O papel dos exemplos trabalhados para ensinar mapeamento de conceitos

The growing interest in concept mapping has expanded the use of this graphical organizer as a way to represent and share declarative knowledge. However, training beginners to elaborate concept maps (Cmaps) has not received the deserved attention. Students must to think intensely about how to select and organise the content into coherent structures, using an unfamiliar graphic organiser. These concurrent tasks can exceed the students’ working memory capacity (overload situation), impairing meaningful learning. The aim of this paper was to explore the worked example approach to teach students how to construct good Cmaps in real classroom settings. Graduate students were divided into control (n = 32, did not study WE) and experimental groups (n = 34, studied WE). They were asked to perform five transfer tests involving Cmap elaboration. The WE approach helped the students to (1) develop highquality propositions, (2) apply a conceptual hierarchy to guarantee general-to-specific organisation, and (3) evaluate the propositional network integrity. However, there was no WE effect on learning how to state a proper focus question for the Cmap. The use of WE is valuable to set up reliable training activities about concept mapping, and the presented materials (WE) can be applied in any educational setting with some adaptations. Future studies should combine the use of WE with other instructional approaches to teach how to state a proper focus question.O crescente interesse na técnica de mapeamento conceitual expandiu o uso deste organizador gráfico como forma de representar e compartilhar conhecimento. Entretanto, o treinamento de iniciantes na elaboração de mapas conceituais (MCs) não vem recebendo a devida atenção. Os alunos devem pensar sobre como selecionar e organizar o conteúdo de forma coerente, usando um organizador gráfico desconhecido. Essas tarefas simultâneas podem extrapolar a capacidade de memória de trabalho dos alunos (situação de sobrecarga), prejudicando a aprendizagem significativa. O objetivo deste trabalho foi utilizar exemplos trabalhados (ETs) para ensinar aos alunos como construir bons MCs nas condições operacionais usualmente encontradas na sala de aula. Alunos de pós-graduação foram divididos em grupo controle (n = 32, não estudaram ETs) e experimental (n = 34, estudaram ETs). Eles foram convidados a realizar cinco testes de transferência envolvendo a elaboração de MCs. O uso de ETs ajudou os alunos a (1) desenvolver proposições de alta qualidade, (2) aplicar uma hierarquia conceitual para garantir a organização do geral para o específico, e (3) avaliar a integridade da rede proposicional. No entanto, não houve um efeito sobre como declarar uma pergunta focal adequada para o Cmap. O uso de ETs é valioso para configurar atividades de treinamento confiáveis sobre os MCs e os materiais apresentados (ETs) podem ser aplicados em qualquer contexto educacional, desde que sejam feitas as devidas adaptações. Estudos futuros devem combinar o uso de ETs com outras abordagens instrucionais para ensinar a declarar uma pergunta focal apropriada

Improving manual assembly lines devoted to complex electronic devices by applying Lean tools

Manual assembly lines are usually deeply studied before implementation. Nevertheless, several problems upsurge when the product needs to be slightly changed. This is very common in complex electric and electronic devices usually produced in small batches, where the customers are demanding more and more features and the product needs to be continuously updated. However, these updates sometimes create huge difficulties for the previously installed assembly line, generating as well, line unbalancing and wastes of time regarding the initial situation. In this paper, a deep study of an adjusted assembly line of electronic devices was carried out using Value Stream Mapping (VSM) method to fully understand and document the different tasks and operations. The Lean Line Balancing (LLB) was also applied in order to reduce the line bottleneck by balancing the Task Time (TT) of each workstation so that there are no delays, and nobody is overburden with their task. Standardized processes and standardized work were also applied. During the line layout development stage, assembly fixtures, wastes reductions and visual management techniques were applied as well, different concepts were generated and, finally, the best solutions were selected. Throughout the study, many benefits for the studied manual assembly line were found, which can be considered as a strong motivation to apply Lean Manufacturing (LM) tools for better line efficiency and production rate.info:eu-repo/semantics/publishedVersio

The personal belief in a just world and domain-specific beliefs about justice at school and in the family: A longitudinal study with adolescents

