19 resultados para Erasmus
em Instituto Politécnico do Porto, Portugal
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As lectures, but above all, as Erasmus....
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This paper reports on the design and development of an Android-based context-aware system to support Erasmus students during their mobility in Porto. It enables: (i) guest users to create, rate and store personal points of interest (POI) in a private, local on board database; and (ii) authenticated users to upload and share POI as well as get and rate recommended POI from the shared central database. The system is a distributed client / server application. The server interacts with a central database that maintains the user profiles and the shared POI organized by category and rating. The Android GUI application works both as a standalone application and as a client module. In standalone mode, guest users have access to generic info, a map-based interface and a local database to store and retrieve personal POI. Upon successful authentication, users can, additionally, share POI as well as get and rate recommendations sorted by category, rating and distance-to-user.
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Purpose: This work aims at further developing and testing the psychometric properties of the Cultural Intelligence Scale (Ang & Van Dyne, 2006) in an Erasmus Mundus Students and Alumni Population, including reliability. Design Methodology: The study included 626 participants from 109 different countries that emcompasses 6 continents. Exploratory and Confirmatory Factor Analysis procedures were carried out in order to test the scale in a multicultural scale of Erasmus Mundus Students. Reliability was assessed using Cronbach Alpha. Results: The scale presents excellent psychometric properties with alpha values that range from .84 to .90. Exploratory and Confirmatory Factor Analyses demonstrated that the original model of the scale presents an exceptionally good fit. Limitations: The present study was conducted using a convenience sample and online questionnaires that limit its conclusions when we consider the globality of the Erasmus Mundus Students. Research/Practical Implications: This study presents evidence that Ang and Van Dynes scale is an adequate measure instrument to assess intercultural intelligence in a multicultural setting of students and alumni. Originality/Value: Multicultural samples and studies are becoming more and more present and relevant; the study of intercultural competences and habilities is becoming increasingly important, and in this task, solid psychometric instruments are of paramount importance. This study presents evidence that Ang and Van Dynes (2006) scale is a fairly recent and parsimonious instrument with excellent psychometric properties properties.
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Erasmus Mundus Masters (EMM) are programs with a strong component of interculturality. Our study aimed at understanding the level of cultural intelligence (CQ) of EMM students and alumni, as well as some of the characteristics associated with higher levels of CQ. The study included 626 EMM students and alumni from 109 different countries that encompasses 6 continents. Ang and Van Dynes (2006) cultural intelligence scale was used; closed and open ended questions were used to describe the samples sociodemographic characteristics and experiences regarding interculturality. After validating and assessing the scales psychometric properties, relations between different variables were explored using Pearsons correlation, ANOVA, t Tests, and GLM procedures. We then analysed the open ended responses to gain further insight on our results. Differences among respondents are mainly equated with international experience rather than nationality or training. Respondents open ended replies provided us with a deeper insight on why training seems to be so ineffective in developing CQ. This is a transversal study that uses self-reporting measures; also, questionnaires were conducted in English, which was not the mother tongue of most of the respondents. This work is consistent with the CQ literature, however we argue that training mentioned by respondents systematically fails to meet some of literatures foremost conditions for effective CQ trainings and provide clues for the implementation of more successful initiatives. With an exceptionally diverse sample, this study contributes towards the understanding of mechanisms of developing CQ among EMM and international Students. Results can be useful for selection processes, training/development of CQ and reducing dropout/turnover.
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A partir do ano 2007/2008 todos os cursos do ISCAP foram adequados ao Processo de Bolonha, o que pressupe vrias mudanas a nvel dos papis do professor e do aluno, das metodologias e da avaliao. A carga horria semanal das disciplinas da Matemtica foi bastante reduzida, por isso foi necessrio desenvolver novas estratgias e metodologias de apoio ao aluno. Para complementar as aulas tericas e prticas desenvolvemos um projecto com o nome MatActiva baseado na plataforma Moodle, disponibilizada pelo PAOL (Projecto de Apoio On-Line). O Moodle permite usar a linguagem TEX para criar materiais que utilizam smbolos matemticos. Fazendo uso desta funcionalidade, crimos um conjunto de recursos interactivos de fcil utilizao. No MatActiva os estudantes tm acesso a um conjunto diversificado de materiais: apontamentos tericos que lhes fornecem, no s os pr-requisitos necessrios para as disciplinas de matemtica, mas tambm material de acompanhamento aos respectivos programas. Para isso, criaram-se vrios recursos sendo os testes de escolha mltipla os mais procurados pelos alunos. Estes testes podem ser realizados e corrigidos on-line e para cada resposta errada existe um feedback de resoluo. Como o ISCAP recebe alunos ERASMUS e estes frequentam a disciplina de Matemtica, foi tambm desenvolvido material em ingls. Os principais objectivos do nosso projecto so motivar os alunos, encoraja-los a superar as suas dificuldades de uma forma autnoma, permitindo-lhes aumentar a sua autoconfiana e gosto pela aprendizagem da Matemtica, assim como fomentar a comunicao professor-aluno e aluno-aluno.
