Qualidade da informação nos portais eletrônicos governamentais brasileiros: análise da comunicação pública sobre os direitos da pessoa com deficiência

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Is Drosera meristocaulis a pygmy sundew? evidence of a long-distance dispersal between Western Australia and northern South America

Background and aims South America and Oceania possess numerous floristic similarities, often confirmed by morphological and molecular data. The carnivorous Drosera meristocaulis (Droseraceae), endemic to the Neblina highlands of northern South America, was known to share morphological characters with the pygmy sundews of Drosera sect. Bryastrum, which are endemic to Australia and New Zealand. The inclusion of D. meristocaulis in a molecular phylogenetic analysis may clarify its systematic position and offer an opportunity to investigate character evolution in Droseraceae and phylogeographic patterns between South America and Oceania. Methods Drosera meristocaulis was included in a molecular phylogenetic analysis of Droseraceae, using nuclear internal transcribed spacer (ITS) and plastid rbcL and rps16 sequence data. Pollen of D. meristocaulis was studied using light microscopy and scanning electron microscopy techniques, and the karyotype was inferred from root tip meristem. Key Results The phylogenetic inferences (maximum parsimony, maximum likelihood and Bayesian approaches) substantiate with high statistical support the inclusion of sect. Meristocaulis and its single species, D. meristocaulis, within the Australian Drosera clade, sister to a group comprising species of sect. Bryastrum. A chromosome number of 2n = approx. 32–36 supports the phylogenetic position within the Australian clade. The undivided styles, conspicuous large setuous stipules, a cryptocotylar (hypogaeous) germination pattern and pollen tetrads with aperture of intermediate type 7–8 are key morphological traits shared between D. meristocaulis and pygmy sundews of sect. Bryastrum from Australia and New Zealand. Conclusions The multidisciplinary approach adopted in this study (using morphological, palynological, cytotaxonomic and molecular phylogenetic data) enabled us to elucidate the relationships of the thus far unplaced taxon D. meristocaulis. Long-distance dispersal between southwestern Oceania and northern South America is the most likely scenario to explain the phylogeographic pattern revealed.

Constante cosmológica: algumas consequências algébricas e dinâmicas

Pós-graduação em Física - IFT

Ontologias no processo de indexação automática de documentos textuais

Pós-graduação em Ciência da Informação - FFC

Procedimentos do ensino da leitura no primeiro ano do ensino fundamental: concepções, estratégias e resultados

The theme of the reading in the first year of the literacy cycle has become recurrent in academic papers, research groups, discussion forums, conferences etc. and raised different positions depending on the theoretical framework with which it is studied. While it is granted that reading instruction this school year is to ensure the ability to encode and decode and learn and understand the meanings and the meanings of what we read. In this work, it formed a general objective to investigate how reading skills are being developed in the classroom and the strategies used to develop decoding and understanding of meanings. The question that formed the north to the survey was as follows: The strategies and procedures being used in the teaching of reading in the early literacy process develop the coding and decoding skills beyond the grasp and understanding of the meanings of ideas? The specific objectives were established: a) investigate how is the teaching of reading in the first grade of elementary school; b) identify the teaching strategies and the design of reading and reader that the teacher of the class has observed and relate it to the way he teaches; c) verify that the teaching of reading in the first year of the literacy process, develop the early reading skills, decoding, and favors the development of the apprehension and understanding of the meanings of what we read. The methodology included field research, from a qualitative interpretation approach and had as direct data source the natural environment in which the teaching of reading has been developed. The work then displays data results analyzed in the light of literacy concepts distinguished by Soares (2011), and reading by Silva (1983), Foucambert (1994), Solé (1998), among others. The results were extracted inferences and interpretations. It is hoped that this work raises in literacy teachers, reflections on the teaching of reading in the literacy cicle, in order to establish the...