951 resultados para Coproducts in frames


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For many tasks, such as retrieving a previously viewed object, an observer must form a representation of the world at one location and use it at another. A world-based 3D reconstruction of the scene built up from visual information would fulfil this requirement, something computer vision now achieves with great speed and accuracy. However, I argue that it is neither easy nor necessary for the brain to do this. I discuss biologically plausible alternatives, including the possibility of avoiding 3D coordinate frames such as ego-centric and world-based representations. For example, the distance, slant and local shape of surfaces dictate the propensity of visual features to move in the image with respect to one another as the observer’s perspective changes (through movement or binocular viewing). Such propensities can be stored without the need for 3D reference frames. The problem of representing a stable scene in the face of continual head and eye movements is an appropriate starting place for understanding the goal of 3D vision, more so, I argue, than the case of a static binocular observer.

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The genome of the most virulent among 22 Brazilian geographical isolates of Spodoptera frugiperda nucleopolyhedrovirus, isolate 19 (SfMNPV-1 9), was completely sequenced and shown to comprise 132 565 bp and 141 open reading frames (ORFs). A total of 11 ORFs with no homology to genes in the GenBank database were found. Of those, four had typical baculovirus; promoter motifs and polyadenylation sites. Computer-simulated restriction enzyme cleavage patterns of SfMNPV-1 9 were compared with published physical maps of other SfMNPV isolates. Differences were observed in terms of the restriction profiles and genome size. Comparison of SfMNPV-1 9 with the sequence of the SfMNPV isolate 3AP2 indicated that they differed due to a 1427 bp deletion, as well as by a series of smaller deletions and point mutations. The majority of genes of SfMNPV-1 9 were conserved in the closely related Spodoptera exigua NPV (SeMNPV) and Agrotis segetum NPV (AgseMNPV-A), but a few regions experienced major changes and rearrangements. Synthenic maps for the genomes of group 11 NPVs revealed that gene collinearity was observed only within certain clusters. Analysis of the dynamics of gene gain and loss along the phylogenetic tree of the NPVs showed that group 11 had only five defining genes and supported the hypothesis that these viruses form ten highly divergent ancient lineages. Crucially, more than 60% of the gene gain events followed a power-law relation to genetic distance among baculoviruses, indicative of temporal organization in the gene accretion process.

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We provide a characterization of the Clifford Torus in S(3) via moving frames and contact structure equations. More precisely, we prove that minimal surfaces in S(3) with constant contact angle must be the Clifford Torus. Some applications of this result are then given, and some examples are discussed.

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The energy of a unit vector field X on a closed Riemannian manifold M is defined as the energy of the section into T(1) M determined by X. For odd-dimensional spheres, the energy functional has an infimum for each dimension 2k + 1 which is not attained by any non-singular vector field for k > 1. For k = 1, Hopf vector fields are the unique minima. In this paper we show that for any closed Riemannian manifold, the energy of a frame defined on the manifold, possibly except on a finite subset, admits a lower bound in terms of the total scalar curvature of the manifold. In particular, for odd-dimensional spheres this lower bound is attained by a family of frames defined on the sphere minus one point and consisting of vector fields parallel along geodesics.

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The complexity of learning implies that learning seldom is about just one thing. It can be said that learning processes are interdisciplinary. Within educational contexts, learning is not limited to constructed school subjects. In drama education, learning is simultaneously about drama as aesthetic expression and content because drama always is about something. The mainly focus can be on form, content or social aspects. The different aspects are always present, but may be more or less foreground or the background depending on the purpose of education. How do development concerning understanding of form, content, and social interaction, interact in a learning process in drama? My research is based on the view that learning at the same time takes place as an individual, internal process and a socially situated, inter-subjective process. Can learning in drama imply learning that can be transferred between different situations, a transformative learning and if so, how? Transformative learning includes cognitive, affective and corporal and social action aspects and means that the individual's frames of reference are transformed, evolved, to become more insightful and flexible which implies a change of personality. It leads to an integrated knowledge that can be applied in different contexts.   In the paper that will be presented at the conference, theories about how we learn in drama will be discussed in relation to my empirical research concerning drama and learning.

