Scaling properties of the regular dynamics for a dissipative bouncing ball model

Some scaling properties of the regular dynamics for a dissipative version of the one-dimensional Fermi accelerator model are studied. The dynamics of the model is given in terms of a two-dimensional nonlinear area contracting map. Our results show that the velocities of saddle fixed points (saddle velocities) can be described using scaling arguments for different values of the control parameter. (c) 2007 Elsevier B.V. All rights reserved.

Food restriction-induced myocardial dysfunction demonstrated by the combination of in vivo and in vitro studies

The aim of this study was to test the hypothesis that protein-calorie undernutrition decreases myocardial contractility jeopardizing ventricular function, and that ventricular dysfunction can be detected noninvasively. Five-month-old male Wistar-Kyoto rats were fed with regular rat chow ad libitum for 90 days (Control group, n = 14). A second group of rats received 50% of the amount of diet consumed by de control group (Food restricted group, n = 14). Global LV systolic function was evaluated in vivo, noninvasively, by transthoracic echocardiogram. After echocardiographic study, myocardial contractility was assessed in vitro in the isovolumetrically beating isolated heart in eight animals from each group (Langendorff preparation). The in vivo LV fractional shortening showed that food restriction depressed LV systolic function (p < 0.05). Myocardial contractility was impaired as assessed by the maximal rate of rise of LV pressure (+dP/dt), and developed pressure at diastolic pressure of 25 mmHg (p < 0.05). Furthermore, food restriction induced eccentric ventricular remodeling, and reduced myocardial elasticity and LV compliance (p < 0.05). In conclusion, food restriction causes systolic dysfunction probably due to myocardial contractility impairment and reduction of myocardial elasticity. © 2002 Elsevier B.V. All rights reserved.

Characterization of language disorders in children with lead poisoning

Background: lead poisoning can have a negative impact on the neuropsychological functions, including language, due to the damage it causes to the developthent of the Central Nervous System. Aim: to verify the occurrence of language disorders in children who suffered from led poisoning and to verify the correlation between the lead concentration level in the blood and the language disorders presented by the children. Method: language evaluation of 20 preschoolers, with lead concentration level in the blood above 10μg/dl. Results: 13 children presented language impairment involving only phonology or more than one language subsystem. The statistical analysis indicated that no correlation exists between the severity of the language impairment and the concentration levels of lead. Conclusion: the number of children with language impairment indicates lead poisoning as a risk factor for the present alterations, even though other risk factors for language disorders were found and the absence of correlation between the investigated variables.

English collocations extracted from a corpus of university learners and its contribution to a language teaching pedagogy

Taking into consideration the relevance of foreign language teaching and the learning of collocations (ALTENBERG; EEG-OLOFSSON, 1990; FONTENELLE, 1994; MEUNIER; GRANGER, 2008), this paper aims at showing results of an investigation on whether the teaching of collocations should be implicit or explicit to the Brazilian university students. Furthermore, the research has the purpose of presenting some collocational aspects from a corpus of the written language learners made up of intermediate, upper intermediate and advanced university students' argumentative essays at a public university in Brazil. With the help of WordSmith Tools (SCOTT, 2007), it was possible to raise students' most frequent collocational choices and patterns, the most/least used type of collocations, the influence of the mother tongue on their choices, among other aspects. With the purpose of motivating and involving students in classroom research, it was also introduced The Corpus of Contemporary American English (COCA), created by Mark Davies. By doing so, students could compare their collocational choices with the patterns found in the online corpus, extract more collocational patterns and, consequently, be aware of the potential of corpora for the foreign learning process, specifically for raising language awareness, with focus on prefabricated chunks.

Towards criterion validity in classroom language analysis: methodological constraints of metadiscourse and inter-rater agreement

This paper reports on a process to validate a revised version of a system for coding classroom discourse in foreign language lessons, a context in which the dual role of language (as content and means of communication) and the speakers' specific pedagogical aims lead to a certain degree of ambiguity in language analysis. The language used by teachers and students has been extensively studied, and a framework of concepts concerning classroom discourse well-established. Models for coding classroom language need, however, to be revised when they are applied to specific research contexts. The application and revision of an initial framework can lead to the development of earlier models, and to the re-definition of previously established categories of analysis that have to be validated. The procedures followed to validate a coding system are related here as guidelines for conducting research under similar circumstances. The advantages of using instruments that incorporate two types of data, that is, quantitative measures and qualitative information from raters' metadiscourse, are discussed, and it is suggested that such procedure can contribute to the process of validation itself, towards attaining reliability of research results, as well as indicate some constraints of the adopted research methodology.

