The role of teaching decision analysis for sustainability in engeneering schools

This paper addresses the role that decision analysis plays in helping engineers to gain a greater understanding of the problems they face. The need of structured decision analysis is highlighted as well as the use of multiple criteria decision analysis to tackle sustainability issues with emphasis in the use of MACBETH approach. Some insights from a Portuguese Summer Course on engineering for sustainable development are presented namely the students 'and teacher perceptions about the module of decision analysis for sustainability.

Children, space, and the urban street: an ethnomathematics posture

Dissertation presented for the PhD Degree in Education Science – Curricular Theory and Science Teaching, by Universidade Nova de Lisboa, Faculdade de Ciências e Tecnologia

Resistance of mice immunized with killed culture trypomastigotes against infection by insect-derived trypomastigotes of Trypanosoma cruzi

Mice immunized with heat or merthiolate-killed culture trypomastigotes of the non-virulent G strain were resistant to the challenge by insect-derived trypomastigotes of the CL strain of Trypanosoma cruzi. No parasitemia was detected, by direct microscopic examination of blood samples, in 90% of immunized mice while all control animals developed a high parasitemia. Trypsinization before heat-inactivation, or fixation with paraformaldehyde, apparently reduced the immunogenicity of the G strain trypomastigotes. Mice immunized with trypomastigotes treated by either of these procedures were not protected against infection by virulent T. cruzi. Analysis of the 13I-labeled surface proteins of G strain trypomastigotes inactivated by the various methods suggests that these components are involved in eliciting protective immunity against T. cruzi infection.

Competência intercultural: conteúdos culturais na aquisição da língua estrangeira e sua integração didáctica no ensino do alemão

Dissertação apresentada à Faculdade de Ciências Sociais e Humanas da Universidade Nova de Lisboa para obtenção do grau de Doutor em Cultura Alemã.

Production of recombinant protein hLIF in static and dynamic systems of animal cell culture

Thesis for the Degree of Master of Science in Biotechnology Universidade Nova de Lisboa, Faculdade de Ciências e Tecnologia

PETCHA: a Programming Exercises Teaching Assistant

This paper presents a tool called Petcha that acts as an automated Teaching Assistant in computer programming courses. The ultimate objective of Petcha is to increase the number of programming exercises effectively solved by students. Petcha meets this objective by helping both teachers to author programming exercises and students to solve them. It also coordinates a network of heterogeneous systems, integrating automatic program evaluators, learning management systems, learning object repositories and integrated programming environments. This paper presents the concept and the design of Petcha and sets this tool in a service oriented architecture for managing learning processes based on the automatic evaluation of programming exercises. The paper presents also a case study that validates the use of Petcha and of the proposed architecture.

A new horizon for online teaching and learning

The Polytechnic Institute of Oporto (IPP), which has a solid history of online education and innovation through the use of technology, has been particularly interested and focused on Massive Open Online Courses (MOOC) developments. The aim of this paper is to present the whole process from initial discussions to completion of the “Mathematics Without Limits” MOOC Project that exists in IPP and also to contribute for a change in the way as teaching and learning Mathematics is seen and practiced nowadays. In 2013, IPP developed its own platform, which gave us the opportunity to explore new educational techniques as a pedagogical resource as well as to enhance students’ motivation, through a set of interactive materials at their disposal, totally adapted to their needs. Students lack of motivation is mainly justified by their weak Math preparation, poor consolidated basis on the subject and different backgrounds of the students. To tackle this issue and based on our Math online courses teaching experience, we decided to create short duration MOOC, expecting to aid retention of students and also to reverse the path of students giving up on Math by giving them a friendly way of managing their own learning commitment. We also think that this MOOC will be a good approach to level out some math skills among freshmen.

A new horizon for online teaching and learning

The Polytechnic Institute of Oporto (IPP), which has a solid history of online education and innovation through the use of technology, has been particularly interested and focused on Massive Open Online Courses (MOOC) developments. The aim of this paper is to present the whole process from initial discussions to completion of the “Mathematics Without Limits” MOOC Project that exists in IPP and also to contribute for a change in the way as teaching and learning Mathematics is seen and practiced nowadays. In 2013, IPP developed its own platform, which gave us the opportunity to explore new educational techniques as a pedagogical resource as well as to enhance students’ motivation, through a set of interactive materials at their disposal, totally adapted to their needs. Students lack of motivation is mainly justified by their weak Math preparation, poor consolidated basis on the subject and different backgrounds of the students. To tackle this issue and based on our Math online courses teaching experience, we decided to create short duration MOOC, expecting to aid retention of students and also to reverse the path of students giving up on Math by giving them a friendly way of managing their own learning commitment. We also think that this MOOC will be a good approach to level out some math skills among freshmen.

