Low cost brain-computer interface: first results

Brain-Computer Interfacing (BCI) has been previously demonstrated to restore patient communication, meeting with varying degrees of success. Due to the nature of the equipment traditionally used in BCI experimentation (the electroencephalograph) it is mostly conned to clinical and research environments. The required medical safety standards, subsequent cost of equipment and its application/training times are all issues that need to be resolved if BCIs are to be taken out of the lab/clinic and delivered to the home market. The results in this paper demonstrate a system developed with a low cost medical grade EEG amplier unit in conjunction with the open source BCI2000 software suite thus constructing the cheapest per electrode system available, meeting rigorous clinical safety standards. Discussion of the future of this technology and future work concerning this platform are also introduced.

Europe’s biocidal products directive: benefits and costs in urban pest management

The European Commission’s Biocidal Products Directive (Council Directive 98/8 EC), known as the BPD, is the largest regulatory exercise ever to affect the urban pest control industry. Although focussed in the European Union its impact is global because any company selling pest control products in the EU must follow its principles. All active substances, belonging to 23 different biocidal product types, come within the Directive’s scope of regulatory control. This will eventually involve re-registration of all existing products, as well as affecting any new product that comes to the market. Some active substances, such as the rodenticides and insecticides, are already highly regulated in Europe but others, such as embalming fluids, masonry preservatives, disinfectants and repellents/attractants will come under intensive regulatory scrutiny for the first time. One of the purposes of the Directive is to offer enhanced protection for human health and the environment. The potential benefit for suppliers of pest control products is mutual recognition of regulatory product dossiers across 25 Member States of the European Union. This process, requiring harmonisation of all regulatory decision-making processes, should reduce duplicated effort and, potentially, allow manufacturers speedier access to European markets. However, the cost to industry is enormous, both in terms of the regulatory resources required to assemble BPD dossiers and the development budgets required to conduct studies to meet its new standards. The cost to regulatory authorities is also tremendous, in terms of the need to upgrade staff capabilities to meet new challenges and the volume of the work expected by the Commission when they are appointed the Rapporteur Member State (RMS) for an active substance. Users of pest control products will pay a price too. The increased regulatory costs of maintaining products in the European market are likely to be passed on, at least in part, to users. Furthermore, where the costs of meeting new regulatory requirements cannot be recouped from product sales, many well-known products may leave the market. For example, it seems that in future few rodenticides that are not anticoagulants will be available within the EU. An understanding of the BPD is essential to those who intend to place urban pest control products on the European market and may be useful to those considering the harmonisation of regulatory processes elsewhere. This paper reviews the operation of the first stages of the BPD for rodenticides, examines the potential benefits and costs of the legislation to the urban pest control industry and looks forward to the next stages of implementation involving all insecticides used in urban pest management.

On systems and quality in typeface design

This text extends some ideas presented in a keynote lecture of the 5th Encontro de Tipografia conference, in Barcelos, Portugal, in November 2014. The paper discusses problems of identifying the location and encoding of design decisions, the implications of digital workflows for capturing knowledge generating through design practice, and the consequences of the transformation of production tools into commodities. It concludes with a discussion of the perception of added value in typeface design.

Climate change projections using the IPSL-CM5 Earth System Model: from CMIP3 to CMIP5

