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Euzeli C. dos Santos Jr.

Publications and source records attributed to Euzeli C. dos Santos Jr..

2 recordsLinked to original sources

Assessing the Viability of Fresnel Lenses for Weed Control in Prickly Pear Cactus Cultivation: A Spatiotemporal Coverage Perspective

In tropical semiarid regions, prickly pear cactus has emerged as a vital forage resource due to its high drought tolerance and minimal water requirements. However, even limited weed infestation can severely compromise cactus productivity, as the species are highly sensitive to competition for essential resources, which includes water, mineral nutrients, and sun exposure. Conventional herbicide-based weed control strategies face growing limitations due to resistance development and environmental concerns, underscoring the need for sustainable alternatives. This study revisits the historically underexplored application of linear Fresnel lenses for thermal weed control and establishes the technical feasibility of a contemporary autonomous weed management system that incorporates LFL technology within an unmanned ground vehicle platform. Leveraging real-time image processing, georeferencing, and mechanical actuation, the system can perform a two-phase operation-weed mapping during non-optimal solar hours and targeted solar termination during peak irradiance. Analytical modeling quantifies the effective area coverage and time constraints imposed by the solar window. Preliminary results indicate that, while unsuitable for dense weed infestations, the system presents a viable solution for precision, post-emergent weed control in sparse infestations. The favorable solar geometry in tropical zones, especially in the Brazilian semiarid region, and the targeted nature of the approach make this technology particularly well-suited for sustainable agriculture in under-resourced regions.

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The Unspoken Crisis of Learning: The Surging Zone of No Development

AI has redefined the boundaries of assistance in education, often blurring the line between guided learning and dependency. This paper revisits Vygotsky's Zone of Proximal Development (ZPD) through the lens of the P2P Teaching framework. By contrasting temporary scaffolding with the emerging phenomenon of permanent digital mediation, the study introduces the concept of the Zone of No Development (ZND), a state in which continuous assistance replaces cognitive struggle and impedes intellectual autonomy. Through theoretical synthesis and framework design, P2P Teaching demonstrates how deliberate disconnection and ethical fading can restore the learner's agency, ensuring that technological tools enhance rather than replace developmental effort. The paper argues that productive struggle, self-regulation, and first-principles reasoning remain essential for durable learning, and that responsible use of AI in education must include explicit mechanisms to end its help when mastery begins.

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