Características agronómicas de la soya en función de las densidades de siembra y profundidad de deposición de abono

O objetivo deste trabalho foi avaliar as características agronómicas da soja semeada em Sistema de Plantio Direto, em função das densidades de semeadura (15, 16 e 20 plantas por metro) e da profundidade de colocação do adubo (11, 14 e 17 cm). O experimento foi realizado no Departamento de Engenharia Rural, UNESP/Jaboticabal, utilizando, no delineamento, parcelas subdivididas em blocos ao acaso, com quatro repetições. Características agronômicas da soja analisadas: número de días para emergência, índice de emergência, porcentagem de danos, altura de plantas, altura de inserção da primeira vagem, número de vagens por planta, grãos por vagem, porcentagem de plantas sobreviventes e produtividade. Os resultados indicaram que o número de días para emergencia, índice de emergencia e porcentagem de danos não foram influenciados pelas densidades de plantio e profundidade de aplicação dos adubos. Os danos por insetos e aves atingiram valores de 30% de plantas atacadas. A altura das plantas, altura de inserção da primeira vagem, número de vagens por planta e de grãos por vagem não variaram em função da densidade de plantio e profundidade de aplicação do adubo. A produtividade da soja (5.146 kg ha-1) foi similar nas densidades de plantio e profundidade de deposição do adubo.

Avaliação do desempenho escolar de crianças contaminadas por chumbo

The lead contamination in children has been the subject of research in the field of public health. This study evaluated the academic performance of 102 children from first to fourth grade. The subjects were divided into two groups. The first group was composed of 34 children without lead poisoning or with poison at levels lower than 5 µg/dl. The second group was composed of 68 children with blood lead levels between 10 and 40 µg/ dl. The instruments used to evaluate the academic performance were anamnesis and a scholarly performance test called Teste de Desempenho Escolar, TDE. The results indicated better academic performances from the second group with significant differences in arithmetic, reading and general scores. In a comparison between genders, the girls had better performances than the boys. These results were consistent with the parents’ perception in anamnesis. Although other variables were present, the data showed great academic damage for children with higher leadpoison. These outcomes require political policies to control contamination and intervention in this population.

Desempenho de crianças com deficiência auditiva e implante coclear em tarefas de seleção de e de nomeação de figuras

The aim of this study was to investigate the development of specific domains of Numerical Cognition (Number Sense – NS, Number Comprehension – NC, Number Production – NP, and Calculation – CA) in Brazilian children with Specific Learning Disorders. The study included 72 children (36 boys), from 9-to 10-years-old, enrolled in 4th and 5th years of elementary school of public schools at countryside of Sao Paulo State, Brazil. They were divided into three groups: control (CT, N = 42), Developmental Dyslexia (DL, N = 11) and Developmental Dyscalculia combined with dyslexia (DDc, N = 19). All participants had intellectual level within the normal range, however, children from the last two groups had Learning Disorders classified by School Achievement Test - TDE (Stein, 1994) and DDc children received necessarily classification as 'inferior' in Arithmetic Test of TDE. The children did not differ in NS. DL and DDc children showed slight deficits in NC. However, DDc children had moderate in NP and mild to moderate deficits in CA, which indicates a more generalized impairment in Numerical Cognition. Furthermore, DDc children showed discrepancy in Numerical Cognition performance when compared to the other groups. Thus, children with Learning Disorders showed different performances in Numerical Cognition, although both groups had preserved SN, DDc children showed higher deficits and discrepancy in relation DL and typically developing children.