We present the global general circulation model IPSL-CM5 developed to study the long-term response of the climate system to natural and anthropogenic forcings as part of the 5th Phase of the Coupled Model Intercomparison Project (CMIP5). This model includes an interactive carbon cycle, a representation of tropospheric and stratospheric chemistry, and a comprehensive representation of aerosols. As it represents the principal dynamical, physical, and bio-geochemical processes relevant to the climate system, it may be referred to as an Earth System Model. However, the IPSL-CM5 model may be used in a multitude of configurations associated with different boundary conditions and with a range of complexities in terms of processes and interactions. This paper presents an overview of the different model components and explains how they were coupled and used to simulate historical climate changes over the past 150 years and different scenarios of future climate change. A single version of the IPSL-CM5 model (IPSL-CM5A-LR) was used to provide climate projections associated with different socio-economic scenarios, including the different Representative Concentration Pathways considered by CMIP5 and several scenarios from the Special Report on Emission Scenarios considered by CMIP3. Results suggest that the magnitude of global warming projections primarily depends on the socio-economic scenario considered, that there is potential for an aggressive mitigation policy to limit global warming to about two degrees, and that the behavior of some components of the climate system such as the Arctic sea ice and the Atlantic Meridional Overturning Circulation may change drastically by the end of the twenty-first century in the case of a no climate policy scenario. Although the magnitude of regional temperature and precipitation changes depends fairly linearly on the magnitude of the projected global warming (and thus on the scenario considered), the geographical pattern of these changes is strikingly similar for the different scenarios. The representation of atmospheric physical processes in the model is shown to strongly influence the simulated climate variability and both the magnitude and pattern of the projected climate changes.

A gestão do processo de negociação complexa: uma avaliação da 5ª Conferência Ministerial da Organização Mundial do Comércio - OMC, em Cancun, México

Pretende-se no presente trabalho avaliar a gestão do processo de negociação complexa da 5ª Conferência Ministerial da Organização Mundial do Comércio em Cancún, ocorrida entre os dias 10 e 14 de setembro de 2003, no México, apontando os problemas e questões que resultaram no colapso de um possível acordo. O futuro da OMC é incerto e mudanças traumáticas sofridas por muitos países que vivem sob as regras da OMC indicam que alguma coisa na OMC terá que mudar, principalmente nos processos de negociação complexa, de forma que a integridade da organização não seja comprometida. Buscou-se respostas na análise e avaliação da gestão do processo de negociação, estudando e pesquisando os conceitos de barganha posicional, detalhando o processo de negociação baseado em princípios, explorando em profundidade o estado da arte para gestão de conversas difíceis. Dissecando a questão dos conflitos e das coalizões, mostrando a dificuldade existente na resolução de disputas públicas e no uso de instrumentos para quebrar o impasse nas negociações buscou-se estabelecer o instrumental teórico que possibilitasse aprofundar o diagnóstico da situação atual na OMC. Como recomendação explorou-se a avaliação de conflitos, com base na eficiência - teoria dos jogos-, justiça e na eqüidade, a melhor forma de negociação baseada em princípios, de gestão de público demandante, no diálogo dos multistakeholders, a importância das conversas informais paralelas, o ambiente da complexidade e a visão ampla que proporciona o enfoque do funcionamento de sistemas decisórios autopoiéticos.

Equidade educacional no Brasil: análise das oportunidades educacionais em 2001 e 2011

