A newly recognized syndrome of marfanoid habitus; Long face; Hypotelorism; Long, thin nose; Long, thin hands and feet; and a specific pattern of language and learning disabilities

Here, we report on a newly recognized syndrome in a Brazilian family with three affected women, who had a Marfanoid habitus; long face; hypotelorism; long, thin nose; long, thin hands and feet; and language and learning disabilities. The disorder is compatible with autosomal dominant inheritance. (C) 2007 Wiley-Liss, Inc.

Uses of QCD sumrules (QCDSR) from different points of view

We support the idea that the baryon, B with mass MB, couples to its current with a coupling λ2 B ∼ 0.71 M6 B from an analysis of magnetic moment sum rules. And we find a sum rule among the experimental magnetic moments which is independent of the parameters of QCDSR. © 1998 Elsevier Science 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.

Multiple ornamental uses of Costus stenophyllus standi. & L.O. Williams

Costus stenophyllus or bamboo costus, despite its high ornamental potential, is still little known in the cut flower and ornamental plant market. The bamboo costus is a spiral ginger admired for its beautiful stems that are lined with brown colored alternating bands. This costus has rather straight and upright stems. Conical red inflorescences, which resemble the head of a snake, emerge from the base of the plants. The flowers are light yellow and emerge between the red scales on the rather long-lasting, attractive inflorescences. This study was carried out to evaluate the possibility of using these species as a garden plant, cut flower and cut stem. Thus, the characterization was made based on 28 characters of the plant, the leaves, the flower stem, the flowers, as well as season blooming characteristics and flower postharvest longevity.

Multiple Ornamental Uses of Costus stenophyllus Standl. & LO Williams

Costus stenophyllus or bamboo costus, despite its high ornamental potential, is still little known in the cut flower and ornamental plant market. The bamboo costus is a spiral ginger admired for its beautiful stems that are lined with brown colored alternating bands. This costus has rather straight and upright stems. Conical red inflorescences, which resemble the head of a snake, emerge from the base of the plants. The flowers are light yellow and emerge between the red scales on the rather long-lasting, attractive inflorescences. This study was carried out to evaluate the possibility of using these species as a garden plant, cut flower and cut stem. Thus, the characterization was made based on 28 characters of the plant, the leaves, the flower stem, the flowers, as well as season blooming characteristics and flower postharvest longevity.

A marca porque nos textos escolares: uma proposta para atividades epilingüísticas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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.

The Acting in Group of Teachers as Possibility of Resignification of the Interpretation about the Writing Language

Front of the possibility of acting with the teachers who teach in schools of Early Childhood Education for children aged six years, about the re-siginification of the understanding of writing language and of the importance of the child in this age group establish a positive relationship with this mode of language, was developed in 2011, a project linked to the Teaching of UNESP titled “Depathologization learning of the writing and inclusive education: reflections and actions of the teacher of Early Childhood Education”. This project aims to identification of the actions, in the classroom, of the patologization and subsequent implementation of actions depathologization writing by teachers’ actions, considering the increasingly early systematization of formal education of this kind of language in kindergarten. To this end, procedures that characterize the collaborative methodology are adopted. Throughout the methodological course, the engagement of the teachers, of the coordination and of the direction was valued, which seemed to favor both the formation, as the maintenance of the group, were very important aspects to ensure the interaction between its members and the common interest in the reflection about the topic in question. This paper focuses attention on whether thematic axes highlight during the initial survey of the expectations of teachers subsequently addressed in theoretical and reflective meetings leading up to identification of actions the patologization and/or of the proposition of the actions despatologizadoras of the learning of the writing, and in what refers to the way they are addressed.