Teaching drawing: an interdisciplinary pedagogical experience in a graphic design course

Various authors have written about the importance of drawing in design methodology. Their general conclusion points drawing as an essential tool for design research, as it allows investigation of several alternative solutions in design process (Cross, 2007). The recent profound changes in design nature (Norman, 2011), justify a discussion on the purpose of drawing in design courses. As a consequence of this new reality, the educational institutions face the challenge of the definition of their curricular structures and teaching methodologies. Among others, concepts such as collaboration and multidisciplinary design approaches have been discussed as strategies for design education (Heller and Talarico, 2011, pp. 82-85). In this context, and using our teaching activity experience in Drawing and Design areas, the authors discuss:  how can drawing methods be included in the current design teaching?  can drawing be considered as an interdisciplinary approach?  what contributions can these methodologies provide to the educational/learning process? Based on these concerns, we developed an interdisciplinary project in the Graphic Design Course with two curricular units: Drawing 1 and Aesthetic and Design Theory 1. In this article the authors present the aims and process developed, and discuss the outcomes of this pedagogical experience.

Relatório de estágio

I (Prática Pedagógica)- No que se refere à secção da tese dedicada ao estágio, esta pretende desenvolver uma síntese do que se passou ao longo deste ano lectivo. Durante o ano lectivo 2012/2013, tive a oportunidade de assistir a aulas ministradas pela professora Ana Valente. A tese procura focar variados aspectos das aulas a que assisti. De uma forma geral, o relatório do estágio evidencia vários aspectos: metodologias de ensino, questões motivacionais, relação aluno/professor, questões de disciplina, entre outras. No decorrer das aulas, foi possível constatar muitas dessas questões na prática. Tentei registar as actividades desenvolvidas nas aulas relativas a várias questões, nomeadamente questões relacionadas com a prática do instrumento, assim como outras relacionadas com a noção de musicalidade. Como resultado, esta secção apresenta diversos tipos de estratégias de ensino, ilustrando exemplos práticos que efectivamente se passaram nas aulas. É essencialmente, uma secção dedicada à reflexão sobre metodologias de ensino e estudo. A segunda parte desta secção é relativa à análise das gravações das aulas dadas por mim e pretende sobretudo focar-se na crítica pessoal. É uma parte importante do estágio, em que tenho a oportunidade de observar a minha forma pedagógica de lidar com os alunos. Por fim, a terceira parte do relatório refere-se à observação crítica da abordagem da professora tendo por base o meu ponto de vista. Esta parte pretende essencialmente descrever e analisar a forma como a professora dá as aulas. Com base no que disse anteriormente, esta parte do trabalho mostra mais em detalhe as metodologias e estratégias de ensino utilizadas pela professora em questão. De um modo geral, esta secção pretende descrever as três vertentes que mencionei anteriormente (relatório das aulas, análise das gravações, observação crítica ao método pedagógico da professora).

Interoperability in pedagogical e-learning services

The ultimate goal of this research plan is to improve the learning experience of students through the combination of pedagogical eLearning services. Service oriented architectures are already being used in eLearning but in this work the focus is on services of pedagogical value, rather then on generic services adapted from other business systems. This approach to the architecture of eLearning platforms raises challenges addressed by this work, namely: conceptual modeling of the pedagogical eLearning services domain; interoperability and coordination of pedagogical eLearning service; conversion of existing eLearning systems to pedagogical services; adaptation of eLearning services to individual learners. An improved eLearning platform will incorporate learning tools adequate to the domains it covers and will focus on the individual learner that uses it. With this approach we expect to raise the pedagogical value of eLearning platforms.

