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%.

Performance of a vertical slot fish pass for the sea lamprey Petromyzon marinus L. and habitat recolonization.

In 2011, a vertical-slot fish pass was built at the Coimbra Açude-Ponte dam (Mondego River, Portugal), approximately 45 km upstream from the river mouth. The performance of this infrastructure for sea lamprey passage was evaluated between 2011 and 2015 using several complementary methodologies, namely radio telemetry [conventional and electromyogram (EMG)], passive integrated transponder (PIT) telemetry and electrofishing surveys. During the study period, the electrofishing revealed a 29-fold increase in the abundance of larval sea lamprey upstream of the fish pass. Of the 20 radio-tagged individuals released downstream from the dam, 33% managed to find and successfully surpass the obstacle in less than 2 weeks, reaching the spawning areas located in the upstream stretch of the main river and in one important tributary. Fish pass efficiency was assessed with a PIT antenna installed in the last upstream pool and revealed a 31% efficiency, with differences between and within migratory seasons. Time of day and river flow significantly influenced the attraction efficiency of the fish pass, with lampreys negotiating it mainly during the night period and when discharge was below 50m3 s_1. Sea lampreys tagged with EMG transmitters took 3 h to negotiate the fish pass, during which high muscular effort was only registered during passage, or passage attempts, of the vertical slots. The use of complementary methodologies provided a comprehensive passage evaluation for sea lamprey, a species for which there is a considerable paucity of valuable data concerning behavioural, physiological and environmental influences on obstacle negotiation.

Some common fallacies about learning and teaching English as a Lingua Franca

Over the past decades, English language teachers have become familiar with several terms which attempt to describe the role of English as a language of international communication. Presently, the term English as a lingua franca (ELF) seems to be one of the most favoured and adopted to depict the global use of English in the 21st century. Basically, the concept of ELF im-plies cross-cultural, cross-linguistic interactions involving native and non-native speakers. Conse-quently, the ELF paradigm suggests some changes in the language classroom concerning teachers’ and students’ goals as far as native speaker norms and cultures are concerned. Based on Kachru’s (1992) fallacies, this article identifies thirteen misconceptions in ELT regarding learning and teach-ing English varieties and cultures, suggesting that an ethnocentred and linguacentred approach to English should be replaced by an ELF perspective which recognizes the diversity of communicative situations involving different native and non-native cultures and varieties of English