Modelos e interfaces gráficos para objectos de aprendizagem na área da saúde

A educação é uma área bastante importante no desenvolvimento humano e tem vindo a adaptar-se às novas tecnologias. Tentam-se encontrar novas maneiras de ensinar de modo a obter um rendimento cada vez maior na aprendizagem das pessoas. Com o aparecimento de novas tecnologias como os computadores e a Internet, a concepção de aplicações digitais educativas cresceu e a necessidade de instruir cada vez melhor os alunos leva a que estas aplicações precisem de um interface que consiga leccionar de uma maneira rápida e eficiente. A combinação entre o ensino com o auxílio dessas novas tecnologias e a educação à distância deu origem ao e-Learning (ensino à distância). Através do ensino à distância, as possibilidades de aumento de conhecimento dos alunos aumentaram e a informação necessária tornou-se disponível a qualquer hora em qualquer lugar com acesso à Internet. Mas os cursos criados online tinham custos altos e levavam muito tempo a preparar o que gerou um problema para quem os criava. Para recuperar o investimento realizado decidiu-se dividir os conteúdos em módulos capazes de serem reaproveitados em diferentes contextos e diferentes tipos de utilizadores. Estes conteúdos modulares foram denominados Objectos de Aprendizagem. Nesta tese, é abordado o estudo dos Objectos de Aprendizagem e a sua evolução ao longo dos tempos em termos de interface com o utilizador. A concepção de um interface que seja natural e simples de utilizar nem sempre é fácil e independentemente do contexto em que se insere, requer algum conhecimento de regras que façam com que o utilizador que use determinada aplicação consiga trabalhar com um mínimo de desempenho. Na concepção de Objectos de Aprendizagem, áreas de complexidade elevada como a Medicina levam a que professores ou doutores sintam alguma dificuldade em criar um interface com conteúdos educativos capaz de ensinar com eficiência os alunos, devido ao facto de grande parte deles desconhecerem as técnicas e regras que levam ao desenvolvimento de um interface de uma aplicação. Através do estudo dessas regras e estilos de interacção torna-se mais fácil a criação de um bom interface e ao longo desta tese será estudado e proposto uma ferramenta que ajude tanto na criação de Objectos de Aprendizagem como na concepção do respectivo interface.

Prática de ensino supervisionado no 1.º e 2.º ciclo do ensino básico: a desenvolvimento da consciência linguística num 1.º ano de escolaridade

Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º e do 2.º Ciclo do Ensino Básico

Methodology for in-game certification in serious games

Serious games are starting to attain a higher role as tools for learning in various contexts, but in particular in areas such as education and training. Due to its characteristics, such as rules, behavior simulation and feedback to the player's actions, serious games provide a favorable learning environment where errors can occur without real life penalty and students get instant feedback from challenges. These challenges are in accordance with the intended objectives and will self-adapt and repeat according to the student’s difficulty level. Through motivating and engaging environments, which serve as base for problem solving and simulation of different situations and contexts, serious games have a great potential to aid players developing professional skills. But, how do we certify the acquired knowledge and skills? With this work we intend to propose a methodology to establish a relationship between the game mechanics of serious games and an array of competences for certification, evaluating the applicability of various aspects in the design and development of games such as the user interfaces and the gameplay, obtaining learning outcomes within the game itself. Through the definition of game mechanics combined with the necessary pedagogical elements, the game will ensure the certification. This paper will present a matrix of generic skills, based on the European Framework of Qualifications, and the definition of the game mechanics necessary for certification on tour guide training context. The certification matrix has as reference axes: skills, knowledge and competencies, which describe what the students should learn, understand and be able to do after they complete the learning process. The guides-interpreters welcome and accompany tourists on trips and visits to places of tourist interest and cultural heritage such as museums, palaces and national monuments, where they provide various information. Tour guide certification requirements include skills and specific knowledge about foreign languages and in the areas of History, Ethnology, Politics, Religion, Geography and Art of the territory where it is inserted. These skills are communication, interpersonal relationships, motivation, organization and management. This certification process aims to validate the skills to plan and conduct guided tours on the territory, demonstrate knowledge appropriate to the context and finally match a good group leader. After defining which competences are to be certified, the next step is to delineate the expected learning outcomes, as well as identify the game mechanics associated with it. The game mechanics, as methods invoked by agents for interaction with the game world, in combination with game elements/objects allows multiple paths through which to explore the game environment and its educational process. Mechanics as achievements, appointments, progression, reward schedules or status, describe how game can be designed to affect players in unprecedented ways. In order for the game to be able to certify tour guides, the design of the training game will incorporate a set of theoretical and practical tasks to acquire skills and knowledge of various transversal themes. For this end, patterns of skills and abilities in acquiring different knowledge will be identified.

