"Out of sync": The breakdown of economic sentiment cycles in the E.U.

We present empirical evidence about the properties of economic sentiment cycle synchronization for Germany, France and the UK and compare them with the `crisis' countries Italy, Spain, Portugal and Greece. Instead of using output data we prefer to focus on the economic sentiment indicator (ESI), a forward-looking, survey-based variable consistently available from 1985. The cyclical nature of the ESI allows us to analyze the presence or not of synchronicity among country pairs before and after the onset of the financial crisis. Our results show that ESI movements were mostly synchronous before 2008 but they exhibit a breakdown after 2008, with this feature being more prominent in Greece. We also find that, after the political manoeuvring of the past two years, a cycle re-integration or re-synchronization is on the way. An analysis of the evolution of the synchronicity measures indicates that they can potentially be used to identify sudden phase breaks in ESI co-movement and they can offer a signal as to when the EU economies are getting “in” or “out of sync”.

Preliminary analysis of organic Rankine cycles to improve vehicle efficiency

This paper presents the background rationale and key findings for a model-based study of supercritical waste heat recovery organic Rankine cycles. The paper’s objective is to cover the necessary groundwork to facilitate the future operation of a thermodynamic organic Rankine cycle model under realistic thermodynamic boundary conditions for performance optimisation of organic Rankine cycles. This involves determining the type of power cycle for organic Rankine cycles, the circuit configuration and suitable boundary conditions. The study focuses on multiple heat sources from vehicles but the findings are generally applicable, with careful consideration, to any waste heat recovery system. This paper introduces waste heat recovery and discusses the general merits of organic fluids versus water and supercritical operation versus subcritical operation from a theoretical perspective and, where possible, from a practical perspective. The benefits of regeneration are investigated from an efficiency perspective for selected subcritical and supercritical conditions. A simulation model is described with an introduction to some general Rankine cycle boundary conditions. The paper describes the analysis of real hybrid vehicle data from several driving cycles and its manipulation to represent the thermal inertia for model heat input boundary conditions. Basic theory suggests that selecting the operating pressures and temperatures to maximise the Rankine cycle performance is relatively straightforward. However, it was found that this may not be the case for an organic Rankine cycle operating in a vehicle. When operating in a driving cycle, the available heat and its quality can vary with the power output and between heat sources. For example, the available coolant heat does not vary much with the load, whereas the quantity and quality of the exhaust heat varies considerably. The key objective for operation in the vehicle is optimum utilisation of the available heat by delivering the maximum work out. The fluid selection process and the presentation and analysis of the final results of the simulation work on organic Rankine cycles are the subjects of two future publications.

Origin of double dinitrogen release feature during fast switching between lean and rich cycles for NOx storage reduction catalysts

The performance of NOx storage and reduction over 1.5 wt% Pt/20 wt% KNO3/K2Ti8O17 and 1.5 wt% Pt/K2Ti8O17 catalysts has been investigated using combined fast transient kinetic switching and isotopically labelled (NO)-N-15 at 350 degrees C. The evolution of product N-2 has revealed two significant peaks during 60 s lean/1.3 s rich switches. It also found that the presence of CO2 in the feed affects the release of N-2 in the second peak. Regardless of the presence/absence of water in the feed, only one peak of N-2 was observed in the absence of CO2. Gas-phase NH3 was not observed in any of the experiments. However, in the presence of CO2 the results obtained from in situ DRIFTS-MS analysis showed that isocyanate species are formed and stored during the rich cycles, probably from the reaction between NOx and CO, in which CO was formed via the reverse water-gas shift reaction. 

Super suburbia: developing resilience by closing resource cycles in North Belfast

Sustainability can be described as having three interlinked strands, known as the ‘trias energetica’, without which resilience is difficult to achieve. These strands are environmental, social and economic: and if taken as indicators, the suburbs of North Belfast are very poorly performing indeed. Places such as Ligoneal and Glen Cairn have poor housing stock energetically, and also little economic activity. This paper describes propositional work completed by Queens University and Belfast City Council as part of the UK’s Technology Strategy Board’s Future Cities Programme, which aimed to develop new synergies in these neighbourhoods by the insertion of closed cycle economies.

By utilising a research by design methodology, the paper develops a process-based and phased design to develop a new emergent form to these neighbourhoods, one in which new productive systems are embedded into the city, at a small-scales. These include a peak-load hydro-electric project in Ligoneal; a productive landscape in Glen Cairn and a city-wide energy refurbishment utilising neighbourhood waste streams.

