Average variation L2-stability criteria for time-varying feedback systems-A unified approach

The problem of developing L2-stability criteria for feedback systems with a single time-varying gain, which impose average variation constraints on the gain is treated. A unified approach is presented which facilitates the development of such average variation criteria for both linear and nonlinear systems. The stability criteria derived here are shown to be more general than the existing results.

Syntheses and structural investigation of some alkali metal ion-mediated (LVO2-)-O-V (L2- = tridentate ONO ligands) species: DNA binding, photoinduced DNA cleavage and cytotoxic activities

Eight alkali metal ion-mediated dioxidovanadium(V), {(VO2L1-6)-O-V} A(H2O)n]proportional to, complexes for A = Li+, Na+, K+ and Cs+, containing tridentate aroylhydrazonate ligands coordinating via ONO donor atoms, are described. All the synthesised ligands and the metal complexes were successfully characterised by elemental analysis, IR, UV-Vis and NMR spectroscopy. X-ray crystallographic investigation of 3, 5-7 shows the presence of distorted NO4 coordination geometries for LVO2- in each case, and varying mu-oxido and/ or mu-aqua bridging with interesting variations correlated with the size of the alkali metal ions: with small Li+, no bridging-O is found but four ion aggregates are found with Na+, chains for K+ and finally, layers for Cs+. Two (5) or three-dimensional (3, 6 and 7) architectures are consolidated by hydrogen bonding. The dioxidovanadium(V) complexes were found to exhibit DNA binding activity due to their interaction with CT-DNA by the groove binding mode, with binding constants ranging from 10(3) to 10(4) M-1. Complexes 1-8 were also tested for DNA nuclease activity against pUC19 plasmid DNA which showed that 6 and 7 had the best DNA binding and photonuclease activity; these results support their good protein binding and cleavage activity with binding constants ranging from 104 to 105 M-1. Finally, the in vitro antiproliferative activity of all complexes was assayed against the HeLa cell line. Some of the complexes (2, 5, 6 and 7) show considerable activity compared to commonly used chemotherapeutic drugs. The variation in cytotoxicity of the complexes is influenced by the various functional groups attached to the aroylhydrazone derivative.

Encontros e desencontros: reflexões sobre a prática pedagógica no ensino de português como L2 para surdos à luz da Teoria dos sistemas complexos

Apesar de a proposta atual de inclusão enxergar a LIBRAS como língua materna do surdo e prever que o ensino de Português deve ser voltado para a modalidade escrita e ensinado como segunda língua para essa comunidade, pouquíssimos materiais pensados para esse público foram desenvolvidos. Entre alguns materiais existentes, temos Ensino de Língua Portuguesa para Surdos: caminhos para a prática pedagógica, volumes 1 e 2 (SALLES; FAULSTICH; CARVALHO; RAMOS. 2004), Ideias para Ensinar Português para Alunos Surdos (QUADROS; SCHMIEDT, 2006), Orientações curriculares Proposição de Expectativas de Aprendizagem Língua Portuguesa para Pessoa Surda (SÃO PAULO, 2008), o Projeto Toda Força ao 1 ano contemplando as especificidades dos alunos surdos (SÃO PAULO, 2007), Orientações Curriculares- Proposições de Expectativas de Aprendizagem Língua Brasileira de Sinais (SÃO PAULO, 2008), A Coleção Pitanguá e Português... eu quero ler e escrever (ALBRES, 2010). Além da escassez, percebemos também que, ao analisarmos materiais existentes, muitas particularidades do processo de aprendizagem do aluno surdo não são respeitadas nas propostas de atividades, como a percepção visual, a LIBRAS, os aspectos culturais da comunidade surda, entre outros. Levando em conta essa lacuna na área, o presente trabalho busca elaborar práticas pedagógicas voltadas para o ensino da modalidade escrita do Português como segunda língua para surdos. Para alcançar meu objetivo, procurei planejar meu material baseado nas necessidades que emergissem de um contexto real de aprendizagem de Português para alunos surdos e na revisão de literatura na área. Para gerar dados, realizei duas visitas à escola Integração e entrevistei a coordenadora da instituição, buscando saber mais sobre sua visão acerca do processo de ensino-aprendizagem do surdo. Além disso, fiz também uma pesquisa bibliográfica sobre as áreas de Aquisição de segunda língua, condição Pós-Método, Português como L2 para surdos, Teoria dos Sistemas Complexos e Planejamento de materiais para o ensino de L2. A partir dessa revisão de literatura, reuni pressupostos para a elaboração de práticas pedagógicas. Depois, levantei os materiais existentes para o ensino de Português para a comunidade surda com o objetivo de compreender de que forma está sendo pensado o ensino dessa disciplina para a comunidade surda e quais são os encaminhamentos das práticas pedagógicas. Por fim, elaborei materiais iluminados pelas etapas anteriores

A 5.6-mW Power Dissipation CMOS Frequency Synthesizer for L1/L2 Dual-Band GPS Application

This paper presents a wide tuning range CMOS frequency synthesizer for dual-band GPS receiver, which has been fabricated in a standard 0.18-um RF CMOS process. With a high Q on-chip inductor, the wide-band VCO shows a tuning range from 2 to 3.6GHz to cover 2.45GHz and 3.14GHz in case of process corner or temperature variation, with a current consumption varying accordingly from 0.8mA to 0.4mA, from a 1.8V supply voltage. The measurement results show that the whole frequency synthesizer costs a very low power consumption of 5.6mW working at L I band with in-band phase noise less than -82dBc/Hz and out-of-band phase noise about -112 dBc/Hz at 1MHz offset from a 3.142GHz carrier.

Study abroad and complexity, accuracy and fluency (CAF) development: a longitudinal investigation of French and Chinese Learners of L2 English

This longitudinal study tracked third-level French (n=10) and Chinese (n=7) learners of English as a second language (L2) during an eight-month study abroad (SA) period at an Irish university. The investigation sought to determine whether there was a significant relationship between length of stay (LoS) abroad and gains in the learners' oral complexity, accuracy and fluency (CAF), what the relationship was between these three language constructs and whether the two learner groups would experience similar paths to development. Additionally, the study also investigated whether specific reported out-of-class contact with the L2 was implicated in oral CAF gains. Oral data were collected at three equidistant time points; at the beginning of SA (T1), midway through the SA sojourn (T2) and at the end (T3), allowing for a comparison of CAF gains arising during one semester abroad to those arising during a subsequent semester. Data were collected using Sociolinguistic Interviews (Labov, 1984) and adapted versions of the Language Contact Profile (Freed et al., 2004). Overall, the results point to LoS abroad as a highly influential variable in gains to be expected in oral CAF during SA. While one semester in the TL country was not enough to foster statistically significant improvement in any of the CAF measures employed, significant improvement was found during the second semester of SA. Significant differences were also revealed between the two learner groups. Finally, significant correlations, some positive, some negative, were found between gains in CAF and specific usage of the L2. All in all, the disaggregation of the group data clearly illustrates, in line with other recent enquiries (e.g. Wright and Cong, 2014) that each individual learner's path to CAF development was unique and highly individualised, thus providing strong evidence for the recent claim that SLA is "an individualized nonlinear endeavor" (Polat and Kim, 2014: 186).