Modified Gravity Away from a Λ\LambdaCDM Background

Within the effective field theory approach to cosmic acceleration, the background expansion can be specified separately from the gravitational modifications. We explore the impact of modified gravity in a background different from a cosmological constant plus cold dark matter ($\Lambda$CDM) on the stability and cosmological observables, including covariance between gravity and expansion parameters. In No Slip Gravity the more general background allows more gravitational freedom, including both positive and negative Planck mass running. We examine the effects on cosmic structure growth, as well as showing that a viable positive integrated Sachs-Wolfe effect crosscorrelation easily arises from this modified gravity theory. Using current data we constrain parameters with a Monte Carlo analysis, finding a maximum running $|\alpha_M|\lesssim 0.03$. We provide the modified {\tt hi\_class} code publicly on GitHub, now enabling computation and inclusion of the redshift space distortion observable $f\sigma_8$ as well as the No Slip Gravity modifications.Comment: 14 pages, 13 figures. Matches published version in JCAP, LCDM discussion adde

Pedagogia da educação a distância

info:eu-repo/semantics/acceptedVersio

Valor dos MOOC na educação para a cidadania

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: um processo de mudança acelerada, uma desigualdade crescente e uma fibrilhação dos sistemas de Poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que, por um lado, têm constituído um gigantesco desafio aos sistemas educativos e, por outro, configuram a urgência de uma ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Neste contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, a sua diversidade e o seu potencial ainda em aberto. Confrontando esta nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.info:eu-repo/semantics/acceptedVersio

Robotic task-specific training of the upper extremity in children with Cerebral Palsy

poster abstractBackground: Cerebral Palsy (CP) affects at least 2 in 1,000 children in the United States. The disorder is non-progressive, yet secondary impairments can worsen over time leading to contracture, decreased strength, increased tone and ultimately, impaired mobility and function. Robotic therapy has been found to have positive outcomes for similar impairments in stroke neuro-recovery, suggesting the need for the application of this technology to CP. Purpose: The purpose of this study was to investigate whether specific upper extremity (UE) robotic training improves UE function in children with CP. Methods: This is an ongoing study currently with 5 children (ages 4-12) with CP that have completed the treatment intervention. Inclusion criteria included a hemiplegic presentation of the UE, a modified Ashworth scale (MAS) score of 2 or less and wrist extension equal to or greater than 0o in the affected arm, and sufficient cognition to attain to a task for 40-60 minutes. Each child participated in 16 total robotic training sessions occurring twice weekly, with each session consisting of 1,040 task-specific reaching movements of the affected arm with real-time impedance control. Pre- and post-testing and a 1-month follow-up were performed for each subject. Clinical outcome measures included active range of motion (AROM), passive range of motion (PROM), manual muscle tests (MMT), and grip strength, in addition to functional tests including the MAS, adaptive Fugl-Meyer scale, and the Pediatric Evaluation of Disability Inventory (PEDI) assessed by parents. Lastly, spatial-temporal control patterns were collected during each session, allowing for a visual assessment of a child’s progress in refining UE movement patterns to 16 positions across all quadrants. Results: For AROM and PROM, 4 of 5 subjects demonstrated an increase in at least 2 joints by 1-month follow-up. The remaining measurements produced no change or change within the standard error for goniometry (+/- 5o), while no decline was noted in any subjects. Pre-test MMT revealed strength measures ranging from 3/5 to 5/5. By 1-month follow-up, 85% of all measurements were 5/5, with the remaining 15% at 4+/5. For grip strength, 3 of 4 subjects (fifth subject unavailable) doubled their strength by 1-month follow-up, with the last demonstrating symmetry with the unaffected limb. Tone, as measured by MAS, did not appear to be a limiting factor as only 1 child displayed any noticeable tone (MAS of 2) across the measured motions. For the Fugl-Meyer, 4 of 5 subjects improved coordination by more than 2 points by 1- month follow-up, while the fifth maintained throughout the study. Parents reported via the PEDI an overall improvement in performing functional tasks for all children during the study, with 4 of 5 subjects improving by 10 or more points. Lastly, spatial-temporal control patterns showed marked improvement for all subjects by 1-month follow-up. Conclusion: Early results indicate that the application of robotic training to children with CP improved several clinical measures of the affected limb. This likely resulted in increased use of the affected limb, leading to improved functional performance

Value of Massive Open Online Course (MOOC) in Citizenship Education

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: um processo de mudança acelerada, uma desigualdade crescente e uma fibrilhação dos sistemas de Poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que, por um lado, têm constituído um gigantesco desafio aos sistemas educativos e, por outro, configuram a urgência de uma ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Neste contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, a sua diversidade e o seu potencial ainda em aberto. Confrontando esta nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.info:eu-repo/semantics/publishedVersio

O Patrimônio Cultural Imaterial e a força normativa da Convenção para (da) Humanidade

A Convenção para Salvaguarda do Patrimônio Cultural Imaterial (PCI) da Humanidade, de 2003, criada pela Organização das Nações Unidas para a Educação, a Ciência e a Cultura (Unesco), estabeleceu, juridicamente, no campo do patrimônio cultural dos países signatários, um marco indutor de políticas públicas voltadas à preservação das práticas culturais de identidade e memória, deslocando o olhar do Estado das coisas e objetos para o ser humano, sujeito ativo e protagonista do patrimônio. O Brasil participou efetivamente da construção dessa nova forma de conceber e construir socialmente esse patrimônio, porque já acumulava experiência a partir da criação e implementação de uma política de salvaguarda do PCI, em 2000. Este artigo trata da troca de experiências entre a política de salvaguarda do Brasil, instituída oficialmente pelo Decreto 3.551, de 4 de agosto de 2000, e as ações e os programas pioneiros da Unesco, analisando contribuições e impactos gerados a partir da ratificação, pelo Brasil, em 2006, da Convenção do PCI da Humanidade, e seus efeitos jurídicos

Demographic and Psychiatric Correlates of Compulsive Sexual Behaviors in Gambling Disorder

Background and aims: Gambling disorder (GD) and compulsive sexual behavior (CSB) may commonly co-occur. Yet, the psychiatric correlates of these co-occurring disorders are an untapped area of empirical scrutiny, limiting our understanding of appropriate treatment modalities for this dual-diagnosed population. This study examined the demographic and clinical correlates of CSB in a sample of treatment-seeking individuals with GD (N = 368) in São Paulo, Brazil. Methods: Psychiatrists and psychologists conducted semi-structured clinical interviews to identify rates of CSB and other comorbid psychiatric disorders. The Shorter PROMIS Questionnaire was administered to assess additional addictive behaviors. The TCI and BIS-11 were used to assess facets of personality. Demographic and gambling variables were also assessed. Results: Of the total sample, 24 (6.5%) met diagnostic criteria for comorbid CSB (GD + CSB). Compared to those without compulsive sexual behaviors (GD − CSB), individuals with GD + CSB were more likely to be younger and male. No differences in gambling involvement emerged. Individuals with GD + CSB tended to have higher rates of psychiatric disorders (depression, post-traumatic stress disorder, and bulimia nervosa) and engage in more addictive behaviors (problematic alcohol use, drug use, and exercise) compared to GD − CSB. Those with GD + CSB evidenced less self-directedness, cooperativeness, self-transcendence, and greater motor impulsivity. Logistic regression showed that the predictors of GD + CSB, which remained in the final model, were being male, a diagnosis of bulimia, greater gambling severity, and less self-transcendence. Discussion and conclusion: Given those with GD + CSB evidence greater psychopathology, greater attention should be allocated to this often under studied comorbid condition to ensure adequate treatment opportunities