Laser scanned photodiodes (LSPs) for image sensing

An optimized ZnO:Al/a-pin SixC1-x:H/Al configuration for the laser scanned photodiode (LSP) imaging detector is proposed and the read-out parameters improved. The effect of the sensing element structure, cell configuration and light source flux are investigated and correlated with the sensor output characteristics. Data reveals that for sensors with wide band gap doped layers an increase on the image signal optimized to the blue is achieved with a dynamic range of two orders of magnitude, a responsivity of 6 mA W-1 and a sensitivity of 17 muW cm(-2) at 530 nm. The main output characteristics such as image responsivity, resolution, linearity and dynamic range were analyzed under reverse, forward and short circuit modes. The results show that the sensor performance can be optimized in short circuit mode. A trade-off between the scan time and the required resolution is needed since the spot size limits the resolution due to the cross-talk between dark and illuminated regions leading to blurring effects.

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.

Word learning and text organisation: an intervention case

In the present study we focus on the interaction between the acquisition of new words and text organisation. In the acquisition of new words we emphasise the acquisition of paradigmatic relations such as hyponymy, meronymy and semantic sets. We work with a group of girls attending a private school for adolescents in serious difficulties. The subjects are from disadvantaged families. Their writing skills were very poor. When asked to describe a garden, they write a short text of a single paragraph, the lexical items were generic, there were no adjectives, and all of them use mainly existential verbs. The intervention plan assumed that subjects must to be exposed to new words, working out its meaning. In presence of referents subjects were taught new words making explicit the intended relation of the new term to a term already known. In the classroom subjects were asked to write all the words they knew drawing the relationships among them. They talk about the words specifying the relation making explicit pragmatic directions like is a kind of, is a part of or are all x. After that subjects were exposed to the task of choosing perspective. The work presented in this paper accounts for significant differences in the text of the subjects before and after the intervention. While working new words subjects were organising their lexicon and learning to present a whole entity in perspective.

Os peregrinos da cidade são: representações sociais de “sem-abrigo” emanadas pela sociedade civil lisboeta

Tomando por noção de espaço público o ambiente ou o território da vida social, que medeia entre a esfera privada e a autoridade pública, onde os cidadãos e as pessoas em geral podem encontrar-se livremente para tocarem ideias, conversarem, passearem, interagirem uns com os outros dentro dos limites impostos pela civilidade pública. E por ‘sem abrigo’ a situação generalizada de vivências que têm em comum o impedimento colectivo ou subjectivo do acesso a uma habitação. Habitação entendida não tanto como casa de família mas como alojamento, encarado como residência ou organização sedentária do espaço. O texto que se apresenta aborda o tema da responsabilização, organização e ocupação do espaço público com base nas representações sociais emanadas pelos representantes de algumas das organizações da sociedade civil lisboeta, que orientam a sua acção para a problçemática daqueles que fazem do espaço público o seu ‘domicílio’.

Concepções dos professores face à inclusão de alunos com NEE no ensino regular

Dissertação apresentada à Escola Superior de Educação de Lisboa para a obtenção de grau de mestre em Ciências da Educação -Especialidade Educação Especial

A comunicação online das organizações culturais. A utilização de novas ferramentas pelas companhias de teatro de Lisboa e Vale do Tejo de 2000 a 2013

Nos dias de hoje, ferramentas como o Facebook, o Twitter e o YouTube fazem parte do quotidiano. Desde o recente virar do século até ao presente, a sociedade transformou-se. Usamos cada vez mais a Internet. Nela pesquisamos informação e partilhamos conteúdos, sejam eles textos, fotos ou vídeos. As novas ferramentas de comunicação online trouxeram uma maior interatividade entre aquele que emite uma mensagem e aquele que a recebe. Nesta investigação procura-se analisar quais e como é que as novas ferramentas de comunicação online são utilizadas pelas organizações culturais, nomeadamente, pelas companhias de teatro de Lisboa e Vale do Tejo, entre 2000 e 2013. Ao longo do enquadramento teórico são abordadas questões como a comunicação das organizações, a comunicação online das mesmas, a utilização das novas ferramentas online por parte de companhias de teatro e o que são considerados sites, media sociais e redes sociais. Entre várias referências, serão citados Grunig e Hunt (1984) que apresentam o modelo de comunicação de dois sentidos simétricos, assim como Phillips e Young (2009) que abordam as diferentes ferramentas de comunicação online. São ainda apresentados estudos relativos à utilização destas ferramentas por parte das organizações artísticas, elaborados pela MTM London (2009) e pelo Australia Council for the Arts (2011). A presente investigação tem por base a observação e acompanhamento das ferramentas de comunicação online utilizadas pelas companhias de teatro, inquéritos aos produtores dessas companhias e entrevistas a alguns dos seus diretores. Com este trabalho pretende-se verificar que ferramentas estão a ser utilizadas pelas companhias, com que regularidade, quem nas companhias gere essas ferramentas, quais as vantagens percecionadas, entre outros aspetos.

Comunicação nas relações de longa distância: documentário "But it's Okay"

Dissertação apresentada à Escola Superior de Comunicação Social como parte dos requisitos para obtenção de grau de mestre em Audiovisual e Multimédia.

