Improving the learning experience and learning environment of adults in Higher Education ��� Project LIHE: the Portuguese case

Project LIHE: the Portuguese Case. ESREA Fourth Access Network Conference ��� ���Equity, Access and Participation: Research, Policy and Practice���. Edinburgh (Scotland), 11 ��� 13 December, 2003.

LIHE ��� Learning in Higher Education ��� Contributo para a melhoria do ambiente e daexperi��ncia de aprendizagem de estudantes adultos no Ensino Superior ��� o Caso Portugu��s

Artigo apresentado no V Congresso deGaliza e Norte de Portugal de Forma����o para o Trabalho ��� ���Necessidades de Forma����o e Desenho Curricular por Compet��ncias���, Universidade de Compostela, 27-29 Novembro de 2003

Constructing and Using Multimodal Narratives to Research in Science Education: Contributions Based on Practical Classroom

This study deals with the problem of how to collect genuine and useful data about science classroom practices, and preserving the complex and holistic nature of teaching and learning. Additionally, we were looking for an instrument that would allow comparability and verifiability for teaching and research purposes. Given the multimodality of teaching and learning processes, we developed the multimodal narrative (MN), which describes what happens during a task and incorporates data such as examples of students��� work.

Formative assessment and motivation in higher education: a successful approach in mechanical engineer thermodynamics

Between 2000/01 and 2006/07, the approval rate of a Thermodynamics course in a Mechanical Engineer graduation was 25%. However, a careful analysis of the results showed that 41% of the students chosen not to attend or dropped out, missing the final examination. Thus, a continuous assessment methodology was developed, whose purpose was to reduce drop out, motivating students to attend this course, believing that what was observed was due, not to the incapacity to pass, but to the anticipation of the inevitability of failure by the students. If, on one hand, motivation is defined as a broad construct pertaining to the conditions and processes that account for the arousal, direction, magnitude, and maintenance of effort, on the other hand, assessment is one of the most powerful tools to change the will that students have to learn, motivating them to learn in a quicker and permanent way. Some of the practices that were implemented, included: promoting learning goal orientation rather than performance goal orientation; cultivating intrinsic interest in the subject and put less emphasis on grades but make grading criteria explicit; emphasizing teaching approaches that encourage collaboration among students and cater for a range of teaching styles; explaining the reasons for, and the implications of, tests; providing feedback to students about their performance in a form that is non-egoinvolving and non-judgemental and helping students to interpret it; broadening the range of information used in assessing the attainment of individual students. The continuous assessment methodology developed was applied in 2007/08 and 2008/09, having found an increase in the approval from 25% to 55% (30%), accompanied by a decrease of the drop out from 41% to 23,5% (17,5%). Flunking with a numerical grade lowered from 34,4% to 22,0% (12,4%). The perception by the students of the continuous assessment relevance was evaluated with a questionnaire. 70% of the students that failed the course respond that, nevertheless, didn���t repent having done the continuous assessment.

Desirable role in a price-setting international mixed duopoly

In this paper, we study the order of moves in a mixed international duopoly for differentiated goods, where ���rms choose whether to set prices sequentially or simultaneously. We discuss the desirable role of the public ���rm by comparing welfare among three games. We ���nd that, in the three possible roles, the domestic public ���rm put a lower price, and then produces more than the foreign private ���rm.

Desirable role in an international duopoly model with tariffs

In this paper, we study an international market model in which the home government imposes a tariff on the imported goods. The model has two stages. In the ���rst stage, the home government chooses an import tariff to maximize a function that cares about the home ���rm���s pro���t and the total revenue. Then, the ���rms engage in a Cournot or in a Stackelberg competition. We compare the results obtained in the three different ways of moving on the decision make of the ���rms.

Learning management systems in higher education

The use of Laptops and the Internet has produced the technological conditions for instructors and students can take advantage from the diversity of online information, communication, collaboration and sharing with others. The integration of Internet services in the teaching practices can be responsible for thematic, social and digital improvement for the agents involved. There are many benefits when we use a Learning Management Systems (LMS) such as Moodle, to support the lectures in higher education. We also will consider its implications for student support and online interaction, leading educational agents to a collaborating of different learning environments, where they can combine face-to-face instruction with computer-mediated instruction, blended-learning, and increases the possibilities for better quality and quantity of human communication in a learning background. In general components of learning management systems contain synchronous and asynchronous communication tools, management features, and assessment utilities. These assessment utilities allow lecturers to systematize basic assessment tasks. Assessments can be straightaway delivered to the student, and upon conclusion, immediately returned with grades and detailed feedback. Therefore learning management systems can also be used for assessment purposes in Higher Education.