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The aim of this article is to present a Project in the Oportos Institute of Accounting and Administration, which pretends to contribute for a change in the way of teaching and learning Mathematics. One of the main objectives of this project is to innovate the teaching and learning processes, exploring technologies as a pedagogical resource and to induce higher motivation to students, improve the rate of success and make available to students a set of materials adapted to their needs. This concern is justified due to the fact that students have a weak preparation, without consolidated basis. Since the year 2007/2008 the courses were adjusted to the Bologna process, which requires several changes in teachers and students roles, methodologies and assessment. The number of weekly classes has been reduced, so it was necessary to develop new strategies and methodologies to support the student. With the implementation of the Bologna Process in the Accounting degree, we felt a great need to provide other types of activities to students. To complement our theoretical and practical classes we have developed a project called MatActiva based on the Moodle platform offered by PAOL - Projecto de Apoio On-Line (Online Support Project). Moodle allows us to use the language TEX to create materials that use mathematical symbols. Using this functionality, we created a set of easy to use interactive resources. In MatActiva project, the students have access to a variety of different materials. We have followed a strategy that makes the project compatible with the theoretical and practical subjects/classes, complementing them. To do so, we created some resources, for instance multiple-choice tests, which are the most accessed by the students. These tests can be realized and corrected on-line and for each wrong answer there is a feedback with the resolution. We can find other types of resources: diagnostic tests, theoretical notes. There are not only the pre-requirements for subjects mathematics, but also materials to help students follow up the programs. We also developed several lessons. This activity consists of a number of pages, where each page has contents and leads to other pages, based on the student's progress. The teacher creates the choices and determines the next page that the student will see, based upon their knowledge. There is also an area of doubts, where the students can place all the mathematical doubts they have, and a teacher gives the answers or clues to help them in their work. MatActiva also offers an area where we can find some humour, curiosities, contests and games including mathematical contents to test the math skills, as well as links to pages about mathematical contents that could be useful for the study. Since ISCAP receives ERASMUS students and some of them attend mathematics, we developed some materials in English, so they can also use MatActiva. The main objectives of our project are not only to bring success in the subjects of mathematics, but also to motivate the students, encourage them to overcome theirs difficulties through an auto-study giving them more confidence and improve their relationship with the mathematics as well as the communication between students and teachers and among students.
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In this paper we will talk about a math project submitted to the Lifelong Learning Programme. European higher education needs a reform in order to play its full role in the Europe of Knowledge. Modernisation of higher education is necessary in the areas of curricula (Bologna process), funding and governance so that higher education institutions can face the challenges posed by globalisation and contribute more effectively to the training and retraining of the European workforce. On the other hand Mathematics is an essential component of all educational systems. Mathematical literacy is being scrutinized in assessment efforts such as the OCDE Programme for International Student Assessment (PISA). This showed a low level in Europe. Due to the Bologna Process, which brought several didactical implications for Higher Education (HE) institutions, there is the need of lifelong learning. This evolution is in conflict with the earlier mentioned lack of competencies on basic sciences, such as Mathematics. Forced by this duality, efforts are combined to share expertise in the Math field and the integration of pedagogical methodologies becomes a necessity. Thus, several European countries have proposed an International Project to the Lifelong Learning Programme, Action ERASMUS Modernisation of Higher Education, to make institutions more attractive and more responsive to the needs of the labour market, citizens and society at large. One of the main goals of the project is to attract students to math through high-quality instructional units in an understandable, exciting and attractive way.
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AGM and Conference in Mechelen 27 30 April 2010
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Background: The Erasmus program is a subprogram of the Lifelong Learning program, exclusive for Higher Education that promotes (among other initiatives), the mobility of students(studies, training or internships). The mobility of students of higher education seeks to improve the quality and development of future professionals, providing a multidisciplinary and multicultural experience. Setting: Academic Pharmacy/Pharmacy Technicians Methods: We conducted a descriptive and transversal study on the implementation of the mobility program and analyze the results, which involved applying a survey to students. Results: Since 2009/2010, the Pharmacy Degree at ESTSP has established 7 SMs protocols resulting in an average mobility of 5 students IN and 7 Students OUT. We have also endeavoured in SMp Protocols for extracurricular training with an average of 3 students OUT. The application process is normally open during the year before the mobility period. For most of the students involved, this was a first time opportunity to be in a foreign country and more than 70% choose the mobility program because it is seen as a possibility to improve their curriculum, for personal development or even to pursue employment opportunities abroad. The mobility for teachers is also encouraged. Conclusions: The exchange of experiences and training, acquired during cooperation activities should be an element of continuous dynamics and institutional affirmation. Initiatives such as the ERASMUS Program contribute to the educational and scientific enrichment, and promote international competitiveness among Higher Education Institutions.
