Beatriz Cervigni Feltrin

In general, young plants in the establishment phase demonstrate sensitivity to changes in environmental conditions, especially regarding water availability. The effects of the seasonality of biophysical processes on plant physiology can trigger differential responses, even within the same region, making it necessary to conduct studies that characterize the physiological performance of the species at different spatial and temporal scales, making it possible to understand their needs and growth limits under water stress conditions. This paper aimed to evaluate the growth, gas exchange and Chl a fluorescence in ipê-rosa seedlings subjected to levels of water replacement (LWRs) of 100, 75, 50 and 25% in a greenhouse. The morphometric variables of plant height, diameter at stem height, numbers of leaves and leaflets, root length and volume, plant dry mass and leaf area were evaluated. The potential evapotranspiration of seedlings (ETc) was obtained using direct weighing, considering the water replacement of 100% of the mass variation between subsequent days as a reference; the cultivation coefficients (kc) were obtained using the ratio between ETc and the reference evapotranspiration (ETo) obtained by the Penman–Monteith FAO-56 method. Biomass and evapotranspiration data were combined to determine water sensitivity. Diurnal fluxes of gas exchange (net photosynthesis rate, transpiration rate, stomatal conductance, internal and atmospheric carbon ratio, water use efficiency and leaf temperature) and Chl a fluorescence (Fv/Fm, Φ_PSII, ETR, Fv′/Fm′, NPQ and qL) were evaluated. Water restriction caused reductions of 90.9 and 84.7% in the increase in height and diameter of seedlings subjected to 25% water replacement when compared to seedlings with 100% water replacement. In comparison, biomass accumulation was reduced by 96.9%. The kc values increased throughout the seedling production cycle, ranging from 0.59 to 2.86. Maximum water sensitivity occurred at 50% water replacement, with Ky = 1.62. Maximum carbon assimilation rates occurred in the morning, ranging from 6.11 to 12.50 µmol m⁻² s⁻¹. Ipê-rosa seedlings regulate the physiology of growth, gas exchange and Chl a fluorescence depending on the amount of water available, and only 25% of the water replacement in the substrate allows the seedlings to survive.

This paper aimed to evaluate the growth, gas exchange and Chl a fluorescence in ipê-rosa seedlings, subjected to levels of 100, 75, 50 and 25% of water replacement (LWR), in a greenhouse. The morphometric variables of plant height, diameter at stem height, number of leaves and leaflets, root length and volume, plant dry mass and leaf area were evaluated. The potential evapotranspiration of seedlings (ETc) was obtained using direct weighing, considering as a reference the water replacement of 100% of the mass variation between subsequent days; the cultivation coefficients (kc) were obtained by the ratio between ETc and the reference evapotranspiration (ETo) obtained by the Penman-Montheit FAO-56 method. Biomass and evapotranspiration data were combined to determine water sensitivity. Diurnal fluxes of gas exchange (net photosynthesis rate, transpiration rate, stomatal conductance, internal and atmospheric carbon ratio, water use efficiency and leaf temperature) and Chl a fluorescence (Fv/Fm, ΦPSII, ETR, Fv’/Fm’, NPQ and qL) were evaluated. Water restriction caused reductions of 90.9 and 84.7% in the increase in height and diameter of seedlings subjected to 25% water replacement when compared to seedlings with 100% water replacement, while biomass accumulation reduced by 96.9%. The kc values increased throughout the seedling production cycle, ranging from 0.59 to 2.86. Maximum water sensitivity occurred at 50% water replacement, with Ky = 1.62. Maximum carbon assimilation rates occurred in the morning, ranging from 6.11 to 12.50 µmol m-2 s-1. Ipê-rosa seedlings regulate the physiology of growth, gas exchange, and Chl a fluorescence depending on the amount of water available, and only 25% of the water re-placement in the substrate allows the seedlings to survive.

A presente pesquisa teve como objetivo analisar a possível ocorrência e influência do efeito de borda no Parque do Ingá – Maringá/PR. Buscou-se analisar se havia diferença da composição entre as áreas de borda e centro referente à área estudada. Os resultados evidenciaram menor abundância de macroinvertebrados na região da borda quando comparada ao centro. A região do centro apresentou maior umidade do solo e menor temperatura em relação à borda, assim, é sugerido um aquecimento da zona de borda por influência do meio externo, visto que ao redor do fragmento a composição é de pavimentação urbana. Houve maior diversidade na região central do parque, com a presença de organismos que indicam o estágio sucessional primário do solo em transição (direção borda-centro), devido ao efeito de borda recorrente. Concluiu-se que há uma diferença na diversidade beta das áreas abordadas e que o efeito de borda é influente no fragmento florestal, refletindo em uma baixa heterogeneidade que posteriormente pode afetar os serviços e funções do ecossistema, recomenda-se a revisão e prática do Plano de Manejo do Parque do Ingá, para que os problemas ocasionados pelo efeito de borda possam ser amenizados a tempo de não comprometer a conservação da fauna edáfica e fatores abióticos.

Num momento em que o mundo atravessa uma crise sanitária, as instituições de ensino em geral viram a necessidade de mudar a forma de ensinar, para que o conhecimento pudesse chegar ao aluno com qualidade mesmo que à distância. São inúmeros os problemas que afetam a educação, especialmente com as modificações imediatas que tiveram que ser tomadas. Para auxiliar os docentes e discentes, vários materiais complementares foram elaborados com o intuito de fazer com que os alunos e interessados pudessem aprender divertindo com os conteúdos essenciais e se mantivessem informados sobre as complicações que o planeta percorre no mundo contemporâneo. A educação não formal é muito importante e pode proporcionar inúmeros benefícios e favorecer no método de ensino-aprendizagem, na qual os alunos conseguem compreender, observar, interpretar e solucionar diversas questões por ocorrer fora do sistema comum de ensino, sendo complementar a este. Por esse motivo atividades lúdicas como “Contágio Não!” e “Corrida Contra a COVID-19” foram elaborados.