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Poverty may hinder kids’ brain development, study says
Reduced gray matter, lower test scores reported for poor children
July 20, 2015

Poverty appears to affect the brain development of children, hampering the growth of gray matter and impairing their academic performance, researchers report. Poor children tend to have as much as 10 percent less gray matter in several areas of the brain associated with academic skills, according to a study published July 20 in JAMA Pediatrics. “We used to think of poverty as a ‘social’ issue, but what we are learning now is that it is a biomedical issue that is affecting brain growth,” said senior study author Seth Pollak, a professor of psychology, pediatrics, anthropology and neuroscience at the University of Wisconsin-Madison.
The results could have profound implications for the United States, where low-income students now represent the majority of kids in public schools, the study authors said in background information. Fifty-one percent of public school students came from low-income families in 2013.
Previous studies have shown that children living in poverty tend to perform poorly in school, the authors say. They have markedly lower test scores, and do not go as far in school as their well-off peers.
To see whether this is due to some physical effect that poverty might have on a child’s brain, Pollak and his colleagues analyzed MRI scans of 389 typically developing kids aged 4 to 22, assessing the amount of gray matter in the whole brain as well as the frontal lobe, temporal lobe and hippocampus. “Gray matter contains most of the brain’s neuronal cells,” Pollak said. “In other words, other parts of the brain – like white matter – carry information from one section of the brain to another. But the gray matter is where seeing and hearing, memory, emotions, speech, decision making and self-control occur.”
Children living below 150 percent of the federal poverty level – US$ 36,375 for a family of four – had 3 percent to 4 percent less gray matter in important regions of their brain, compared to the norm, the authors found. Those in families living below the federal poverty level fared even worse, with 8 percent to 10 percent less gray matter in those same brain regions. The federal poverty level in 2015 is US$ 24,250 for a family of four. These same kids scored an average of four to seven points lower on standardized tests, the researchers said.
The team estimated that as much as 20 percent of the gap in test scores could be explained by reduced brain development. A host of poverty-related issues likely contribute to developmental lags in children’s brains, Pollak said. Low-income kids are less likely to get the type of stimulation from their parents and environment that helps the brain grow, he said. For example, they hear fewer new words, and have fewer opportunities to read or play games. Their brain development also can be affected by factors related to impoverishment, such as high stress levels, poor sleep, crowding and poor nutrition, Pollak said.
This study serves as a call to action, given what’s already known about the effects of poverty on child development, said Dr. Joan Luby, a professor of child psychiatry at Washington University School of Medicine in St. Louis. “The thing that’s really important about this study in the context of the broader literature is that there really is enough scientific evidence to take public health action at this point,” said Luby, who wrote an editorial accompanying the study. “Poverty negatively affects brain development, and we also know that early interventions are powerfully effective,” Luby said. “They are more effective than interventions later in life, and they also are cost-effective.”
(www.nlm.nih.gov. Adaptado.)
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Nobel winner Malala opens school for Syrian refugees
Sylvia Westall
July 13, 2015
Bekaa Valley, Lebanon
Malala Yousafzai, the youngest winner of the Nobel Peace Prize, celebrated her 18th birthday in Lebanon on Sunday by opening a school for Syrian refugee girls and called on world leaders to invest in “books not bullets”. Malala became a symbol of defiance after she was shot on a school bus in Pakistan in 2012 by the Taliban for advocating girls’ rights to education. She continued campaigning and won the Nobel in 2014.
“I decided to be in Lebanon because I believe that the voices of the Syrian refugees need to be heard and they have been ignored for so long,” Malala told Reuters in a schoolroom decorated with drawings of butterflies. The Malala Fund, a non-profit organization that supports local education projects, provided most of the funding for the school, set up by Lebanon’s Kayany Foundation in the Bekaa Valley, close to the Syrian border. The Kayany Foundation, established by Syrian Nora Joumblatt in response to Syria’s refugee crisis, has already completed three other new schools to give free education to Syrian children in Lebanon. The Malala school can welcome up to 200 girls aged 14 to 18.
“Today on my first day as an adult, on behalf of the world’s children, I demand of leaders we must invest in books instead of bullets,” Malala said in a speech. Lebanon is home to at least 1.2 million of the 4 million refugees that have fled Syria’s war to neighboring countries. There are about 500,000 Syrian school-age children in Lebanon, but only a fifth are in formal education. “We are in danger of losing generations of young Syrian girls due to the lack of education,” Joumblatt said in a speech at the opening of the school. “Desperate and displaced Syrians are increasingly seeing early marriage as a way to secure the social and financial future of their daughters. We need to provide an alternative: Keep young girls in school instead of being pressured into wedlock.”
Lebanon, which allows informal settlements on land rented by refugees, says it can no longer cope with the influx from Syria’s four-year conflict. More than one in four people living in Lebanon is a refugee. The United Nations says the number of Syrian refugees in neighboring countries is expected to reach 4.27 million by the end of the year. “In Lebanon as well as in Jordan, an increasing number of refugees are being turned back at the border,” Malala said. “This is inhuman and this is shameful.”
Her father Ziauddin said he was proud she was carrying on her activism into adulthood. “This is the mission we have taken for the last 8-9 years. A small moment for the education of girls in Swat Valley: it is spreading now all over the world,” he said.
(www.reuters.com. Adaptado.)
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Migrant or Refugee? There Is a Difference, With Legal Implications
In the first half of this year alone, at least 137,000 men, women and children crossed the Mediterranean Sea to reach the shores of Europe, according to the United Nations. Thousands are traveling across the Balkans now. However, are they refugee or migrants? Does it make any difference? In search for these answers, let’s read the interview.
Q. Does it matter what you call them?
A. Yes. The terms “migrant” and “refugee” are sometimes used interchangeably, but there is a crucial legal difference between the two.
Q. Who is a refugee?
A. Briefly, a refugee is a person who has fled his or her country to escape war or persecution, and can prove it.
Q. What does the distinction mean for European countries?
A. Refugees are entitled to basic protections under the 1951 convention and other international agreements. Once in Europe, refugees can apply for political asylum or another protected status, sometimes temporary. By law, refugees cannot be sent back to countries where their lives would be in danger. “One of the most fundamental principles laid down in international law is that refugees should not be expelled or returned to situations where their life and freedom would be under threat,” the refugee agency said in a statement on Thursday.
Q. Who is a migrant?
A. Anyone moving from one country to another is considered a migrant unless he or she is specifically fleeing war or persecution. Migrants may be fleeing dire poverty, or may be well-off and merely seeking better opportunities, or may be migrating to join relatives who have gone before them. There is an emerging debate about whether migrants fleeing their homes because of the effects of climate change – the desertification of the Sahel region, for example, or the sinking of coastal islands in Bangladesh – ought to be reclassified as refugees.
Q. Are migrants treated differently from refugees?
A. Countries are free to deport migrants who arrive without legal papers, which they cannot do with refugees under the 1951 convention. So it is not surprising that many politicians in Europe prefer to refer to everyone fleeing to the continent as migrants.
Disponível em: <https://www.nytimes.com/2015/08/28/world/migrants-refugees-europe-syria.html?_r=0>. Acesso em: 15 set. 2015.
Um projétil é lançado do solo, verticalmente para cima, com velocidade inicial de 30 m/s. Após ter subido 25 m, uma carga explosiva o separa em dois pedaços, ambos de massas idênticas. Imediatamente após a explosão, um dos pedaços perde seu movimento ascendente, ficando com velocidade nula, enquanto o segundo pedaço tem movimento verticalmente para cima.

