On the development of textual competence in primary education

The aim of this article is to present the results of an action research project, which has been put into practice in Primary Education. This project was intended to develop students’ textual competence, considering both comprehension and textual production. Our starting hypothesis was that teaching the schematisation of text types, focusing on linguistic devices that underlie text production, would promote the development of textual competence, leading to the production of more coherent and cohesive texts. In order to test this hypothesis we implemented the project in three phases. First, before the intervention, we collected texts produced by the students. Secondly, we implemented a didactic program designed to develop students’ textual competence. Lastly, after the intervention, we collected students’ texts once again. Data was analyzed according to categories that confer cohesion and coherence to different types of texts. Narrative, descriptive, and explanatory texts were assessed in terms of 1) building an autonomous text; 2) hierarchisation of information, and 3) textual organisation. Overall, results indicate that students developed their text conceptualisations, their understanding of the different structures of texts, and produced better writing. Indeed, their written work shows a marked progression from the beginning of the intervention program to the end of the program.

Hazing practices in higher education : a study with portuguese students

Hazing practices in higher education institutions are perceived controversially. This study looked at the perception towards hazing practices of students from the University of the Azores in first cycle (n=247). It analyses if their perception was positive, emphasizing the integrative aspects of hazing practices, or if it was negative, inclining to define those practises like being violent and humiliating. The applied questionnaire measures 3 factors to define individual’s perception with hazing practices (positive relation with hazing practices, negative relation and the social dimension of the practices). This study used descriptive analyses to observe the level of agreement with hazing practices and non-parametrical statistical test to analyse the relationship between their levels of agreement with hazing practices and socio-demographic variables. Results emphasised balanced proportion of students perceiving positively and negatively those practices and incline to define hazing practices with the same components in both perceptions. It didnot highlight a strong mandatory integrative component in students’ perception. Also, results stressed a large part of students disinterested in hazing practices. Additionally factors of hazing practices’ perception showed significant relationships with respondent’s sex, age and academic degree. Hazing practices in this study did not seem to meet their main objectives of welcoming and integrating freshmen in higher education institutions.

The emergence of a curriculum model for online learning in a context of late investment in distance education

ECER 2015 "Education and Transition - Contributions from Educational Research", Corvinus University of Budapest from 7 to 11 September 2015.

About hazing In higher education

Not a year goes by that we don't hear of another hazing scandal in a higher education institution. Many researchers took interest in this issue in order to understand its causes and consequences. They provided definitions and lead to prevent it. We found hazing in many social groups around the world, with different names, and under specific forms. This paper aims to better understand hazing and its actors, with a specific focus on hazing in higher education. We presented three definitions to offer several perspectives on hazing, and facilitate its apprehension. Our method was to analyze the relevant scientific literature with the intention of reflecting on its roots and representation among individuals. Results are an exposition of motivations from hazing's actors, recommendations about how to define it and how to prevent derivations. Our main conclusions assume hazing is usually depicted as a deviant behavior, but it would appear to be a norm. Also, its core purpose would be the progression from newcomer to a group member. A lack of structure or meaning could lead to its misuse and facilitate outrageous events. In higher education, hazing seems to be used as a tool to integrate freshmen in their new institutional world. Scandals including violence, sexual and alcohol abuse could be a symptom of something deeper from hazing's environment.

Does independent component analysis play a role in unmixing hyperspectral data?

Independent component analysis (ICA) has recently been proposed as a tool to unmix hyperspectral data. ICA is founded on two assumptions: 1) the observed spectrum vector is a linear mixture of the constituent spectra (endmember spectra) weighted by the correspondent abundance fractions (sources); 2)sources are statistically independent. Independent factor analysis (IFA) extends ICA to linear mixtures of independent sources immersed in noise. Concerning hyperspectral data, the first assumption is valid whenever the multiple scattering among the distinct constituent substances (endmembers) is negligible, and the surface is partitioned according to the fractional abundances. The second assumption, however, is violated, since the sum of abundance fractions associated to each pixel is constant due to physical constraints in the data acquisition process. Thus, sources cannot be statistically independent, this compromising the performance of ICA/IFA algorithms in hyperspectral unmixing. This paper studies the impact of hyperspectral source statistical dependence on ICA and IFA performances. We conclude that the accuracy of these methods tends to improve with the increase of the signature variability, of the number of endmembers, and of the signal-to-noise ratio. In any case, there are always endmembers incorrectly unmixed. We arrive to this conclusion by minimizing the mutual information of simulated and real hyperspectral mixtures. The computation of mutual information is based on fitting mixtures of Gaussians to the observed data. A method to sort ICA and IFA estimates in terms of the likelihood of being correctly unmixed is proposed.

