Fungal contamination of poultries litter: a public health problem

Exposure to certain fungi can cause human illness. Fungi cause adverse human health effects through three specific mechanisms: generation of a harmful immune response (e.g., allergy or hypersensitivity pneumonitis); direct infection by the fungal organism; by toxic-irritant effects from mold byproducts, such as mycotoxins. In Portugal there is an increasingly industry of large facilities that produce whole chickens for domestic consumption and only few investigations have reported on fungal contamination of the poultry litter. The material used for poultry litter is varied but normally can be constitute by: pine shavings; sawdust of eucalyptus; other types of wood; peanut; coffee; sugar cane; straw; hay; grass; paper processed. Litter is one of the most contributive factors to fungal contamination in poultries. Spreading litter is one of the tasks that normally involve higher exposure of the poultry workers to dust, fungi and their metabolites, such as VOC’s and mycotoxins. After being used and removed from poultries, litter is ploughed into agricultural soils, being this practice potentially dangerous for the soil environment, as well for both humans and animals. The goal of this study was to characterize litter’s fungal contamination and also to report the incidence of keratinophilic and toxigenic fungi.

e-learning in the classroom?

As teachers, we are challenged everyday to solve pedagogical problems and we have to fight for our students’ attention in a media rich world. I will talk about how we use ICT in Initial Teacher Training and give you some insight on what we are doing. The most important benefit of using ICT in education is that it makes us reflect on our practice. There is no doubt that our classrooms need to be updated, but we need to be critical about every peace of hardware, software or service that we bring into them. It is not only because our budgets are short, but also because e‐learning is primarily about learning, not technology. Therefore, we need to have the knowledge and skills required to act in different situations, and choose the best tool for the job. Not all subjects are suitable for e‐learning, nor do all students have the skills to organize themselves their own study times. Also not all teachers want to spend time programming or learning about instructional design and metadata. The promised land of easy use of authoring tools (e.g. eXe and Reload) that will lead to all teachers become Learning Objects authors and share these LO in Repositories, all this failed, like previously HyperCard, Toolbook and others. We need to know a little bit of many different technologies so we can mobilize this knowledge when a situation requires it: integrate e‐learning technologies in the classroom, not a flipped classroom, just simple tools. Lecture capture, mobile phones and smartphones, pocket size camcorders, VoIP, VLE, live video broadcast, screen sharing, free services for collaborative work, save, share and sync your files. Do not feel stressed to use everything, every time. Just because we have a whiteboard does not mean we have to make it the centre of the classroom. Start from where you are, with your preferred subject and the tools you master. Them go slowly and try some new tool in a non‐formal situation and with just one or two students. And you don’t need to be alone: subscribe a mailing list and share your thoughts with other teachers in a dedicated forum, even better if both are part of a community of practice, and share resources. We did that for music teachers and it was a success, in two years arriving at 1.000 members. Just do it.

Contribuição para a caracterização da emissão de nanopartículas em processos de soldadura e avaliação de riscos decorrentes do processo

Trabalho Final de Mestrado para obtenção do grau de Mestre em Engenharia Química e Biológica Ramo de processos químicos

Soluções de transporte ferroviário: simulação de marcha e de tráfego de veículos de tração diesel e elétrica

Trabalho Final de Mestrado para obtenção do grau de Mestre em Engenharia Mecânica

Análise da sinistralidade rodoviária no concelho de Loures em meio interurbano

Dissertação para obtenção do grau de Mestre em Engenharia na Área de Especialização em Vias de Comunicação e Transporte

Futuros sobre a margem operacional da refinação do petróleo bruto: crack spreads

Mestrado em Contabilidade Internacional

Sinistralidade laboral no setor da indústria extrativa no triângulo do mármore

Mestrado em Segurança e Higiene no Trabalho

Aspectos a considerar para a avaliação de riscos no caso da aplicação do óleo descofrante

Mestrado em Higiene e Segurança no Trabalho.

A MAP approach to evidence accumulation clustering

The Evidence Accumulation Clustering (EAC) paradigm is a clustering ensemble method which derives a consensus partition from a collection of base clusterings obtained using different algorithms. It collects from the partitions in the ensemble a set of pairwise observations about the co-occurrence of objects in a same cluster and it uses these co-occurrence statistics to derive a similarity matrix, referred to as co-association matrix. The Probabilistic Evidence Accumulation for Clustering Ensembles (PEACE) algorithm is a principled approach for the extraction of a consensus clustering from the observations encoded in the co-association matrix based on a probabilistic model for the co-association matrix parameterized by the unknown assignments of objects to clusters. In this paper we extend the PEACE algorithm by deriving a consensus solution according to a MAP approach with Dirichlet priors defined for the unknown probabilistic cluster assignments. In particular, we study the positive regularization effect of Dirichlet priors on the final consensus solution with both synthetic and real benchmark data.