4 resultados para Zog (Imaginary place)

em Biblioteca Digital da Produção Intelectual da Universidade de São Paulo


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Are wild bearded capuchin monkeys selective about where they place nuts on anvils, specifically the anvil pits, during nut cracking? In the present study, we examined (1) whether capuchins` preferences for particular pits are influenced by the effectiveness of the pit in cracking the nut and/or by the stability of the nut during striking, (2) how capuchins detect the affordances of novel pits and (3) the influence of social context on their selections. Anvil pits varied in horizontal dimension (small, medium and large) in experiment 1 and in depth (shallow, medium and deep) in experiment 2. In both experiments, three different pits were simultaneously presented, each on one anvil. We coded the capuchins` actions with the nut in each pit, and recorded the outcome of each strike. In both experiments, capuchins preferred the most effective pit, but not the most stabilizing pit, based on the number of first strikes, total strikes and nuts cracked. Their choice also reflected where the preceding individual had last struck. The capuchins explored the pits indirectly, placing nuts in them and striking nuts with a stone. The preference for pits was weaker than the preference for nuts and stones shown previously with the same monkeys. Our findings suggest that detecting affordances of pits through indirect action is less precise than through direct action, and that social context may also influence selection. We show that field experiments can demonstrate embodied cognition in species-typical activities in natural environments. (C) 2010 The Association for the Study of Animal Behaviour. Published by Elsevier Ltd. All rights reserved.

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We define the Virasoro algebra action on imaginary Verma modules for affine and construct an analogue of the Knizhnik-Zamolodchikov equation in the operator form. Both these results are based on a realization of imaginary Verma modules in terms of sums of partial differential operators.

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This article analyzes the role that has been attributed to grammar throughout the history of foreign language teaching, with special emphasis on methods and approaches of the twentieth century. In order to support our argument, we discuss the notion of grammar by proposing a conceptual continuum that includes the main meanings of the term which are relevant to our research. We address as well the issue of "pedagogical grammar" and consider the position of grammar in the different approaches of the "era of the methods" and the current "post-method condition" in the field of language teaching and learning. The findings presented at the end of the text consist of recognizing the central role that grammar has played throughout the history of the methods and approaches, where grammar has always been present by the definition of the contents' progression. The rationale that we propose for this is the recognition of the fact that the dissociation between what is said and how it is said can not be more than theoretical and, thus, artificial.

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We investigate the occurrence of the optical Kerr effect and two-photon absorption when an oil-based magnetic Fe3O4 nanoparticles colloidal suspension is illuminated with high intensity femtosecond laser pulses. The frequency of the pulses is controlled and the Z-scan technique is employed in our measurements of the nonlinear optical Kerr coefficient (n(2)) and two-photon absorption coefficient (beta). From these values it was possible to calculate the real and imaginary parts of the third-order susceptibility. We observed that increasing the pulse frequency, additional physical processes take place, increasing artificially the absolute values of n(2) and beta. The experimental conditions are discussed to assure the obtention of reliable values of these nonlinear optical parameters, which may be useful in all-optical switching and optical power limiting applications. (C) 2012 American Institute of Physics. [http://dx.doi.org/10.1063/1.4723829]