Esta tese tem por objetivo analisar a equidade educacional no Brasil, em 2001 e 2011. Para tanto, avaliarei as oportunidades dos alunos de terem professores mais qualificados, verificando a evolução por gênero, cor/raça e nível socioeconômico. O referencial teórico da tese divide-se em duas partes: o debate sobre equidade e a discussão sobre a importância da escola e de seus recursos e processos internos. Na primeira parte, apresento diversas perspectivas sobre equidade e proponho a divisão do campo em três linhas, além de inserir o debate num contexto mais amplo sobre justiça social. Utilizarei, nesta pesquisa, a abordagem pluralista, que entende equidade como um termo que engloba recursos, processos e resultados. Na segunda parte, trato da importância da escola para o desempenho dos alunos a partir da apresentação de pesquisas que comprovam que as escolas são peças fundamentais para o desempenho dos alunos, principalmente em países desiguais. Dentre os recursos e processos escolares, verifica-se que os professores têm o maior impacto sobre as notas – e, portanto, são capazes de trazer maior contribuição para políticas educacionais equitativas. O debate sobre a importância da escola e dos professores para o desempenho dos alunos é particularmente relevante no Brasil, onde a literatura demonstra um grande impacto das escolas e dos professores sobre os resultados escolares, atrelado a uma enorme desigualdade na distribuição dos recursos. Feita a discussão teórica, apresento o modelo elaborado para analisar a equidade no Brasil, em 2001 e 2011. Desenvolvi um modelo logístico para determinar as oportunidades de um aluno ter professores mais qualificados – classificados, neste trabalho, a partir de quatro características: diploma de ensino superior, pós-graduação, experiência em sala de aula e que faça a cobertura do currículo. São apresentadas duas especificações do modelo: simples, que contém apenas características dos alunos como variáveis independentes; e completa, que, além das características dos alunos, inclui informações sobre os estados, sobre o tipo de rede (privada ou pública) e sobre a localidade (rural ou urbana). As análises são conduzidas para o 5º e 9º ano, em 2001 e 2011, utilizando os dados do SAEB de Língua Portuguesa e Matemática. Os resultados apontam para quatro conclusões importantes: em primeiro lugar, o nível socioeconômico mostrou-se mais relevante na determinação das oportunidades educacionais em comparação à cor/raça ou gênero dos alunos; em segundo lugar, há semelhança nas tendências de desempenho do 5º e 9º anos, com a identificação de três padrões de evolução das oportunidades educacionais; em terceiro lugar, verifica-se que o impacto das características observáveis dos professores sobre a proficiência dos alunos mudou de 2001 a 2011, em decorrência das políticas de incentivo à escolarização docente; por fim, verifica-se grande heterogeneidade dentre os estados brasileiros, com os estados das regiões Sul e Sudeste garantindo maior oportunidade educacional aos alunos. Com base nestes resultados, aponto, nas considerações finais, para três pilares presentes em países mais equitativos: a definição de padrões mínimos de recursos e processos; a adoção de políticas compensatórias e a discriminação positiva na distribuição dos recursos; e, por fim, o investimento nos professores.

Pedagogia etnomatemática : ações e reflexões em matemática do Ensino Fundamental com um grupo sócio cultural específico

mongst the trends in Mathematics Education, which have as their object a more significant and criticallearning, is the Ethnomathematics. This field of knowledge, still very recent amongst us, besides analyzing an externalist history of the sciences in a search for a relationship between the development of the scientific disciplines and the socio-cultural context, goes beyond this externalism, for it also approaches the intimate relationships betwe_n cognition and culture. In fact, the Ethnomathematics proposes an alternative epistemological approach associated with a wider historiography. It struggles to understand the reality and come to the pedagogical action by means of a cognitive approach with strong cultural basis. But the difficulty of inserting the Ethnomathematics into the educational context is met by resistance from some mathematics educators who seem indifferent to the influence of the culture on the understanding of the mathematics ideas. It was with such concerns in mind that I started this paper that had as object to develop a curricular reorientation pedagogical proposal in mathematics education, at the levei of the 5th grade of the Ensino Fundamental (Elementary School), built from the mathematical knowledge of a vegetable farmers community, 30 km away from the center of Natal/RN, but in accordance with the teaching dimensions of mathematics of the 1 st and 2nd cycles proposed by the Parâmetros Curriculares Nacionais - PCN: Numbers and Operations, Space and Form, Units and Measures, and Information Treatment. To achieve that, I developed pedagogical activities from the mathematical concepts of the vegetable farmers of that community, explained in my dissertation research in the period 2000 through 2002. The pedagogical process was developed from August through Oecember 2007 with 24 students of the 5th Grade of the Ensino Fundamental (Elementary School) of the school of that community. The qualitative analysis of the data was conducted taking into account three categories of students: one made up of students that helped their parents in the work with vegetables. Another one by students whose parents and relatives worked with vegetables, though they did not participate directly of this working process and one third category of students that never worked with vegetables, not to mention their parents, but lived adjacent to that community. From the analyses and results of the data gathered by these three distinct categories of students, I concluded that those students that assisted their parents with the daily work with vegetables solved the problem-situations with understanding, and, sometimes, with enriching contributions to the proposed problems. The other categories of students, in spite of the various field researches to the gardens of that community, before and during the pedagogical activities, did not show the same results as those students/vegetable farmers, but showed interest and motivation in ali activities of the pedagogical process in that period