Dominance of legume trees alters nutrient relations in mixed species forest restoration plantings within seven years

Failures in reforestation are often attributed to nutrient limitation for tree growth. We compared tree performance and nitrogen and phosphorus relations in adjacent mixed-species plantings of contrasting composition, established for forest restoration on Ultisol soil, originally covered by tropical semi-deciduous Atlantic Forest in Southeast Brazil. Nutrient relations of four tree species occurring in both planting mixtures were compared between a legume-dominated, species-poor direct seeding mixture of early-successional species ("legume mixture"), and a species-diverse, legume-poor mixture of all successional groups ("diverse mixture"). After 7 years, the legume mixture had 6-fold higher abundance of N(2)-fixing trees, 177% higher total tree basal area, 22% lower litter C/N, six-fold higher in situ soil resin-nitrate, and 40% lower in situ soil resin-P, compared to the diverse mixture. In the legume mixture, non-N(2)-fixing legume Schizolobium parahyba (Fabaceae-Caesalpinioideae) had significantly lower proportional N resorption, and both naturally regenerating non-legume trees had significantly higher leaf N concentrations, and higher proportional P resorption, than in the diverse mixture. This demonstrate forms of plastic adjustment in all three non-N(2)-fixing species to diverged nutrient relations between mixtures. By contrast, leaf nutrient relations in N(2)-fixing Enterolobium contortisiliquum (Fabaceae-Mimosoideae) did not respond to planting mixtures. Rapid N accumulation in the legume mixture caused excess soil nitrification over nitrate immobilization and tighter P recycling compared with the diverse mixture. The legume mixture succeeded in accelerating tree growth and canopy closure, but may imply periods of N losses and possibly P limitation. Incorporation of species with efficient nitrate uptake and P mobilization from resistant soil pools offers potential to optimize these tradeoffs.

BROKEN SU(8) AND HADRONIC MASS RELATIONS IN HEAVY-QUARK EFFECTIVE THEORY

Mass relations for hadrons containing a single heavy quark (charm or beauty) are studied from the viewpoint of a quark model with broken SU(8) symmetry, developed by Hendry and Lichtenberg some time ago, in comparison to that of the heavy quark effective theory. The interplay of the two approaches is explored and spectroscopic consequences derived.

The South Atlantic: Brazil-Africa Relations in the Field of Security and Defense

South-South Cooperation has become one of the axis of the Brazilian foreign policy, especially when related to Africa. Besides the economic, political and technologic areas, among others, the Brazilian government created a series of cooperation agreements with many African countries in the field of security and defense. This paper analyses the objective and reach of the actions concerning South-South Cooperation between the government of Brazil and the African countries, especially the ones from Atlantic Africa, making use of a bibliography related to the subject and sources derived from the Ministry of External Affairs and the Ministry of Defense.

Systemic blood flow relations in conscious South American rattlesnakes

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

Pemphigus vulgaris in adolescence: a case report

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Tobacco in adolescence: importance to knowledge the health hazards and preventive measures

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

As relações interpessoais e a ludicidade no contexto do 1º ano do ensino fundamental

The aim of this study is to investigate the importance of playfulness and interpersonal relationships at school. The methodology of the study was divided into three phases: the first phase was a survey and analysis of studies in the field of childhood playfulness and interpersonal relationships, from a reference from a multidisciplinary reference, supported in the areas of Educational Psychology and history and sociology of childhood and the second was the realization of an empirical study in a classroom of 1st year of elementary school, in which we use as instruments the use of participant observation, semistructured interviews with six selected students and collected school records and the third phase focused on analysis of data from a qualitative perspective with dialogues between literature in the area and data analysis. Among the main directions of study have the following problematizations: school world not adapted in order to enroll in elementary school, lack of playfulness, interpersonal relations in this context. By analyzing this information and the main results we have the advancement of education in the new environment where playfulness, as the jokes were not taken during the year by the teacher, but remained present in the actions of children, highlighting also the symbolism and sets of rules. Interpersonal relationships were present at all times, between being a friend, share and discuss, through the interactions. Therefore, we consider that there are still challenges to deal with this new child who enters school as it relates to your mood, the play, study or friendship

