Roteiro Tecnológico (roadmap) da Captação, Utilização e Armazenamento de Dióxido de Carbono (CCUS) em Portugal

O objetivo primordial deste trabalho foi estabelecer um roteiro tecnológico para aplicação das tecnologias de “Captação, Utilização e Sequestração de Carbono - CCUS” em Portugal. Para o efeito procedeu-se à identificação da origem das maiores fontes emissoras estacionárias industriais de CO2, adotando como critério o valor mínimo de 1×105 ton CO2/ano e limitado apenas ao território continental. Com base na informação recolhida e referente aos dados oficiais mais recentes (ano de 2013), estimou-se que o volume de emissões industriais de CO2 possível de captar em Portugal, corresponde a cerca de 47 % do valor global das emissões industriais, sendo oriundo de três setores de atividade industrial: produção de cimento, de pasta de papel e centrais termoelétricas a carvão. A maioria das grandes fontes emissoras industriais localiza-se no litoral do país, concentrando-se entre Aveiro e Sines. Pelas condicionantes geográficas do país e, sobretudo pela vantagem de já existir uma rede de gasodutos para o transporte de gás natural, com as respetivas infraestruturas de apoio associadas, admitiu-se que o cenário mais favorável para o transporte do CO2 captado será a criação de um sistema de transporte por gasoduto específico para o CO2. Como critério de compatibilização da proximidade das fontes emissoras de CO2 com potenciais locais para o armazenamento geológico das correntes captadas, adotou-se a distância máxima de 100 km, considerada adequada perante a dimensão do território nacional e as características do tecido industrial nacional. Efetuou-se a revisão das tecnologias de captação de CO2 disponíveis, quer comercialmente, quer em níveis avançados de demonstração e procedeu-se à análise exploratória da adequação desses diferentes métodos de captação a cada um dos setores de atividade industrial previamente identificados com emissões de CO2 suscetíveis de serem captadas. Na perspetiva da melhor integração dos processos, esta análise preliminar tomou em consideração as características das misturas gasosas, assim como o contexto industrial correspondente e o processo produtivo que lhe dá origem. As possibilidades de utilização industrial do CO2 sujeito à captação no país foram tratadas neste trabalho de forma genérica dado que a identificação de oportunidades reais para a utilização de correntes de CO2 captadas exige uma análise de compatibilização das necessidades efetivas de utilização de CO2 por parte de potenciais utilizadores industriais que carece da caracterização prévia das propriedades dessas correntes. Este é um tipo de análise muito específico que pressupõe o interesse mútuo de diferentes intervenientes: agentes emissores de CO2, operadores de transporte e, principalmente, potenciais utilizadores de CO2 como: matéria-prima para a síntese de compostos, solvente de extração supercrítica na indústria alimentar ou farmacêutica, agente corretor de pH em tratamento de efluentes, biofixação por fotossíntese, ou outra das aplicações possíveis identificadas para o CO2 captado. A última etapa deste estudo consistiu na avaliação das possibilidades de armazenamento geológico do CO2 captado e envolveu a identificação, nas bacias sedimentares nacionais, de formações geológicas com características reconhecidas como sendo boas indicações para o armazenamento de CO2 de forma permanente e em segurança. Seguiu-se a metodologia preconizada por organizações internacionais aplicando à situação nacional, critérios de seleção e de segurança que se encontram reconhecidamente definidos. A adequação para o armazenamento de CO2 das formações geológicas pré-selecionadas terá que ser comprovada por estudos adicionais que complementem os dados já existentes sobre as características geológicas destas formações e, mais importante ainda, por testes laboratoriais e ensaios de injeção de CO2 que possam fornecer informação concreta para estimar a capacidade de sequestração e de retenção de CO2 nestas formações e estabelecer os modelos geológicos armazenamento que permitam identificar e estimar, de forma concreta e objetiva, os riscos associados à injeção e armazenamento de CO2.