These designs allow for a roadmap for development to be created that could change the modus operandi of an area over a relatively short period of time, and show that even modest investments of productive technologies at a local scale could fundamentally change the form and the economic and environmental operation of the city in the future, and create a new resilient city, one that can be less externally dependent and more socially just.

New suburbia: designing in urban resilience by closing resource cycles

By utilising a research by design methodology, the paper develops a process-based and phased design to develop a new emergent form to these neighbourhoods, one in which new productive systems are embedded into the city, at a small-scales. These include a peak-load hydro-electric project in Ligoneal; a productive landscape in Glen Cairn and a city-wide energy refurbishment utilising neighbourhood waste streams.

The three projects illustrate different ways in which place-based solutions can enact urban transformation through a process of rigorous visualisation of process, and its attendant changes in content and form of the neighbourhood, These designs, based around a process-based strategy plan, allow for a roadmap for development to be created that could change the modus operandi of an area over a relatively short period of time,. The paper demonstrates that even modest investments of productive technologies at a local scale can fundamentally change the form and the economic and environmental operation of the city in the future, and create a new resilient city, one that can have resilience built-in. This resilience allows the neighbourhood to be less externally dependent on resources, economically active and more socially just.

Formação cívica e formação de professores: limites e potencialidades

A reorganização curricular do Ensino Básico de 2001 representou uma mudança de paradigma: uma aposta na flexibilidade, na integração e na autonomia. Uma das principais inovações desta reforma foi a criação de áreas curriculares não disciplinares, entre elas a Formação Cívica. Uma década volvida qual o impacto desta decisão? Estudos anteriores revelaram o uso administrativo e burocrático da Formação Cívica, ao serviço do Diretor de Turma e das suas responsabilidades de gestão da turma e resolução de conflitos. Num cenário de defraudamento das expetativas iniciais depositadas neste domínio não disciplinar e convencidos que estávamos da importância de potenciar espaços reais de promoção da Cidadania nas escolas desencadeámos um estudo de modelização dupla investigação-formação que nos permitisse compreender qual o papel da formação de professores neste domínio e os respetivos limites e potencialidades da Formação Cívica. Com base no pressuposto de que a ação de qualquer professor em contexto de sala de aula depende do conhecimento profissional que possui acerca de um determinado domínio curricular e reconhecendo a ausência de mecanismos de formação específica para a concretização dos tempos letivos de Formação Cívica, estruturámos o nosso trabalho com o intuito de contribuir para a construção de conhecimento sobre a natureza da formação de professores em Formação Cívica. Realizado no contexto da formação contínua de professores, o presente estudo desenvolveu-se em duas etapas fundamentais que se foram interligando entre momentos de investigação, reflexão, formação, recolha e análise de dados. A abordagem metodológica que se delineou para todas as fases assumiu um cariz qualitativo e crítico-interpretativo. Numa primeira fase, realizámos um estudo exploratório que nos permitiu identificar conceções, práticas e contextos no domínio da Formação Cívica. Selecionámos uma escola no distrito de Aveiro e entrevistámos 10 professores do 3.º CEB, coordenação e direção da escola, analisámos documentos oficiais e observámos aulas. Concluímos que a operacionalização da Formação Cívica está refém de um conjunto de condicionalismos, entre eles: a ausência de orientações curriculares; a sobreposição de funções do Diretor de Turma; o não reconhecimento das funções pedagógicas de uma área não disciplinar; a ausência de preparação científica e pedagógica dos professores responsáveis por este tempo letivo. A segunda fase do estudo contemplou a conceção, desenvolvimento, implementação e avaliação de um percurso formativo projetado com base nos resultados do estudo exploratório e da revisão da literatura realizada para o efeito. O percurso formativo, desenvolvido na modalidade de Oficina de Formação (OF), envolveu e alicerçou-se no potencial das tecnologias (participação numa comunidade online; criação de blogues; desenvolvimento de recursos digitais) e envolveu sete professores. Dos professores participantes na OF, foram analisados em detalhe o percurso formativo de três professoras de diferentes escolas do ensino básico e com diferentes níveis de experiência letiva em Formação Cívica. A realização deste percurso formativo permitiu-nos: i) identificar processos de reconstrução do conceito de cidadania e do lugar da Formação Cívica; ii) identificar uma visão mais alargada e transformadora da Formação Cívica ao invés de abordagens restritas de cariz administrativo; ii) analisar a importância da partilha de experiências, do feedback, do suporte e da reflexão no processo formativo para o desenvolvimento das práticas pedagógico-didáticas; iv) conceptualizar o conhecimento profissional docente associado à Formação Cívica. Consideramos que este estudo contribui para a necessária reflexão sobre o espaço e o papel da Educação para a Cidadania no sistema educativo Português, assim como para o debate da afirmação da Formação Cívica (com esta ou outra designação mas necessariamente com novos contornos), em particular no currículo do ensino básico. Sustentamos ainda a importância fundamental da formação contínua (de carácter ativo e reflexivo) e da construção partilhada do conhecimento para o desenvolvimento profissional dos professores de Formação Cívica, necessário para dar resposta aos desafios da Educação para a Cidadania.