As birras das crianças: o papel do educador e dos encarregados de educação

Relatório da Prática Profissional Supervisionada Mestrado em Educação Pré-Escolar

Risk perception about zoonoses in immigrants and Italian workers in Northwestern Italy

OBJETIVO: To assess factors associated with a low risk perception of zoonoses and to identify the gaps in knowledge about transmission and prevention of zoonoses in immigrant and Italian workers. MÉTODOS: A cross-sectional study with 175 workers in the agro-livestock and agro-food industry in Piemonte, Italy, was carried out. Data were collected with a semi-structured questionnaire based on knowledge, attitudes and practices (KAP) survey. We calculated proportions and used chi-square tests and odds ratios to assess associations. Eight individual interviews with key informants on immigration and public health in Piemonte were carried out. RESULTADOS: Participants were 82 (47%) Italians and 93 (53%) immigrants. Immigrants were from Romania, Morocco, Albania, India, China, Argentina, Peru, Macedonia, Ivory Coast, Ukraine and Colombia. The study revealed significant differences in risk perception at work (p = 0.001). We found associations between "not having correct knowledge about zoonoses" and the following variables: i. "being immigrant" OR = 4.1 (95%CI 1.7;9.8 p ≤ 0.01); ii. "working in the livestock industry" OR = 2.9 (95%CI 1.2;15.4 p = 0.01); and iii. "being an unqualified worker" OR = 4.4 (95%CI 2.9;15.4 p ≤ 0.01). Another strong association was found between being immigrant and having a low job qualification OR = 6.7 (IC95% 2.9 - 15.4 p ≤ 0.01). Asian immigrants were the group with the highest frequency of risky behaviours and the lowest level of knowledge about zoonoses. CONCLUSÕES: Our results indicate that there were differences in risk perception of zoonoses between the groups participating in our study. These results suggest that immigrant status can be considered a risk factor for having lower risk perception and lower level of knowledge of zoonoses at work. There is a relationship between this specific knowledge of zoonoses and lack of training and instruction among migrant populations. Our results stress the need for developing education programs on zoonoses prevention among the immigrant population in Piemonte, Italy.

Campos eletromagnéticos: perceção e aceitação do risco

Introdução e Objetivos – Os campos eletromagnéticos estão presentes naturalmente no Universo. Há alguns anos, os valores referentes a campos eletromagnéticos eram relativamente constantes. Com o desenvolvimento da tecnologia, a exposição a novas fontes de radiação eletromagnética aumentou. Desta forma, é normal que a preocupação pública, principalmente sobre os potenciais riscos para a saúde provenientes dos campos eletromagnéticos, tenha aumentado. O objetivo deste trabalho foi conhecer e analisar a preocupação e a perceção dos indivíduos sobre a radiação eletromagnética, tendo por base que um dos principais fatores para a adoção de medidas de precaução é o modo como o risco é percecionado pelo indivíduo. Metodologia – Trata-se de um estudo do tipo descritivo, de natureza quantitativa. A amostra, composta por 320 indivíduos, é de natureza não probabilística de conveniência. Resultados – Verificou-se que os inquiridos se manifestam “pouco preocupados” relativamente à exposição aos campos eletromagnéticos, desconhecem as fontes emissoras de radiação eletromagnética presentes no seu quotidiano e não tomam precauções relativamente à exposição a campos eletromagnéticos. Conclusões – Os indivíduos mostram imaturidade conscienciosa em relação à problemática da radiação eletromagnética, em parte justificada pela ausência de mecanismos sensoriais que a permitam detetar. A aposta na educação e sensibilização pode garantir um futuro com melhor qualidade de vida. É importante reunir esforços de várias entidades (saúde, meios de comunicação social e educação). A escola, através das crianças e jovens, constitui um meio privilegiado para a transmissão de informação.

