Academic social network in EHES

This paper presents the foundations of an Academic Social Network (ASN) focusing the Bologna Declaration and the Bologna Process (BP) mobility issues using ontological support. An ASN will permit students to share commons academic interests, preferences and mobility paths in the European Higher Education Space (EHES). The description of the conceptual support is ontology based allowing knowledge sharing and reuse. An approach is presented by merging Academic Ontology to Support the Bologna Mobility Process with Friend of a Friend ontology. The resulting ontology supports the student mobility profile in the ASN. The strategies to make available, in the network, knowledge about mobility issues, are presented including knowledge discovery and simulation approaches to cover student's mobility scenarios for BP.

A constru����o da versatilidade e da motiva����o nas aulas de T��cnica de Dan��a Moderna com os alunos do 8�� ano da Academia de Dan��a Contempor��nea de Set��bal

Relat��rio Final de Est��gio apresentado �� Escola Superior de Dan��a, com vista �� obten����o do grau de Mestre em Ensino de Dan��a.

Inspe����o e manuten����o de torres de radiocomunica����es

Relat��rio de Est��gio para obten����o de grau de Mestre em Engenharia Civil ��rea de Especializa����o de Edifica����es

O contrato psicol��gico no empreendedorismo : o contrato como fonte de inova����o

Mestrado em Gest��o e Empreendedorismo

Learning and Knowledge in the Context of Absorptive Capacity

Develop a new model of Absorptive Capacity taking into account two variables namely Learning and knowledge to explain how companies transform information into knowledge

Web 2.0 and its impact on knowledge and business organizations

Today, information overload and the lack of systems that enable locating employees with the right knowledge or skills are common challenges that large organisations face. This makes knowledge workers to re-invent the wheel and have problems to retrieve information from both internal and external resources. In addition, information is dynamically changing and ownership of data is moving from corporations to the individuals. However, there is a set of web based tools that may cause a major progress in the way people collaborate and share their knowledge. This article aims to analyse the impact of ���Web 2.0��� on organisational knowledge strategies. A comprehensive literature review was done to present the academic background followed by a review of current ���Web 2.0��� technologies and assessment of their strengths and weaknesses. As the framework of this study is oriented to business applications, the characteristics of the involved segments and tools were reviewed from an organisational point of view. Moreover, the ���Enterprise 2.0��� paradigm does not only imply tools but also changes the way people collaborate, the way the work is done (processes) and finally impacts on other technologies. Finally, gaps in the literature in this area are outlined.

Optimiza����o de recursos na constru����o de linhas de caminhos de ferro

Os Caminhos-de-ferro representam um conjunto de abordagens quase ilimitadas, nestes termos, o tema proposto ��� ���A optimiza����o de recursos na constru����o de linhas de Caminhos de Ferro���, incidir�� particularmente sobre a optimiza����o dos recursos: i) materiais; ii) m��o-de-obra; iii) equipamentos, afectos a constru����o da via e da caten��ria. O presente estudo pretende tra��ar um encadeamento l��gico e intuitivo que permita manter um fio condutor ao longo do todo o seu desenvolvimento, raz��o pela qual, a sequ��ncia dos objectivos apresentados constitui um caminho que permitira abrir sucessivas janelas de conhecimento. O conhecimento da via e da caten��ria, a compreens��o da forma como os trabalhos interagem com os factores externos e a experi��ncia na utiliza����o das ferramentas de planeamento e gest��o, s��o qualidades que conduzem certamente a bons resultados quando nos referimos a necessidade de optimizar os recursos na constru����o da via e da caten��ria. A transmiss��o e reciprocidade da informa����o, entre as fases de elabora����o de propostas e de execu����o da obra, representam um recurso que pode conduzir a ganhos de produtividade. A coordena����o e outro factor determinante na concretiza����o dos objectivos de optimiza����o dos recursos, que se efectua, quer internamente, quer exteriormente. A optimiza����o de recursos na constru����o da via e da caten��ria representa o desafio permanente das empresas de constru����o do sector ferrovi��rio. E neste pressuposto que investem na forma����o e especializa����o da sua m��o-de-obra e na renova����o tecnol��gica dos seus equipamentos. A optimiza����o dos materiais requer aproxima����es distintas para o caso da via e para o caso da caten��ria, assim como, os equipamentos e a m��o-de-obra n��o podem ser desligados, pois n��o funcionam autonomamente, no entanto a respectiva optimiza����o obedece a pressupostos diferentes.

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.

