The influence of the Palestinian sociocultural values in shaping the vernacular architecture of Nablus city

Recently, environmental architecture and sustainable construction has been ranked on top of the worldâ s interests. Making use of natural resources helps in reducing energy consumption and costs associated with the operation of buildings. The current architectural approaches and designs in Palestine are far away from environmental concepts, copying and simulating abroad approaches, without taking into account the culture, climate, and inhabitant's needs. On the contrast, vernacular architecture has achieved environmental concepts and has given suitable approaches and samples - without any need to simulate or copy - which come from people and land. This paper discusses how the Palestinian socio-cultural context shaped the residential vernacular architecture in Palestine, taking the old city of Nablus as a case-study. The research concept depends on analysing and trying to understand the effect of the socio-cultural context on vernacular architecture and trying to reach some rules or understandings of how it works in order to reach a modern environmental dwelling that is suitable to this concept. The research method goes through analysing study cases from the traditional architecture models and the Nablus city is selected as a case study. This analytical and qualitative method can lead to deep understanding for how to benefit from vernacular architecture in Palestine in finding the future environmental residential construction. One of the main findings of this research is to set general and special rules for building sustainable buildings in Palestine from the socio-cultural point view, in order to be a reference for designers, stakeholders, ministry of planning, and municipalities.

A expressão dramática em contexto escolar: um estudo de caso com alunos do 1º ciclo do ensino básico na Região Autónoma da Madeira

Tese de Doutoramento em Estudos da Criança (área de especialização em Educação Dramática).

O professor como construtor do currículo: integração da tecnologia em atividades de aprendizagem de matemática

O desenvolvimento profissional dos professores de matemática, por meio de progra¬mas nacionais e formações contínuas, deve proporcionar experiências que envolvam investigação, pensamento, planeamento, prática e reflexão. No caso da tecnologia, não nos devemos focar nas ferramentas em si, mas no modo como são usadas pelos docentes em contexto de sala de aula. Existem taxonomias de atividades de apren¬dizagem baseadas no conteúdo assentes na ideia do professor como construtor do currículo, que, para integrar com sucesso a tecnologia educativa nas aulas, desenvolve o conhecimento pedagógico e tecnológico do conteúdo (TPACK), e apresenta-se a de matemática. Desse modo, reflete-se, por meio de vários estudos nacionais e internacionais, que as tecnologias deverão ser usadas pelos professores de acordo com objetivos, conteúdos e pedagogias específicas para terem um efeito positivo na aprendizagem dos alunos sobre as atividades baseadas no conteúdo que melhor se enquadram com essas tecnologias.

O currículo da formação em engenharia no âmbito do processo de bolonha: desenvolvimento de competências e perfil profissional na perspetiva dos docentes, dos estudantes e dos profissionais

Tese de Doutoramento em Ciências da Educação (área de especilização em Desenvolvimento Curricular).

Identificação e caracterização de alunos em risco de desenvolverem dislexia: um estudo sobre o uso da Monitorização com base no currículo no terceiro ano de escolaridade

Dissertação de mestrado em Educação Especial (área de especialização em Dificuldades de Aprendizagem Específicas)

Monitorização do risco de dificuldades de aprendizagem específicas na leitura de alunos do 2.º ao 4.ºano no contexto do modelo de resposta à intervenção

Dissertação de mestrado em Educação Especial (área de especialização em Dificuldades de Aprendizagem Específicas)

Industrial engineering and management curriculum profile: Developing a framework of competences

This paper presents a framework of competences developed for Industrial Engineering and Management that can be used as a tool for curriculum analysis and design, including the teaching and learning processes as well as the alignment of the curriculum with the professional profile. The framework was applied to the Industrial Engineering and Management program at University of Minho (UMinho), Portugal, and it provides an overview of the connection between IEM knowledge areas and the competences defined in its curriculum. The framework of competences was developed through a process of analysis using a combination of methods and sources for data collection. The framework was developed according to four main steps: 1) characterization of IEM knowledge areas; 2) definition of IEM competences; 3) survey; 4) application of the framework at the IEM curriculum. The findings showed that the framework is useful to build an integrated vision of the curriculum. The most visible aspect in the learning outcomes of IEM program is the lack of balance between technical and transversal competences. There was not almost any reference to the transversal competences and it is fundamentally concentrated on Project-Based Learning courses. The framework presented in this paper provides a contribution to the definition of IEM professional profile through a set of competences which need to be explored further. In addition, it may be a relevant tool for IEM curriculum analysis and a contribution for bridging the gap between universities and companies.