Valores priorizados por estudantes universitários de um curso de psicologia de uma universidade pública

Most research on the psychology of morality defines moral as the rules and values whose purpose is to regulate interpersonal relations. In this study, although I have considered such premise valid, I have also taken into account aspects related to the self. Thus, aiming at verifying whether university students are guided by values which are public, private and/or linked to glory, I have analyzed the values prioritized by them. Informants were 170 first-year psychology undergraduates in a public university located in western São Paulo state, male and female, with an average age of 20 years. To collect the data, I applied a questionnaire concerning factual factors (age, sex and religion) and the values cherished by the undergraduates. The results – analyzed according to the psychology of virtues – have shown that approximately 70% of the valid answers given by students pointed friendship (32%) and intelligence (35%) as the most prioritized values. Public values were hardly mentioned. Concerning the forms of glory, although the percentage for money and fame was not significant, when the informants justified the choice of friendship and intelligence, they conceived such values as a means to obtain money and fame. I have concluded that these individuals give little importance to the values related to duties (which are public) and to some form of individual harmony.

Teachers Formation in Higher Education: Some Aspects under the Light of Education-Work Relations

This text is mainly aimed to address essential aspects of teacher formation in the light of education-work relations in the higher education, from our systematic experience in higher education teaching, particularly teaching and research in the field of Didactics discipline. This formulation is justified considering our concern in seeking to situate this discussion in the context of bringing together knowledge areas and the field of teaching knowledge. Still, our choice to develop such an approach in the light of work-education relationship is due to the belief about the possibilities of seeking to overcome the requirements imposed by capitalism to our educational system, within the possible contradictions of these relationships. In this context the teachers’ formation in higher education gains social and strategic importance, taking on the task of forming individuals of “action-reflection-action” in a society established historically based on the social relations which settle in the light of capital’s multiple determinations. It appears that, in this sense, the major confrontations have been given within the discussions about what to prioritize or combine in the list of criteria and content for teacher’s formation. In Didactic, we seek to emphasize discussions that we consider with a philosophical background, referring to the orientation of teaching practice in knowledge of contemporary ideological struggle; socio-historical, referring to the possibility of formation of disciplines, among them Didactic, and curriculums and references to support its guidance in the process of teacher’s formation. This context of discussion is based on the concrete teaching practice with a view to transformation and to search for new syntheses in terms of knowledge and in terms of historical reality. Then therefore, our methodological approach grounded in the dimensions of the same unit: historical materialism as posture, method and as praxis.

Sociocognitive performance in autism spectrum disorders and interference of the therapeutic environment

To analyze the sociocognitive performance of children and adolescents with autism spectrum disorders in two environments of language therapy, which differ as to the physical structure. Ten children and adolescents with ages between 4 and 13 years, of both genders, diagnosed with autism spectrum disorders took part in the study. For data collection, eight filming sessions were performed during individual language therapy lasting 30 minutes, being four in a room with conventional environmental organization (common room) and four in a room with specific ambiance [children's interaction core (CIC) room], interspersed during a month. For the analysis of filmed situations, the Sociocognitive Performance Protocol was used and obtained data were subjected to statistical analysis. No statistical significance was found in sociocognitive performance of 10 subjects in the common and CIC rooms, although specific differences were observed in some cases. The creation of preestablished physical environments or specific materials is not and should not be considered essential for language therapy. It is noteworthy, however, that the absence of a large volume of statistically significant data does not indicate that the results are not expressive, reiterating the need for further research in the area.

The Flower Workshop: a social self-organizing practice in mental health nursing

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

Contato corporal entre adolescentes através da dança de salão na escola

The objective of this study was to identify the reaction and perception of adolescents in relation to body contact as well as emotional expressions through ballroom dancing. Forty-two adolescents from a public elementary school in the state of São Paulo participated in the study. Data gathering was conducted in groups by filming the ballroom dance class and applying a questionnaire about the experience. The dance experience was observed to provide greater body proximity and demonstration of affection, since part of the participants reported well-being, while others reported being embarrassed by dancing with a partner from the opposite sex. It was concluded that more dance activities related to biopsychosocial development need to be offered at school since ballroom dancing can help in interaction promoting body contact and thus facilitate in the process of interpersonal relations between adolescents.