Experimenting through the web a linear variable differential transformer

Aiming for teaching/learning support in sciences and engineering areas, the Remote Experimentation concept (an E-learning subset) has grown in last years with the development of several infrastructures that enable doing practical experiments from anywhere and anytime, using a simple PC connected to the Internet. Nevertheless, given its valuable contribution to the teaching/learning process, the development of more infrastructures should continue, in order to make available more solutions able to improve courseware contents and motivate students for learning. The work presented in this paper contributes for that purpose, in the specific area of industrial automation. After a brief introduction to the Remote Experimentation concept, we describe a remote accessible lab infrastructure that enables users to conduct real experiments with an important and widely used transducer in industrial automation, named Linear Variable Differential Transformer.

Remote experimentation network - yielding an inter-university peer-to-peer e-service

The goal of this paper is to discuss the benefits and challenges of yielding an inter-continental network of remote laboratories supported and used by both European and Latin American Institutions of Higher Education. Since remote experimentation, understood as the ability to carry out real-world experiments through a simple Web browser, is already a proven solution for the educational community as a supplement to on-site practical lab work (and in some cases, namely for distance learning courses, a replacement to that work), the purpose is not to discuss its technical, pedagogical, or economical strengths, but rather to raise and try to answer some questions about the underlying benefits and challenges of establishing a peer-to-peer network of remote labs. Ultimately, we regard such a network as a constructive mechanism to help students gain the working and social skills often valued by multinational/global companies, while also providing awareness of local cultural aspects.

Using remote experimentation in a large undergraduate course: initial findings

The use of remote labs in undergraduate courses has been reported in literature several times since the mid 90's. Nevertheless, very few articles present results about the correspondent learning gains obtained by students, and in what conditions those systems can be more efficient, thus suggesting a lack of data concerning their pedagogical effectiveness. This paper addresses such a gap by presenting some initial findings concerning the use of a remote lab (VISIR), in a large undergraduate course on Physics, with over 550 students enrolled.

Adapting remote labs to learning scenarios: case studies using VISIR and RemotElectLab

Remote laboratories are an emergent technological and pedagogical tool at all education levels, and their widespread use is an important part of their own improvement and evolution. This paper describes several issues encountered on laboratorial classes, on higher education courses, when using remote laboratories based on PXI systems, either using the VISIR system or an alternate in-house solution. Three main issues are presented and explained, all reported by teachers, that gave support to students' use of remote laboratories. The first issue deals with the need to allow students to select the actual place where an ammeter is to be inserted on electric circuits, even incorrectly, therefore emulating real-world difficulties. The second one deals with problems with timing when several measurements are required at short intervals, as in the discharge cycle of a capacitor. In addition, the last issue deals with the use of a multimeter in dc mode when reading ac values, a use that collides with the lab settings. All scenarios are presented and discussed, including the solution found for each case. The conclusion derived from the described work is that the remote laboratories area is an expanding field, where practical use leads to improvement and evolution of the available solutions, requiring a strict cooperation and information-sharing between all actors, i.e., developers, teachers, and students.

Impact of different moodle course designs on students? Performance

This work describes the impact of different teachers’ approaches in using Moodle, for supporting their courses, at the Polytechnic of Porto - School of Engineering. The study covers five different courses, from different degrees and different years, and includes a number of Moodle resources especially supporting laboratory classes. These and other active resources are particularly analyzed in order to evaluate students’ adherence to them. One particular course includes a number of remote experiments, made available through VISIR (Virtual Instrument Systems in Reality) and directly accessible through links included in the Moodle course page. The collected data have been correlated with students’ classifications in the lab component and in the exam, each one weighting 50% of their final marks. This analysis benefited from the existence of different teachers’ approaches, which resulted in a diversity of Moodle-supported environments. Conclusions point to the existence of a positive correlation factor between the number of Moodle accesses and the final exam grade, although the quality of the resources made available by the teachers seems to be preponderant over its quantity. In addition, different students perspectives were found regarding active resources: while some seem to encourage students to participate (for instance online quiz or online reports), others, more demanding, are unable to stimulate the majority of them.

