Guia didático-metodológico para aprendizagem e memorização dos conhecimentos disseminados nos moocs – Massive Open Online Courses

The present research has character exploratory, bibliographic and qualitative. It is based in consolidated scientific arguments in cognitive theories inspired in constructivist method and, under this perspective proposes to develop a didactic guide oriented to students of courses MOOCs - Massive Open Online Courses that will make it possible to maximize the utilization and the assimilation of the knowledge available in these courses. Intends also prepare these students in practice of a methodology of storage that enables the knowledge acquired are not lost nor be forgotten over the course of time. The theoretical framework, based on the theories of Meaningful Learning (Ausubel), the Genetic Epistemology (Piaget), Socioconstructivist (Vigotsky) and the Multimedia Learning (Mayer), subsidizes the understanding of important concepts such as meaningful learning, previous knowledge, and conceptual maps. Supported by fundamental contribution of the Theory of Categories, which are inter-related to concepts applicable to teaching methodology supported by use of structured knowledge maps in the establishment of the binomial teaching-learning; and with valuable study performed by teachers Luciano Lima (UFU) and Rubens Barbosa Filho (UEMS) that culminated with the development of Exponential Effective Memorization Method in Binary Base (Double MEB).

Satellites around massive galaxies since z∼ 2

The accretion of minor satellites has been postulated as the most likely mechanism to explain the significant size evolution of massive galaxies over cosmic time. Using a sample of 629 massive (M_star~ 10^11 M_⊙) galaxies from the near-infrared Palomar/DEEP-2 survey, we explore what fraction of these objects have satellites with 0.01 < M_sat/M_central < 1 (1:100) up to z= 1 and what fraction have satellites with 0.1 < M_sat/M_central < 1 (1:10) up to z= 2 within a projected radial distance of 100 kpc. We find that the fraction of massive galaxies with satellites, after background correction, remains basically constant and close to 30 per cent for satellites with a mass ratio down to 1:100 up to z= 1, and close to 15 per cent for satellites with a 1:10 mass ratio up to z= 2. The family of spheroid-like massive galaxies presents a 2–3 times larger fraction of objects with satellites than the group of disc-like massive galaxies. A crude estimation of the number of 1:3 mergers a massive spheroid-like galaxy has experienced since z~2 is around 2. For a disc-like galaxy this number decreases to ~1.

Measuring star formation in high-z massive galaxies: a mid-infrared to submillimetre study of the GOODS NICMOS Survey sample

We present measurements of the mean mid-infrared to submillimetre flux densities of massive (M_*≳ 10^11 M_⊙) galaxies at redshifts 1.7 < z < 2.9, obtained by stacking positions of known objects taken from the GOODS NICMOS Survey (GNS) catalogue on maps at 24 μm (Spitzer/MIPS); 70, 100 and 160 μm (Herschel/PACS); 250, 350 and 500 μm (BLAST); and 870 μm (LABOCA). A modified blackbody spectrum fit to the stacked flux densities indicates a median [interquartile] star formation rate (SFR) of SFR = 63[48, 81] M_⊙ yr^−1. We note that not properly accounting for correlations between bands when fitting stacked data can significantly bias the result. The galaxies are divided into two groups, disc-like and spheroid-like, according to their Sérsic indices, n. We find evidence that most of the star formation is occurring in n≤ 2 (disc-like) galaxies, with median [interquartile] SFR = 122[100, 150] M_⊙ yr^−1, while there are indications that the n > 2 (spheroid-like) population may be forming stars at a median [interquartile] SFR = 14[9, 20] M_⊙ yr^−1, if at all. Finally, we show that star formation is a plausible mechanism for size evolution in this population as a whole, but find only marginal evidence that it is what drives the expansion of the spheroid-like galaxies.

System to predict bipolar disorder crises analysing massive data

Durante el desarrollo del proyecto he aprendido sobre Big Data, Android y MongoDB mientras que ayudaba a desarrollar un sistema para la predicción de las crisis del trastorno bipolar mediante el análisis masivo de información de diversas fuentes. En concreto hice una parte teórica sobre bases de datos NoSQL, Streaming Spark y Redes Neuronales y después diseñé y configuré una base de datos MongoDB para el proyecto del trastorno bipolar. También aprendí sobre Android y diseñé y desarrollé una aplicación de móvil en Android para recoger datos para usarlos como entrada en el sistema de predicción de crisis. Una vez terminado el desarrollo de la aplicación también llevé a cabo una evaluación con usuarios.

Palladium Sulfide – A Highly Selective Catalyst for the Gas Phase Hydrogenation of Alkynes to Alkenes

Acknowledgements The support of the Spanish Government (projects CTQ2014-52956-C3-2-R and CTQ2014-52956-C3-3-R) is recognized.

Patterns of carbon processing at the seafloor : The role of faunal and microbial communities in moderating carbon flows

Peer reviewed

Robust Uncertainty Quantification and Scalable Computation for Computer Models with Massive Output

Uncertainty quantification (UQ) is both an old and new concept. The current novelty lies in the interactions and synthesis of mathematical models, computer experiments, statistics, field/real experiments, and probability theory, with a particular emphasize on the large-scale simulations by computer models. The challenges not only come from the complication of scientific questions, but also from the size of the information. It is the focus in this thesis to provide statistical models that are scalable to massive data produced in computer experiments and real experiments, through fast and robust statistical inference.

Chapter 2 provides a practical approach for simultaneously emulating/approximating massive number of functions, with the application on hazard quantification of Soufri\`{e}re Hills volcano in Montserrate island. Chapter 3 discusses another problem with massive data, in which the number of observations of a function is large. An exact algorithm that is linear in time is developed for the problem of interpolation of Methylation levels. Chapter 4 and Chapter 5 are both about the robust inference of the models. Chapter 4 provides a new criteria robustness parameter estimation criteria and several ways of inference have been shown to satisfy such criteria. Chapter 5 develops a new prior that satisfies some more criteria and is thus proposed to use in practice.

Left to right: Dan Bond, Kim de Mutsert and Edward Castaneda measuring porewater salinity, redox, and hydrogen sulfide in dwarf mangroves, Taylor Slough

This material is based upon work supported by the National Science Foundation through the Florida Coastal Everglades Long-Term Ecological Research program under Cooperative Agreements #DBI-0620409 and #DEB-9910514. This image is made available for non-commercial or educational use only.

Massive inclusion of digital technologies in schools : Argentinian young adolescents? appropriation of computers and the Internet in popular and middle classes

Since the implementation of the Programa Conectar Igualdad (PCI) (Connecting Equality Program) in 2010 in Argentina, numerous Social Science specialists started to research how massive ICT introduction in schools would radically affect teaching and learning processes, knowledge building and youth behaviour. Nevertheless, there is still not much empirical evidence showing the ways in which these technologies are appropriated. This situation discloses the need of placing research questions locally situated with regard to those potential changes. What existing access methods does PCI encounter? And how does its implementation participate in the design of personal and family heterogeneous trajectories of ICTs appropriation? How do the students themselves perceive the infl uence of PCI on their own technologic abilities and competence? How do knowledge and aptitudes associated to new digital media articulate with the knowledge manners promoted by the school format and institutionalism? How does the massive introduction of netbooks affect the interaction among different school actors (students-teachers)? What happens in other sociability and socialization spaces, such as the house and cybercafé?