Experimental study of the macrobenthic colonisation and secondary production in the artificial reefs of Algarve coast

Tese de dout., Ciências do Mar, Faculdade de Ciências do Mar e do Ambiente, Universidade do Algarve, 2010

Combined disaggregation of agricultural land uses, livestock numbers and crops' production: an entropy approach

This paper presents several combined agricultural data disaggregation models in order to recover the farms' land uses, the livestock numbers and main crops' productions. The proposed approach estimates incomplete information at disaggregated level through entropy, using an information prior, and generating information for a combined calculation use of data in the estimation of other variables. The models were applied to the region of Algarve, to some rural pilot areas (Salir-Ameixial-Cachopo and Alcoutim) for livestock data, since this data in some Algarve's inland areas is needed for a European forest fire prevention project, and to the agrarian zones in a more complex framework. The results are promising. They were validated, in cross reference to real data, having proven to be valid and reliable. The total error was small and a considerable level of information heterogeneity was recovered. The total error was about 27,9% for the counties' land uses and 21% for the agrarian zones, and for the livestock it was also acceptable. The level of heterogeneity recovered was always higher than 50%, revealing some improvements regarding previous studies.

Assemblage structure and secondary production of mesozooplankton in shallow water volcanic CO2 vents of the Azores

Dissertação de mestrado, Biologia Marinha, Faculdade de Ciências e Tecnologia, Universidade do Algarve, 2015

Carers and Co-Production: Enabling Expertise through Experience?

Purpose To provide a brief overview of the literature to date which has focussed on co-production within mental healthcare in the UK, including service user and carer involvement and collaboration. Design The paper presents key outcomes from studies which have explicitly attempted to introduce co-produced care in addition to specific tools designed to encourage co-production within mental health services. The paper debates the cultural and ideological shift required for staff, service users and family members to undertake co-produced care and outlines challenges ahead with respect to service redesign and new roles in practice. Findings Informal carers (family and friends) are recognised as a fundamental resource for mental health service provision, as well as a rich source of expertise through experience, yet their views are rarely solicited by mental health professionals or taken into account during decision-making. This issue is considered alongside new policy recommendations which advocate the development of co-produced services and care. Research Limitations Despite the launch of a number of initiatives designed to build on peer experience and support, there has been a lack of attention on the differing dynamic which remains evident between healthcare professionals and people using mental health services. Co-production sheds a light on the blurring of roles, trust and shared endeavour (Slay and Stephens, 2013) but, despite an increase in peer recovery workers across England, there has been little research or service development designed to focus explicitly on this particular dynamic. Practical Implications Despite these challenges, coproduction in mental healthcare represents a real opportunity for the skills and experience of family members to be taken into account and could provide a mechanism to achieve the ‘triangle of care’ with input, recognition and respect given to all (service users, carers, professionals) whose lives are touched by mental distress. However, lack of attention in relation to carer perspectives, expertise and potential involvement could undermine the potential for coproduction to act as a vehicle to encourage person-centred care which accounts for social in addition to clinical factors. Social Implications The families of people with severe and enduring mental illness (SMI) assume a major responsibility for the provision of care and support to their relatives over extended time periods (Rose et al, 2004). Involving carers in discussions about care planning could help to provide a wider picture about the impact of mental health difficulties, beyond symptom reduction. The ‘co-production of care’ reflects a desire to work meaningfully and fully with service users and carers. However, to date, little work has been undertaken in order to coproduce services through the ‘triangle of care’ with carers bringing their own skills, resources and expertise. Originality/Value This paper debates the current involvement of carers across mental healthcare and debates whether co-production could be a vehicle to utilise carer expertise, enhance quality and satisfaction with mental healthcare. The critique of current work highlights the danger of increasing expectations on service providers to undertake work aligned to key initiatives (shared decision-making, person-centred care, co-production), that have common underpinning principles but, in the absence of practical guidance, could be addressed in isolation rather than as an integrated approach within a ‘triangle of care’.

A utilização da plataforma Educast@fccn, como ferramenta de gravação de aulas no ambiente de e-learning português

Dissertação apresentada à Escola Superior de Comunicação Social como parte dos requisitos para obtenção de grau de mestre em Audiovisual e Multimédia.