Student performance analysis under different moodle course designs

This work extends a recent comparative study covering four different courses lectured at the Polytechnic of Porto - School of Engineering, in respect to the usage of a particular Learning Management System, i.e. Moodle, and its impact on students' results. A fifth course, which includes a number of resources especially supporting laboratory classes, is now added to the analysis. This particular course includes a number of remote experiments, made available through VISIR (Virtual Instrument Systems in Reality) and directly accessible through links included in the Moodle course page. We have analyzed the students' behavior in following these links and in effectively running experiments in VISIR (and also using other lab related resources, in Moodle). This data have been correlated with students' classifications in the lab component and in the exam, each one weighting 50% of their final marks. We aimed to compare students' performance in a richly Moodle-supported environment (with lab component) and in a poorly Moodle-supported environment (with only theoretical component). This question followed from conclusions drawn in the above referred comparative study, where it was shown that even though a positive correlation factor existed between the number of Moodle accesses and the final exam grade obtained by each student, its explanation behind was not straightforward, as the quality of the resources was preponderant over its quantity.

Using remote labs to serve different teacher's needs a case study with VISIR and RemotElectLab

Remote Laboratories are an emergent technological and pedagogical tool at all education levels, and their widespread use is an important part of their own improvement and evolution. This paper describes several issues encountered on laboratorial classes, on higher education courses, when using remote laboratories based on PXI systems, either using the VISIR system or an alternate in-house solution. Three main issues are presented and explained, all reported by teachers that gave support to students use of remote laboratories. The first issue deals with the need to allow students to select the actual place where an ammeter is to be inserted on electric circuits, even incorrectly, therefore emulating real world difficulties. The second one deals with problems with timing when several measurements are required at short intervals, as in the discharge cycle of a capacitor. And the last issue deals with the use of a multimeter in DC mode when reading AC values, a use that collides with the lab settings. All scenarios are presented and discussed including the solution found for each case. The conclusion derived from the described work is that the remote laboratories area is an expanding field, where practical use leads to improvement and evolution of the available solutions, requiring a strict cooperation and information sharing between all actors, i.e. developers, teachers and students.

Study of thermochemical treatments of cork in the 150-400ºC range using colour analysis and Ftir spectroscopy

A study of chemical transformations of cork during heat treatments was made using colour variation and FTIR analysis. The cork enriched fractions from Quercus cerris bark were subjected to isothermal heating in the temperature range 150–400 ◦C and treatment time from 5 to 90 min. Mass loss ranged from 3% (90 min at 150 ◦C) to 71% (60 min at 350 ◦C). FTIR showed that hemicelluloses were thermally degraded first while suberin remained as the most heat resistant component. The change of CIE-Lab parameters was rapid for low intensity treatments where no significant mass loss occurred (at 150 ◦C L* decreased from the initial 51.5 to 37.3 after 20 min). The decrease in all colour parameters continued with temperature until they remained substantially constant with over 40% mass loss. Modelling of the thermally induced mass loss could be made using colour analysis. This is applicable to monitoring the production of heat expanded insulation agglomerates.

Remote and mobile experimentation: pushing the boundaries of an ubiquitous learning place

Concepts like E-learning and M-learning are changing the traditional learning place. No longer restricted to well-defined physical places, education on Automation and other Engineering areas is entering the so-called ubiquitous learning place, where even the more practical knowledge (acquired at lab classes) is now moving into, due to emergent concepts such as Remote Experimentation or Mobile Experimentation. While Remote Experimentation is traditionally regarded as the remote access to real-world experiments through a simple web browser running on a PC connected to the Internet, Mobile Experimentation may be seen as the access to those same (or others) experiments, through mobile devices, used in M-learning contexts. These two distinct client types (PCs versus mobile devices) pose specific requirements for the remote lab infrastructure, namely the ability to tune the experiment interface according to the characteristics (e.g. display size) of the accessing device. This paper addresses those requirements, namely by proposing a new architecture for the remote lab infrastructure able to accommodate both Remote and Mobile Experimentation scenarios.

