Regime hídrico de alguns solos de Jaboticabal

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Transtorno de déficit de atenção e hiperatividade: a medicalização e a coação no desenvolvimento moral

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Processos de leitura em escolares com transtorno do déficit de atenção/hiperatividade

This study aimed to characterize and compare the performance of students with Attention Deficit Hyperactivity Disorder and students with good academic performance on the readingassessment processes. Forty students ranging from 8 years and 2 months old to 10 years and 11 months old, from both genders, from 1st to 4th grades of elementary level, participated inthis study, distributed in two groups: GI, with 20 students with interdisciplinary diagnosis ofAttention Deficit Hyperactivity Disorder (ADHD), and GII, 20 students with good academic performance,paired with GI according to gender, age and school level. The students wereassessedthrough the Brazilian adaptation of the Assessment Process of Reading – PROLEC, composedof four blocks: identification of letters, lexical, syntactic and semantic processes. Statisticallysignificant difference occurred between GI and GII in the PROLEC tests, with the exception of thesame-different and lexical decision tests, indicating that the students from GI presented inferior performance when compared with students from GII. Regarding the classification of the resultsof PROLEC, there was a statistically significant difference in the lexical, syntactic and semanticprocesses and the letter and sound test, with the exception of same-different tests of identificationof letters process. The findings suggests that the group of students with ADHD showsinferior performance compared to the group without disabilities, highlighting that the attentionfactor affects the cognitive functions impairing the acquisition of skills necessary for reading.

Desempenho de escolares com dislexia e transtorno do déficit de atenção e hiperatividade nos processos de leitura

This study aimed to characterize and to compare the performance of students with an interdisciplinary diagnosis of dyslexia and attention deficit hyperactivity disorder (ADHD) in students with good academic performance on the reading processes. Sixty students from both genders, from 2nd to 4th grades of municipal public schools in Marília - SP participated in this study, they were distributed as follows: GI, 20 students with interdisciplinary diagnosis of dyslexia; GII, 20 students with ADHD and GIII, 20 students with good academic performance, paired according to gender, age and grade level with GI and GII. The students were submitted to the application of the assessment of reading processes (PROLEC) composed by four processes: letters identification, lexical, syntactical and semantic. The results highlighted that the students of GIII showed superior performance comparing with GI and GII. There was difference between GI and GII only in low frequency word reading and non words reading of the lexical process. The inferior performance from GI and GII in the PROLEC tests can be justified by the difficulty on the coding and decoding abilities. In ADHD students this difficulty was due to impaired interaction between the visual, linguistic, attention and auditory processing and in the dyslexic students was due to failure at the phonological mediation process, which depends on the knowledge of rules of grapheme - phoneme conversion to the acquisition of word reading. These changes affect the reading achievement and the comprehension of the read text.

Desempenho cognitivo-linguístico e leitura em escolares com transtorno do déficit de atençào e hiperatividade

OBJECTIVE: the aim of this study was to compare the cognitive-linguistic skills performance and reading of students with Attention Deficit and Hyperactivity Disorder and students without behavioral and/or learning disorders. METHOD: the study included 20 students from 5th to 8th grade of elementary school. The students were divided into: Group I (GI): composed by 10 students with an interdisciplinary diagnosis of Attention Deficit and Hyperactivity Disorder, and Group II (GII): composed by 10 students without complaints of behavioral and/or learning disorders. The tests of metalinguistic skills and reading (PROHMELE) were used as procedure, composed of syllabic and phonemic identification, syllabic and phonemic manipulation, repetition of nonwords and reading tests. RESULTS: the results showed statistically significant differences between GI and GII, demonstrating that students from GI presented superior performances when compared to the students from GII. CONCLUSION: according to the findings of this study we can conclude that the difficulties presented by students with Attention Deficit and Hyperactivity Disorder can be attributed to inattention, hyperactivity and disorganization, characteristic of this diagnosis, and not to a disorder of language of phonological basis.

O ambiente educativo e o desenvolvimento do indivíduo portador do transtorno do déficit de atenção e hiperatividade (TDAH)

The pedagogical context can become a mediator between teaching and learning process. In a research conducted to obtain a Master’s degree, I could see how intentional organized environment refl ects in the knowledge appropriation and internalization historically produced. The objective of this study is to raise hypothesis about the favoring of the potentiating context of learning in the development of the individual with the Attention Defi cit Hyperactivity Disorder (ADHD) as well as on the organization of pedagogic environment to mediate the actions of teaching and reading learning. It is the concern to meet children with behavior considered inappropriate for the classroom environment and failure before situations that involve them. The hypothesis is that when the teaching and learning environment provides motivation to the student and awakens in him the desire to produce knowledge and take ownership of it, it is possible that it may have a potentiating development of learning. As theoretical support, I used texts from Luria (1987, 1994), Vygotsky (1994), Vigotskii, Luria and Leontiev (1998), Beaton (2005),Graeff and Vaz (2008), Pastura, Mattos and Araujo (2005). The bibliographic research was the methodology used for the study.