Does Independent Component Analysis Play a Role in Unmixing Hyperspectral Data?

Chapter in Book Proceedings with Peer Review First Iberian Conference, IbPRIA 2003, Puerto de Andratx, Mallorca, Spain, JUne 4-6, 2003. Proceedings

Developing corporate image in higher education sector: a case study of University of East Anglia Norwich, United Kingdom’ [de] Muhammad Amjad, Muhammad Moazam Fraz [recensão crítica]

Recensão crítica do livro "AMJAD, Muhammad; FRAZ, Muhammad Moazam - Developing corporate image in higher education sector: a case study of University of East Anglia Norwich, United Kingdom. Lisboa: LAP LAMBERT Academic Publishing, 2012”.

Constructing and Using Multimodal Narratives to Research in Science Education: Contributions Based on Practical Classroom

This study deals with the problem of how to collect genuine and useful data about science classroom practices, and preserving the complex and holistic nature of teaching and learning. Additionally, we were looking for an instrument that would allow comparability and verifiability for teaching and research purposes. Given the multimodality of teaching and learning processes, we developed the multimodal narrative (MN), which describes what happens during a task and incorporates data such as examples of students’ work.

Promoção do empreendedorismo nas escolas: impacto da Junior Achievement Portugal, Associação Aprender a Empreender

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

Selenium role in an human biomonitoring study applied to occupational health

Selenium functions as a co-factor for the reduction of antioxidant enzymes and is an important component of antioxidant enzymes. Dietary selenium significantly inhibits the induction of skin, liver, colon, and mammary tumours in experimental animals by a number of different carcinogens, as well as the induction of mammary tumours by viruses. Selenium shows a “U” shaped curve for functionality, whereby too little is as damaging as too much. At optimal levels, selenium may protect against the formation of DNA adducts, DNA or chromosome breakage, chromosome gain or loss, mitochondrial DNA, and telomere length and function. Aim of study: Investigate the relation between selenium and genotoxic effects in a human biomonitoring study applied to occupational health.

Insulin resistance does not play a major role in lipid and apolipoprotein profile in obese women

Background: Obesity is associated with increased atherogenesis through alterations in lipids, among other potential factors. Some of those abnormalities might be mediated by insulin resistance (IR). Aims: To compare lipid and apolipoprotein profile between lean and obese women; to evaluate the influence of IR on lipid and apolipoprotein profile, in obese women. Methods: We studied 112 obese and 100 normal-weight premenopausal women without known cardiovascular disease. Both groups were characterized for anthropometrics and a fasting blood sample was collected for assessment of glucose, insulin, triglycerides, cholesterol (total, LDL and HDL), and apolipoproteins A-I, A-II, B, C-II, C-III, and E; IR was assessed by the homeostatic model assessment (HOMA-IR). We compared lipids between obese and lean women; we looked for correlation of those levels with anthropometrics and IR (independently from anthropometrics) in obese women. Results: Obese women were characterized by mean age=34.6±8.3 years, BMI=43.6±7.9 kg/m2, waist circumference (Wc)=117.5±15.1 cm, and HOMA-IR=4.28±3.5. Lean women (age=34.2±8.3 years, BMI=21.4±1.7 kg/m2, Wc=71.7±5.8 cm, and HOMA-IR=1.21±0.76) presented with significantly lower levels of total cholesterol (P=0.001), LDL-cholesterol (P<0.001), and triglycerides (P<0.001); they presented higher levels of HDL-cholesterol (P<0.001), Apo A-I (P<0.001) and Apo A-II (P=0.037). HOMA-IR showed no significant association with apolipoproteins. HOMA-IR was inversely associated with HDL-cholesterol (P=0.048; r=−0.187) but that association disappeared when we adjusted for waist circumference. Only triglycerides were directly associated with HOMA-IR (P<0.001; r=0.343) independently from anthropometrics. Conclusion: We confirm that obese women present worst lipid and apolipoprotein profile. However, with the exception for triglycerides, insulin resistance per se does not play a major role in lipid and apolipoprotein abnormalities observed in obese women.