This article investigates the relationship between the personal belief in a just world (BJW) and domain-specific beliefs about justice and examines how justice cognitions impact on adolescents' development, particularly on their achievement at school and their subjective well-being. A longitudinal questionnaire study with German adolescents aged 14-19 years was conducted over a period of five to eight months. The pattern of results revealed that evaluations of the school climate and of the family climate as being just were two distinct phenomena, both of which impacted on the personal BJW, which in turn affected the domain-specific beliefs about justice. However, the domain-specific beliefs about justice did not impact on each other directly. Moreover, an evaluation of the family climate (but not of the school climate) as being just reduced depressive symptoms, whereas depressive symptoms did not weaken the evaluation of one's family as being just. The evaluation of the school climate as being just improved the grades received in the next school report, whereas the grades received did not affect the justice evaluation of the school climate. Finally, all relationships persisted when controlling for age and gender. In sum, the pattern of findings supports the notion that justice cognitions impact on development during adolescence

The HTLV-1 Virological Synapse

Human T-lymphotropic virus-1 (HTLV-1) spreads efficiently between T-cells via a tight and highly organized cell-cell contact known as the virological synapse. It is now thought that many retroviruses and other viruses spread via a virological synapse, which may be defined as a virus-induced, specialized area of cell-to-cell contact that promotes the directed transmission of the virus between cells. We summarize here the mechanisms leading to the formation of the HTLV-1 virological synapse and the role played by HTLV-1 Tax protein. We propose a model of HTLV-1 transmission between T-cells based on the three-dimensional ultrastructure of the virological synapse. Finally, in the light of recent advances, we discuss the possible routes of HTLV-1 spread across the virological synapse

Search for direct production of charginos and neutralinos in events with three leptons and missing transverse momentum in √s = 7 TeV pp collisions with the ATLAS detector

A search for the direct production of charginos and neutralinos in final states with three electrons or muons and missing transverse momentum is presented. The analysis is based on 4.7 fb−1 of proton–proton collision data delivered by the Large Hadron Collider and recorded with the ATLAS detector. Observations are consistent with Standard Model expectations in three signal regions that are either depleted or enriched in Z-boson decays. Upper limits at 95% confidence level are set in R-parity conserving phenomenological minimal supersymmetric models and in simplified models, significantly extending previous results

Jet size dependence of single jet suppression in lead-lead collisions at sqrt(s(NN)) = 2.76 TeV with the ATLAS detector at the LHC

Measurements of inclusive jet suppression in heavy ion collisions at the LHC provide direct sensitivity to the physics of jet quenching. In a sample of lead-lead collisions at sqrt(s) = 2.76 TeV corresponding to an integrated luminosity of approximately 7 inverse microbarns, ATLAS has measured jets with a calorimeter over the pseudorapidity interval |eta| < 2.1 and over the transverse momentum range 38 < pT < 210 GeV. Jets were reconstructed using the anti-kt algorithm with values for the distance parameter that determines the nominal jet radius of R = 0.2, 0.3, 0.4 and 0.5. The centrality dependence of the jet yield is characterized by the jet "central-to-peripheral ratio," Rcp. Jet production is found to be suppressed by approximately a factor of two in the 10% most central collisions relative to peripheral collisions. Rcp varies smoothly with centrality as characterized by the number of participating nucleons. The observed suppression is only weakly dependent on jet radius and transverse momentum. These results provide the first direct measurement of inclusive jet suppression in heavy ion collisions and complement previous measurements of dijet transverse energy imbalance at the LHC.Comment: 15 pages plus author list (30 pages total), 8 figures, 2 tables, submitted to Physics Letters B. All figures including auxiliary figures are available at http://atlas.web.cern.ch/Atlas/GROUPS/PHYSICS/PAPERS/HION-2011-02

Measurement of the polarisation of W bosons produced with large transverse momentum in pp collisions at sqrt(s) = 7 TeV with the ATLAS experiment

This paper describes an analysis of the angular distribution of W->enu and W->munu decays, using data from pp collisions at sqrt(s) = 7 TeV recorded with the ATLAS detector at the LHC in 2010, corresponding to an integrated luminosity of about 35 pb^-1. Using the decay lepton transverse momentum and the missing transverse energy, the W decay angular distribution projected onto the transverse plane is obtained and analysed in terms of helicity fractions f0, fL and fR over two ranges of W transverse momentum (ptw): 35 < ptw < 50 GeV and ptw > 50 GeV. Good agreement is found with theoretical predictions. For ptw > 50 GeV, the values of f0 and fL-fR, averaged over charge and lepton flavour, are measured to be : f0 = 0.127 +/- 0.030 +/- 0.108 and fL-fR = 0.252 +/- 0.017 +/- 0.030, where the first uncertainties are statistical, and the second include all systematic effects.Comment: 19 pages plus author list (34 pages total), 9 figures, 11 tables, revised author list, matches European Journal of Physics C versio