Intercultural awareness through. Digital storytelling

In today’s globalized world, communication students need to be capable of efficiently communicating across the globe. At ISCAP, part of the 3rd year syllabus in Translation and New Technologies course is focused on culture and the need to be culturally knowledgeable. We argue the approach to incorporate cultural aspects in HE needs to be studentcentered, in order to encompass not only intercultural awareness, but also the 21st century skills students need to be successful and competent citizens. Additionally, as studies have shown, the manipulation of digital tools fosters greater student involvement in learning activities. We have adopted Digital Storytelling - multimodal storytelling technique - to promote a personal, student-centered reflection on intercultural communication. We intend to present student and teacher perspectives on this learning experience and assess its relevance in HE contexts, based on the content analysis of student expressed perspectives on this activity as well as a multimodal analysis of the digital stories created. A preliminary analysis of our case study has demonstrated that Digital Storytelling potentiates two complimentary types of reflection: on the one hand, students felt the need to reflect on their own intercultural knowledge, create and adapt their finding in the form of a story; on the other hand, viewing others’ stories they have raised questions and demonstrated points of view otherwise ignored.

A framework for memory contention analysis in multi-core platforms

The last decade has witnessed a major shift towards the deployment of embedded applications on multi-core platforms. However, real-time applications have not been able to fully benefit from this transition, as the computational gains offered by multi-cores are often offset by performance degradation due to shared resources, such as main memory. To efficiently use multi-core platforms for real-time systems, it is hence essential to tightly bound the interference when accessing shared resources. Although there has been much recent work in this area, a remaining key problem is to address the diversity of memory arbiters in the analysis to make it applicable to a wide range of systems. This work handles diverse arbiters by proposing a general framework to compute the maximum interference caused by the shared memory bus and its impact on the execution time of the tasks running on the cores, considering different bus arbiters. Our novel approach clearly demarcates the arbiter-dependent and independent stages in the analysis of these upper bounds. The arbiter-dependent phase takes the arbiter and the task memory-traffic pattern as inputs and produces a model of the availability of the bus to a given task. Then, based on the availability of the bus, the arbiter-independent phase determines the worst-case request-release scenario that maximizes the interference experienced by the tasks due to the contention for the bus. We show that the framework addresses the diversity problem by applying it to a memory bus shared by a fixed-priority arbiter, a time-division multiplexing (TDM) arbiter, and an unspecified work-conserving arbiter using applications from the MediaBench test suite. We also experimentally evaluate the quality of the analysis by comparison with a state-of-the-art TDM analysis approach and consistently showing a considerable reduction in maximum interference.

O impacto do capital intelectual na performance

Para as organizações sobreviverem num novo ambiente competitivo, tiveram que deixar de procurar obter vantagens competitivas nos seus recursos tangíveis para as procurarem nos ativos intangíveis. Assim, várias investigações comprovam a necessidade de se dar a devida importância ao conceito de Capital Intelectual como fonte de criação de vantagens competitivas para as organizações. Esta importância aplica-se a vários níveis de análise entre os quais o setor público. Esta investigação visa analisar a importância relativa de cada dimensão do capital intelectual de uma Instituição de Ensino, bem como o impacto do mesmo na performance (percecionada pelos seus stakeholders). Nesta dissertação adotamos o método de Estudo de Caso, utilizando uma abordagem mista – quantitativa e qualitativa. Utilizámos variadas técnicas na recolha de dados, tais como: entrevista, registo de áudio e questionários. Relativamente à análise de dados, efetuamos uma análise de conteúdo, análise de documentos e análise estatística. Ao nível de resultados, a análise qualitativa sugere que as três dimensões do Capital Intelectual (Capital Humano, Capital Estrutural e Capital Relacional) devem possuir a mesma importância relativa para avaliar o capital intelectual de uma Instituição de Ensino. Os resultados quantitativos sugerem que o capital intelectual tem impacto na performance, o que está em linha com a literatura sobre o tema. Finalmente, considerámos que esta tese contribui para uma sensibilização relativamente à importância do capital intelectual para melhorar a gestão e performance em contextos educacionais.