Solid-state NMR and powder XRD studies of the structure of SAPO-40 upon hydration-dehydration cycles

It is well known that after the removal of the template many porous aluminophosphates and related materials are very sensitive to water.' Depending on the type of structure, reversible or irreversible phase transitions, loss of crystallinity and changes in the coordination of some framework A1 upon rehydration are observed. For example, solid-state NMR shows that the rehydration of SAPO-5 leads to the formation of octahedral Al. Subsequent dehydration restores the initial tetrahedral coordination of Al. Template-free SAPO-37 becomes totally amorphous to X-rays after exposure to water and stays so after subsequent thermal treatment^.,,^ In contrast, Barthomeuf and co-workers have shown recently, that, on hydration, template-free SAPO-34, an analogue of chabasite, shows the opening of some Si-0-A1 bonds, the effect being reversible upon dehydrati~n.T~h e hydrated distorted structure was found to be stable for months with no further modifications and the ordered material could be regenerated by removal of water. Here we wish to report that the structure of template-free SAPO-40 undergoes a similar reversible modification.

Travailler ensemble à l'école primaire qu'en pensent des acteurs de l'ÉPS du milieu scolaire et de la formation à l'enseignement?

Au Québec, les réformes du système scolaire implantées depuis 2001 au primaire appellent à modifier considérablement la tâche des personnes enseignantes. L'appel au professionnalisme collectif s'oppose à une conception plus traditionnelle du travail de l'enseignant"seul devant ses élèves". Cette dimension du travail enseignant est également présente à l'intérieur de la formation initiale à l'enseignement (Gouvernement du Québec, 200 lb). Parmi les douze compétences professionnelles, deux d'entre elles se réfèrent au travail entre les personnes impliquées dans les apprentissages des élèves. Dans le domaine de l'éducation physique et à la santé (EPS) au primaire, un certain nombre de transformations observées depuis quelques années sont susceptibles d'influencer le travail entre personnes enseignantes. En effet, plusieurs spécialistes en éducation physique et à la santé sont de plus en plus fréquemment appelés à enseigner dans un contexte de co-enseignement (team teaching). Le programme de formation de l'école québécoise (Gouvernement du Québec, 200la) invite également les spécialistes d'éducation physique et à la santé à travailler à l'intérieur des équipes-cycles. Finalement, les spécialistes de l'ÉPS se sont vus attribuer la responsabilité du volet éducation à la santé à l'école par le biais de la compétence disciplinaire Adopter un mode de vie sain et actif . Depuis ces récentes transformations, les spécialistes en ÉPS sont davantage appelés à travailler avec des acteurs du milieu scolaire qu'auparavant. L'objectif général de cette étude est de comprendre comment des acteurs oeuvrant dans le domaine de l'ÉPS au primaire voient le"travailler ensemble" comme dimension du travail enseignant et comme objet de formation. Plus précisément, les questions de recherche sont liées aux thèmes suivants : 1) le sens que les acteurs du milieu scolaire donnent au concept du"travailler ensemble"; 2) les conditions et les obstacles à la mise en place et à l'accomplissement dû"travailler ensemble"; 3) la place qu'occupe la formation au"travailler ensemble" à l'intérieur du programme de formation à l'enseignement ciblé dans cette étude. Sur le plan conceptuel, cette étude est confrontée à la polysémie des terminologies des concepts qui font référence au"travailler ensemble". Dans cette optique, nous chercherons à définir les différents concepts qui s'y rapportent. Nous présenterons un modèle conceptuel du"travailler ensemble" à partir d'autres référents traitant du même thème. Le modèle conceptuel s'opérationnalisera selon deux concepts, soit celui d'intensité et celui d'interdépendance. Cette étude emprunte une approche de recherche qualitative de type interprétative, elle est menée auprès de onze (n = 11) acteurs du milieu scolaire (personnes enseignantes associées en EPS (n = 4), directions d'école (n = 2) et auprès d'acteurs issus d'un programme de formation à l'enseignement de l'ÉPS (stagiaires en EPS (n = 3), formateurs universitaires à l'enseignement (n = 2)). Il s'agit d'un échantillon non probabiliste de type critérié (Patton, 1990). Les résultats ont été recueillis par le biais de questionnaires sociodémographiques et d'entrevues semi-dirigées. La présence d'acteurs provenant de quatre catégories différentes nous permettra d'effectuer une triangulation par les sources d'informations (Savoie-Zajc et Karsenti, 2000). Les entrevues nous révèlent que les acteurs rencontrés ont diverses occasions de travailler avec leurs collègues à l'école et que les conditions varient selon le rôle occupé par les personnes (enseignantes d'une même discipline, enseignantes d'une discipline différente ou non enseignantes). Chez les spécialistes en EPS que nous avons rencontrés, nous observons que le travail entre collègues d'une même discipline dépasse les limites de l'école. Ce contexte s'avère propice au renforcement d'une identité professionnelle commune. Les acteurs rencontrés identifient des conditions favorables et défavorables au"travailler ensemble". Celles-ci prennent diverses formes. Elles sont tantôt de nature affective, organisationnelle ou identitaire. En ce qui concerne la place occupée par la formation au"travailler ensemble" à l'intérieur du programme d'ÉPS participant, il semble que les occasions de développer cette compétence soient plus pertinentes à l'intérieur des stages qu'à l'intérieur des cours donnés à l'université. Par contre, les occasions de"travailler ensemble" en stage varient en fonction du contexte d'intervention de la personne enseignante associée. Cette situation soulève un certain nombre d'interrogations se rapportant tant à la capacité de la personne enseignante à s'adapter aux récentes transformations de l'école québécoise qu'aux programmes actuels de formation à l'enseignement pour former les futures personnes enseignantes au"travailler ensemble". Cette étude contribuera de façon significative à l'accroissement des connaissances au regard du"travailler ensemble" à l'école et en formation à l'enseignement dans le contexte de l'ÉPS. Cette perspective n'a pas ou très peu été documentée par d'autres auteurs. Bien qu'elle ne conduise pas à une série de recommandations à l'intention des acteurs impliqués dans la formation à l'enseignement, cette étude contribue, à clarifier des concepts liés au"travailler ensemble" et à les articuler."--Résumé abrégé par UMI.

