Learning Activities with Semantic. Hypermedia in Higher Education

The increasing use of information and communication technologies (ICT) in diverse professional and personal contexts calls for new knowledge, and a set of abilities, competences and attitudes, for an active and participative citizenship. In this context it is acknowledged that universities have an important role innovating in the educational use of digital media to promote an inclusive digital literacy. The educational potential of digital technologies and resources has been recognized by both researchers and practitioners. Multiple pedagogical models and research approaches have already contributed to put in evidence the importance of adapting instructional and learning practices and processes to concrete contexts and educational goals. Still, academic and scientific communities believe further investments in ICT research is needed in higher education. This study focuses on educational models that may contribute to support digital technology uses, where these can have cognitive and educational relevance when compared to analogical technologies. A teaching and learning model, centered in the active role of the students in the exploration, production, presentation and discussion of interactive multimedia materials, was developed and applied using the internet and exploring emergent semantic hypermedia formats. The research approach focused on the definition of design principles for developing class activities that were applied in three different iterations in undergraduate courses from two institutions, namely the University of Texas at Austin, USA and the University of Lisbon, Portugal. The analysis of this study made possible to evaluate the potential and efficacy of the model proposed and the authoring tool chosen in the support of metacognitive skills and attitudes related to information structuring and management, storytelling and communication, using computers and the internet.

Technology transition towards electric mobility - technology assessment as a tool for policy design

Paper presented at the Colloquium Gerpisa 2013, Paris (http://gerpisa.org/node/2085), Session n°: 19 New kinds of mobility: old and new business models

Learning facial-expression models with crowdsourcing

The computational power is increasing day by day. Despite that, there are some tasks that are still difficult or even impossible for a computer to perform. For example, while identifying a facial expression is easy for a human, for a computer it is an area in development. To tackle this and similar issues, crowdsourcing has grown as a way to use human computation in a large scale. Crowdsourcing is a novel approach to collect labels in a fast and cheap manner, by sourcing the labels from the crowds. However, these labels lack reliability since annotators are not guaranteed to have any expertise in the field. This fact has led to a new research area where we must create or adapt annotation models to handle these weaklylabeled data. Current techniques explore the annotators’ expertise and the task difficulty as variables that influences labels’ correction. Other specific aspects are also considered by noisy-labels analysis techniques. The main contribution of this thesis is the process to collect reliable crowdsourcing labels for a facial expressions dataset. This process consists in two steps: first, we design our crowdsourcing tasks to collect annotators labels; next, we infer the true label from the collected labels by applying state-of-art crowdsourcing algorithms. At the same time, a facial expression dataset is created, containing 40.000 images and respective labels. At the end, we publish the resulting dataset.

Improving Learners’ Motivation through Feedback in English Language Teaching and Learning at Polytechnic School in Benguela, Angola

Currently, it is widely perceived among the English as a Foreign Language (EFL) teaching professionals, that motivation is a central factor for success in language learning. This work aims to examine and raise teachers’ awareness about the role of assessment and feedback in the process of language teaching and learning at polytechnic school in Benguela to develop and/or enhance their students’ motivation for learning. Hence the paper defines and discusses the key terms and, the techniques and strategies for an effective feedback provision in the context under study. It also collects data through the use of interview and questionnaire methods, and suggests the assessment and feedback types to be implemented at polytechnic school in Benguela

The Visual and Virtual in Contemporary European Learning Contexts

Special issue of Anthropology in Action originated from the Working Images Conference, a joint meeting of TAN and VAN EASA networks

Learning new tricks: Corticostriatal dynamics during novel skill learning

Learning novel actions and skills is a prevalent ability across multiple species and a critical feature for survival and competence in a constantly changing world. Novel actions are generated and learned through a process of trial and error, where an animal explores the environment around itself, generates multiple patterns of behavior and selects the ones that increase the likelihood of positive outcomes. Proper adaptation and execution of the selected behavior requires the coordination of several biomechanical features by the animal. Cortico-basal ganglia circuits and loops are critically involved in the acquisition, learning and consolidation of motor skills.(...)