O projeto de literacia da informação numa biblioteca da saúde: o caso da Biblioteca da ESTeSL

Introdução – Ao aumento exponencial de informação, sobretudo a científica, não corresponde obrigatoriamente a melhoria de qualidade na pesquisa e no uso da mesma. O conceito de literacia da informação ganha pertinência e destaque, na medida em que abarca competências que permitem reconhecer quando é necessária a informação e de atuar de forma eficiente e efetiva na sua obtenção e utilização. A biblioteca académica assume, neste contexto, o papel de parceiro privilegiado, preparando o momento em que o estudante se sente capaz de produzir e registar novo conhecimento através da escrita. Objectivo – A Biblioteca da ESTeSL reestruturou as sessões desenvolvidas desde o ano lectivo 2002/2003 e deu início a um projecto mais formal denominado «Saber usar a informação de forma eficiente e eficaz». Objectivos: a) promover a melhoria da qualidade dos trabalhos académicos e científicos; b) contribuir para a diminuição do risco de plágio; c) aumentar a confiança dos estudantes nas suas capacidades de utilização dos recursos de informação; d) incentivar uma participação mais ativa em sala de aulas; e) colaborar para a integração dos conteúdos pedagógicos e das várias fontes de informação. Método – Dinamizaram-se várias sessões de formação de curta duração, versando diferentes temas associados à literacia de informação, designadamente: 1) Pesquisa de informação com sessões dedicadas à MEDLINE, RCAAP, SciELO, B-ON e Scopus; 2) Factor de impacto das revistas científicas: Journal Citation Reports e SciMAGO; 3) Como fazer um resumo científico?; 4) Como estruturar o trabalho científico?; 5) Como fazer uma apresentação oral?; 6) Como evitar o plágio?; 7) Referenciação bibliográfica usando a norma de Vancouver; 8) Utilização de gestores de referências bibliográficas: ZOTERO (primeira abordagem para os estudantes de 1º ano de licenciatura) e a gestão de referências e rede académica de informação com o MENDELEY (direcionado para estudantes finalistas, mestrandos, docentes e investigadores). O projecto foi apresentado à comunidade académica no site da ESTeSL; cada sessão foi divulgada individualmente no site e por email. Em 2015, a divulgação investiu na nova página da Biblioteca (https://estesl.biblio.ipl.pt/), que alojava informações e recursos abordados nas formações. As inscrições eram feitas por email, sem custos associados ou limite mínimo ou máximo de sessões para participar. Resultados – Em 2014 registaram-se 87 inscrições. Constatou-se a presença de, pelo menos, um participante em cada sessão de formação. Em 2015, o total de inscrições foi de 190. Foram reagendadas novas sessões a pedido dos estudantes cujos horários não eram compatíveis com os inicialmente agendados. Foram então organizados dois dias de formação seguida (cerca de 4h em cada dia) com conteúdos selecionados pelos estudantes. Registou-se, nestas sessões, a presença contante de cerca de 30 estudantes em sala. No total, as sessões da literacia da informação contaram com estudantes de licenciatura de todos os anos, estudantes de mestrado, docentes e investigadores (internos e externos à ESTeSL). Conclusões – Constata-se a necessidade de introdução de novos conteúdos no projeto de literacia da informação. O tempo, os conteúdos e o interesse demonstrado por aqueles que dele usufruíram evidenciam que este é um projeto que está a ganhar o seu espaço na comunidade da ESTeSL e que a literacia da informação contribui de forma efetiva para a construção e para a produção de conhecimento no meio académico.

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.

Exploring the relationship between toxin and spore production in the human enteric pathogen Clostridium difficile