Tech-based Innovations in pedagogical practices: the case of ISCAP

TICEduca. III Congresso Internacional TIC e Educação. 14 a 16 Novembro, Lisboa

B-learning quality: dimensions, criteria and pedagogical approach

Measuring the quality of a b-learning environment is critical to determine the success of a b-learning course. Several initiatives have been recently conducted on benchmarking and quality in e-learning. Despite these efforts in defining and examining quality issues concerning online courses, a defining instrument to evaluate quality is one of the key challenges for blended learning, since it incorporates both traditional and online instruction methods. For this paper, six frameworks for quality assessment of technological enhanced learning were examined and compared regarding similarities and differences. These frameworks aim at the same global objective: the quality of e-learning environment/products. They present different perspectives but also many common issues. Some of them are more specific and related to the course and other are more global and related to institutional aspects. In this work we collected and arrange all the quality criteria identified in order to get a more complete framework and determine if it fits our b-learning environment. We also included elements related to our own b-learning research and experience, acquired during more than 10 years of experience. As a result we have create a new quality reference with a set of dimensions and criteria that should be taken into account when you are analyzing, designing, developing, implementing and evaluating a b-learning environment. Besides these perspectives on what to do when you are developing a b-learning environment we have also included pedagogical issues in order to give directions on how to do it to reach the success of the learning. The information, concepts and procedures here presented give support to teachers and instructors, which intend to validate the quality of their blended learning courses.

Population dynamics and biting rhythm of the anthropophilic sandfly Lutzomyia cruciata (Diptera: Psychdidae) in Southeast, Mexico

Sandflies attracted by human bait were caught in an endemic focus of localized cutaneous leishmaniasis in the state of Campeche, Mexico. Catches were carried out monthly from February 1994 to January 1995 between 18:00 and 22:00 h. Lutzomyia cruciata was the only species caught. The highest population peak of Lu. cruciata was found in March with lesser peaks in February, December 1994, and January 1995. Maximum biting rate of Lu. cruciata was found between 18:00 and 19:00 h. The host-seeking females of Lu. cruciata were directly related to levels of humidity between 88 and 100%. Low and high temperature had a negative effect upon Lu. cruciata activity. The possible role of Lu. cruciata as vector of leishmaniasis in the state of Campeche, Mexico is discussed.

O jogo como estratégia de aprendizagem rítmica: A ludicidade na exploração das fichas de exercícios rítmicos

Elaborado com vista à reflexão fundamentada acerca do percurso, das práticas educativas e das políticas de ensino, o presente trabalho pretende reunir um conjunto de saberes inerentes à atividade docente. Relacionando teorias e práticas no âmbito do ensino da música, a apresentação de uma filosofia de trabalho, congregando como eixo estruturante a prática musical supervisionada realizada no âmbito do ensino vocacional, apresenta-se como pano de fundo à análise dos vários conteúdos referentes à literatura específica inerente à prática pedagógica. Partindo da caracterização da escola do ensino vocacional de música, nos ensinos Básico e Secundário, a presente reflexão emerge no seguimento do pensamento articulado das várias áreas do saber através da apreciação, fundamentação e discussão das perspetivas de ensino vigentes ao longo do processo de estágio. Deste modo, será exposta toda a perspetiva de ensino por nós desenvolvida, partindo de uma linha temporal, tendo por princípio a descrição de um plano modelo, com o objetivo de podermos demonstrar a direção do nosso pensamento. Tendo como objetivo verificar a eficácia da abordagem ao jogo, como estratégia de ensino, na aprendizagem do ritmo, na disciplina de Formação Musical, partimos de uma investigação bibliográfica sobre a relação entre a escola tradicional e a escola moderna, o jogo e a motivação, e por último, a aprendizagem do ritmo sobre a perspetiva das atividades de aprendizagem sequencial, sustentadas por Edwin Gordon. O projeto de investigação aborda uma nova conceção do jogo, aliando o mesmo às atividades de leitura rítmicas.

Speed and rhythm in organizations: How do different generations cope with speed and rhythm at work?

A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics

Absence of both circadian rhythm and Trypanosoma cruzi periodicity with xenodiagnosis in chronic chagasic individuals

Xenodiagnoses were performed every 3 hours using 10 Triatoma infestans 3rd instar for 24 to 72 hours, in 18 chronic chagasics with positive serology and/or xenodiagnosis. There was no statistically significant difference in the positivity of assays performed during the day (9:00 to 18:00h) compared to those performed at night (21:00 to 6:00h), (chi² = 0.1526 p = 0.696). Xenodiagnosis was performed in ten of the patients for 13 successive days but there was no periodicity detected in the positive assays.

