Analysis of surfaces for characterization of fungal burden: does it matter?

Objectives: Mycological contamination of occupational environments can be a result of fungal spores’ dispersion in the air and on surfaces. Therefore, it is very important to assess it in both types of the samples. In the present study we assessed fungal contamination in the air and in the surface samples to show relevance of surfaces sampling in complementing the results obtained in the air samples. Material and Methods: In total, 42 settings were assessed by the analysis of air and surfaces samples. The settings were divided into settings with a high fungal load (7 poultry farms and 7 pig farms, 3 cork industries, 3 waste management plants, 2 wastewater treatment plants and 1 horse stable) and a low fungal load (10 hospital canteens, 8 college canteens and 1 maternity hospital). In addition to culture-based methods, molecular tools were also applied to detect fungal burden in the settings with a higher fungal load. Results: From the 218 sampling sites, 140 (64.2%) presented different species in the examined surfaces when compared with the species identified in the air. A positive association in the high fungal load settings was found between the presence of different species in the air and surfaces. Wastewater treatment plants constituted the setting with the highest number of different species between the air and surface. Conclusions: We observed that surfaces sampling and application of molecular tools showed the same efficacy of species detection in high fungal load settings, corroborating the fact that surface sampling is crucial for a correct and complete analysis of occupational scenarios.

An exploratory study of orthoptic student satisfaction in a blended learning environment

Purpose: To describe orthoptic student satisfaction in a blended learning environment. Methods: Blended learning and teaching approaches that include a mix of sessions with elearning are being used since 2011/2012 involving final year (4th year) students from an orthoptic program. This approach is used in the module of research in orthoptics during the 1 semester. Students experienced different teaching approaches, which include seminars, tutorial group discussions and e-learning activities using the moodle platform. The Constructivist OnLine Learning Environment Survey (COLLES ) was applied at the end of the semester with 24 questions grouped in 6 dimensions with 4 items each: Relevance to professional practice, Reflection, Interactivity, Tutor support, Peer support and Interpretation. A 5-point Likert scale was used to score each individual item of the questionnaire (1 - almost never to 5 – almost always). The sum of items in each dimension ranged between 4 (negative perception) and 20 (positive perception). Results: Twenty-four students replied to the questionnaire. Positive points were related with Relevance (16.13±2.63), Reflection (16.46±2.45), Tutor support (16.29±2.10) and Interpretation (15.38±2.16). The majority of the students (n=18; 75%) think that the on-line learning is relevant to students’ professional practice. Critical reflections about learning contents were frequent (n=19; 79.17%). The tutor was able to stimulate critical thinking (n=21; 87.50%), encouraged students to participate (n=18; 75%) and understood well the student’s contributions (n=15; 62.50%). Less positive points were related with Interactivity (14.13±2.77) and Peer support (13.29±2.60). Response from the colleagues to ideas (n=11; 45.83%) and valorization of individual contributions (n=10; 41.67%) scored lower than other items. Conclusions: The flow back and forth between face-to-face and online learning situations helps the students to make critical reflections. The majority of the students are satisfied with a blended e-learning system environment. However, more work needs to be done to improve interactivity and peer support.

Guiding Monte Carlo tree searches with neural networks in the game of go

A dissertation submitted in fulfillment of the requirements to the degree of Master in Computer Science and Computer Engineering