A Soft Computing Approach to Quality Evaluation of General Chemistry Learning in Higher Education

In contemporary societies higher education must shape individuals able to solve problems in a workable and simpler manner and, therefore, a multidisciplinary view of the problems, with insights in disciplines like psychology, mathematics or computer science becomes mandatory. Undeniably, the great challenge for teachers is to provide a comprehensive training in General Chemistry with high standards of quality, and aiming not only at the promotion of the student’s academic success, but also at the understanding of the competences/skills required to their future doings. Thus, this work will be focused on the development of an intelligent system to assess the Quality-of-General-Chemistry-Learning, based on factors related with subject, teachers and students.

Equity in Higher Education – Portuguese Perspective

Access, participation and exclusion from higher education for marginalized and disadvan-taged sections of the population are an intricate socio-political as well as economic practice that has manifold explanations and outcomes. During the last three decades, the higher education has experienced expansion in both enrolments and institutions. The approaches and means of delivery have changed besides the diversification in provision. The role of the state and mar¬ket has also reformed. This characteristic has also altered the nature of equity in higher edu¬cation across the globe. The chapters of this book on different countries of Asia, Europe and Latin America examine access and describe the several spaces where cohorts of relevant age group are included, excluded, or are at threat of exclusion in higher education. The chapters also narrate the state of affairs in which despite numerous alike structure in the experience and outcomes of social exclusion across disenfranchised groups and regions, how some critical differences have led to different paths of struggles and policy formation to attain the objective of equity in higher education.

The Spatial Convergence of Knowledge in Portugal

Human resources are an essential element in territorial development. When these are characterized by a high level of training, they also enhance a number of effects in fundamental areas of binomial territorial-social cohesion. In this respect, the existence of higher education institutions throughout the territory allows the spread of human resources’ qualification but, by itself, does not guarantee the retention of these resources in different regions. Thus, the objective of this paper is to undertake a spatial analysis of convergence of knowledge through studying the evolution of the percentage of population with higher education in the periods elapsed between the last three censuses in Portugal. Although that percentage has risen appreciably, the convergence is shown to be (very) insignificant.

Mafic and felsic plutonism in the Elvas region (SW Iberia, Portugal): two distinct Nd isotope sources and geodynamics

The occurrence of mafic (mainly gabbros and diorites) and felsic (syenites and granites) rocks, in close spatial association, in the Elvas region, at the northern part of the Ossa-Morena Zone, could be interpreted as a single bimodal (alkaline) plutonic complex. However, in spite of scarce isotopic (Sm-Nd) data, the co-magmatic origin of both rock groups (mafic and felsic) has already been questioned [1]. Based on the mineral chemistry of primary clinopyroxenes (Di–Hd, %En: 45.5 – 27.2) and representative whole-rock analyses, gabbros and diorites of the Elvas massif show a transitional character between alkaline and non-alkaline fields and wide compositions: SiO2 (42.47 – 58.00 wt%); TiO2 (0.24 – 1.68 wt%); Y/Nb (4.0 – 10.7); Th (0.1 – 6.8 ppm); Zr (18.6 – 576.9 ppm). The felsic group is composed by highly differentiated rocks which correspond to distinct levels of silica saturation and alkalinity. Peralkaline syenites usually present sodic (riebeckite) and sodic-calcic (aegirine-augite, ferrowinchite) inosilicates and reveal quite variable compositions: SiO2 (57.50 – 72.07 wt%); TiO2 (0.10 – 1.45 wt%); Th (1.7 – 67.0 ppm); Zr (133.0 – 4800.0 ppm). The alkaline granites show hedenbergite as the characteristic inosilicate, presenting relatively common compositions: SiO2 (61.85 – 78.06 wt%); TiO2 (0.21 – 0.58 wt%); Th (11.8 – 38.4 ppm); Zr (317.3 – 1234.6 ppm) [2]. Recent Sm-Nd isotopic results, on a total of 18 whole-rock samples (6 mafites and 12 felsites), allow new and more consistent interpretation concerning the petrogenesis of these plutonic rocks. Assuming an age of 490 Ma [3], the felsic rocks provide (0.6 < Nd490 < 4.3), similar to other contemporary (per)alkaline rocks of this region [4], reflecting magmatic extractions from time-integrated depleted mantle sources followed by variable and incomplete mixing (and/or AFC-type) processes with enriched, probably crustal sources. This alkaline/peralkaline magmatism is thought to represent the main regional record of the rifting event which presumably led to the opening of the Rheic Ocean. On the other hand, the mafic plutonic rocks of the Elvas massif cannot represent the magmatic precursors of these syenites and granites as they show completely distinct Nd isotopic ratios (3.7 < Nd490 < 1.2) indicating important contribution of long-term enriched (crustal) sources. Instead, considering the age and the Nd isotopic signature of other mafic plutonic unit emplaced nearby (the Campo Maior massif: ca. 370 Ma; 6.0 < Nd370 < 5.2) [5], and recalculating the isotopic ratios of the Elvas massif for the same age (4.3 < Nd370 < 1.6), it is plausible to consider that these plutons (Campo Maior and Elvas) can be coeval and representative of the Variscan magmatism in this region. In such hypothesis, the differences between these isotopic values could be explained, on a time-integrated basis, either by magmatic sources for the Elvas massif less enriched in LREE than the sources involved in the Campo Maior massif, or, if both plutonites share similar depleted mantle sources, by magmatic differentiation paths considerably affected by crustal contamination processes, which reached higher degrees in the Campo Maior massif.

Assessing the Role of General Chemistry Learning in Higher Education

The inclusion of General Chemistry (GC) in the curricula of higher education courses in science and technology aims, on the one hand, to develop students' skills necessary for further studies and, on the other hand, to respond to the need of endowing future professionals of knowledge to analyze and solve multidisciplinary problems in a sustainable way. The participation of students in the evaluation of the role played by the GC in their training is crucial, and the analysis of the results can be an essential tool to increase success in the education of students and improving practices in various professions. Undeniably, this work will be focused on the development of an intelligent system to assess the role of GC. The computational framework is built on top of a Logic Programming approach to Knowledge Representation and Reasoning, complemented with a problem solving methodology moored on Artificial Neural Networks. The results so far obtained show that the proposed model stands for a good start, being its overall accuracy higher than 95%.