Institutional factors governing the deployment of remote experiments: lessons from the rexnet project

Remote labs offer many unique advantages to students as they provide opportunities to access experiments and learning scenarios that would be otherwise unavailable. At the same time, however, these opportunities introduce real challenges to the institutions hosting the remote labs. This paper draws on the experiences of the REXNET project consortium to expose a number of these issues as a means of furthering the debate on the value of remote labs and the best practices in deploying them. The paper presents a brief outline of the various types of remote lab scenarios that might be deployed. It then describes the key human and technological actors that have an interest in or are intrinsic to a remote lab instance, with a description of the role of each actor and their interest. Some relationships between these various actors are then discussed with some factors that might influence those relationships. Finally some general issues are briefly described.

Lighting conditions and optical filters effects on visual performance of speleologists exposed to cave environments

The aim of this study is to evaluate lighting conditions and speleologists’ visual performance using optical filters when exposed to the lighting conditions of cave environments. A crosssectional study was conducted. Twenty-three speleologists were submitted to an evaluation of visual function in a clinical lab. An examination of visual acuity, contrast sensitivity, stereoacuity and flashlight illuminance levels was also performed in 16 of the 23 speleologists at two caves deprived of natural lightning. Two organic filters (450 nm and 550 nm) were used to compare visual function with and without filters. The mean age of the speleologists was 40.65 (± 10.93) years. We detected 26.1% participants with visual impairment of which refractive error (17.4%) was the major cause. In the cave environment the majority of the speleologists used a head flashlight with a mean illuminance of 451.0 ± 305.7 lux. Binocular visual acuity (BVA) was -0.05 ± 0.15 LogMAR (20/18). BVA for distance without filter was not statistically different from BVA with 550 nm or 450 nm filters (p = 0.093). Significant improved contrast sensitivity was observed with 450 nm filters for 6 cpd (p = 0.034) and 18 cpd (p = 0.026) spatial frequencies. There were no signs and symptoms of visual pathologies related to cave exposure. Illuminance levels were adequate to the majority of the activities performed. The enhancement in contrast sensitivity with filters could potentially improve tasks related with the activities performed in the cave.

Laboratório de criação a partir de Macbeth de William Shakespeare: relatório de estágio

Relatório de Estágio submetido à Escola Superior de Teatro e Cinema para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Teatro - especialização em Encenação.

Relatório do trabalho de projecto Éter

Trabalho de Projecto submetido à Escola Superior de Teatro e Cinema para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Teatro - especialização em Artes Performativas/ Escritas de Cena.

Migracion, prácticas artísticas y artivismos

Una de las potencialidades del arte es devenir una herramienta para enfocar determinados conflictos desde nuevos ángulos y articular preguntas que impacten en la comunidad. Aquí el arte se funde con la filosofía, la sociología, la antropología, con el activismo, y con la propia vida. A partir de tales parámetros, se esbozarán diversas propuestas artísticas que ilustran cómo distintos creadores abordan –desde distintos ángulos– el fenómeno de la migración Dentro de la amplia miríada de perspectivas desde las que se puede tratar la migración es interesante resaltar el trabajo de varios artistas que se transforman en altavoces de las experiencias de otras personas, tal y como ejemplifican los proyectos de Pep Dardanyà, Marisa González, He Chengyue y Josep María Martín. Desde un ángulo radicalmente distinto, Santiago Sierra y el colectivo Yes lab reproducen y llevan al límite las mismas dinámicas de explotación que critican, y para finalizar, bajo el prisma de la experiencia vivida, la artista Fiona Tan explora su propio proceso migratorio e investiga la construcción de la identidad.

Sensibilidade à insulina pós-prandial: mecanismos fisiológicos e de activação e fisiopatologia na obesidade