A New horizon for online teaching and learning

The Polytechnic Institute of Oporto (IPP), which has a solid history of online education and innovation through the use of technology, has been particularly interested and focused on Massive Open Online Courses (MOOC) developments. The aim of this paper is to present the whole process from initial discussions to completion of the “Mathematics Without Limits” MOOC Project that exists in IPP and also to contribute for a change in the way as teaching and learning Mathematics is seen and practiced nowadays. In 2013, IPP developed its own platform, which gave us the opportunity to explore new educational techniques as a pedagogical resource as well as to enhance students’ motivation, through a set of interactive materials at their disposal, totally adapted to their needs. Students lack of motivation is mainly justified by their weak Math preparation, poor consolidated basis on the subject and different backgrounds of the students. To tackle this issue and based on our Math online courses teaching experience, we decided to create short duration MOOC, expecting to aid retention of students and also to reverse the path of students giving up on Math by giving them a friendly way of managing their own learning commitment. We also think that this MOOC will be a good approach to level out some math skills among freshmen.

Differences in the antigenic profile of bloodstream and cell culture derived trypomastigotes of Trypanosoma cruzi

A comparative study of the antigenic profile of bloodstream and cell culture derived trypomastigotes showed many differences in their components. Using mouse anti-T. cruzi antibodies the differences were located mostly in the 120 kDa band, whereas using chagasic patient sera the differences were located in the 85 and 52 kDa bands. These findings might explain known physiological differences between trypomatigotes obtained from cell culture and from infected blood. A brief report of this work has already been published9.

Teaching accounting and management through business simulation:

Everyday accounting and management teachers face the challenge of creating learning environments that motivate students. This chapter describes the Business Simulation (BS) experience that has taken place at the Polytechnic Institute of Porto, Institute of Accounting and Administration (IPP/ISCAP). The chapter presents students’ perceptions about the course and the teaching/learning approach. The results show that pedagogical methods used (competency-oriented), generic competencies (cooperation and group work), and interpersonal skills (organisational and communication skills) are relevant for future accounting professionals. In addition, positive remarks and possible constraints based on observation, staff meetings, and past research are reported. The chapter concludes with some recommendations from the project implementation.

Data analysis applied to the evaluation of a technological nature teaching model as a regional development tool

This paper presents the creation and development of technological schools directly linked to the business community and to higher public education. Establishing themselves as the key interface between the two sectors they make a signigicant contribution by having a greater competitive edge when faced with increasing competition in the tradional markets. The development of new business strategies supported by references of excellence, quality and competitiveness also provides a good link between the estalishment of partnerships aiming at the qualification of education boards at a medium level between the technological school and higher education with a technological foundation. We present a case study as an example depicting the success of Escola Tecnológica de Vale de Cambra.

From cheating to teaching: a path for conversion of illegal gambling machines

Video poker machines, a former symbol of fraud and gambling in Brazil, are now being converted into computer-based educational tools for Brazilian public primary schools and also for governmental and non-governmental institutions dealing with communities of poverty and social exclusion, in an attempt to reduce poverty risks (decrease money spent on gambling) and promote social inclusion (increase access and motivation to education). Thousands of illegal gambling machines are seized by federal authorities, in Brazil, every year, and usually destroyed at the end of the criminal apprehension process. This paper describes a project developed by the University of Southern Santa Catarina, Brazil, responsible for the conversion process of gambling machines, and the social inclusion opportunities derived from it. All project members worked on a volunteer basis, seeking to promote social inclusion of Brazilian young boys and girls, namely through digital inclusion. So far, the project has been able to convert over 200 gambling machines and install them in over 40 public primary schools, thus directly benefiting more than 12,000 schoolchildren. The initial motivation behind this project was technology based, however the different options arising from the conversion process of the gambling machines have also motivated a rather innovative and unique experience in allowing schoolchildren and young people with special (educational) needs to access to computer-based pedagogical applications. The availability of these converted machines also helps to place Information and Communication Technologies (ICT) in the very daily educational environment of these children and youngsters, thus serving social and cultural inclusion aspects, by establishing a dialogue with the community and their technological expectations, and also directly contributing to their digital literacy.

“We are azorean”: discourses and practices of folk culture in Santa Catarina (Brazil)

Etnográfica, Vol. IX, N.1, pp. 171-193

Diagnosis of Helicobacter pylori: comparison of an urease test, histological visualization of curved bacteria and culture

Helicobacter pylori was investigated in 189 patients for culture, microscopic visualization of campylobacter-like organisms (CLO) and a ten minute urease test. In 136 (72%) the bacteria was isolated, and in 98 of them CLO were histologically detected. Specificity, sensitivity, positive and negative predictive values of microscopic visualization of CLO were: 0.77, 0.73, 0.97 and 0.51, respectively; 98 culture-positive patients were urease test positive. Specificity, sensitivity, positive and negative predictive values of the urease test were: 0.83, 0.72, 0.92 and 0.54, respectively. Comparing the urease test with culture of H. pylori combined with microscopic visualization of CLO, its specificity, sensitivity, positive and negative predictive values were: 0.95, 0.71, 0.98 and 0.48, respectively. Probably, these values are not real, since bacteria different from H. pylori could be misclassified as CLO.