Naps in school can enhance the duration of declarative memories learned by adolescents

Sleep helps the consolidation of declarative memories in the laboratory, but the pro-mnemonic effect of daytime naps in schools is yet to be fully characterized. While a few studies indicate that sleep can indeed benefit school learning, it remains unclear how best to use it. Here we set out to evaluate the influence of daytime naps on the duration of declarative memories learned in school by students of 10–15 years old. A total of 584 students from 6th grade were investigated. Students within a regular classroom were exposed to a 15-min lecture on new declarative contents, absent from the standard curriculum for this age group. The students were then randomly sorted into nap and non-nap groups. Students in the nap group were conducted to a quiet room with mats, received sleep masks and were invited to sleep. At the same time, students in the non-nap group attended regular school classes given by their usual teacher (Experiment I), or English classes given by another experimenter (Experiment II). These 2 versions of the study differed in a number of ways. In Experiment I (n = 371), students were pre-tested on lecture-related contents before the lecture, were invited to nap for up to 2 h, and after 1, 2, or 5 days received surprise tests with similar content but different wording and question order. In Experiment II (n = 213), students were invited to nap for up to 50 min (duration of a regular class); surprise tests were applied immediately after the lecture, and repeated after 5, 30, or 110 days. Experiment I showed a significant ∼10% gain in test scores for both nap and non-nap groups 1 day after learning, in comparison with pre-test scores. This gain was sustained in the nap group after 2 and 5 days, but in the non-nap group it decayed completely after 5 days. In Experiment II, the nap group showed significantly higher scores than the non-nap group at all times tested, thus precluding specific conclusions. The results suggest that sleep can be used to enhance the duration of memory contents learned in school.

A igreja católica e as novas comunidades: do cosmos ao caos moderno

La discussion des métamorphoses de l'Église Catholique Romaine causés par ses relations avec la modernité est la toile de fond au débat sur l'émergence de nouveaux mouvements religieux, en particulier les nouvelles communautés. Dans le but de comprendre la convergence/ divergence ou conservation/ changement en ce qui concerne la relation entre l'Institution et la Communauté, j'ai choisi de contextualiser l'histoire du christianisme catholique dans la modernité et dans la post-modernité à partir de penseurs classiques et contemporains. J ai évité une vision unilatérale qui met l'accent sur l'aspect objectif ou subjectif et a opté pour une approche dialogique capable de permettre une lecture des deux côtés de la réalité. Cette réflexion a guidé le travail ethnographique réalisé dans deux communautés à Cidade do Natal: Fraternité Éfeso et Communauté Catholique Veni Creator Spiritus. Cette recherche a montré que les nouvelles communautés promeuvent un nouveau catholicisme certainement plus conservateur que réformateur; tantôt elles attirent et rettiennent les croyants dans l'Église, tantôt inquiètent la hiérarchie ecclésiastique - depuis l encadrement de ce nouveau phénomène dans la structure existante jusqu'à sa orientation

A ética econômica das classes trabalhadoras: a gramática social do comportamento econômico da nova pequena burguesia comercial de Natal/RN

Rogram relying on sociological interface between Economic Sociology, Sociology of Moral Theory of Socialization and Social Stratification, this dissertation research makes use of theoretical contributions Luic Boltanski, Charles Taylor, Axel Honneth, Pierre Bourdieu and Bernard Lahire to problematize the generally about the physical and symbolic production and social reproduction of the type of "economic ethics" predominant in the new petite bourgeoisie Brazilian. In other words, the goal is to explain and analyze the objective conditions (economic needs and moral grammar) and intersubjective (modes of socialization and social networks) and update the social genesis and contextual transcontextual beliefs, biases, inclinations and cultural regularities observed the economic behavior of individual profiles for the fractions of the urban petty bourgeoisie and commercial upward Natal / RN. With regard to methodological strategies adopted in data collection will be conducted qualitative interviews (semistructured) and ethnographic notes. In turn, the analytical treatment of the collected empirical content is based on the approach dispositionalist (Pierre Bourdieu, Loïc Wacquant and Bernard Lahire) that emphasizes the study of the past embedded agents and the different contexts of incorporation / activation / inhibition of "provisions" individual cultural

A participação dos sujeitos e a reflexão coletiva das práticas na formação docente

