Carlos Benjamin de Lyra e a topologia algébrica no Brasil

Pós-graduação em Educação Matemática - IGCE

Caracterização das habilidades do processamento auditivo em crianças com desnutrição

Pós-graduação em Fonoaudiologia - FFC

Espaços vetoriais e topológicos de intervalos generalizados com alguns conceitos de cálculo e otimização intervalar

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Introdução à análise intervalar em níveis simples e extensão de Zadeh

Pós-graduação em Matemática - IBILCE

Sistemas autônomos de iluminacão pública em corrente contínua

Pós-graduação em Engenharia Elétrica - FEIS

A influência do controlador gupfc no sistema elétrico de potência visando a estabilidade a pequenas perturbações

Pós-graduação em Engenharia Elétrica - FEIS

Otimização combinatória para alocação de fontes renováveis em microrredes de corrente contínua

Pós-graduação em Engenharia Elétrica - FEIS

Mathematical modeling and analysis of the flocculation process in chambers in series

In this study, the flocculation process in continuous systems with chambers in series was analyzed using the classical kinetic model of aggregation and break-up proposed by Argaman and Kaufman, which incorporates two main parameters: K (a) and K (b). Typical values for these parameters were used, i. e., K (a) = 3.68 x 10(-5)-1.83 x 10(-4) and K (b) = 1.83 x 10(-7)-2.30 x 10(-7) s(-1). The analysis consisted of performing simulations of system behavior under different operating conditions, including variations in the number of chambers used and the utilization of fixed or scaled velocity gradients in the units. The response variable analyzed in all simulations was the total retention time necessary to achieve a given flocculation efficiency, which was determined by means of conventional solution methods of nonlinear algebraic equations, corresponding to the material balances on the system. Values for the number of chambers ranging from 1 to 5, velocity gradients of 20-60 s(-1) and flocculation efficiencies of 50-90 % were adopted.

Flag-dipole spinor fields in ESK gravities

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

The rolling ball problem on the plane revisited

By a sequence of rollings without slipping or twisting along segments of a straight line of the plane, a spherical ball of unit radius has to be transferred from an initial state to an arbitrary final state taking into account the orientation of the ball. We provide a new proof that with at most 3 moves, we can go from a given initial state to an arbitrary final state. The first proof of this result is due to Hammersley ( 1983). His proof is more algebraic than ours which is more geometric. We also showed that generically no one of the three moves, in any elimination of the spin discrepancy, may have length equal to an integral multiple of 2 pi.

Using Universal Line Model (ULM) for Representing Electromagnetic Transients in Three-Phase Transmission Lines

The second-order differential equations that describe the polyphase transmission line are difficult to solve due to the mutual coupling among them and the fact that the parameters are distributed along their length. A method for the analysis of polyphase systems is the technique that decouples their phases. Thus, a system that has n phases coupled can be represented by n decoupled single-phase systems which are mathematically identical to the original system. Once obtained the n-phase circuit, it's possible to calculate the voltages and currents at any point on the line using computational methods. The Universal Line Model (ULM) transforms the differential equations in the time domain to algebraic equations in the frequency domain, solve them and obtain the solution in the frequency domain using the inverse Laplace transform. This work will analyze the method of modal decomposition in a three-phase transmission line for the evaluation of voltages and currents of the line during the energizing process.

Phonological working memory and reading in students with dyslexia

Purpose: To investigate parameters related to fluency, reading comprehension and phonological processing (operational and short-term memory) and identify potential correlation between the variables in Dyslexia and in the absence of reading difficulties.Method: One hundred and fifteen students from the third to eighth grade of elementary school were grouped into a Control Group (CG) and Group with Dyslexia (GDys). Reading of words, pseudowords and text (decoding); listening and reading comprehension; phonological short-term and working memory (repetition of pseudowords and Digit Span) were evaluated.Results: The comparison of the groups showed significant differences in decoding, phonological short-term memory (repetition of pseudowords) and answers to text-connecting questions (TC) on reading comprehension, with the worst performances identified for GDys. In this group there were negative correlations between pseudowords repetition and TC answers and total score, both on listening comprehension. No correlations were found between operational and short-term memory (Digit Span) and parameters of fluency and reading comprehension in dyslexia. For the sample without complaint, there were positive correlations between some parameters of reading fluency and repetition of pseudowords and also between answering literal questions in listening comprehension and repetition of digits on the direct and reverse order. There was no correlation with the parameters of reading comprehension.Conclusion: GDys and CG showed similar performance in listening comprehension and in understanding of explicit information and gap-filling inference on reading comprehension. Students of GDys showed worst performance in reading decoding, phonological short-term memory (pseudowords) and on inferences that depends on textual cohesion understanding in reading. There were negative correlations between pseudowords repetition and TC answers and total score, both in listening comprehension.

Transmission network expansion planning for the Colombian electrical system: Connecting the Ituango hydroelectric power plant

The hydroelectric power plant Hidroltuango represents a major expansion for the Colombian electrical system (with a total capacity of 2400 MW). This paper analyzes the possible interconnections and investments involved in connecting Hidroltuango, in order to strengthen the Colombian national transmission system. A Mixed Binary Linear Programming (MBLP) model was used to solve the Multistage Transmission Network Expansion Planning (MTEP) problem of the Colombian electrical system, taking the N-1 safety criterion into account. The N-1 safety criterion indicates that the transmission system must be expanded so that the system will continue to operate properly if an outage in a system element (within a pre-defined set of contingencies) occurs. The use of a MBLP model guaranteed the convergence with existing classical optimization methods and the optimal solution for the MTEP using commercial solvers. Multiple scenarios for generation and demand were used to consider uncertainties within these parameters. The model was implemented using the algebraic modeling language AMPL and solved using the commercial solver CPLEX. The proposed model was then applied to the Colombian electrical system using the planning horizon of 2018-2025. (C) 2014 Elsevier B.V. All rights reserved.

Técnica para dedução do modelo algébrico PTT, aplicações e análises numéricas em escoamentos bidimensionais

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Compreensão de leitura: princípios avaliativos e interventivos no contexto educacional

Reading is a complex process that involves cognitive and linguistic skills, such as decoding and comprehension. When the skill to understand texts is not performed there is a commitment throughout the learning process interfering with the development of the student as a whole. Ensuring that the student carries out reading efficiently is one of the main challenges of schools. Considering these aspects, this study, through reflection of previous studies, presents the processes involved in reading comprehension, as well as problems that can interfere with these processes, assessment and intervention strategies with the students so that possible difficulties in the educational context can be minimized.