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Meu objetivo nesta tese é compreender o processo de transnacionalização do movimento negro brasileiro e as suas consequências para a luta antirracista no Brasil. Em outras palavras, busco compreender como os negros brasileiros se articulam com os negros do mundo para cumprir seus objetivos. Uma vez que hoje a cultura negra global tem sido compreendida a partir da metáfora do “Atlântico Negro”, que representa um espaço de trocas transnacional que conecta todos os sujeitos da diáspora negra, assumo esta mesma metáfora como ponto de partida para minha reflexão. Entretanto, me interessa refletir sob um dos aspectos do Atlântico Negro, que é a sua dimensão organizacional. Se é pelo Atlântico Negro que hoje circulam um conjunto de conteúdos que são compartilhados pela comunidade negra mundial, tais como idéias e práticas que estão relacionadas a religião, a música, a literatura e as formas de organização, então podemos afirmar que a organização do movimento negro brasileiro se alimenta também destas múltiplas dimensões. Para desenvolver esta linha de argumentação, a tese utiliza o caso do movimento negro brasileiro para analisar o processo de difusão de um frame transnacional racialista que é apropriado pelo movimento negro como base para a elaboração de um diagnóstico, prognóstico e ressonância das ações de combate ao racismo no Brasil e para a definição das estruturas de mobilização e das estratégias de ação do movimento. Contudo, esta apropriação não ocorre sem problemas, pois este frame enfrenta outros frames locais, de caráter não-racialista, o que acarreta severas restrições ao ativismo transnacional na medida em que o próprio movimento negro se vê diante do dilema entre manter o alinhamento com o frame transnacional e aproveita as oportunidades políticas oferecidas pelo racialismo, ou relativiza este frame fazendo algumas concessões em suas propostas e na sua organização, a fim de se adaptar aos frames locais, negociando estas oportunidades a partir das restrições existentes. Para entender esta dinâmica, proponho a metáfora do “Encontro das Águas” amazonense, como um ponto de argumentação complementar ao Atlântico Negro, pois leva em conta os aspectos locais da luta antirracista que se apoiam na mestiçagem como identidade autônoma que não se dilui facilmente na identidade negra. Além de desenvolver estes pontos, a tese contribui para compreender melhor a dialética entre o global e local, bem como as tensões advindas dos frames em disputa.

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Our research has as goal to describe and analyze the main processes related to the activation of conceptual domains underlying the comprehension in the discourse pattern cartoons by the students of third grades of high school, at Professor Antonio Basílio Filho School. Theoretically, we are grounded on assumptions of Conceptual Linguistics, whose interest analyzes our cognitive apparatus in correlation with our socio-cultural and bodies experiences. We intend to check how is the process of meaning construction and integration of various cognitive domains that are activated during the reading activity. That s why, we take the concept of cognitive domains as equivalent to the structures that are stored in our memory from our sociocultural and corporeal experiences and they are stabilized, respectively, through the frames and schemas. The activation of these conceptual domains, as evidenced by our data, supports the assumption that previous knowledge from our inclusion in specific sociocultural contexts, concurrently with the functioning of our sensory-motor system are essential during the construction activity direction. With this research, we still intend to present a proposal confront the expectations of responses produced by students from the activation of frames and schemas with our predictions