Cet article propose, à partir d'une analyse de trois expériences différentes de la formation des enseignants, voir la pratique de l'enseignant comme une réalité et la comprendre, dans cette perspective, dynamique, génératrice de contenu et possible d être transformée. Une étude menée par un groupe de chercheurs de Sao Paulo do Potengi / RN avec des enseignants des écoles municipales dans les années 70, la mise en oeuvre du projet de réorientation curriculaire par le Bureau d Éducation de la ville de São Paulo - SP en 1989, et le cours Pédagogie de la Terre à l UFRN créée en 2002 sont pris en compte dans ce travail, comme des références dans la formation des enseignants qui démontrent à la fois les référentiel théorique et les actions développées sur la pertinence des réflexions par rapport à l'enseignement pratique comme point de départ quand on cherche à transformer l'école. Du matériel de lecture sur la manière dont ces processus de formation des événements a été possible de détecter la présence de deux éléments qui semblent être importants: la participation des personnes concernées et le reflet de leurs pratiques. Nous avons cherché à comprendre comment ces éléments apparaissent dans la pratique de deux étudiants du cours de Pédagogie de la Terre au cours de leurs classes de stage, en cherchant à identifier la façon dont ils font avancer ce point de vue de ce qui se passe dans le processus de formation. L'étude fait remarquer que la participation des sujets comme la réflexion collective des pratiques peuvent être cruciale pour la compréhension d'un enseignement qui peut être dynamique et de transformation des sujets, et qu elle peut se passer dans un processus de construction collective du savoir marquée par une refléxion et d une manière critique de faire et réflexive d'elle-même dans l'autonomie scolaire, améliorer la qualité de l'enseignement et le renforcement de l'enseignant et de l'élève comme des sujets actifs dans la reconstruction de leurs connaissances

Iconografia humorística no ensino de História :modalidade de uso na sala de aula

Plongés dans le temps présent, les dessins humoristiques, par la capacité de représenter, de suggérer et de communiquer une idée, marquent présence à l école et dans la salle de classe. Caractérisés par l utilisation d éléments comiques, satiriques et irôniques, outre la nature persuasive, ces dessins possibilitent le lecteur de faire une lecture critique des événements sociaux et politiques de notre société. En tant que langage visuel, structuré dans les formes verbale et icônique, de même que par le caractère analogique de représentation, les dessins humoristiques constituent un excellent recours pédagogique. Toutefois, ils sont longtemps restés inaperçus par l école et, seul récemment, ils sont devenus objet d investigation de la part des historiens. Dans ce sens, nous nous sommes proposés, dans cette étude, à analyser l utilisation de ces dessins par les professeurs d histoire des écoles publiques nommées Centros Paraibanos de Educação Solidária (CEPES), de João Pessoa, capitale de l Etat de Paraíba, en vue d appréhender et de discuter la façon dont ces professeurs font usage de ces dessins dans leur pratique pédagogique. Par le moyen des actions des professeurs, conçues comme des arts de faire, selon Certeau, et par l identification des usages qui se caractérisent comme des tactiques, nous avons essayé de percevoir comment se réalise le rapport humour et histoire, en salle de classe. La systématisation, la catégorisation et la narration des pratiques pédagogiques observées ont été réalisées par l analyse des questionnaires et des interviews appliqués aux professeurs et élèves, ainsi qu à l observation des classes. Notre recherche s est fondée sur les théories de Roger Chartier et Michel de Certeau, dont les concepts de représentation et d appropriation, d usages et de tactiques nous ont aidé à comprendre la forme par laquelle les sujets incorporés au quotidien de la salle de classe se sont appropriés de la dimension imagétique à travers l humour. A partir des concepts d usage et d appropriation nous avons identifié dans les actions et les parlers, la façon dont les dessins humoristiques sont travaillés par les professeurs. Conçus comme des registres visuels qui relatent des questions sociales, politiques et économiques, ces dessins sont perçus comme des registres visuels qui relatent des questions sociales, politiques et économiques, identifant, ainsi, les adversités du présent, dans le monde social

Aplicação de técnicas de aprendizado de máquina no reconhecimento de classes estruturais de proteínas

