Comprehensive phylogenomic time tree of bryophytes reveals deep relationships and uncovers gene incongruences in the last 500 million years of diversification.

PREMISE: Bryophytes form a major component of terrestrial plant biomass, structuring ecological communities in all biomes. Our understanding of the evolutionary history of hornworts, liverworts, and mosses has been significantly reshaped by inferences from molecular data, which have highlighted extensive homoplasy in various traits and repeated bursts of diversification. However, the timing of key events in the phylogeny, patterns, and processes of diversification across bryophytes remain unclear. METHODS: Using the GoFlag probe set, we sequenced 405 exons representing 228 nuclear genes for 531 species from 52 of the 54 orders of bryophytes. We inferred the species phylogeny from gene tree analyses using concatenated and coalescence approaches, assessed gene conflict, and estimated the timing of divergences based on 29 fossil calibrations. RESULTS: The phylogeny resolves many relationships across the bryophytes, enabling us to resurrect five liverwort orders and recognize three more and propose 10 new orders of mosses. Most orders originated in the Jurassic and diversified in the Cretaceous or later. The phylogenomic data also highlight topological conflict in parts of the tree, suggesting complex processes of diversification that cannot be adequately captured in a single gene-tree topology. CONCLUSIONS: We sampled hundreds of loci across a broad phylogenetic spectrum spanning at least 450 Ma of evolution; these data resolved many of the critical nodes of the diversification of bryophytes. The data also highlight the need to explore the mechanisms underlying the phylogenetic ambiguity at specific nodes. The phylogenomic data provide an expandable framework toward reconstructing a comprehensive phylogeny of this important group of plants.

First record of the chemical composition of essential oil of Piper bellidifolium, Piper durilignum, Piper acutilimbum and Piper consanguineum from the Brazilian Amazon forest / Primeiro registro da composição química de óleos essenciais de Piper bellidifolium, Piper durilignum, Piper acutilimbum e Piperconsanguineumda Floresta Amazônica no Brasil

Piper bellidifolium, Piper durilignum, Piper acutilimbum and Piper consanguineum are bushes that occur in the Amazon and are morphologically similar. With the aim of analyzing the chemical profile of the volatile constituents of these species, essential oils from the leaves were obtained through steam distillation and analyzed using gas chromatography-flame ionization detection (GC-FID) and gas chromatograph coupled to a mass spectrometer (GC-MS). The chemical analysis enabled the identification of 95 compounds representing 96.3 ± 0.6% of the P. bellidifolium oil, 95.5 ± 0.71% of the P. durilignum oil, 98.0 ± 1.0% of the P. acutilimbum oil and 96.1 ± 2.1% of the P. consanguineum oil. Although sesquiterpenes were the predominant chemical class in the oils of the four species, qualitative and quantitative differences were found in their chemical composition. The major constituents were (E)-nerolidol (20.3 ± 0.4%) in the P. bellidifolium oil, germacrene D (11.1 ± 0.3%) in the P. durilignum oil, and -eudesmol in both the P. consanguineum (18.6 ± 0.5%) and P. acutilimbum (7.5 ± 0.4%) oils. Despite their morphological similarity, a principal component analysis (PCA) of the GC-MS data clearly separated the four species according to the chemical profile of the essential oil extracted from their leaves.

Piper bellidifolium, Piper durilignum, Piper acutilimbum e Piper consanguineum são arbustos que ocorrem na Amazônia e são morfologicamente similares. Com o intuito de analisar o perfil químico dos constituintes voláteis dessas espécies, óleos essenciais das folhas foram obtidos por hidrodestilação e analisados por cromatografia gasosa - detector por ionização de chama (CG-FID) e cromatografia gasosa acoplada a espectrometria de massa (CG-EM). A análise química permitiu identificar 95 compostos, representando 96.3 ± 0.6% do óleo de P. bellidifolium; 95.5 ± 0.71% de P. durilignum; 98.0 ± 1.0% de P. acutilimbum e 96.1 ± 2.1% de P. consanguineum. Apesar dos óleos das quatro espécies terem sesquiterpeno como classe química predominante, diferenças qualitativas e quantitativas em sua composição química foram observadas. Os principais componentes encontrados foram: (E)-nerolidol (20.3 ± 0.4%) em P. bellidifolium; germacreno D (11.1 ± 0.3%) em P. durilignum; e -eudesmol nos óleos de P. consanguineum (18.6 ± 0.5%) e P. acutilimbum (7.5 ± 0.4%). Apesar da similaridade morfológica entre as espécies, uma análise de componentes principais (PCA) dos dados de CG-EM claramente separou as quatro espécies quanto ao perfil químico do óleo essencial extríado de suas folhas.

A constituição do si-mesmo e o uso da mente em Winnicott ressonâncias escolares

Este trabalho resulta de um estudo que teve por objetivos investigar em que medida falhas na constituição do si-mesmo podem interferir no uso que uma criança faz dos recursos de sua própria mente e verificar como essa condição pode afetar as relações da criança consigo mesma, com os outros e com as demandas escolares; estabelecer relações entre o amadurecimento emocional e as dificuldades de aprendizagem e aprofundar o estudo do desenvolvimento intelectual a partir da teoria do amadurecimento de D. W. Winnicott. Para tanto, buscaram-se na teoria do referido autor os conceitos que dizem respeito à constituição do si-mesmo e ao funcionamento da mente. Além disso, um caso clínico referente ao atendimento de uma criança com queixas escolares foi apresentado para ilustrar as discussões teóricas empreendidas. Relatos de conversas estabelecidas com os pais da criança e com duas de suas professoras e a análise de relatórios produzidos na escola frequentada por ela somaram-se a este estudo. A constituição do si-mesmo foi compreendida como um processo gradativo, que pode ou não acontecer, tendo como suporte a tendência inata à integração e a adaptação ambiental suficientemente boa. Uma discussão a respeito da importância do ambiente na sustentação das conquistas do processo de amadurecimento relacionadas à integração da instintualidade, da destrutividade pessoal, da capacidade para sentir culpa e buscar a reparação foi desenvolvida de modo a relacioná-las com a constituição do si-mesmo e o uso da mente. Evidenciou-se que falhas ambientais que dificultam a integração da instintualidade podem levar à formação de um falso si-mesmo patológico e interferir no uso das funções intelectuais de uma pessoa, podendo dar origem a dificuldades de aprendizagem.(AU)

This paper is a result of a study that aimed to investigate the extent to which failures in the constitution of the self can interfere with the way a child uses the resources of her own mind and verify how this may affect the child's relationships with herself, with others and with school demands; to establish relationships between emotional maturity and learning difficulties. Therefore, concepts regarding the constitution of the self and the workings of the mind were sought out from Winnicotts theory. Furthermore, a clinical case regarding the care of a child who had school problems was presented to exemplify the theoretical discussions undertaken by this paper. Reports of conversations conducted with the child's parents and two of her teachers and analysis of reports from the school she attended were added to this study. The constitution of the self was understood as a gradual process, which may or may not occur, supported by the innate propensity to integration and the good environmental adaptation. A discussion regarding the importance of the environment in sustaining the achievements from the maturation related to the integration of instinctuality, personal destructiveness, the capacity to feel guilt and to seek to make amends was developed in order to relate them to the constitution of the self and the use of the mind. It became evident that environmental failures that impair the instinctuality can induce to the generation of a pathological false self and interfere with the use of a persons intellectual functions, what may lead to learning difficulties.(AU)