The potential benefits of using videos in higher education

The developments of digital technology have opened new outlooks for online education which offer students the flexibility to learn at any time and any place. With all this instructional changes instructors, in all levels of the educational chain have been compelled to adapt quickly to this reality. They have a wide diversity of tools available to grab student���s attention and motivate them to embrace the knowledge in their own learning process. One of these resources is the use of videos. Through them lecturers can deliver complex information and contents to students and, if used creatively, videos can become a powerful technological tool in education. In this article we will explore some of the potential benefits and challenges associated with the use of videos in the teaching and learning process at higher education levels. We will also discuss some thoughts and examples for the use of teaching materials to enhance student���s learning and try to change ideas about the potentialities and future of video���s annotation new software resources, as incoming open tools for group work involvement.

LSP communication in a digital age: the outcomes of teaching and learning in tertiary education

This paper discusses the changes brought by the communication revolution in teaching and learning in the scope of LSP. Its aim is to provide an insight on how teaching which was bi-dimensional, turned into a multidimensional system, gathering other complementary resources that have transformed, in a incredibly short time, the ways we receive share and store information, for instance as professionals, and keep in touch with our peers. The increasing rise of electronic publications, the incredible boom of social and professional networks, search engines, blogs, list servs, forums, e-mail blasts, Facebook pages, YouTube contents, Tweets and Apps, have twisted the way information is conveyed. Classes ceased to be predictable and have been empowered by digital platforms, innumerous and different data repositories (TILDE, IATE, LINGUEE, and so many other terminological data banks) that have definitely transformed the academic world in general and tertiary education in particular. There is a bulk of information to be digested by students, who are no longer passive but instead responsible and active for their academic outcomes. The question is whether they possess the tools to select only what is accurate and important for a certain subject or assignment, due to that overflow? Due to the reduction of the number of course years in most degrees, after the implementation of Bologna and the shrinking of the curricula contents, have students the possibility of developing critical thinking? Both teaching and learning rely on digital resources to improve the speed of the spreading of knowledge. But have those changes been effective to promote really communication? Furthermore, with the increasing Apps that have already been developed and will continue to appear for learning foreign languages, for translation among others, will the students feel the need of learning them once they have those Apps. These are some the questions we would like to discuss in our paper.

Teaching and learning with social software in higher education: content management systems integrated with Web-based applications as a key factor for success

The change of paradigm imposed by the Bologna process, in which the student will be responsible for their own learning, and the presence of a new generation of students with higher technological skills, represent a huge challenge for higher education institutions. The use of new Web Social concepts in teaching process, supported by applications commonly called Web 2.0, with which these new students feel at ease, can bring benefits in terms of motivation and the frequency and quality of students' involvement in academic activities. An e-learning platform with web-based applications as a complement can significantly contribute to the development of different skills in higher education students, covering areas which are usually in deficit.

MicroRNA-375 plays a dual role in prostate carcinogenesis

Background: Prostate cancer (PCa), a highly incident and heterogeneous malignancy, mostly affects men from developed countries. Increased knowledge of the biological mechanisms underlying PCa onset and progression are critical for improved clinical management. MicroRNAs (miRNAs) deregulation is common in human cancers, and understanding how it impacts in PCa is of major importance. MiRNAs are mostly downregulated in cancer, although some are overexpressed, playing a critical role in tumor initiation and progression. We aimed to identify miRNAs overexpressed in PCa and subsequently determine its impact in tumorigenesis. Results: MicroRNA expression profiling in primary PCa and morphological normal prostate (MNPT) tissues identified 17 miRNAs significantly overexpressed in PCa. Expression of three miRNAs, not previously associated with PCa, was subsequently assessed in large independent sets of primary tumors, in which miR-182 and miR-375 were validated, but not miR-32. Significantly higher expression levels of miR-375 were depicted in patients with higher Gleason score and more advanced pathological stage, as well as with regional lymph nodes metastases. Forced expression of miR-375 in PC-3 cells, which display the lowest miR-375 levels among PCa cell lines, increased apoptosis and reduced invasion ability and cell viability. Intriguingly, in 22Rv1 cells, which displayed the highest miR-375 expression, knockdown experiments also attenuated the malignant phenotype. Gene ontology analysis implicated miR-375 in several key pathways deregulated in PCa, including cell cycle and cell differentiation. Moreover, CCND2 was identified as putative miR-375 target in PCa, confirmed by luciferase assay. Conclusions: A dual role for miR-375 in prostate cancer progression is suggested, highlighting the importance of cellular context on microRNA targeting.