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Feedlot consulting nutritionists were invited to participate in a survey of feedlot nutritional and management practices in Brazil. Thirty-one nutritionists completed the survey on a Web site that was designed for collection of survey data. The survey consisted of 94 questions that included general information (n = 10); commodity information (n = 12); and questions about the use of coproducts (n = 5), roughage source and levels (n = 5), finishing diet adaptation methods (n = 7), supplements and micronutrients (n = 8), feed mixers (n = 6), feeding management (n = 3), cattle management and type of cattle fed (n = 16), formulation practices (n = 17), information resources used for nutritional recommendations (n = 2), and 2 additional questions. One final question addressed the primary challenges associated with applying nutritional recommendations in practice. The number of animals serviced yearly by each nutritionist averaged 121,682 (minimum = 2,000; maximum = 1,500,000; mode = 120,000; total = 3,163,750). Twenty-two respondents (71%) worked with feedlots that feed less than 5,000 animals/yr. Labor, along with availability and precision of equipment, seemed to be the main challenges for the nutritionists surveyed. Most of the nutritionists surveyed used TDN as the primary energy unit for formulation. More than 50% of the clients serviced by the 31 nutritionists did not manage feed bunks to control the quantity of feed offered per pen, and 36.6% fed cattle more than 4 times daily. The NRC (1996) and Journal of Animal Science were the most used sources of information by these nutritionists. Overall, general practices and nutritional recommendations provided by the 31 nutritionists surveyed were fairly consistent. Present data should aid in development of new research, future National Research Council models, and recommendations for Brazilian feeding systems in which Bos indicus cattle predominate.

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We work on some general extensions of the formalism for theories which preserve the relativity of inertial frames with a nonlinear action of the Lorentz transformations on momentum space. Relativistic particle models invariant under the corresponding deformed symmetries are presented with particular emphasis on deformed dilatation transformations. The algebraic transformations relating the deformed symmetries with the usual (undeformed) ones are provided in order to preserve the Lorentz algebra. Two distinct cases are considered: a deformed dilatation transformation with a spacelike preferred direction and a very special relativity embedding with a lightlike preferred direction. In both analysis we consider the possibility of introducing quantum deformations of the corresponding symmetries such that the spacetime coordinates can be reconstructed and the particular form of the real space-momentum commutator remains covariant. Eventually feasible experiments, for which the nonlinear Lorentz dilatation effects here pointed out may be detectable, are suggested.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

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Purpose: Spontaneous eye blink activity in the primary eye position and its relationship to age and gender were assessed using digital image processing techniques to quantify blink opening and closing time. Methods: One hundred-and-eighty healthy volunteers (90 males and 90 females), divided into the age groups 0-3, 4-12, 13-20, 21-40, 41-60 and ≥60 years old, were evaluated prospectively. They were videotaped digitally in a standard setting and the images were transferred to a personal computer (Macintosh 400) and processed with the iMovie software. Blink opening and closing time were measured at 30 frames/second. The data were then subjected to statistical analysis. Results: The closing time was significantly longer than the opening time for all ages and both genders. Elderly individuals (≥41 years old) and women had significantly longer closing times. Conclusion: Image processing techniques made possible the observation of differences in spontaneous eye blink opening and closing time in relation to age and gender. Copyright © 2005 Taylor & Francis LLC.

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Includes bibliography

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Brazil adopted SIRGAS2000 in 2005. This adoption called for the provision of the relationships between SIRGAS2000 and the previous reference frames used for positioning, mapping and GIS, namely, the Córrego Alegre (CA) and the South American Datum of 1969 (SAD 69). Two programs were designed for this purpose. The first one, TCGeo, provided the relationships based on three-translation Similarity Transformation parameters. TCGeo was replaced in December 2008, by ProGriD. ProGriD offers, besides the same similarity transformation as TCGeo, a set of transformations based on modelling the distortions of the networks used in the various realizations of CA and SAD 69. The distortion models are represented by a grid in which each node contains a transformation value in terms of difference in latitude and in longitude. The grid follows the same specifications of the NTv2 grid, which has been used in other countries, such as Canada, USA and Australia. This paper presents ProGriD and its main functionalities and capabilities. ©Springer-Verlag Berlin Heidelberg 2012.