Integration of an automatic storage and retrieval system (ASRS) in a discrete-part automation system
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This technical report describes the work carried out in a project within the ERASMUS programme. The objective of this project was the Integration of an Automatic Warehouse in a Discrete-Part Automation System. The discrete-part automation system located at the LASCRI (Critical Systems) laboratory at ISEP was extended with automatic storage and retrieval of the manufacturing parts, through the integration of an automatic warehouse and an automatic guided vehicle (AGV).
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Uma grande parte do tempo de uma organizao despendida em atividades que no criam qualquer tipo de valor. Este tipo de atividades so consideradas como desperdcios, pois consomem recursos e tempo, como o caso de deslocaes, controlos, ajustes, armazenamento de materiais, resoluo de problemas, entre tantos outros, levando a um elevado custo dos produtos disponibilizados. Em 1996 a designao de Lean Thinking foi usada, pela primeira vez, por Womack e Jones, onde falada como uma filosofia de gesto, que tem como principal objetivo reduzir os desperdcios num processo produtivo. Reduzindo os desperdcios aumenta-se a qualidade e diminui-se os tempos de processamento e, consequentemente, os custos de produo. nesta base que assenta o documento aqui presente, que tem o objetivo de criar e desenvolver um jogo de simulao onde seja possvel aplicar vrias ferramentas Lean. O jogo de simulao uma continuao de uma pesquisa e estudo terico de um aluno de erasmus e faz parte de um projeto internacional do Lean Learning Academy (LLA). Criou-se um processo produtivo de montagem de canetas que fosse o mais semelhante ao que se encontram nas empresas, com todos os acessrios para o pleno funcionamento da simulao, como o caso de instrues de montagem, procedimentos de controlo e ordens de produo, para assim posteriormente ser possvel analisar os dados e as dificuldades encontradas, de modo a aplicar-se as ferramentas Lean. Apesar de serem abordadas vrias ferramentas Lean neste trabalho, foram trabalhadas mais detalhadamente as seguintes: - Value Stream Mapping (VSM); - Single Minute Exchange of Dies (SMED); - Balanceamento da linha. De modo a ser percetvel o contedo e as vantagens das trs ferramentas Lean mencionadas no trabalho, estas foram aplicadas e simuladas, de forma a existir uma componente prtica no seu estudo, para mais fcil compreenso e rpida aprendizagem.
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Trabalho de Projeto apresentado ao Instituto Superior de Contabilidade e Administrao do Porto para a obteno do grau de Mestre em Marketing Digital, sob orientao do Mestre Antnio da Silva Vieira
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Internship Report presented to Instituto de Contabilidade e Administrao do Porto for the Masters degree in Marketing Digital under the guidance of Dr. Jos Magalhes Author Note This internship was carried out under the Erasmus Program for college students and under the agreement between the sending institution, Instituto Superior de Contabilidade e Administrao do Porto and the host company, eRise, located in Budapest, Hungary, under the guidance of Vilmos Schwarz.
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A Unio Europeia tem vindo a promover a intercompreenso entre pases, povos e culturas que fazem parte da sua esfera comunicativa. Esta promoo passa por projectos educativos como o ERASMUS, COMENIUS e SOCRATES, permitindo a livre mobilidade de cidados em prol da troca de saberes e experincia de realidades educativas. Contudo, os elevados custos que tais programas acarretam, levaram a Unio Europeia a procurar alternativas e, como tal, nada melhor que utilizar os recursos das novas tecnologias da informao e comunicao, que constituem um inovador instrumento do ambiente de ensino-aprendizagem, j que contribuem para um profundo e vasto desenvolvimento cognitivo. Esta mobilidade on-line (Cruz & Melo, 2004) beneficia de uma grande independncia temporal, uma vez que os chatantes actuam em momentos distintos e tambm de uma independncia local, visto que, os intervenientes podem estar em locais diversos. Contudo, necessrio ao cidado comum saber como se deve mover nos meandros da Internet, ou seja, necessrio que domine no s a tecnologia adjacente navegao na Internet e salas de chat, bem como tambm alguns dos cdigos lingusticos que fazem partem da esfera comunicativa da Unio Europeia. Refiro-me aqui a uma literacia ou multiliteracia electrnica que engloba os cdigos e usos prprios do mundo virtual e a mobilizao de uma competncia plurilingue e intercultural aquando da comunicao sncrona mediatizada por computador.
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Trabalho de natureza profissional para a atribuio do Ttulo de Especialista do Instituto Politcnico do Porto, na rea de Lnguas e Cuturas - Lnguas e Literaturas Estrangeiras, defendido a 11-11-2015.