Fiscal policy under financial stress: A threshold VAR approach

The purpose of the project is to measure the impact of fiscal policy on the Portuguese GDP and how it may vary according to the state of the financial market. A Threshold VAR model is presented in which the two regimes are found using a financial stress index that divides the economy into a situation of financial stress and financial stability.

L'Oreal acquisition policy: The Body Shop case study

The Work Project I present focuses on the analysis of L’Oréal acquisition policy, trying to outline if the M&A deals it has led over the last 14 years have succeeded in creating value. By replicating the model proposed by Todd Hazelkorn, Marc Zenner and Anil Shivdasani in their paper “Creating Value with Mergers and Acquisitions”, I analyzed the 29 M&A deals that L’Oréal has led worldwide, understanding the common factors able to explain the success of such transactions. Further, I focused on The Body Shop case study, a highly criticized and controversial acquisition that has proved to be profitable and able to create value.

Product relatedness role on driving industrial policy success

This thesis aims to study how product relatedness to the current pattern of specialization influences the success of industrial policies in underdeveloped sectors. Drawing from Hausmann and Klinger (2006), this work extends the existing literature on the importance of proximity spillovers to explain economic development by focusing on underdeveloped sectors. We find that investment's success in an underdeveloped sector is more likely if it is highly related to the current pattern of specialization. However, heterogeneity amongst sectors is remarkable. Moreover, industrial policy cases are sometimes successful despite the bad odds provided by this criterion, suggesting further factors should be considered.

Macroeconomic effects of monetary policy in the Eurozone

To study the macroeconomic effects of unconventional monetary policy across the different countries of the eurozone, I develop an identification scheme to disentangle conventional from non-conventional policy shocks, using futures contracts on overnight interest rates and the size of the European Central Bank balance sheet. Setting these shocks as endogenous variables in a structural vector autoregressive (SVAR) model, along with the CPI and the employment rate, estimated impulse response functions of policy to macroeconomic variables are studied. I find that unconventional policy shocks generated mixed effects in inflation but had a positive impact on employment, with the exception of Portugal, Spain, Greece and Italy where the employment response is close to zero or negative. The heterogeneity that characterizes the responses shows that the monetary policy measures taken in recent years were not sufficient to stabilize the economies of the eurozone countries under more severe economic conditions.

Definição do conceito de blended learning. Proposta metodológica no quadro da terminologia de base conceptual

Sustentado numa abordagem conceptual da Terminologia, o trabalho de investigação que a seguir se desenvolve visa propor um cenário de resposta à questão: como se define o blended learning no contexto educativo de Ensino Superior Pós-Bolonha? A necessidade de compreender, delimitar e harmonizar o conceito de blended learning no panorama actual do Ensino Superior, resulta do pressuposto de que muito embora proliferem descrições de práticas e modelos para a sua operacionalização de reconhecida qualidade - tal como sucede com outros conceitos sob alçada da educação a distância - a reflexão teórica é ainda insuficiente. Com efeito, para responder à questão supra-colocada, propõe-se o desenho de uma metodologia para construção de uma definição intensional do conceito de blended learning que herde, subsuma e melhore o conhecimento existente, identificado através da análise de texto para fins onomasiológicos e de um processo de elicitação de conhecimento tácito e de negociação discursiva junto de sujeitos especializados. A proposta de desenho metodológico que neste trabalho de esboça escora-se globalmente em três etapas: (1) etapa exploratória do domínio-objecto de estudo; (2) etapa de análise onamasiológica de evidência textual e discursiva; (3) etapa de modelização e de validação de resultados. Pretende-se, em primeiro lugar, através do estudo do espaço conceptual das modalidades de educação que se situam no continuum presença-distância sistematizar e ordenar as visões analisadas, propondo representações de educação presencial, educação a distância, e-learning, educação online, aprendizagem enriquecida por tecnologias e ainda de outras modalidades emergentes. As representações assumem o carácter de proposta aberta e decorrem da necessidade de uma primeira ordenação no sentido de topografrar, delineando - a um nível macro - o possível lugar do conceito de blended learning naquele cenário. Num segundo momento, aprofunda-se e circunscreve-se a análise, depurando a evidência observada, agora reduzida a um conjunto de contextos ricos em informação conceptual – um corpus escrito e oral de definições e descrições de blended learning – identificando candidatas a características essenciais e candidatas a características acidentais. Num terceiro momento, procede-se à modelização do conhecimento, encapsulando-a numa proposta de definição sujeita a um processo iterativo e reflexivo, constituído por um conjunto de ciclos de investigação-acção, os quais reflectem a sequência de interacções entre o terminólogo e sujeitos especializados. Defender-se-á que a experimentação deste desenho revela a produtividade de uma sequência cíclica entre a análise textual e discursiva para fins onomasiológicos, a interacção colaborativa e a introspecção. Por outras palavras, embora a natureza do estudo realizado não permita a generalização, para além da relação diádica de mediação que o terminológo estabelece com o especialista, defende-se a produtividade de um procedimento de acção-reflexão autónomo, solitário e introspectivo, no âmbito da qual o terminólogo se afirma como sujeito conceptualizador, decisor e interventor. Resultam deste percurso uma proposta de definição e de descrição de blended learning em língua portuguesa que acreditamos poder servir diferentes actores da comunidade académica envolvida neste domínio de especialidade.