Identification of a Microdeletion at the 7q33-q35 Disrupting the CNTNAP2 Gene in a Brazilian Stuttering Case

Speech and language disorders are some of the most common referral reasons to child development centers accounting for approximately 40% of cases. Stuttering is a disorder in which involuntary repetition, prolongation, or cessation of the sound precludes the flow of speech. About 5% of individuals in the general population have a stuttering problem, and about 80% of the affected children recover naturally. The causal factors of stuttering remain uncertain in most cases; studies suggest that genetic factors are responsible for 70% of the variance in liability for stuttering, whereas the remaining 30% is due to environmental effects supporting a complex cause of the disorder. The use of high-resolution genome wide array comparative genomic hybridization has proven to be a powerful strategy to narrow down candidate regions for complex disorders. We report on a case with a complex set of speech and language difficulties including stuttering who presented with a 10Mb deletion of chromosome region 7q33-35 causing the deletion of several genes and the disruption of CNTNAP2 by deleting the first three exons of the gene. CNTNAP2 is known to be involved in the cause of language and speech disorders and autism spectrum disorder and is in the same pathway as FOXP2, another important language gene, which makes it a candidate gene for causal studies speech and language disorders such as stuttering. (C) 2010 Wiley-Liss, Inc.

Origin and molecular organization of supernumerary chromosomes of Prochilodus lineatus (Characiformes, Prochilodontidae) obtained by DNA probes

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

Bacillus lehensis-an alkali-tolerant bacterium isolated from cassava starch wastewater: optimization of parameters for cyclodextrin glycosyltransferase production

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Response surface optimization of D(-)-lactic acid production by Lactobacillus SMI8 using corn steep liquor and yeast autolysate as an alternative nitrogen source

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

Upregulation of muscarinic receptors by long-term nitric oxide inhibition in the rat ileum

1. The aim of the present study was to examine the effects of long-term nitric oxide (NO) blockade on contractions of the rat ileum induced by muscarinic agonists.2. Male Wistar rats received the NO synthesis inhibitor N (G) -nitro-l-arginine methyl ester (l-NAME; 20 mg/rat per day) in drinking water for 7, 15, 30 and 60 days. Concentration-responses curves to methacholine and carbachol were obtained and pEC(50) values were calculated. Saturation binding assays were performed in membranes prepared from rat ileum after 60 days of l-NAME treatment and the dissociation constant (K-D ) and maximal number of binding sites (B-max ) were determined by Scatchard analysis.3. The NO synthase activity of the ileum was markedly reduced in all l-NAME-treated groups. At 60 days after l-NAME treatment, a significant increase in the potency of methacholine (fourfold) and carbachol (threefold) was observed. In binding studies, we found a significant increase in B-max for [(3) H]-quinuclidinyl benzilate of approximately 57% in the l-NAME treated group without any significant change in K-D values. The contractile response to methacholine was not modified by the soluble guanylate cyclase inhibitor 1H-[1,2,4]oxadiazolo-[4,3-a]quinoxalin-1-one (3 mumol/L). No morphological alterations in the rat ileum were observed in l-NAME-treated rats.4. Our findings suggest that treatment with l-NAME for 60 days induces a marked increase in the potency of methacholine and carbachol, as well as an increase in receptor number in the rat ileum.

Isomery of SU3 states in the strictly restricted dynamics model

Employing the general principles of classification of SU3 states, we have found 285 quantum number isomers (QNI), i.e. nuclei for which there are two possible SU3 quantum number sets, characterized by the maximal eigenvalue of the SU3 group Casimir operator, at the minimal value N-0(min) for the quantum number N-0 of the group U3(A-1) symmetric representation, allowed by the Pauli principle. 41 of these QNI can be attributed to the nun-excited, ground SU3 configurations of realistic nuclei. Two examples of QNI: Si-28 and Zn-60, have been studied in detail in the framework of the strictly restricted dynamics model (SRDM).

Increase of temperature of an ideal nondegenerate quantum gas in a suddenly expanding box due to energy quantization

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

C programs for solving the time-dependent Gross-Pitaevskii equation in a fully anisotropic trap

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

Da polêmica sobre a pós-modernidade aos 'desafios' lyotardianos à Filosofia da Educação

As relações entre pós-modernidade e educação tem sido objeto de inúmeras pesquisas, bem como de certa polêmica no âmbito da Filosofia da Educação, a começar pela própria conceituação da pós-modernidade até chegar às posições filosóficas engendradas por ela. em quase todas essas pesquisas e polêmicas, A condição pós-moderna, de Jean François Lyotard, se configura como uma referência importante, porém raramente as obras subseqüentes a essa são mencionadas, deixando uma parte de seu legado filosófico de fora de tais discussões e, particularmente, de suas eventuais contribuições para a educação. Tendo em vista esse limiar dos estudos sobre o assunto, o presente artigo procura desenvolver uma interpretação acerca do pensamento lyotardiano, privilegiando a análise das obras subseqüentes ao seu livro mais polêmico, com o objetivo de situar o seu projeto filosófico para além de um marco da pós-modernidade e de discutir as suas contribuições à Filosofia da Educação na atualidade. Mediante tal interpretação, recupera-se um projeto filosófico que lança alguns 'desafios' à Filosofia da Educação referentes ao deslocamento de sua problemática epistemológica para a estética, nutrida por um pensamento capaz de elucidar a face complexa e obscura da educação, a sua sombra inumana, e o diferendo constitutivo do ensino, inapreensíveis pela linguagem e pela comunicação. Assim, esperamos que tal projeto possa ser compreendido não por aquilo que traz de polêmico à Filosofia da Educação, mas pelo que a desafia no tempo presente, como uma reescrita da modernidade.