Relatório de estágio

Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico

Repertório Contemporâneo como disciplina de desenvolvimento técnico e artístico

Relatório Final de Estágio apresentado à Escola Superior de Dança, com vista à obtenção do grau de Mestre em Ensino de Dança.

Public school teachers’ perceptions about mental health

OBJECTIVE To examine public school teachers’ perceptions about general health and mental health, and the way in which they obtained this information. METHODS Qualitative research was conducted with 31 primary and secondary school teachers at a state school in the municipality of Sao Paulo, SP, Southeastern Brazil, in 2010. The teachers responded to a questionnaire containing open-ended questions about mental health and general health. The following aspects were evaluated: Teachers’ understanding of the terms “health and “mental health,” the relevance of the need for information on the subject, the method preferred for obtaining information, their experience with different media regarding such matters, and perceptions about the extent to which this available information is sufficient to support their practice. The data were processed using the Qualiquantisoft software and analyzed according to the Discourse of the Collective Subject technique. RESULTS From the teachers’ perspective, general health is defined as the proper physiological functioning of the body and mental health is related to the balance between mind and body, as a requirement for happiness. Most of the teachers (80.6%) showed great interest in acquiring knowledge about mental health and receiving educational materials on the subject. For these teachers, the lack of information creates insecurity and complicates the management of everyday situations involving mental disorders. For 61.3% of the teachers, television is the medium that provides the most information on the topic. CONCLUSIONS The data indicate that there is little information available on mental health for teachers, showing that strategies need to be developed to promote mental health in schools.

Multi-criteria optimization manipulator trajectory planning

In the last twenty years genetic algorithms (GAs) were applied in a plethora of fields such as: control, system identification, robotics, planning and scheduling, image processing, and pattern and speech recognition (Bäck et al., 1997). In robotics the problems of trajectory planning, collision avoidance and manipulator structure design considering a single criteria has been solved using several techniques (Alander, 2003). Most engineering applications require the optimization of several criteria simultaneously. Often the problems are complex, include discrete and continuous variables and there is no prior knowledge about the search space. These kind of problems are very more complex, since they consider multiple design criteria simultaneously within the optimization procedure. This is known as a multi-criteria (or multiobjective) optimization, that has been addressed successfully through GAs (Deb, 2001). The overall aim of multi-criteria evolutionary algorithms is to achieve a set of non-dominated optimal solutions known as Pareto front. At the end of the optimization procedure, instead of a single optimal (or near optimal) solution, the decision maker can select a solution from the Pareto front. Some of the key issues in multi-criteria GAs are: i) the number of objectives, ii) to obtain a Pareto front as wide as possible and iii) to achieve a Pareto front uniformly spread. Indeed, multi-objective techniques using GAs have been increasing in relevance as a research area. In 1989, Goldberg suggested the use of a GA to solve multi-objective problems and since then other researchers have been developing new methods, such as the multi-objective genetic algorithm (MOGA) (Fonseca & Fleming, 1995), the non-dominated sorted genetic algorithm (NSGA) (Deb, 2001), and the niched Pareto genetic algorithm (NPGA) (Horn et al., 1994), among several other variants (Coello, 1998). In this work the trajectory planning problem considers: i) robots with 2 and 3 degrees of freedom (dof ), ii) the inclusion of obstacles in the workspace and iii) up to five criteria that are used to qualify the evolving trajectory, namely the: joint traveling distance, joint velocity, end effector / Cartesian distance, end effector / Cartesian velocity and energy involved. These criteria are used to minimize the joint and end effector traveled distance, trajectory ripple and energy required by the manipulator to reach at destination point. Bearing this ideas in mind, the paper addresses the planning of robot trajectories, meaning the development of an algorithm to find a continuous motion that takes the manipulator from a given starting configuration up to a desired end position without colliding with any obstacle in the workspace. The chapter is organized as follows. Section 2 describes the trajectory planning and several approaches proposed in the literature. Section 3 formulates the problem, namely the representation adopted to solve the trajectory planning and the objectives considered in the optimization. Section 4 studies the algorithm convergence. Section 5 studies a 2R manipulator (i.e., a robot with two rotational joints/links) when the optimization trajectory considers two and five objectives. Sections 6 and 7 show the results for the 3R redundant manipulator with five goals and for other complementary experiments are described, respectively. Finally, section 8 draws the main conclusions.

