Mono(Eta(5)-cyclopentadienyl)metal(II) complexes with thienyl acetylide chromophores: synthesis, electrochemical studies, and first hyperpolarizabilities

A series of mono(eta(5)-cyclopentadienyl)metal-(II) complexes with nitro-substituted thienyl acetylide ligands of general formula [M(eta(5)-C5H5)(L)(C C{C4H2S}(n)NO2)] (M = Fe, L = kappa(2)-DPPE, n = 1,2; M = Ru, L = kappa(2)-DPPE, 2 PPh3, n = 1, 2; M = Ni, L = PPh3, n = 1, 2) has been synthesized and fully characterized by NMR, FT-IR, and UV-Vis spectroscopy. The electrochemical behavior of the complexes was explored by cyclic voltammetry. Quadratic hyperpolarizabilities (beta) of the complexes have been determined by hyper-Rayleigh scattering (HRS) measurements at 1500 nm. The effect of donor abilities of different organometallic fragments on the quadratic hyperpolarizabilities was studied and correlated with spectroscopic and electrochemical data. Density functional theory (DFT) and time-dependent DFT (TDDFT) calculations were employed to get a better understanding of the second-order nonlinear optical properties in these complexes. In this series, the complexity of the push pull systems is revealed; even so, several trends in the second-order hyperpolarizability can still be recognized. In particular, the overall data seem to indicate that the existence of other electronic transitions in addition to the main MLCT clearly controls the effectiveness of the organometallic donor ability on the second-order NLO properties of these push pull systems.

Integrated didactics: an example of a curriculum model enhancing knowledge crossing

In this paper, we introduce an innovative course in the Portuguese Context, the Master's Course in “Integrated Didactics in Mother Tongue, Maths, Natural and Social Sciences”, taking place at the Lisbon School of Education and discussing in particular the results of the evaluation made by the students who attended the Curricular Unit - Integrated Didactics (CU-ID). This course was designed for in-service teachers of the first six years of schooling and intends to improve connections between different curriculum areas. In this paper, we start to present a few general ideas about curriculum development; to discuss the concept of integration; to present the principles and objectives of the course created as well as its structure; to describe the methodology used in the evaluation process of the above mentioned CU-ID. The results allow us to state that the students recognized, as positive features of the CU-ID, the presence in all sessions of two teachers simultaneously from different scientific areas, as well as invitations issued to specialists on the subject of integration and to other teachers that already promote forms of integration in schools. As negative features, students noted a lack of integrated purpose, applying simultaneously the four scientific areas of the course, and also indicated the need to be familiar with more models of integrated education. Consequently, the suggestions for improvement derived from these negative features. The students also considered that their evaluation process was correct, due to the fact that it was focused on the design of an integrated project for one of the school years already mentioned.

Aulas de técnica de flauta em grupo: uma forma de motivar os alunos para o estudo da mesma: relatório de estágio

RESUMO I - PARTE PEDAGÓGICA - O presente relatório de estágio é composto por dois capítulos: Prática Pedagógica e Investigação. A atividade docente, que serviu de base para a realização deste primeiro capítulo, teve lugar no Conservatório de Música de Santarém. Primeiramente caracteriza-se o Conservatório de Música de Santarém, sendo possível observar a sua história e objetivos pedagógicos. São também caracterizados os alunos participantes no estágio, o seu percurso académico, as suas expectativas e motivações. O subcapítulo dedicado à prática educativa desenvolvida, apresenta os objetivos e metas traçados para cada aluno; as estratégias adotadas pelo docente de forma a permitir o desenvolvimento de níveis metacognitivos e a motivação intrínseca. Neste capítulo é feita uma análise crítica da atividade docente, onde é apresentado o trabalho desenvolvido com cada aluno, ao longo do ano. Neste subcapítulo, é à semelhança do anterior, aparecem algumas referências a aspetos presentes nas considerações teóricas apresentadas na introdução do trabalho. A conclusão da atividade docente consiste numa reflexão sobre a postura adotada pelo professor e a sua autoavaliação do trabalho realizado com os alunos.

Lisboa cidade criativa: preparação de uma candidatura à Rede de Cidades Criativas da UNESCO

Trabalho de projeto apresentado à Escola Superior de Comunicação Social como parte dos requisitos para obtenção de grau de mestre em Gestão Estratégica das Relações Públicas.