Search-for-yield in Portuguese fixed-income mutual funds and monetary policy

This paper studies the effects of monetary policy on mutual fund risk taking using a sample of Portuguese fixed-income mutual funds in the 2000-2012 period. Firstly I estimate time-varying measures of risk exposure (betas) for the individual funds, for the benchmark portfolio, as well as for a representative equally-weighted portfolio, through 24-month rolling regressions of a two-factor model with two systematic risk factors: interest rate risk (TERM) and default risk (DEF). Next, in the second phase, using the estimated betas, I try to understand what portion of the risk exposure is in excess of the benchmark (active risk) and how it relates to monetary policy proxies (one-month rate, Taylor residual, real rate and first principal component of a cross-section of government yields and rates). Using this methodology, I provide empirical evidence that Portuguese fixed-income mutual funds respond to accommodative monetary policy by significantly increasing exposure, in excess of their benchmarks, to default risk rate and slightly to interest risk rate as well. I also find that the increase in funds’ risk exposure to gain a boost in return (search-for-yield) is more pronounced following the 2007-2009 global financial crisis, indicating that the current historic low interest rates may incentivize excessive risk taking. My results suggest that monetary policy affects the risk appetite of non-bank financial intermediaries.

Effects of quantitative easing on the USA economy: A test for policy effectiveness

The catastrophic disruption in the USA financial system in the wake of the financial crisis prompted the Federal Reserve to launch a Quantitative Easing (QE) programme in late 2008. In line with Pesaran and Smith (2014), I use a policy effectiveness test to assess whether this massive asset purchase programme was effective in stimulating the economic activity in the USA. Specifically, I employ an Autoregressive Distributed Lag Model (ARDL), in order to obtain a counterfactual for the USA real GDP growth rate. Using data from 1983Q1 to 2009Q4, the results show that the beneficial effects of QE appear to be weak and rather short-lived. The null hypothesis of policy ineffectiveness is not rejected, which suggests that QE did not have a meaningful impact on output growth.

Essays in health economics: Volume-Outcome Effect, upcoding behaviour and the evaluation of a short-term intervention program

Evidence in the literature suggests a negative relationship between volume of medical procedures and mortality rates in the health care sector. In general, high-volume hospitals appear to achieve lower mortality rates, although considerable variation exists. However, most studies focus on US hospitals, which face different incentives than hospitals in a National Health Service (NHS). In order to add to the literature, this study aims to understand what happens in a NHS. Results reveal a statistically significant correlation between volume of procedures and better outcomes for the following medical procedures: cerebral infarction, respiratory infections, circulatory disorders with AMI, bowel procedures, cirrhosis, and hip and femur procedures. The effect is explained with the practice-makes-perfect hypothesis through static effects of scale with little evidence of learning-by-doing. The centralization of those medical procedures is recommended given that this policy would save a considerable number of lives (reduction of 12% in deaths for cerebral infarction).