Nowadays, classifying proteins in structural classes, which concerns the inference of patterns in their 3D conformation, is one of the most important open problems in Molecular Biology. The main reason for this is that the function of a protein is intrinsically related to its spatial conformation. However, such conformations are very difficult to be obtained experimentally in laboratory. Thus, this problem has drawn the attention of many researchers in Bioinformatics. Considering the great difference between the number of protein sequences already known and the number of three-dimensional structures determined experimentally, the demand of automated techniques for structural classification of proteins is very high. In this context, computational tools, especially Machine Learning (ML) techniques, have become essential to deal with this problem. In this work, ML techniques are used in the recognition of protein structural classes: Decision Trees, k-Nearest Neighbor, Naive Bayes, Support Vector Machine and Neural Networks. These methods have been chosen because they represent different paradigms of learning and have been widely used in the Bioinfornmatics literature. Aiming to obtain an improvment in the performance of these techniques (individual classifiers), homogeneous (Bagging and Boosting) and heterogeneous (Voting, Stacking and StackingC) multiclassification systems are used. Moreover, since the protein database used in this work presents the problem of imbalanced classes, artificial techniques for class balance (Undersampling Random, Tomek Links, CNN, NCL and OSS) are used to minimize such a problem. In order to evaluate the ML methods, a cross-validation procedure is applied, where the accuracy of the classifiers is measured using the mean of classification error rate, on independent test sets. These means are compared, two by two, by the hypothesis test aiming to evaluate if there is, statistically, a significant difference between them. With respect to the results obtained with the individual classifiers, Support Vector Machine presented the best accuracy. In terms of the multi-classification systems (homogeneous and heterogeneous), they showed, in general, a superior or similar performance when compared to the one achieved by the individual classifiers used - especially Boosting with Decision Tree and the StackingC with Linear Regression as meta classifier. The Voting method, despite of its simplicity, has shown to be adequate for solving the problem presented in this work. The techniques for class balance, on the other hand, have not produced a significant improvement in the global classification error. Nevertheless, the use of such techniques did improve the classification error for the minority class. In this context, the NCL technique has shown to be more appropriated

Família e subjetividade: tendências e particularidades das classes trabalhadoras no capitalismo contemporâneo

This work problematizes the inflections of the offensive of the capital on the work, having as a social-historical context the relation between the productive restructuring and the social reproduction of the working families classes. Part of the presupposition that the reproduction of the capital, to raise deep transformations in the productions, organization of the work and in the social relationships, it also produces determinations in the life and work conditions, in the affectionate relationships and in the family coexistence expressing, so, a subjective way. Thereby, the conditions of reproductions of the work in the scenery aimed by the contemporary capitalism have been demonstrating the crescent impoverishment of the workers, the alimentary insecurity, the shortage of the work, the weakness of the political organization and the regression of the State in the conduction of public policy that characterize the daily violation of human and social rights. In this approach, we seek to contemplate the several configurations of affectionate-sexual coexistence expressed by the family, articulating it to the contemporary work division, pondering about the forms of satisfaction of the needs engendered by the group for preservation of their bonds, in face to the daily adversity which translates to the growing responsibility to assist social d mands and in the impediments to the enrichment of the individuality and human diversity.

Ofensiva do Capital e Desmobilização das Forças do Trabalho: As Estratégias Gerenciais Burguesas para a Desarticulação das Classes Trabalhadoras

The problematic that gives shape to this research is the question of the historical process of demobilization of the movement of the working classes in your accented contemporary moment. Their object of study, however, and that it particularizes, it relates to a portion this problematic; it relates to set of determinations that comprise a broader set of determinations of this historical process: it is a set of determinations forged and mediated by bourgeois strategies of management for the conformation of the circumstances necessary for the domination and for the conduct of labor force on operations in work processes for the production of surplus value. What we investigated are, because, the strategies of disarticulation that the bourgeoisie utilizes, under the mantle of subsidies conceptual and interventive of its management of work processes and the sieve of class struggles, to obstruct the union of workers; hamper the movements proletarians. Managerial strategies that intentionally or unintentionally, instill in the social relations of production means to produce and reproduce, activate and reactivate conditions of incitement of individualism and competition between the workers themselves. We shall see, thus, by analyzing means, centrally, from some of the fundamentals of disarticulation in the managerial strategies bourgeois and some of the fundamental strategies of management bourgeois hegemonized with the restructuring productive of 1970, that the disarticulation, and also the demobilization, is a concrete condition, is an objective condition, that is beyond a question that can be "solved" only by enlightenment cognitive, only by formation criticism intellectual. In everyday of the work spaces permeated by managerial strategies bourgeois there elements, then, operating as a material force putting difficulties important for the articulation of the workers, the solidarity of the proletariat; elements that constitute obstacle significant to an awareness of class and belonging; elements act in favor of the atomization of the worker - even if engenders, in the same process, as a contradiction, potentiality of resistance and fight the forces of labor