Formative assessment and motivation in higher education: a successful approach in mechanical engineer thermodynamics

Between 2000/01 and 2006/07, the approval rate of a Thermodynamics course in a Mechanical Engineer graduation was 25%. However, a careful analysis of the results showed that 41% of the students chosen not to attend or dropped out, missing the final examination. Thus, a continuous assessment methodology was developed, whose purpose was to reduce drop out, motivating students to attend this course, believing that what was observed was due, not to the incapacity to pass, but to the anticipation of the inevitability of failure by the students. If, on one hand, motivation is defined as a broad construct pertaining to the conditions and processes that account for the arousal, direction, magnitude, and maintenance of effort, on the other hand, assessment is one of the most powerful tools to change the will that students have to learn, motivating them to learn in a quicker and permanent way. Some of the practices that were implemented, included: promoting learning goal orientation rather than performance goal orientation; cultivating intrinsic interest in the subject and put less emphasis on grades but make grading criteria explicit; emphasizing teaching approaches that encourage collaboration among students and cater for a range of teaching styles; explaining the reasons for, and the implications of, tests; providing feedback to students about their performance in a form that is non-egoinvolving and non-judgemental and helping students to interpret it; broadening the range of information used in assessing the attainment of individual students. The continuous assessment methodology developed was applied in 2007/08 and 2008/09, having found an increase in the approval from 25% to 55% (30%), accompanied by a decrease of the drop out from 41% to 23,5% (17,5%). Flunking with a numerical grade lowered from 34,4% to 22,0% (12,4%). The perception by the students of the continuous assessment relevance was evaluated with a questionnaire. 70% of the students that failed the course respond that, nevertheless, didn’t repent having done the continuous assessment.

Desirable role in a price-setting international mixed duopoly

In this paper, we study the order of moves in a mixed international duopoly for differentiated goods, where firms choose whether to set prices sequentially or simultaneously. We discuss the desirable role of the public firm by comparing welfare among three games. We find that, in the three possible roles, the domestic public firm put a lower price, and then produces more than the foreign private firm.

Desirable role in an international duopoly model with tariffs

In this paper, we study an international market model in which the home government imposes a tariff on the imported goods. The model has two stages. In the first stage, the home government chooses an import tariff to maximize a function that cares about the home firm’s profit and the total revenue. Then, the firms engage in a Cournot or in a Stackelberg competition. We compare the results obtained in the three different ways of moving on the decision make of the firms.

Quality indicators in the education of children with profound Intellectual and multiple disabilities

Todas as crianças, independentemente das suas necessidades, deveriam ter acesso a uma educação de qualidade e a serem incluídas nas suas famílias e comunidades. Esta afirmação inclui as crianças mais vulneráveis, em particular as crianças com dificuldades intelectuais e multideficiência. Os resultados da investigação sobre a educação de crianças com dificuldades intelectuais e multideficiência ainda não produziram até ao momento informação suficiente que possa ser usada para desenvolver indicadores de qualidade para a avaliação das práticas e dos serviços. A investigação nesta área é limitada por constrangimentos éticos, dificuldades na determinação de amostras e desafios metodológicos, sendo reduzido o número de estudos capaz de produzir a informação necessária. Este artigo tem como objetivo discutir fatores que contribuam para a qualidade do envolvimento de crianças com dificuldades intelectuais e multideficiência em atividades educativas, com base na experiência das autoras e na informação disponível que tem sido publicada sobre este assunto. Com base nesta discussão é sugerido um conjunto de indicadores que poderão ajudar os profissionais a dirigir as suas observações para a qualidade da oferta educativa e para aspetos significativos dos desempenhos das crianças quando envolvidas em atividades curriculares.