José Mourinho, The special one: A pedagogical case

The purpose of this work is to create a case to reflect about the leadership role of José Mourinho in Real Madrid CF, considering his successful background experiences in FC Porto, Chelsea FC and FC Inter. The case is based on the failure of the Special One in Real Madrid CF. This paper is mainly focused in the leadership process, charismatic leadership and contingency theory of leadership. Moreover it is intended to introduce concepts about the influence of leaders in the organizational culture, the management of human resources, and the role of a leader adapting to a different context.

Atrial activation during sinus rhythm in patients with rheumatic and non-rheumatic paroxysmal atrial fibrillation. Frequency-domain analysis using signal-averaged electrocardiography

OBJECTIVE: Using P-wave signal-averaged electrocardiography, we assessed the patterns of atrial electrical activation in patients with idiopathic atrial fibrillation as compared with patterns in patients with atrial fibrillation associated with structural heart disease. METHODS: Eighty patients with recurrent paroxysmal atrial fibrillation were divided into 3 groups as follows: group I - 40 patients with atrial fibrillation associated with non-rheumatic heart disease; group II - 25 patients with rheumatic atrial fibrillation; and group III - 15 patients with idiopathic atrial fibrillation. All patients underwent P-wave signal-averaged electrocardiography for frequency-domain analysis using spectrotemporal mapping and statistical techniques for detecting and quantifying intraatrial conduction disturbances. RESULTS: We observed an important fragmentation in atrial electrical conduction in 27% of the patients in group I, 64% of the patients in group II, and 67% of the patients in group III (p=0.003). CONCLUSION: Idiopathic atrial fibrillation has important intraatrial conduction disturbances. These alterations are similar to those observed in individuals with rheumatic atrial fibrillation, suggesting the existence of some degree of structural involvement of the atrial myocardium that cannot be detected with conventional electrocardiography and echocardiography.

The Need for Pedagogical Qualifications for Teaching Cardiology to Undergraduate Students

OBJECTIVE: To report a training program in cardiology emphasizing changes in its pedagogical practice. These changes were put into practice by some teachers at the Medical School of Porto Alegre of the University of Rio Grande do Sul (FAMED/UFRGS) aiming to make faculty and student activities more dynamic and to promote more efficacious learning. The training program is directed at 5th semester medical students and aims at a behavioral change in teachers and students to promote more interaction, to favor exchanges, and to make the teaching-learning process easier, always maintaining the patient in the center of the medical activity. METHODS: The program emphasizes the definition of general and specific objectives for each activity to be developed by the students, with training in the area of admission to the cardiology service, with special emphasis on behavioral change in the cognitive, motor, affective, and attitudinal areas. Knowledge was developed by means of interactive seminars with initial and final assessment tests to identify students' and teachers' performance. The students were evaluated in an immediate, continuous, and progressive way in their daily activities and through comparison of the results of 2 tests, one applied at the beginning of the training and the other at its end. These 2 tests contained the same questions. RESULTS: We systematically assessed 560 students over 4 years. The mean grades of the tests performed prior to and after the 244 seminars were 7.38±1.66 and 9.17± 0.82, respectively (p<0.0001). For the tests applied at the beginning and at the end of the training, the mean grades were 5.61±1.61 and 9.37±0.90, respectively (p<0.0001). CONCLUSION: The program proved to be efficient both for the students' learning and for assessing their performance in a systematic and objective way.

Data Envelopment Analysis (DEA) : A pedagogical guide for decision makers in the public sector

This guide introduces Data Envelopment Analysis (DEA), a performance measurement technique, in such a way as to be appropriate to decision makers with little or no background in economics and operational research. The use of mathematics is kept to a minimum. This guide therefore adopts a strong practical approach in order to allow decision makers to conduct their own efficiency analysis and to easily interpret results. DEA helps decision makers for the following reasons: - By calculating an efficiency score, it indicates if a firm is efficient or has capacity for improvement. - By setting target values for input and output, it calculates how much input must be decreased or output increased in order to become efficient. - By identifying the nature of returns to scale, it indicates if a firm has to decrease or increase its scale (or size) in order to minimize the average cost. - By identifying a set of benchmarks, it specifies which other firms' processes need to be analysed in order to improve its own practices.