The Interval Constructor on classes of ML-algebras

Monoidal logic, ML for short, which formalized the fuzzy logics of continuous t-norms and their residua, has arisen great interest, since it has been applied to fuzzy mathematics, artificial intelligence, and other areas. It is clear that fuzzy logics basically try to represent imperfect or fuzzy information aiming to model the natural human reasoning. On the other hand, in order to deal with imprecision in the computational representation of real numbers, the use of intervals have been proposed, as it can guarantee that the results of numerical computation are in a bounded interval, controlling, in this way, the numerical errors produced by successive roundings. There are several ways to connect both areas; the most usual one is to consider interval membership degrees. The algebraic counterpart of ML is ML-algebra, an interesting structure due to the fact that by adding some properties it is possible to reach different classes of residuated lattices. We propose to apply an interval constructor to ML-algebras and some of their subclasses, to verify some properties within these algebras, in addition to the analysis of the algebraic aspects of them

On Fuzzy Implication Classes - Towards Extensions of Fuzzy Rule-Based Systems

Atualmente, há diferentes definições de implicações fuzzy aceitas na literatura. Do ponto de vista teórico, esta falta de consenso demonstra que há discordâncias sobre o real significado de "implicação lógica" nos contextos Booleano e fuzzy. Do ponto de vista prático, isso gera dúvidas a respeito de quais "operadores de implicação" os engenheiros de software devem considerar para implementar um Sistema Baseado em Regras Fuzzy (SBRF). Uma escolha ruim destes operadores pode implicar em SBRF's com menor acurácia e menos apropriados aos seus domínios de aplicação. Uma forma de contornar esta situação e conhecer melhor os conectivos lógicos fuzzy. Para isso se faz necessário saber quais propriedades tais conectivos podem satisfazer. Portanto, a m de corroborar com o significado de implicação fuzzy e corroborar com a implementação de SBRF's mais apropriados, várias leis Booleanas têm sido generalizadas e estudadas como equações ou inequações nas lógicas fuzzy. Tais generalizações são chamadas de leis Boolean-like e elas não são comumente válidas em qualquer semântica fuzzy. Neste cenário, esta dissertação apresenta uma investigação sobre as condições suficientes e necessárias nas quais três leis Booleanlike like — y ≤ I(x, y), I(x, I(y, x)) = 1 e I(x, I(y, z)) = I(I(x, y), I(x, z)) — se mantém válidas no contexto fuzzy, considerando seis classes de implicações fuzzy e implicações geradas por automorfismos. Além disso, ainda no intuito de implementar SBRF's mais apropriados, propomos uma extensão para os mesmos

On rich modal logics

I thank to my advisor, João Marcos, for the intellectual support and patience that devoted me along graduate years. With his friendship, his ability to see problems of the better point of view and his love in to make Logic, he became a great inspiration for me. I thank to my committee members: Claudia Nalon, Elaine Pimentel and Benjamin Bedregal. These make a rigorous lecture of my work and give me valuable suggestions to make it better. I am grateful to the Post-Graduate Program in Systems and Computation that accepted me as student and provided to me the propitious environment to develop my research. I thank also to the CAPES for a 21 months fellowship. Thanks to my research group, LoLITA (Logic, Language, Information, Theory and Applications). In this group I have the opportunity to make some friends. Someone of them I knew in my early classes, they are: Sanderson, Haniel and Carol Blasio. Others I knew during the course, among them I’d like to cite: Patrick, Claudio, Flaulles and Ronildo. I thank to Severino Linhares and Maria Linhares who gently hosted me at your home in my first months in Natal. This couple jointly with my colleagues of student flat Fernado, Donátila and Aline are my nuclear family in Natal. I thank my fiancée Luclécia for her precious a ective support and to understand my absence at home during my master. I thank also my parents Manoel and Zenilda, my siblings Alexandre, Paulo and Paula.Without their confidence and encouragement I wouldn’t achieve success in this journey. If you want the hits, be prepared for the misses Carl Yastrzemski