Considerando desprezível a resistência do ar e a aceleração da gravidade local igual a 10 m/s2 ,a velocidade final, em m/s, do segundo pedaço, imediatamente após a explosão, é

Examine o mapa.

É correto afirmar que as áreas destacadas no mapa correspondem à ocorrência de
Um arco-íris aparece quando a luz branca do sol é interceptada por uma gota d'água da atmosfera. Parte da luz é refratada para dentro da gota, refletida no seu interior e novamente refratada para fora da gota. A luz branca é uma mistura de várias cores. Quando a luz atravessa uma superfície líquida – no caso, a gota da chuva – ou sólida (transparente), a refração faz aparecer o espectro de cores: violeta, anil, azul, verde, amarelo, laranja e vermelho.

Disponível em: http://noticias.terra.com.br/educacao/
Acesso em: 20 de agosto de 2015.
A visualização do arco-íris depende da relação entre os
posicionamentos do observador, do sol e das gotículas de
água da chuva. Assim, para que o fenômeno seja visto pelo
observador,
A trave talvez seja a prova mais difícil da ginástica artística feminina. Ela tem 1,2 metro de altura, 5 metros de comprimento e apenas 10 centímetros de largura. A ginasta deve executar toda a série, composta por movimentos de acrobacia e de dança, além de giros de 360 graus e saltos obrigatórios, em um período que varia entre 70 e 90 segundos.

Figura: http://rederecord.r7.com/segundos.
http://www.brasilescola.com
Uma ginasta da trave olímpica com massa de 48 kg está
na extremidade do aparelho como mostra a figura.
Sabe-se que a massa da barra sem os suportes vale 250 kg
e que os suportes 1 e 2 estão a uma distância de 50 cm
das bordas da trave. Dessa forma, considerando a
aceleração da gravidade de 10 m/s2
, pode-se afirmar que a
força que o suporte 1 faz sobre a barra vale
COMO FUNCIONAM OS DETERGENTES
Os detergentes são substâncias tensoativas, isto é, diminuem a tensão superficial – a capacidade que as moléculas de água têm de se manter unidas fortemente. Com as ligações, entre suas moléculas, enfraquecidas, a água umedece mais facilmente o objeto a ser lavado. Isso acontece porque as longas moléculas do detergente contêm dois grupos de átomos: uns que se dissolvem facilmente em gordura e outros que se dissolvem em água. Por isso, a solução água detergente consegue emulsionar a gordura, ou seja, “quebra” as películas de gordura em uma infinidade de gotículas microscópicas, que ficam dispersas na solução. A espuma tem um efeito mecânico na limpeza, porque mantém as partículas de sujeira sólida em suspensão, impedindo-as de se depositarem na superfície lavada.
Disponível em: http://super.abril.com.br/ciencia/detergentes. Acesso em: 15 de setembro de 2015.
Os detergentes podem ser fabricados a partir do benzeno pela sequência reacional apresentada abaixo:

Analisando a sequência reacional de obtenção do
detergente, depreende-se que as reações de obtenção de
A, B e C se classificam em