatação de que, mesmo havendo considerável construção jurídica em nível de doutrina e jurisprudência e tratamento legislativo na Constituição Federal e no Novo Código Civil Pátrios, o direito à imagem continua sendo alvo de constante violação e dano pelos profissionais da comunicação. Diante desse fato, pergunta-se: Qual o nível de conscientização que os profissionais da mídia recebem durante seus cursos de graduação?

The objectives of this research were to know the residual effects of the macronutrients N P K, applied in the non-irrigated Psamentic Haplusdalf, initially cropped with potato (Solanum tuberosum L.) and later with forage sorghum (Sorghum bicolor (L.) Moench, evaluating dry matter accumulation, plant height, leaf area index, leaf area ratio and the water use efficiency. The trials with sorghum were conducted in 1998 and 2000. It was used a randomized block design with 33 factorial arrangement of the W group of confounding and two replications. The fertilizers were applied from 1995 to 1997, excepting phosphorus, which was applied only in 1995. In 1998 the residual effect of nitrogen over 100kg ha-1 reduced dry matter production and the one for phosphorus increased. However, for the variable water use efficiency, the nitrogen was less efficient than phosphorus. Considering the potassium factor, the only significant response was found for the variable leaf area ratio. In the year 2000, only the nitrogen reduced significantly the variable leaf area ratio. Based on these findings, it is clear that the residual effects of the fertilizers should be considered in future crops, since it means, evidently, economy to farmers.

The main objective of this work was to evaluate 20 forage sorghum varietiesin different environments, being five in Pernambuco and two in Alagoas, to recommendation.The cultivars were evaluated through the plant height, dry matter yield and water use efficiencyparameters. The experimental design was randomized blocks. The variance analyses werecarried out individually for environments, and grouping analyses for Pernambuco and Alagoas separately. The main conclusions were that the dry matter production and water use efficiencyparameters, when associated to each other, seemed to be appropriate for the forage sorghumvarieties selection under semi-arid conditions; the CSF11 and CSF12 varieties presented highperformance in all of Pernambuco and Alagoas environments, when compared to the others.

O objetivo deste trabalho foi o de avaliar o comportamento de espécies de adubos verdes de inverno, em um Cambissolo Háplico Tb distrófico, sob duas condições de fertilidade, a 1.100 m de altitude. Dois experimentos de campo foram conduzidos em Nova Friburgo, RJ, utilizando as seguintes espécies: aveia-preta (Avena strigosa Schieb.), azevém-anual (Lollium multiflorum Lam.), chícharo (Lathyrus sativus L.), ervilhaca-comum (Vicia sativa L.), ervilhaca-peluda (Vicia villosa Roth), utilizada somente no segundo experimento, serradela-flor-rosa (Ornithopus sativus Brot.), tremoço-amarelo (Lupinus luteus L.), tremoço-branco cultivar Comum (Lupinus albus L.), tremoço-branco cultivar Multo Lupa Doce (Lupinus albus L.), tremoço-branco cultivar TRM 881 (Lupinus albus L.), trevo-branco (Trifolium repens L.), trevo-vermelho cultivar Achylesmarium (Trifolium pratense L.), e trevo-vesiculoso cultivar Jacuí 52 (Trifolium vesiculosum Savi). O delineamento experimental foi em blocos ao acaso, com três repetições. As espécies que mais se destacaram na produção de massa seca e acumulação de N na parte aérea, sob condições de boa fertilidade no solo, foram as três cultivares de tremoço-branco, o tremoço-amarelo, a ervilhaca-comum e a aveia-preta. Sob condições de baixo teor de P, Ca e Mg no solo, as que mais se destacaram foram as três cultivares de tremoço-branco e a aveia-preta.

A questão relativa à ocupação do solo brasileiro, com todos os esforços políticos e sociais, que refletem na elaboração de leis, visando a busca de soluções justas e capazes de viabilizar, de modo o processos de ocupação do país, tem merecido estudos aprofundados da doutrina agrarista. No presente trabalho dissertativo, verificar se que a lei de terras Lei 601, de 1850 -representou um esforço de regularização do processo de ocupação do solo no Brasil Por outro lado, o estudo da lei de terras, comparativamente à legislação agrária moderna, demonstra que as soluções legislativas repetem-se ao longo da história na exata medida em que as pressões sociais repercutem nos poderes públicos.

O estudo do direito envolve a busca de sua gênese, e também envolve a análise de suas implicações históricas, sociológicas e culturais, dentre outras. O trabalho dos estudiosos, volta-se, então, à busca de definições sobre aspectos ontológicos, epistemológicos e hermenêuticas do direito. No presente estudo, vê-se a concepção que entende o direito como fato social, e, a partir daí, procura-se analisar as implicações decorrentes desse entendimento, no ser do direito, no modelo de ciência cabível ao seu estudo, e na sua aplicação aos casos concretos.

Este artigo visa comunicar uma proposta de estudo acerca do direito à imagem no cotidiano dos profissionais da mídia. A questão surgiu a partir da constatação de que, mesmo havendo considerável construção jurídica em nível de doutrina e jurisprudência e tratamento legislativo na Constituição Federal e no Novo Código Civil Pátrios, o direito à imagem continua sendo alvo de constante violação e dano pelos profissionais da comunicação. Diante desse fato, pergunta-se: Qual o nível de conscientização que os profissionais da mídia recebem durante seus cursos de graduação? PALAVRAS-CHAVE: direito à imagem; dano à imagem; liberdade de informação; imagem e mídia.