Definizione di una “Cybersecurity Strategy”: dalla valutazione del livello di maturità attuale delle funzioni cyber alla formalizzazione di una roadmap pluriennale di trasformazione in ambito sicurezza informatica

L'elaborato descrive il progetto, seguito durante il tirocinio in azienda, di definizione di una strategia in ambito sicurezza informatica

Physical Activity Interventions For Children And Youth With Visual Impairments.

The authors conducted a systematic literature review on physical activity interventions for children and youth with visual impairment (VI). Five databases were searched to identify studies involving the population of interest and physical activity practices. After evaluating 2,495 records, the authors found 18 original full-text studies published in English they considered eligible. They identified 8 structured exercise-training studies that yielded overall positive effect on physical-fitness and motor-skill outcomes. Five leisure-time-physical-activity and 5 instructional-strategy interventions were also found with promising proposals to engage and instruct children and youth with VI to lead an active lifestyle. However, the current research on physical activity interventions for children and youth with VI is still limited by an absence of high-quality research designs, low sample sizes, use of nonvalidated outcome measures, and lack of generalizability, which need to be addressed in future studies.

Integrating technology roadmapping and portfolio management at the front-end of new product development

Many authors point out that the front-end of new product development (NPD) is a critical success factor in the NPD process and that numerous companies face difficulties in carrying it out appropriately. Therefore, it is important to develop new theories and proposals that support the effective implementation of this earliest phase of NPD. This paper presents a new method to support the development of front-end activities based on integrating technology roadmapping (TRM) and project portfolio management (PPM). This new method, called the ITP Method, was implemented at a small Brazilian high-tech company in the nanotechnology industry to explore the integration proposal. The case study demonstrated that the ITP Method provides a systematic procedure for the fuzzy front-end and integrates innovation perspectives into a single roadmap, which allows for a better alignment of business efforts and communication of product innovation goals. Furthermore, the results indicated that the method may also improve quality, functional integration and strategy alignment. (C) 2010 Elsevier Inc. All rights reserved.

Interactive health communication in preventive medicine - Internet-based strategies in teaching and research

Interactive health communication using Internet technologies is expanding the range and flexibility of intervention and teaching options available in preventive medicine and the health sciences. Advantages of interactive health communication include the enhanced convenience, novelty, and appeal of computer-mediated communication; its flexibility and interactivity; and automated processing. We outline some of these fundamental aspects of computer-mediated communication as it applies to preventive medicine. Further, a number of key pathways of information technology evolution are creating new opportunities for the delivery of professional education in preventive medicine and other health domains, as well as for delivering automated, self-instructional health behavior-change programs through the Internet. We briefly describe several of these key evolutionary pathways, We describe some examples from work we have done in Australia. These demonstrate how we have creatively responded to the challenges of these new information environments, and how they may be pursued in the education of preventive medicine and other health care practitioners and in the development and delivery of health behavior change programs through the Internet. Innovative and thoughtful applications of this new technology can increase the consistency, reliability, and quality of information delivered.

Consequences of Comorbid Sleep Apnea in the Metabolic Syndrome-Implications for Cardiovascular Risk