Estudo para a implementa����o de plataformas de e-learning no sistema de forma����o dos recursos humanos da sa��de: o caso particular dos enfermeiros de um hospital privado

Mestrado em Interven����o S��cio-Organizacional na Sa��de - ��rea de especializa����o: Pol��ticas de Administra����o e Gest��o de Servi��os de Sa��de.

New Technique for Uniform Voltage Sharing in Series Stacked Semiconductors

This paper describes the operation of a solid-state series stacked topology used as a serial and parallel switch in pulsed power applications. The proposed circuit, developed from the Marx generator concept, balances the voltage stress on each series stacked semiconductor, distributing the total voltage evenly. Experimental results from a 10 kV laboratory series stacked switch, using 1200 V semiconductors in a ten stages solid-state series stacked circuit, are reported and discussed, considering resistive, capacitive and inductive type loads for high and low duty factor voltage pulse operation.

Symbolic Knowledge Extraction from Trained Neural Networks Governed by Lukasiewicz Logics

This work describes a methodology to extract symbolic rules from trained neural networks. In our approach, patterns on the network are codified using formulas on a Lukasiewicz logic. For this we take advantage of the fact that every connective in this multi-valued logic can be evaluated by a neuron in an artificial network having, by activation function the identity truncated to zero and one. This fact simplifies symbolic rule extraction and allows the easy injection of formulas into a network architecture. We trained this type of neural network using a back-propagation algorithm based on Levenderg-Marquardt algorithm, where in each learning iteration, we restricted the knowledge dissemination in the network structure. This makes the descriptive power of produced neural networks similar to the descriptive power of Lukasiewicz logic language, minimizing the information loss on the translation between connectionist and symbolic structures. To avoid redundance on the generated network, the method simplifies them in a pruning phase, using the "Optimal Brain Surgeon" algorithm. We tested this method on the task of finding the formula used on the generation of a given truth table. For real data tests, we selected the Mushrooms data set, available on the UCI Machine Learning Repository.

Children's metalinguistic activity in the construction of linguistic existence

In this paper we examine the construction of first entities in narratives produced by children of 5, 7, 10 years and adults1 . The study demonstrates that when children reformulate they try to construct entities detached from the situation of enunciation, which means that they construct a detached or a translated plane and they construct linguistic existence of entities. Entities must first be introduced into the enunciative space and then comments will be made in subsequent utterances. Constructing existence supposes extraction. This consists of ���singling out an occurrence, that is, isolating and drawing its spatiotemporal boundaries��� (Culioli, 1990, p. 182) . Once the occurrence of the notion is constructed (which means it has become a separate occurrence with situational properties), children can predicate about it. However, there are children who do not construct the linguistic existence of entities. I hypothesize that the mode of task presentation influences the success of constructing linguistic existence. Sharing the investigator���s knowledge about the stimulus images, children do not ascribe an existential status to the occurrence of the notional domain.

A student personal system for Bologna process mobility

The Bologna Process aimed to build a European Higher Education Area with the objective of promoting students mobility. The adoption of Bologna Declaration directives requires a decentralized approach that accelerates student's mobility, based on frequently updated legislation. This paper proposes a student personal system to manage student's academic information. This system is supported by a flexible model that integrates, for instance, knowledge about the student attended courses or about a course that the student wishes to apply. Essentially, this model holds a (i) Student's Academic Record with skills acquired in academic course units, professional experience or training and an (ii) Individual Studies Plan, which places the student in a particular (iii) Course Plan setting the curricular structure that the student wishes to apply.

Sequencing of a 9.9 kb segment on the right arm of yeast chromosome VII reveals four open reading frames, including PFK1, the gene coding for succinyl-CoA synthetase (beta-chain) and two ORFs sharing homology with ORFs of the yeast chromosome VIII

A 9.9 kb DNA fragment from the right arm of chromosome VII of Saccharomyces cerevisiae has been sequenced and analysed. The sequence contains four open reading frames (ORFs) longer than 100 amino acids. One gene, PFK1, has already been cloned and sequenced and the other one is the probable yeast gene coding for the beta-subunit of the succinyl-CoA synthetase. The two remaining ORFs share homology with the deduced amino acid sequence (and their physical arrangement is similar to that) of the YHR161c and YHR162w ORFs from chromosome VIII.

A aprendizagem da Matem��tica no 1�� ciclo atrav��s de atividades de investiga����o numa comunidade de aprendizagem

Disserta����o apresentada para obten����o do grau de Mestre em Educa����o Matem��tica na Educa����o Pr��-Escolar e nos 1�� e 2�� Ciclos do Ensino B��sico na especialidade de Did��tica da Matem��tica