The NINJA-2 project: detecting and characterizing gravitational waveforms modelled using numerical binary black hole simulations

The Numerical INJection Analysis (NINJA) project is a collaborative effort between members of the numerical relativity and gravitational-wave (GW) astrophysics communities. The purpose of NINJA is to study the ability to detect GWs emitted from merging binary black holes (BBH) and recover their parameters with next-generation GW observatories. We report here on the results of the second NINJA project, NINJA-2, which employs 60 complete BBH hybrid waveforms consisting of a numerical portion modelling the late inspiral, merger, and ringdown stitched to a post-Newtonian portion modelling the early inspiral. In a 'blind injection challenge' similar to that conducted in recent Laser Interferometer Gravitational Wave Observatory (LIGO) and Virgo science runs, we added seven hybrid waveforms to two months of data recoloured to predictions of Advanced LIGO (aLIGO) and Advanced Virgo (AdV) sensitivity curves during their first observing runs. The resulting data was analysed by GW detection algorithms and 6 of the waveforms were recovered with false alarm rates smaller than 1 in a thousand years. Parameter-estimation algorithms were run on each of these waveforms to explore the ability to constrain the masses, component angular momenta and sky position of these waveforms. We find that the strong degeneracy between the mass ratio and the BHs' angular momenta will make it difficult to precisely estimate these parameters with aLIGO and AdV. We also perform a large-scale Monte Carlo study to assess the ability to recover each of the 60 hybrid waveforms with early aLIGO and AdV sensitivity curves. Our results predict that early aLIGO and AdV will have a volume-weighted average sensitive distance of 300 Mpc (1 Gpc) for 10M circle dot + 10M circle dot (50M circle dot + 50M circle dot) BBH coalescences. We demonstrate that neglecting the component angular momenta in the waveform models used in matched-filtering will result in a reduction in sensitivity for systems with large component angular momenta. This reduction is estimated to be up to similar to 15% for 50M circle dot + 50M circle dot BBH coalescences with almost maximal angular momenta aligned with the orbit when using early aLIGO and AdV sensitivity curves.

Modos de ler e ações de leitura waysto read and actions of reading

This paper is the result of discussions held during the initial research on ways of reading and reading activities, to obtain the title of the Ph.D. graduate program in Education at UNESP - Marilia. The paper seeks to rethink the practice followed the reality historically constructed as reference, creating a dialectic movement, and a constant construction, and the overcoming of it. In this perspective, we approach possible practices that can enhance the student's prior knowledge, and from it, to propose ways of action that lead to the development of the subject through the processes of teaching and learning of reading in school. From the study of actions that are agreed as reading practices, the study proposes to work with the Reading Strategies to promote the development of the individual. Among the different results that have been announced in the research, we highlight the need for conscious mediation of the teacher in the act of teaching reading and conscious participation of the student in the process. Partial results give evidence to confirm the hypothesis that: intentional actions are driving the learning of children in activity in the classroom, considering their experiences and choices of the teacher as mediator in the process. Students in third grade of elementary school are the subjects of research, theory and practice. The researcher is the mediator and proposer of the actions based on microgenetic research.

A função do coordenador de área no Programa Além das Palavras

Pós-graduação em Educação Escolar - FCLAR

Paulo Freire para crianças

The experiences lived in the Read and Write Program (Programa Ler e Escrever), through the scholarship project Public School and University at literacy (Escola Pública e Universidade na alfabetização), were the starting point for the preparation of this research. From this observations obtained in the classroom, it was noticed gaps present in the process of teaching-learning in the system imposed by the state government of Sao Paulo, preponderant factors to understand how and when children learn. This way, was noted that only one literacy proposal to be adopted by all schools revealed not being efective to meet different contexts, also disregards the individuality of each student. Thus, we applied the Paulo Freire's Method with children from Second year (Former First series) adapted in a playful way, during reinforcement classes at state shcool “Torquato Minhoto”, located in Bauru/SP. Sought to promote, properly, the comprehension of the language code and the development of learning in reading and writing. This manner, some barriers prevented a more thorough job covering a wider range of studantes over an extended period, however, the results were generally positives about the startup of literacy

Elaboração de programa de intervenção com as habilidades percepto-viso-motoras em escolares com dislexia do desenvolvimento

Pós-graduação em Fonoaudiologia - FFC

Alfabetização: dinâmica das práticas didáticas e as interações das crianças com a linguagem escrita

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A prática de uma professora bem sucedida: uma leitura comportamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Necessidades formativas e estratégias de formação contínua de professores: observação e análise de um programa de formação de professores

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Atividade e sentido: análise de propostas de trabalho em língua portuguesa para as 5ªs e 6ªs séries do ensino fundamental

Pós-graduação em Educação - FFC

Formação de professores: o computador como recurso para o processo de alfabetização

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Aprendizagem da lecto-escrita musical ao piano: um diálogo com a psicogênese da língua escrita

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Ensino de leitura e escrita baseado no paradigma da equivalência: um programa de consultoria colaborativa com o professor

Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem - FC

A educação infantil e as práticas escolarizadas de educação: o caso de uma EMEI de Marília-SP

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Representações e apropriações do ensino tradicional, por professores alfabetizadores da escola pública

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Capacitacitação de professores no contexto de sistemas de comunicação suplementar e alternativa

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)