Políticas para el aseguramiento de la calidad en la enseñanza obligatoria de España

La presente comunicación se enmarca en el proyecto de investigación “Evaluaciones nacionales e internacionales como política de mejora de la educación en España en el contexto Europeo” (referencia CEMU-2013-20); financiado en el marco de la segunda convocatoria competitiva de Proyectos de Investigación Multidisciplinares de la Universidad Autónoma de Madrid, aprobada por el Consejo de Gobierno del 8 de febrero de 2013. En este caso, el objetivo principal de la presente comunicación es presentar los sistemas de aseguramiento de la calidad que han implementado en tres Comunidades Autónomas (CCAA) de España: País Vasco, Andalucía y Madrid. En el marco del proyecto mencionado, denominamos políticas de aseguramiento de la calidad a aquellas prácticas, relativamente recientes, orientadas a generar conocimiento sobre el sistema educativo, en este caso, vinculado a la enseñanza obligatoria y acciones dirigidas a su mejora. Con mucha frecuencia, estas prácticas han terminado estando reducidas a evaluaciones externas centradas en el rendimiento de los estudiantes, sin ninguna o con escasas acciones posteriores. Por otra parte, estos sistemas de aseguramiento de la calidad han recibido diversas críticas, en gran parterelacionadas con su lógica original más próxima al mundo empresarial que al educativo. En este sentido, junto con dar a conocer, desde un punto de vista fundamentalmente descriptivo los sistemas de aseguramiento de la calidad de las cuatro CCAA mencionadas, se aborda la discusión centrada en los siguientes aspectos: ¿es posible hablar de sistemas de aseguramiento de la calidad? ¿qué concepciones de calidad subyacente predominan? ¿qué consecuencias tienen para las prácticas educativas?

The 27th British liquid crystal society annual meeting 2013, Cambridge

Attending the British Liquid Crystal Society’s (BLCS) Annual Meeting was a formative experience in my days as a PhD student, starting way back in the 1990s. At that time, this involved travelling to (to me) exotic parts of the United Kingdom, such as Reading, Oxford or Manchester, away from Southampton where I was based. Some postdoctoral years in a different country followed, and three BLCS Meetings were missed, until in 1997 and 1998, I was able to attend again, in Southampton and Leeds, respectively. Not much had changed from my student days, the size and the format were still about the same, many of the leading characters were still around, and the closing talk would still be given by John Lydon. Well, at some point, I got myself a proper academic job on the Continent and stopped attending BLCS Annual Meetings altogether. The fond memories of my youth started to fade. Were the Meetings still on? It seemed so, as old friends and acquaintances would occasionally recount attending them, and even winning prizes at them. But, it all seemed rather remote now. Until, that is, it came to pass that the 27th BLCS Meeting would be held in Selwyn College, Cambridge, just down (or up, depending on how you look at it) the road from the Isaac Newton Institute, where I was spending part of my sabbatical leave. The opportunity to resume attendance could not be missed. A brief e-mail exchange with the organisers, and a cheque to cover the fee, duly secured this. And thus, it was with trepidation that I approached my first BLCS Annual Meeting in more than a decade.

Análise das condições de utilização de permutadores de calor de modo a serem economicamente rentáveis

Trabalho Final de Mestrado para obtenção do grau de Mestre em Engenharia Mecânica Perfil Energia, Refrigeração e Climatização

Infotainment: a arte de entreter e o compromisso de informar: o espaço e a importância do infotainment no canal televisivo SIC

Relatório de estágio apresentado à Escola Superior de Comunicação Social como parte dos requisitos para obtenção de grau de mestre em Jornalismo.

Trabalhar as ciências no pré-escolar

Relatório da Prática Profissional Supervisionada Mestrado em Educação Pré-Escolar

A importância do planeamento e orçamentação nas empreitadas de obras de instalações mecânicas

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

Projecto de parceria entre a ONGD Estímulo e a Rede de Farmácias Portuguesas: a união de esforços entre sectores para a resolução de problemas contemporâneos

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.

Juggling time concepts: complex metanarrative in Alejandro González Iñárritu’s 21 Grams

ABSTRACT - Starting with the explanation of metanarrative as a sort of self-reflexive storytelling (as defended by Kenneth Weaver Hope in his unpublished PhD. thesis), I propose to talk about enunciative practices that stress the telling more than the told. In line with some metaficcional practices applied to cinema, such as the ‘mindfuck’ film (Jonathan Eig, 2003), the ‘psychological puzzle film’ (Elliot Panek, 2003) and the ‘mind-game film’ (Thomas Elsaesser, 2009), I will address the manipulations that a narrative film endures in order to produce a more fruitful and complex experience for the viewer. I will particularly concentrate on the misrepresentation of time as a way to produce a labyrinthine work of fiction where the linear description of events is replaced by a game of time disclosure. The viewer is thus called upon to reconstruct the order of the various situations portrayed in a process that I call ‘temporal mapping’. However, as the viewer attempts to do this, the film, ironically, because of the intricate nature of the plot and the uncertain status of the characters, resists the attempt. There is a sort of teasing taking place between the film and its spectator: an invitation of decoding that is half-denied until the end, where the puzzle is finally solved. I will use three of Alejandro Iñárritu’s films to better convey my point: Amores perros (2000), 21 Grams (2003) and Babel (2006). I will consider Iñárritu’s methods to produce a non-linear storytelling as a way to stress the importance of time and its validity as one of the elements that make up for a metanarrative experience in films. I will focus especially on 21 Grams, which I consider to be a paragon of the labyrinth.