Distribuição e quantificação de classes de vegetação do Pantanal através de levantamento aéreo

O método de levantamento aéreo foi adaptado e utilizado pela primeira vez para a elaboração de mapas de distribuição e quantificação de classes de vegetação no Pantanal Mato-Grossense por sub-região. Foram identificadas 16 classes, baseando-se em aspectos fitofisionômicos, sendo as principais campo (31,1%), cerradão (22,1%), cerrado (14,3%), brejos (7,4%), mata semidecídua (4,0%), mata de galeria e 2,4% de baceiro ou batume. Estas informações podem subsidiar a escolha de áreas de conservação ou preservação, bem como auxiliar o monitoramento de áreas com grande extensão e difícil acesso.

Reading the human Y chromosome: the emerging DNA markers and human genetic history

Reading the human Y chromosome: the emerging DNA markers and human genetic history.

Patterns of cerebral activation during lexical and phonological reading in Portuguese

According to the concepts of cognitive neuropsychology, there are two principal routes of reading processing: a lexical route, in which global reading of words occurs and a phonological route, responsible for the conversion of the graphemes into their respective phonemes. In the present study, functional magnetic resonance imaging (fMRI) was used to investigate the patterns of cerebral activation in lexical and phonological reading by 13 healthy women with a formal educational level greater than 11 years. Participants were submitted to a silent reading task containing three types of stimuli: real words (irregular and foreign words), nonwords and illegitimate graphic stimuli. An increased number of activated voxels were identified by fMRI in the word reading (lexical processing) than in the nonword reading (phonological processing) task. In word reading, activation was greater than for nonwords in the following areas: superior, middle and inferior frontal gyri, and bilateral superior temporal gyrus, right cerebellum and the left precentral gyrus, as indicated by fMRI. In the reading of nonwords, the activation was predominant in the right cerebellum and in the left superior temporal gyrus. The results of the present study suggest the existence of differences in the patterns of cerebral activation during lexical and phonological reading, with greater involvement of the right hemisphere in reading words than nonwords.

Composição química e classes de lipídios em peixe de água doce Curimatã comum, Prochilodus cearensis

O presente trabalho teve como objetivo obter dados quantitativos sobre as classes de lipídios presentes no filé de curimatã, Prochilodus cearensis. Os lipídios totais (LT) foram fracionados em classes de lipídios neutros (LN), gliceroglicolipídios (GL) e glicerofosfolipídios (PL) através de cromatografia em coluna aberta de sílica gel 60 (70-230 mesh). As análises foram realizadas em quatro lotes de amostras contendo cada uma três exemplares, adquiridos em feiras livres de Fortaleza-CE, nos meses de março, maio, junho e julho de 1998. Os LT representaram em média 3,8% em relação ao peso fresco da amostra. A classe lipídica dominante foi de LN com média de 75,1% dos LT ou 2,9g/100g de filé. Os GL e PL contribuíram em média com 1,6% (61mg/100g de filé) e 23,3% (885mg/100g de filé), respectivamente. A composição química centesimal apresentou média de 76,3% de umidade, 18,6% de proteína total e 1,3% de cinza.

Language-specific aspects of reading acquisition: the case of Russian

We have investigated Russian children’s reading acquisition during an intermediate period in their development: after literacy onset, but before they have acquired well-developed decoding skills. The results of our study suggest that Russian first graders rely primarily on phonemes and syllables as reading grain-size units. Phonemic awareness seems to have reached the metalinguistic level more rapidly than syllabic awareness after the onset of reading instruction, the reversal which is typical for the initial stages of formal reading instruction creating external demand for phonemic awareness. Another reason might be the inherent instability of syllabic boundaries in Russian. We have shown that body-coda is a more natural representation of subsyllabic structure in Russian than onset-rime. We also found that Russian children displayed variability of syllable onset and offset decisions which can be attributed to the lack of congruence between syllabic and morphemic word division in Russian. We suggest that fuzziness of syllable boundary decisions is a sign of the transitional nature of this stage in the reading development and it indicates progress towards an awareness of morphologically determined closed syllables. Our study also showed that orthographic complexity exerts an influence on reading in Russian from the very start of reading acquisition. Besides, we found that Russian first graders experience fluency difficulties in reading orthographically simple words and nonwords of two and more syllables. The transition from monosyllabic to bisyllabic lexical items constitutes a certain threshold, for which the syllabic structure seemed to be of no difference. When we compared the outcomes of the Russian children with the ones produced by speakers of other languages, we discovered that in the tasks which could be performed with the help of alphabetic recoding Russian children’s accuracy was comparable to that of children learning to read in relatively shallow orthographies. In tasks where this approach works only partially, Russian children demonstrated accuracy results similar to those in deeper orthographies. This pattern of moderate results in accuracy and excellent performance in terms of reaction times is an indication that children apply phonological recoding as their dominant strategy to various reading tasks and are only beginning to develop suitable multiple strategies in dealing with orthographically complex material. The development of these strategies is not completed during Grade 1 and the shift towards diversification of strategies apparently continues in Grade 2.

Aureae sententiae ex s. bibliis, variisque autoribus, tam sacris quàm prophanis selecte, & in 52 classes distinctae, quarum quaelibet 7. continet sententias, juxta numerum dierum in hebdomade. In usum aetatis puerilis dicatae; Impensis J. Sch. c. a

Arkit: A-B12.

Os diagramas de C. S. Peirce para as dez classes de signos

Uma seção da Gramática Especulativa de C.S.Peirce - Dez classes de signos - recebeu, a partir de 1903, um importante tratamento diagramático. Neste artigo, são apresentados e discutidos dois diagramas desenvolvidos por Peirce para as dez classes, incluindo esboços desses modelos.

Form(s)-of-life: agamben's reading of Wittgenstein and the potential uses of a notion

Giorgio Agamben and Ludwig Wittgenstein seem to have very little in common: the former is concerned with traditional ontological issues while the latter was interested in logics and ordinary language, avoiding metaphysical issues as something we cannot speak about. However, both share a crucial notion for their philosophical projects: form of life. In this paper, I try to show that, despite their different approaches and goals, form of life is for both a crucial notion for thinking ethics and life in-common. Addressing human existence in its constitutive relation to language, this notion deconstructs traditional dichotomies like bios and zoé, the cultural and the biological, enabling both authors to think of a life which cannot be separated from its forms, recognizing the commonality of logos as the specific trait of human existence. Through an analogical reading between both theoretical frameworks, I suggest that the notion of form-of-life, elaborated by Wittgenstein to address human production of meaning, becomes the key notion in Agamben's affirmative thinking since it enables us to consider the common ontologically in its relation to Human potentialities and to foresee a new, common use of the world and ourselves.

Vies de Saints classées suivant l'ordre des jours de leurs fêtes, du 21 décembre au 9 octobre. Ms. visigothique du XIe siècle.

Venu de l'abbaye de Silos.