RESUMO A acção hipoglicemiante da insulina é máxima no estado pós-prandial e depende da substância hepática sensibilizadora da insulina (HISS). Esta dissertação visa o estudo do mecanismo de acção da insulina no estado pós-prandial e em particular da via dependente da HISS, em modelos animais fisiológicos e patológicos (obesidade e diabetes mellitus tipo 2). Avaliaram-se diferentes tipos de refeição quanto ao seu efeito potenciador da acção da insulina, em ratos Sprague-Dawley (modelo fisiológico). A administração intragástrica de glícidos não afecta a acção da insulina, mas a refeição mista (lípidos, glícidos e proteínas), promove a sensibilização para a acção da insulina, através de um processo que parece ser iniciado no intestino e envolve a activação da via da HISS. Nos estudos de obesidade, o primeiro modelo utilizado foi o rato alimentado com dieta hiperlipídica (HFD), no qual se observou uma insulinorresistência pós-prandial devida quase exclusivamente à perda de acção da HISS, que se correlaciona com a adiposidade (corporal e abdominal) e parece ser devida à diminuição da sua síntese. O segundo modelo de obesidade usado foi o rato Zucker obeso (OZR), modelo genético que apresenta uma diminuição idêntica de ambas as componentes de acção da insulina (dependente e independente da HISS). A alteração na via da HISS parece localizar-se a jusante da sua síntese, sugerindo que um ou vários pontos comuns entre as vias de sinalização intracelular da HISS e da insulina per se estão alterados, resultando num diminuto aporte de glucose. No OZR, a acção da HISS não se altera com a idade, apresentando-se baixa também às 52 semanas de idade. Em ratos não obesos (LZR), a acção da HISS diminui entre as 9 e 52 semanas, sendo acompanhada por um decréscimo menos acentuado, embora significativo, da acção da insulina per se. A diminuição da acção da HISS com a idade parece ser a principal causa de insulinorresistência pós-prandial em LZR velhos, não se agravando no OZR. No modelo de diabetes tipo 2 estudado, o rato Zucker diabético (ZDF), também ambas as componentes de acção da insulina estavam diminuídas. No entanto, a alimentação com ração Purina, ligeiramente mais energética e lipídica do que a ração standard, agrava a disfunção da via da HISS nestes animais, sugerindo que a sensibilidade à insulina em ratos ZDF é muito susceptível a factores nutricionais. A via da HISS é essencial para potenciar a acção da insulina do estado de jejum para o pós-prandial e a sua disfunção é em grande medida responsável pela insulinorresistência observada nos modelos animais de obesidade e diabetes estudados. xix SUMMARY Hypoglycemic insulin action is maximal in the postprandial state and depends on the hepatic insulin sensitizing substance (HISS). The present thesis focus on the postprandial insulin action and, in particular, on the HISS-dependent pathway, both in physiological and pathological (obesity and type 2 diabetes mellitus) animal models. Different meals were tested in Sprague-Dawley rats (physiological model) for their capacity to potentiate insulin action. It was observed that intragastric administration of either glucose or sucrose does not affect insulin sensitivity, unlike the mixed meal, composed of lipids carbohydrates and proteins, which significantly potentiated insulin action through a process that seems to be initiated at the intestine and involves activation of the HISS pathway. For the obesity studies, the first of the two obesity models used was the high fat-fed rat (HFD), in which the postprandial insulin resistance was almost exclusively caused by the decrease of HISS action, probably due to the impairment of HISS synthesis. This impairment correlates with both corporal and abdominal adiposity. The second obesity model used was the obese Zucker rat (OZR), a genetic model, which presented a similar impairment of both components of insulin action (HISSdependent and –independent). The modification in HISS pathway in OZR seems to be located downstream from HISS synthesis, that is, at its site of action – the skeletal muscle -, suggesting that one or several points common to both HISS and insulin per se signaling cascades are defective, resulting in a decreased glucose uptake. In OZR, HISS action does not decrease with age and is also low at 52 weeks of age. In non-obese rats (LZR), HISS action decreases from 9 to 52 weeks and it is accompanied by a lower, although significant, impairment of insulin action per se. HISS action impairment with aging seems to be the major cause of insulin resistance in old LZR, whereas insulin resistance is not aggravated in aging OZR. In the type 2 diabetes model, the diabetic Zucker rat (ZDF), both components of insulin action were also equally impaired. However, feeding the animals with Purina rat chow, which is slightly more caloric and more lipidic, induces additional HISS deterioration when compared with the standard lab diet, suggesting that insulin sensitivity in ZDF is very susceptible to nutritional factors. In conclusion, HISS pathway is essential to potentiate insulin action from the fasted to the fed state and its dysfunction is highly responsible for the insulin resistance observed in the obesity and diabetes animal models studied.