RESUMO: Clostridium difficile é presentemente a principal causa de doença gastrointestinal associada à utilização de antibióticos em adultos. C. difficile é uma bactéria Gram-positiva, obrigatoriamente anaeróbica, capaz de formar endósporos. Tem-se verificado um aumento dos casos de doença associada a C. difficile com sintomas mais severos, elevadas taxas de morbilidade, mortalidade e recorrência, em parte, devido à emergência de estirpes mais virulentas, mas também devido à má gestão do uso de antibióticos. C. difficile produz duas toxinas, TcdA e TcdB, que são os principais fatores de virulência e responsáveis pelos sintomas da doença. Estas são codificadas a partir do Locus de Patogenicidade (PaLoc) que codifica ainda para um regulador positivo, TcdR, uma holina, TcdE, e um regulador negativo, TcdC. Os esporos resistentes ao oxigénio são essenciais para a transmissão do organismo e recorrência da doença. A expressão dos genes do PaLoc ocorre em células vegetativas, no final da fase de crescimento exponencial, e em células em esporulação. Neste trabalho construímos dois mutantes de eliminação em fase dos genes tcdR e tcdE. Mostrámos que a auto-regulação do gene tcdR não é significativa. No entanto, tcdR é sempre necessário para a expressão dos genes presentes no PaLoc. Trabalho anterior mostrou que, com a exceção de tcdC, os demais genes do PaLoc são expressos no pré-esporo. Mostrámos aqui que TcdA é detectada à superfície do esporo maduro e que a eliminação do tcdE não influencia a acumulação de TcdA no meio de cultura ou em associação às células ou ao esporo. Estas observações têm consequências para o nosso entendimento do processo infecioso: sugeremque o esporo possa ser também um veículo para a entrega da toxina nos estágios iniciais da infecção, que TcdA possa ser libertada durante a germinação do esporo, e que o esporo possa utilizar o mesmo receptor reconhecido por TcdA para a ligação à mucosa do cólon.---------------------------ABSTRACT: Clostridium difficile is currently the major cause of antibiotic-associated gastrointestinal diseases in adults. This is a Gram-positive bacterium, endospore-forming and an obligate anaerobe that colonizes the gastrointestinal tract. Recent years have seen a rise in C. difficile associated disease (CDAD) cases, associated with more severe disease symptoms, higher rates of morbidity, mortality and recurrence, which were mostly caused due to the emergence of “hypervirulent” strains but also due to changing patterns of antibiotics use. C. difficile produces two potent toxins, TcdA and TcdB, which are the main virulence factors and the responsible for the disease symptoms. These are codified from a Pathogenicity Locus (PaLoc), composed also by the positive regulator, TcdR, the holin-like protein, TcdE, and a negative regulator, TcdC. Besides the toxins, the oxygen-resistant spores are also essential for transmission of the organism through diarrhea; moreover, spores can accumulate in the environment or in the host, which will cause disease recurrence. The expression of the PaLoc genes occurs in vegetative cells, at the end of the exponential growth phase, and in sporulating cells. In this work, we constructed two in-frame deletion mutants of tcdR and tcdE. We showed that the positive auto regulation of tcdR is not significant. However, tcdR is always necessary for the expression of the PaLoc genes. A previous work showed that, except tcdC, all the PaLoc genes are expressed in the forespore. Here, we detected TcdA at the spore surface. Furthermore, we showed that the in-frame deletion of tcdE does not affect the accumulation of TcdA in the culture medium or in association with cells or spores. This data was important for us to conclude about the infeccious process: it suggests that the spore may be the vehicle for the delivery of TcdA in early stages of infection, that TcdA may be released during spores germination and that this spore may use the same receptor recognized by TcdA to bind to the colonic mucosa.

Educator Evaluation of Academic and Social Competence in Students with Acquired Brain Injury (ABI) Relative to Assessed Performance and Sense of Belonging

Acquired brain injury (ABI) is the leading cause of death and disability amongst children and adolescents andpresents itself with challenges associated in cognitive, social, emotional, and behavioural domains. These changes may interfere with academic performance and social inclusion, influencing self-esteem and personal success. The current study examined a subset of data to capture the sense of academic and social belonging for students with ABI as a function of the classroom teachers’ subjective perception of ability, their ABI knowledge, and student identification. Overall, a discrepancy was found between educators’ subjective ratings of student performance and students’ neurocognitive capacity. Educator knowledge and identification of ABI influenced student success in academic and social domains independent of teaching approach. This research has implications for the identification of ABI in the classroom and related challenges students experience. Educators are underprepared for the reintegration of students returning to school and lack appropriate knowledge and strategies to accommodate individual needs.

Impact of a Youth Development Camp on Participants’ Skills, Attitudes, and Views Towards Science and Scientific Inquiry

This mixed-methods research study sought to determine the impact of an informal science camp—the Youth Science Inquiry Development Camp (YSIDC)—on participants’ science inquiry skills, through self-assessment, as well as their views and attitudes towards science and scientific inquiry. Pre and post data were collected using quantitative surveys (SPSI, CARS), a qualitative survey (VOSI-E), interviews, and researcher’s observations. Paired sample t-tests from the quantitative surveys revealed that the YSIDC positively impacted participants’ science inquiry skills and attitudes towards science. Interviews supported these findings and provided contextual reasons for these impacts. Implications from this research would suggest that informal and formal educational institutions can increase science inquiry skills and promote positive views and attitudes towards science and scientific inquiry by using non-competitive cooperative learning strategies with a mixture of guided and open inquiry. Suggested directions for further research include measuring science inquiry skills directly and conducting longitudinal studies to determine the lasting effects of informal and formal science programs.