Enseigner la lecture au primaire : un aperçu des pratiques d’enseignants des 2e et 3e cycles du primaire

Apprendre à lire exige de développer un ensemble de stratégies et, dans un contexte d’enseignement-apprentissage, il s’avère nécessaire que les stratégies de lecture soient enseignées (Fisher, Frey et Lapp, 2008). Toutefois, il semble que les enseignants se sentent peu à l’aise avec l’enseignement des stratégies de lecture par la modélisation (Martel et Lévesque, 2010; Pressley et Afflerbach, 1995). Au Saguenay-Lac-Saint-Jean, des enseignants des 2e et 3e cycles du primaire ont exprimé le besoin de réfléchir sur leurs pratiques d’enseignement des stratégies de lecture afin d’apporter les ajustements nécessaires à un apprentissage de la lecture plus accompli chez leurs élèves. Pour y parvenir, douze enseignantes, un enseignant, deux conseillères pédagogiques et une chercheure se sont engagés dans une recherche-action (Dolbec et Clément, 2004) visant l’amélioration des pratiques relatives à l’enseignement de la lecture. Comme le suggère Couture (2011), le portrait des pratiques déjà mises en place par les enseignants a été dressé dans un premier temps afin d’ancrer le processus de changement à même le travail et les besoins des enseignants. Les résultats indiquent que ce sont les stratégies utiles avant la lecture qui seraient les plus enseignées, que cet enseignement s’effectuerait principalement à l’aide du matériel didactique, et ce, avec l’ensemble du groupe classe.

Limites de distribuição vertical da espécie Patella depressa: padrões e processos

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

Imagens interditas? : limites e rupturas em representações explícitas do sexo no pós-25 de Abril

Tese de doutoramento, Belas-Artes (Pintura), Universidade de Lisboa, Faculdade de Belas-Artes, 2014

A censura sem limites : as práticas de censura no cinema e seus ecos na contemporaneidade demográfica luso-brasileira (1930-1950)

Tese de doutoramento, Educação (História da Educação), Universidade de Lisboa, Instituto de Educação, 2015