Study Objectives: Metabolic syndrome (MetSyn) increases overall cardiovascular risk. MetSyn is also strongly associated with obstructive sleep apnea (OSA), and these 2 conditions share similar comorbidities. Whether OSA increases cardiovascular risk in patients with the MetSyn has not been investigated. We examined how the presence of USA in patients with MetSyn affected hemodynamic and autonomic variables associated with poor cardiovascular outcome. Design: Prospective clinical study. Participants: We studied 36 patients with MetSyn (ATP-III) divided into 2 groups matched for age and sex: (1) MetSyn+OSA (n = 18) and (2) MetSyn-OSA (n = 18). Measurements: USA was defined by an apnea-hypopnea index (AHI) > 15 events/hour by polysomnography. We recorded muscle sympathetic nerve activity (MSNA - microneurography), heart rate (HR), and blood pressure (BP - Finapres). Baroreflex sensitivity (BRS) was analyzed by spontaneous BP and HR fluctuations. Results: MSNA (34 +/- 2 vs 28 +/- 1 bursts/min, P = 0.02) and mean BP (111 +/- 3 vs. 99 +/- 2 mm Hg, P = 0.003) were higher in patients with MetSyn+OSA versus patients with MetSyn-USA. Patients with MetSyn+OSA had lower spontaneous BRS for increases (7.6 +/- 0.6 vs 12.2 +/- 1.2 msec/mm Hg, P = 0.003) and decreases (7.2 +/- 0.6 vs 11.9 +/- 1.6 msec/mm Hg, P = 0.01) in BP. MSNA was correlated with AHI (r = 0.48; P = 0.009) and minimum nocturnal oxygen saturation (r = -0.38, P = 0.04). Conclusion: Patients with MetSyn and comorbid USA have higher BP, higher sympathetic drive, and diminished BRS, compared with patients with MetSyn without USA. These adverse cardiovascular and autonomic consequences of USA may be associated with poorer outcomes in these patients. Moreover, increased BP and sympathetic drive in patients with MetSyn+OSA may be linked, in part, to impairment of baroreflex gain.

HLA-DRB1*1501 tagging rs3135388 polymorphism is not associated with neuromyelitis optica

Background: Association of the HLA-DRB1*1501 allele with multiple sclerosis is well established, but its association with neuromyelitis optica has only been evaluated in small populations. Methods: We performed a case-control genetic association study to evaluate the association of HLA-DRB1*1501 with neuromyelitis optica. The single nucleotide polymorphism rs3135388, which tags HLA-DRB1*1501, was genotyped in 164 patients with neuromyelitis optica, 220 patients with multiple sclerosis and 959 controls matched for age, gender and ethnicity. Genotyping for rs3135388 was performed by Taqman-based 5` nuclease assay. Results: Rs3135388*A was positively associated with multiple sclerosis (OR = 3.93; 95% CI = 2.58-5.97, p = 1.18 x 10(-09)) but negatively associated with NMO (OR = 0.57; 95% CI = 0.36-0.91, p = 0.01). Conclusions: Multiple sclerosis and neuromyelitis optica differ in their associations with DRB1*1501.

Critical cyber pedagogy: Doing multiliteracies in the Singapore classrooms

The Ministry of Education in Singapore has embarked on the ambitious project of introducing IT in schools. The IT Masterplan, budgeted at a cost of $2 billion, aims to wire up all schools by the year 2002. While the well-funded IT Masterplan is seeing the project in its final phase of implementation, this paper argues for a "critical cyber pedagogy" along with the acquisition of the functional and operational skills of technology. Drawing on theories of critical multiliteracies (Burbules & Callister, 2000; Luke, 2000b; New London Group, 1996), this paper explores and suggests how an instructional design of two classroom activities can be utilized as new forms of cyber and technoliteracies. Through the critical evaluation of websites and hypertext construction, students will be equipped with a new literacy that extends reading and writing by incorporating new blended forms of hybrid textualities. This technology-assisted pedagogy can achieve the desired outcome of self-directed learning, teamwork, critical thinking and problem solving strategies necessary for a knowledge-based society.