Effect of the exposure to maternal smoking during pregnancy and childhood on the body mass index until adolescence

OBJECTIVE Investigate the effect of exposure to smoking during pregnancy and early childhood on changes in the body mass index (BMI) from birth to adolescence.METHODS A population-based cohort of children (0-5 years old) from Cuiabá, Midwest Brazil, was assessed in 1999-2000 (n = 2,405). Between 2009 and 2011, the cohort was re-evaluated. Information about birth weight was obtained from medical records, and exposure to smoking during pregnancy and childhood was assessed at the first interview. Linear mixed effects models were used to estimate the association between exposure to maternal smoking during pregnancy and preschool age, and the body mass index of children at birth, childhood and adolescence.RESULTS Only 11.3% of the mothers reported smoking during pregnancy, but most of them (78.2%) also smoked during early childhood. Among mothers who smoked only during pregnancy (n = 59), 97.7% had smoked only in the first trimester. The changes in body mass index at birth and in childhood were similar for children exposed and those not exposed to maternal smoking. However, from childhood to adolescence the rate of change in the body mass index was higher among those exposed only during pregnancy than among those who were not exposed.CONCLUSIONS Exposure to smoking only during pregnancy, especially in the first trimester, seems to affect changes in the body mass index until adolescence, supporting guidelines that recommend women of childbearing age to stop smoking.

Molecular diversity of bla genes in Klebsiella pneumoniae and Escherichia coli isolates

Dissertation presented to obtain a Ph.D. degree in Biology, speciality Microbiology, by Universidade Nova de Lisboa, Faculdade de Ciências e Tecnologia

A inclusão de uma criança com nee – papel do adulto e dos pares na sua participação ativa no jardim de infância

Relatório da Prática Profissional Supervisionada Mestrado em Educação Pré-Escolar

Validação do questionário de desenvolvimento emocional em adultos – QDE_A

O tema da inteligência emocional tem vindo a ganhar protagonismo no plano pessoal, organizacional e societário. A emocionalidade e a racionalidade devem ser ambas consideradas e valorizadas de forma equilibrada. Este estudo teve como amostra 507 enfermeiros a trabalhar em organizações do ramo da saúde. Estes profissionais têm uma tarefa complexa, uma vez que lidam diariamente com pessoas, que devido à sua situação de saúde fragilizada, estão mais vulneráveis e com o seu estado emocional mais alterado, o que remete para a necessidade de avaliar o desenvolvimento emocional dos mesmos. Definimos como objetivo geral contribuir para um maior conhecimento empírico sobre o desenvolvimento emocional em adultos. Os objetivos específicos são: a tradução e validação do questionário de desenvolvimento emocional em adultos (QDE_A) de Pérez-Escoda, Bisquerra, Filella e Soldevila (2010), adaptado à situação portuguesa, em enfermeiros; e a avaliação do desenvolvimento emocional dos mesmos. No que respeita à metodologia, o estudo é de carácter quantitativo, descritivo, exploratório e inferencial. Numa amostra de 507 enfermeiros, de duas regiões com caraterísticas socioeconómicas distintas, foi aplicado o QDE_A.A validação do mesmo foi concretizada através de uma análise fatorial exploratória e de uma análise fatorial confirmatória (CFA). Como objetivado foi conseguida a validação do QDE_A, tendo sido obtido um modelo constituído por cinco dimensões do desenvolvimento emocional, muito aproximado ao modelo proposto por Goleman (1995), sendo, assim, possível a sua utilização em investigações futuras e em intervenções na área da gestão dos recursos humanos e coaching. Relativamente ao objetivo de estudo, sobre o desenvolvimento emocional dos enfermeiros, verificámos que estes possuem níveis médios a elevados de desenvolvimento emocional global e que, dentro das dimensões, a auto motivação e a gestão das emoções são as mais evidenciadas, tendo em vista o incremento do desenvolvimento da inteligência emocional destes profissionais.

Ditado: um percurso de aprendizagem entre pares

Projeto de Intervenção apresentado à Escola Superior de Educação de Lisboa para obtenção do grau de Mestre em Didática da Língua Portuguesa no 1.º e 2.º Ciclos do Ensino Básico