Cana-de-açúcar: respostas da planta e do solo a diferentes níveis de irrigação no semiárido nordestino

Pós-graduação em Agronomia (Irrigação e Drenagem) - FCA

Análise comparativa da expressão de RNAm de aquaporinas em sapos hidratados e submetidos ao estresse hídrico

A maior parte das espécies de anuros adultos terrestres está constantemente exposta a altas taxas de perda de água por evaporação através da pele. A manutenção do balanço hídrico nestes animais envolve a absorção de água através da mancha pélvica, uma região da pele ventral altamente permeável à água, além da reabsorção de água a partir do fluido filtrado nos glomérulos ao longo do sistema tubular dos néfrons, bem como a partir da urina formada e estocada na bexiga urinária, em resposta à arginina vasotocina (AVT). O movimento de água através da membrana plasmática ocorre através de poros formados por proteínas integrais de membrana, conhecidas como aquaporinas (AQPs), e a regulação osmótica exercida pelo AVT envolve translocação de vesículas contendo AQPs do citoplasma para a membrana apical e, provavelmente, alteração na expressão de alguns tipos de AQPs. Resultados previamente obtidos no laboratório demonstraram a existência de variação interespecífica nas taxas de reidratação de três espécies de Rhinella, sendo que R. ornata apresentou taxas de reidratação significativamente menores que aquelas apresentadas por R. schneideri e R. icterica. Uma possível explicação para esta variação em taxas de reidratação poderia envolver diferenças na expressão de aquaporinas na mancha pélvica. Desta forma, o objetivo do projeto foi identificar e quantificar a expressão do RNAm de aquaporinas do tipo 1 (AQP-1) e de aquaporinas AVT dependentes pertencentes ao tipo 2a (AQP-t2 e AQP-t3) - quanto à classificação das AQPs entenda-se AQP -t aquelas que apresentam sequência gênica referentes a Rinella marina AQP -h a Hyla japonica.- nos seguintes tecidos: pele dorsal e pele ventral (mancha pélvica) de espécimes de R. schneideri e R. ornata totalmente hidratados e após submissão à desidratação correspondente a 70% da massa corpórea padrão. As hipótese ...

O transtorno de déficit de atenção/hiperatividade no âmbito educacional

The purpose of this research is to study and explain the characteristics of Learning Disorders, especially Attention Deficit Disorder / Hyperactivity Disorder (ADHD). This will be done a literature search focusing on books that address the topic. It is considered that these disorders are characterized as one of the most common problems in education, especially in the early years of elementary education, may affect in different ways the students' performance. Thus, many students may not be following the school curriculum as a result of these disorders

Análise ambiental da problemática relacionada à falta de água no município de Itu, SP

The water resources scarceness in world become more evident and worried everyday, because the occurrence of water waste, without consider context of potable water deficit, period of long dryness, resource distribution and population density, urban concentration, industrial and rural areas, pollution process, contamination, beyond aspect related to sanitation and public health affect an entire population. At Itu city, this problem is already real, the population face the lack of water risk in dryness period, damaging their life quality and the city economic development, because Itu is a touristic city that has a mixed economy with activities in business dealing, agriculture and industrial department, all conect to water consumption.

Discuntindo as concepções de professores do segundo ano do ensino fundamental sobre transtorno de déficit de atenção e hiperatividade (TDAH)

Researches show high rates of school failure on the part of students who are unable to learn, referring to them as the idea of an incapable individual and intended not to achieve the goals proposed during the school year. Among the most varied problems posed by teachers and that are instilled in students in order to justify the poor performance of the same, we find Disorder Attention Deficit Hyperactivity Disorder (ADHD). Faced with this problem the objective was to investigate teachers‟ conception of the second year of primary education on ADHD, knowing well the mechanisms of identification, confirmation and referral of these cases, as well as the appropriate treatment and teaching practices suggested. To achieve the proposed objective a literature search was performed supplemented by an empirical study in which we used two instruments to collect data: interviews and observation. The study included empirical two teachers from a state school and two teachers from a private school, all of a midsize city in São Paulo. The interviews showed that teachers of second grade of elementary school consider ADHD a neurological problem in order to be addressed, however, chose not to speak about the treatment carried out by drugs. The observations revealed that the discourse of these teachers are away from their practices, it is worth noting that the differences in these two situations studied - state and private network - are so disparate and interfere in this important teaching practice

Avaliação de déficit de polinização em tomateiros (Lycopersicum esculentum Mill.)

Não disponível

Aplicação de extratos de algas marinhas em cafeeiro sob deficiência hídrica e estresse salino

Pós-graduação em Agronomia (Irrigação e Drenagem) - FCA

Aplicação de biofertilizante, composto e uréia na produção de capim tanzânia (Panicum maximum, Jacq.) sob irrigação

Pós-graduação em Zootecnia - FCAV

Parlamento do Mercosul, integração e déficit democrático

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)