Conceitos de eletricidade e suas aplicações tecnológicas : uma unidade de ensino potencialmente significativa

O presente trabalho teve como objetivo central a elaboração de uma unidade de ensino sobre conceitos de eletricidade e validação desse material como uma Unidade de Ensino Potencialmente Significativa (UEPS). Assim, foi desenvolvida uma unidade de ensino sobre os temas diferença de potencial, corrente elétrica e suas aplicações sob a luz da Teoria da Aprendizagem Significativa de Ausubel e aplicada em seis turmas do terceiro ano do ensino médio de uma escola estadual do Espírito Santo. A fim de investigação das potencialidades desse método de ensino, utilizou-se metodologias de pesquisa qualitativa descritiva interpretativa e quantitativa préexperimental. Tendo em vista a importância dos conhecimentos prévios dos estudantes para promover aprendizagem significativa, no início do estudo foram aplicados questionários de opinião, realizados diálogos prévios e construções de mapas conceituais, sendo esses importantes instrumentos para a adequação do material apresentado ao aluno em relação ao seu perfil e à sua estrutura cognitiva. Para coleta de dados da pesquisa foram feitas gravações em áudio das principais etapas, diários de bordo, fotografias dos trabalhos, questionários e mapas conceituais prévios e finais e, finalmente, avaliação escrita. A análise dos mapas conceituais constituiu um dos principais instrumentos para avaliação sob o ponto de vista do desenvolvimento cognitivo dos estudantes, no sentido de classificar os mapas, associá-los às estruturas cognitivas de quem os construiu e identificar variações estatisticamente válidas em relação às construções de novos significados. A investigação revelou que, de modo geral, a unidade foi responsável por melhorias significativas na predisposição dos alunos em aprender e na promoção da aprendizagem significativa, possibilitando sua a validação como uma UEPS.

Metodologia de representação identitária do patrimônio territorial : a água como elemento de identidade em Linhares/ES

Apresenta primeiramente o conceito de desenvolvimento local autossustentável dentro do enfoque territorialista. Mostra também o conceito de patrimônio territorial e o de representação identitária do território como instrumento de preservação do patrimônio, neste caso o territorial. O enfoque territorialista é adotado como base teórica para a construção do roteiro metodológico de representação identitária do território com vistas à preservação do patrimônio tendo como objeto empírico o município de Linhares/ES, que passa por um processo de intenso desenvolvimento de seu território e que apresenta um rico patrimônio, no que diz respeito aos recursos naturais, em especial o hídrico. Nos últimos anos tem-se registrado um crescimento forte dos instrumentos disponíveis para a produção de imagens do território, neste caso o uso da tecnologia de Sistemas de Informações Geográficas. Por meio deste recurso, adotado na Escola Territorialista Italiana, representa-se o patrimônio que constitui o território municipal, tendo como produtos finais o Atlas do patrimônio territorial no município de Linhares/ES e o Roteiro metodológico de representação identitária do patrimônio territorial.

Heterodox Autonomy Doctrine: realism and purposes, and its relevance

The Autonomy Doctrine, elaborated by Juan Carlos Puig, is a realist point of view of International Relations. It is an analysis, from the periphery, about the structure of world power, and a roadmap (from a theoretical point of view) for the longing process of autonomization-regarding hegemonic power-for a country whose ruling class would decide to overcome dependency. The elements its author took into account when analyzing its own context are explained in this text and, afterwards, are reflected over its relevance nowadays. For that purpose, it is necessary to answer certain questions, such as which are the concepts and categories that may explain its relevance, its applicability to regional integration and cooperation models and projects, and what would be the analytical method to compare reality versus ideas, among others. The methodological proposal to analyze the relevance of Puig's doctrine is to compare it to different visions of regionalism that are currently in effect in Latin America.

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.

Thinking over b‐learning strategy: the MIPO model approach

This article describes the main research results in a new methodology, in which the stages and strategies of the technology integration process are identified and described. A set of principles and recommendations are therefore presented. The MIPO model described in this paper is a result of the effort made regarding the understanding of the main success features of good practices, in the web environment, integrated in the information systems/information technology context. The initial model has been created, based on experiences and literature review. After that, it was tested in the information and technology system units at higher school and also adapted as a result of four cycles of an actionresearch work combined with a case study research. The information, concepts and procedures presented here give support to teachers and instructors, instructional designers and planning teams – anyone who wants to develop effective b‐learning instructions.

New challenges in mathematics for the european higher education

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.