Inoculation with Metal-Mobilizing Plant-GrowthPromoting Rhizobacterium Bacillus sp. SC2b and Its Role in Rhizoremediation

A plant growth-promoting bacterial (PGPB) strain SC2b was isolated from the rhizosphere of Sedum plumbizincicola grown in lead (Pb)/zinc (Zn) mine soils and characterized as Bacillus sp. based on (1) morphological and biochemical characteristics and (2) partial 16S ribosomal DNA sequencing analysis. Strain SC2b exhibited high levels of resistance to cadmium (Cd) (300 mg/L), Zn (730 mg/L), and Pb (1400 mg/L). This strain also showed various plant growth-promoting (PGP) features such as utilization of 1-aminocyclopropane-1-carboxylate, solubilization of phosphate, and production of indole-3-acetic acid and siderophore. The strain mobilized high concentration of heavy metals from soils and exhibited different biosorption capacity toward the tested metal ions. Strain SC2b was further assessed for PGP activity by phytagar assay with a model plant Brassica napus. Inoculation of SC2b increased the biomass and vigor index of B. napus. Considering such potential, a pot experiment was conducted to assess the effects of inoculating the metal-resistant PGPB SC2b on growth and uptake of Cd, Zn and Pb by S. plumbizincicola in metal-contaminated agricultural soils. Inoculation with SC2b elevated the shoot and root biomass and leaf chlorophyll content of S. plumbizincicola. Similarly, plants inoculated with SC2b demonstrated markedly higher Cd and Zn accumulation in the root and shoot system, indicating that SC2b enhanced Cd and Zn uptake by S. plumbizincicola through metal mobilization or plant-microbial mediated changes in chemical or biological soil properties. Data demonstrated that the PGPB Bacillus sp. SC2b might serve as a future biofertilizer and an effective metal mobilizing bioinoculant for rhizoremediation of metal polluted soils.

A abordagem intercultural e plurilingue no ensino de l��nguas estrangeiras no ensino b��sico

Numa era global marcada por avan��os tecnol��gicos e pela diversidade cultural e lingu��stica, �� necess��ria uma nova linha de pensamento educativo e did��tico que conduza �� forma����o de falantes cada vez mais pluriculturais e plurilingues, capazes de compreender, respeitar e interagir com outros povos e culturas. O desenvolvimento de compet��ncias comunicativas em, pelo menos, dois idiomas do espa��o europeu �� uma das medidas promovidas pelas politicas lingu��sticas europeias, que visam preparar os cidad��os para um di��logo intercultural, que fomente o respeito e a abertura face a essas diferen��as, e pela constru����o de uma identidade intercultural e plurilingue nos pr��prios cidad��os exercendo, assim, a sua cidadania. Este paradigma tem implica����es quer na aula de L��ngua Estrangeira, como ferramenta que permite ao aluno a ampliar a sua vis��o do mundo, quer no papel do professor, que nela interv��m, enquanto, respons��vel pela constru����o social e formativa dos seus aprendentes. Estrutura-se, assim, um modelo educativo que abra��a todas as culturas e report��rios lingu��sticos presentes dentro e fora do ��mbito escolar. Neste relat��rio de est��gio, resultante da pr��tica pedag��gica centrada no ensino do Ingl��s e do Espanhol, teci uma reflex��o cr��tica sobre os diferentes cen��rios pedag��gicos constru��dos durante tr��s semestres acad��micos, com alunos portugueses do Ensino B��sico. O fio condutor de toda a pr��tica desenvolvida centrou-se no paradigma da abordagem intercultural e, com base nessa linha de pensamento, propus-me aferir os contributos que as minhas op����es metodol��gicas tiveram quer no processo de aprendizagem dos meus alunos, quer na sua constru����o pessoal e social.