The anterior temporal lobes support residual comprehension in Wernicke’s aphasia

Wernicke’s aphasia occurs following a stroke to classical language comprehension regions in the left temporoparietal cortex. Consequently, auditory-verbal comprehension is significantly impaired in Wernicke’s aphasia but the capacity to comprehend visually presented materials (written words and pictures) is partially spared. This study used fMRI to investigate the neural basis of written word and picture semantic processing in Wernicke’s aphasia, with the wider aim of examining how the semantic system is altered following damage to the classical comprehension regions. Twelve participants with Wernicke’s aphasia and twelve control participants performed semantic animate-inanimate judgements and a visual height judgement baseline task. Whole brain and ROI analysis in Wernicke’s aphasia and control participants found that semantic judgements were underpinned by activation in the ventral and anterior temporal lobes bilaterally. The Wernicke’s aphasia group displayed an “over-activation” in comparison to control participants, indicating that anterior temporal lobe regions become increasingly influential following reduction in posterior semantic resources. Semantic processing of written words in Wernicke’s aphasia was additionally supported by recruitment of the right anterior superior temporal lobe, a region previously associated with recovery from auditory-verbal comprehension impairments. Overall, the results concord with models which indicate that the anterior temporal lobes are crucial for multimodal semantic processing and that these regions may be accessed without support from classic posterior comprehension regions.

"Eu pensei que ia sair daqui falando inglês": um estudo sistêmico-funcional sobre papéis sociais atribuídos por alunos de um curso de Letras/Inglês

Research in the area of teacher training in English as a Foreign Language (CELANI, 2003, 2004, 2010; PAIVA, 2000, 2003, 2005; VIEIRA-ABRAHÃO, 2010) articulates the complexity of beginning teachers classroom contexts aligned with teaching language as a social and professional practice of the teacher in training. To better understand this relationship, the present study is based on a corpus of transcribed interviews and questionnaires applied to 28 undergraduate students majoring in Letters/English emphasis, at a public university located in the interior of the Western Amazon region, soliciting their opinions about the reforms made in the curriculum of this Major. Interviews and questionnaires were used as data collection instruments to trace a profile of the students organized in Group 1, with freshmen and sophomore undergraduates who are following the 2009 curriculum, and Group 2, with junior and senior undergraduates who are following the 2006 curriculum. The objectives are to identify, to characterize and to analyze the types of pronouns, roles and social actors represented in the opinions of these students in relation to their teacher training curriculum. The theoretical support focuses on the challenge of historical and contemporary routes from English teachers initial education programs (MAGALHÃES; LIBERALLI, 2009; PAVAN; SILVA, 2010; ALVAREZ, 2010; VIANA, 2011; PAVAN, 2012). Our theoretical perspective is based on the Systemic Functional Grammar of Halliday (1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004), Eggins (1994; 2004) and Thompson (2004). We focus on the concept of the Interpersonal meaning, specifically regarding the roles articulated in the studies by Delu (1991), Thompson and Thetela (1995), and in the Portuguese language such as Ramos (1997), Silva (2006) and Cabral (2009). Moreover, we ascribe van Leeuwen s (1997; 2003) theory of Representation of Social Actors as a theoretical framework in order to identify the sociological aspect of social actors represented in the students discourse. Within this scenario, the analysis unfolds on three levels: grammatical (pronouns), semantic (roles), and discursive (social actors). For the analysis of interpersonal realizations present in the students opinions, we use the computational program WordSmith Tools (SCOTT, 2010) and its applications Wordlist and Concord to quantify the occurrences of the pronouns I, You and They, which characterize the roles and social actors of the corpus. The results show that the students assigned the following roles to themselves: (i) apprentice to express their initial process of English language learning; (ii) freshman to reveal their choice of Major in Letters/English emphasis; (iii) future teacher to relate their expectations towards a practicing professional. To assign the roles to professors in the major, the students used the metaphor of modality (I think) to indicate the relationship of teacher training, while they are in the role of a student and as a future teacher. From these evidences the representation of the students as social actors emerges in roles such as: (i) active roles; (ii) passive roles and (iii) personalized roles. The social actors represented in the opinions of the students reflect the inclusion of these roles assigned to the actions expressed about their experiences and expectations derived from their teacher training classroom

Avaliação de genótipos de tomateiro tipo Santa Cruz no período de inverno, em Araguari, MG

Desenvolveu-se um trabalho de pesquisa na fazenda Jordão (município de Araguari, MG), na época de inverno, com o objetivo de verificar o desempenho agronômico de genótipos de tomateiro tipo Santa Cruz. Utilizou-se o delineamento experimental de blocos casualizados, com 14 tratamentos (genótipos) e quatro repetições. A parcela experimental foi constituída por duas fileiras com 12 plantas cada, no espaçamento de 1,00 m entre linhas e 0,60 m entre plantas (duas plantas por cova). As colheitas iniciaram-se em 25/8/96 e encerraram em 19/10/96, perfazendo um total de 17. de forma geral, todos os genótipos apresentaram produtividades elevadas, comparativamente ao rendimento médio nacional, principalmente os genótipos Santa Clara I-5300, Débora Plus, Santa Clara, Santa Clara Importada e Santa Clara III, todos com produtividade superior a 125 t/ha, podendo ser recomendados para plantio na região, no período de inverno. Apenas o genótipo Tom-556 e a cultivar Ângela Gigante I-5100 não tiveram peso médio de frutos superior a 100 g. As cultivares Saladinha, Santa Clara Importada, Concord e Jumbo, tiveram peso médio superior a 130 g, os quais se destacaram, também, em porcentagem de frutos tipo extra AA, juntamente com Santa Clara, Santa Clara I-5300, IAC Santa Clara, enquanto os genótipos Tom-556, Tex-015 e Ângela Gigante I-5100, se destacaram em frutos tipo extra A.

Popcorn (Zea mays L. var. everta) yield and yield components as influenced by the timing of broadcast flaming

Farmers are interested in producing popcorn under organic production systems and propane flaming could be a significant component of an integrated weed management program. The objective of this study was to collect baseline information on popcorn tolerance to broadcast flaming as influenced by propane dose and crop growth stage at the time of flaming. Field experiments were conducted at the Haskell Agricultural Laboratory of the University of Nebraska, Concord, NE in 2008 and 2009 using five propane doses (0, 13, 24, 44 and 85 kg ha(-1)) applied at the 2-leaf, 5-leaf and 7-leaf growth stages. Propane was applied using a custom-built research flamer driven at a constant speed of 6.4 km h(-1). Crop response to propane dose was described by log-logistic models on the basis of visual estimates of crop injury, yield components (plants m(-2), ears plant(-1), kernels cob(-1) and 100-kernel weight) and grain yield. Popcorn response to flaming was influenced by the crop growth stage and propane dose. Based on various parameters evaluated, popcorn flamed at the 5-leaf showed the highest tolerance while the 2-leaf was the most susceptible stage. The maximum yield reductions were 45%, 9% and 16% for the 2-leaf, 5-leaf and 7-leaf stages, respectively. In addition, propane doses that resulted in a 5% yield loss were 23 kg ha(-1) for the 2-leaf and 7-leaf and 30 kg ha(-1) for the 5-leaf stage. Flaming has a potential to be used effectively in organic popcorn production if properly used. (C) 2010 Elsevier Ltd. All rights reserved.

Estudo em corpora de traduções e três glossários bilíngues nas subáreas de anestesiologia, cardiologia e ortopedia

Pós-graduação em Estudos Linguísticos - IBILCE