The simultans test vs. the near cylinder test

The simultans test vs. the near cylinder tes

O mito da telinha - ou o paradoxo do fascínio da educação mediada pelo computador

Partindo de uma discussão dos limites e possibilidades abertas pelas inovações tecnológicas na educação, o objetivo do presente trabalho é salientar que a introdução de novas tecnologias na educação (TV, vídeo e/ou computador) pode gerar resultados positivos ou negativos, dependendo do uso que o professor faz dessas tecnologias. Salienta-se, também, a necessidade de que mais discussões sobre o efeito dessas inovações sejam realizadas e de que os professores estejam preparados para agir neste novo contexto que se apresenta, possibilitando a desmi(s)tificação do computador em sala de aula.The aim of this paper is to discuss the introduction of new technologies in education, emphasizing that this process can have positive or negative results, depending on the way they are employed by teachers. The limits and possibilities of innovative technologies in education are also discussed. Finally, it is emphasized the need of more debates about the effect of those innovations and that teachers get prepared to act in this new context, allowing the demystification of the use of computers in the classroom

Exact Chiral Symmetry on the Lattice: QCD Applications

I review recent progress and results in lattice QCD obtained using fermions with exact chiral symmetry.Comment: Invited plenary talk given at 20th International Symposium on Lattice Field Theory Lattice2002(plenary), Boston, Massachusetts, 24-29 Jun 2002. Latex 12 pages, 8 figure

AUDIBILITY OF THE CRICKET, ACHETA DOMESTICUS, OBTAINED FROM AUDITORY EVOKED POTENTIALS

In crickets, auditory and vibratory communication is important in reproductive behavior, agonistic interactions, detection of predators and for acoustic orientation in the environment. In the cricket, the forelegs house the specialized tibial organs that comprise the tympanal structures. Much of the information regarding the auditory sensitivity of the receptors of the foreleg is the result of study of individual receptor cells. The whole receptor population of the tympanal organ covers the frequency range from at least 2k to 70kHz. Little information is available on the neuronal and physiological properties of the brain to acoustic signals. The purpose of this study was to record auditory evoked potentials on the surface of the cricket brain, Acheta domesticus. Electrodes were placed onto the brain of crickets and signals were amplified and averaged over the range of 100 msec. Sinusoidal stimuli covered a range between 4 kHz to 48 kHz. Waveform morphology and input-output curves for the cricket will be shown

FORMAL PACE OF TELEVISION OVER THE DECADES AND EFFECTS ON CHILDREN\u27S ATTENTION

Television has a significant influence in people’s lives today as it is used for entertainment and educational purposes. Since television programming began being streamed, hundreds of networks have been forced to compete for viewer’s attention with the use of rapid pacing. Rapid pacing has proven to be effective in getting viewer’s attention. I conducted a comparison study showing mainstream sitcoms from the 1950s up to the present because I am interested in how the pace (i.e., fades, cuts, zooms) has changed. I hypothesized an upward trend of faster pace across the decades. I compared family situation comedies aired in prime time that were readily available to children when viewing with their families. The sitcoms included: I Love Lucy from the 1950s, The Dick Van Dyke Show from the 1960s, Soap from the 1970s, The Cosby Show from the 1980s, Friends from the 1990s and The Office for the most recent decade. I looked at one-minute-intervals, which included minutes 2-3, 8-9, 16-17, and 21-22, to observe data samples on the formal pacing in four episodes from each television series. The results of this study will be a contribution to the literature in the way that formal pace can interfere with attention in very young children. I have defined what attention entails for comprehension while viewing television and show how the pace of images in television may impact children’s learning

Promoting Negotiative and Relational Caring: An Action Research Study of Hospital-Based Nurse Educators' Reports of the Instructional Strategies Used in Professional Development Curricula

The shift from a technically rational focus (Leininger, 1981) to a more emotional and humanistic aspect of hospital care (Morrison, 1992) has sparked an interest in how nurses are trained in professional development "to care." Literature on nurses' pre-service training has suggested that nurse educators who use instructional strategies such as case scenarios, role play, and self-reflection (Nehls, 1995; Schoenly, 1994) can help nurses develop their affective domain and behaviors of expressive caring. This action research study was conducted to investigate how hospital-based nurse educators reported they used instructional strategies in professional development curricula to promote negotiative and relational caring. The conceptual framework that guided the study was drawn from Clarke's (2007) aspects of caring in nursing practice. Interview data revealed 16 best practice strategies that were categorized into four types of instruction: content-based, autobiographical-based, enacted, and relationship-based instruction. These categories of reported best practice instruction embraced a Caring Curriculum and could be used by hospital-based nurse educators in professional development curricula. The end result of integrating these best practices into the professional development of nurses includes not only the development of a learning environment that benefits nurses, but the provision of negotiative and relational caring to aid in supporting the well-being of the patient and family

Emotive responses to naturally occurring auditory stimuli: EEG bases in lateralized function, physiological and behavioral self-report

As an individual navigates through their environment, they are presented with a number of different auditory stimuli, which can affect emotions. These emotions are important as they have implications across physiological, behavioral and cognitive domains. This study examined emotions in response to naturally occurring auditory stimuli ranging from neutral, to negative or positive. During the presentation of these sounds, physiological changes were acquired to observe pulse rate and skin potential responses, which view the sweat gland activity to measure changes to the autonomic nervous system. Cognitive measures were taken using an electroencephalogram (EEG) to determine left and right hemispherical changes from the brain potentials. Self-reported measures looked at the differences in emotional valance, from highly pleasant to highly unpleasant, and arousal, from strongly elicited emotion to weakly elicited emotion, for each sound presented. Throughout a 30 minute time period, 60 sound stimuli, selected from the International Affective Digitized Sounds (IADS), were presented to the participant. After the sound presentation self-reported affective valance and arousal was measured using the Self-Assessment Manikin (SAM), a nine-point likert scale. Visceral measures of skin potential responses, pulse rate and brain potentials from the left and right hemispheres were taken before, during and after the presentation of the stimuli. The results of the study indicated that these physiological and behavioral domains were modulated by the affective valance of the sounds. Electrical brain potentials were also related to the types of sounds being presented. The unpleasant sounds were found to elicit the greatest response in each of the physiological measures. The results of this study supported the biological significance of emotions as prescribed by dimensional theorist. The practical and theoretical implications of the results are discussed in terms of the link between emotions and psychophysiology