Functional Forms and Educational Production Functions

Different Functional Forms Are Proposed and Applied in the Context of Educational Production Functions. Three Different Specifications - the Linerar, Logit and Inverse Power Transformation (Ipt) - Are Used to Explain First Grade Students' Results to a Mathematics Achievement Test. with Ipt Identified As the Best Functional Form to Explain the Data, the Assumption of Differential Impact of Explanatory Variables on Achievement Following the Status of the Student As a Low Or High Achiever Is Retained. Policy Implications of Such Result in Terms of School Interventions Are Discussed in the Paper.

Academic and social adjustment of teenagers in social rehabilitation : the role of intrinsic need satisfaction and autonomy support

Les études antérieures ont démontré les bénéfices de la satisfaction des besoins intrinsèques et du soutien à l’autonomie dans le domaine de l’éducation. Or, l’applicabilité des tenants principaux de la Théorie de l’Auto-Détermination (TAD; Deci & Ryan, 2000) n’a pas été investiguée auprès d’une population clinique d’adolescents. L’objectif de cette thèse doctorale est de faire la lumière sur la façon dont l'adaptation scolaire et sociale peut être favorisée par les agents de socialisation dans le contexte de la réadaptation sociale. Cette thèse est composée de deux études s’intéressant à l’application des tenants clés de la TAD auprès de deux échantillons d’adolescents vivant des problèmes d’adaptation et recevant des services d’éducation spécialisée et de réadaptation sociale. Les relations entre les concepts motivationnels de base sont étudiés afin de déterminer si, comme la TAD le propose, la satisfaction des besoins intrinsèques des jeunes peut être soutenue par le style interpersonnel des agents de socialisation (c.-à-d., le soutien à l’autonomie, l’implication et la structure). Il est aussi vérifié si ces concepts motivationnels améliorent la motivation ainsi que d’autres conséquences qui résultent de leur expérience, proposées par la TAD. La première étude a évalué si le style interpersonnel des enseignants peut favoriser la satisfaction des besoins des élèves, leur style de motivationl, tout comme leur ajustement scolaire. Les élèves en difficulté d’adaptation (N = 115) inscrits aux écoles internes des Centres de Réadaptation en raison de leurs problématiques émotionnelles et comportementales ont rempli les questionnaires à deux reprises, au début et à la fin de l’année scolaire. Les analyses de modèles d’équations structurelles révèlent que l’augmentation du soutien à l’autonomie et de l’implication (mais pas de la structure) des enseignants pendant l’année est associée à une augmentation de la satisfaction des besoins des élèves qui, conséquemment, conduit à une motivation scolaire plus auto-déterminée et à une diminution d’intentions de décrochage à la fin de l’année scolaire. De plus, l’amélioration de la satisfaction des besoins mène directement à une meilleure expérience affective à l’école. La deuxième étude consiste en une recherche expérimentale conduite auprès d’adolescentes en difficulté d’adaptation (N = 29). Le devis expérimental a permis de comparer l’impact de la présence (c. absence) du soutien à l’autonomie sur l’internalisation d’une tâche et sur les conséquences motivationnelles et expérientielles des jeunes. La tâche, fastidieuse mais importante, consistait à de la résolution de problèmes interpersonnels (activité clinique). Les résultats suggèrent qu’un style interpersonnel soutenant l’autonomie a augmenté la motivation auto-déterminée, la perception de la valeur de la tâche et son appréciation, ainsi que diminué les affects négatifs comparativement à la condition sans soutien à l’autonomie. Les résultats sont discutés en lien avec les implications théoriques et pratiques d’étendre la portée de la TAD à une population clinique d’adolescents aux prises avec des difficultés d’adaptation.

Utilization of biodiesel-derived glycerol or xylose for increased growth and lipid production by indigenous microalgae

The use of industrial wastes rich in mineral nutrients and carbon sources to increase the final microalgal biomass and lipid yield at a low cost is an important strategy to make algal biofuel technology viable. Using strains from the microalgal collection of the Université de Montréal, this report shows for the first time that microalgal strains can be grown on xylose, the major carbon source found in wastewater streams from pulp and paper industries, with an increase in growth rate of 2.8 fold in comparison to photoautotrophic growth, reaching up to µ=1.1/day. On glycerol, growth rates reached as high as µ=1.52/day. Lipid productivity increased up to 370% on glycerol and 180% on xylose for the strain LB1H10, showing the suitability of this strain for further development for biofuels production through mixotrophic cultivation.