Total IgE detection in paired cerebrospinal fluid and serum samples from patients with neurocysticercosis

Neurocysticercosis (NC), the presence of Taenia solium metacestodes in tissues, is the most frequent and severe parasitic infection of the central nervous system. We investigated the presence of total IgE by an automated chemiluminescence assay in 53 paired cerebrospinal fluid (CSF) and serum samples from patients with NC (P) and in 40 CSF samples from individuals with other neurological disorders as the control group (C). Total IgE concentration ranged from 1.2 to 6.6 IU/ml (mean = 1.4 IU/ml, standard deviation-sd = 1.1 IU/ml) in 28.3% of CSF samples from the P group, a value significantly higher than for the C group (£1.0 IU/ml). The serum samples from the P group showed concentrations ranging from 1.0 to 2330.0 IU/ml (mean = 224.1 IU/ml, sd = 452.1 IU/ml), which were higher than the normal value cited by the manufacturer (<100.0 IU/ml) in 32.1% of the samples. A significant difference was observed in CSF samples from the P and C groups (p = 0.005) and in serum samples from the P group compared to the normal value (p = 0.005), with sera showing more frequent abnormal results.

The impact of firm-promoted accreditation of prior learning processes on the worker-organization relationship

The process of Competences Recognition, Validation and Certification , also known as Accreditation of Prior Learning (APL), is an innovative means of attaining school certificates for individuals without an academic background. The main objective of this process is to validate what people have learned in informal contexts, in order to attribute academic certificates. With the increasing interest of the qualification of workers and governmental support, more and more Portuguese organizations promote this process within their facilities and their work hours. This study explores the relationship between the promotion of this Human Resource Development Programme and employee’s attitudes (Job Satisfaction and Organizational Commitment) and behaviours (Extra-role Organizational Citizenship Behaviours) towards the organization they work for. Results of a cross-sectional survey of Portuguese Industrial Workers (N=135) showed that statistical significant results are in the higher levels of Voice Behaviours (a dimension of Extra-role Organizational Citizenship Behaviour in the groups of workers who were involved or had graduated from the firm promoted APL process.

Perfomance do transverso do abdómen : recurso à ecografia como informação de retorno extrínseca

RESUMO: Desenho do estudo: Estudo quantitativo, experimental prospectivo de factor único, desenho pré-teste, pós-teste. Objectivos: Determinar a efectividade da ecografia em tempo real, como Informação de Retorno Extrínseca Visual Ecográfica (IRE-VE) na performance do transverso do abdómen (TrA), em sujeitos saudáveis; analisar eventuais diferenças entre a IRE-VE e a Informação de Retorno Extrínseca Verbal Clínica (IRE-VC); medir a performance da musculatura abdominal, através das diferenças na espessura dos músculos TrA e oblíquo interno (OI) e deslizamento do TrA, em repouso e em contracção. Enquadramento: A maioria dos indivíduos não tem conhecimentos nem consciência do contributo de uma boa performance do TrA para a estabilidade da coluna lombar. Vários estudos recentes se têm dedicado a este assunto, tendo sido mostrado o importante contributo da ecografia como Informação de Retorno Extrínseca (IRE). Uma vez que o TrA e o OI contribuem para a estabilidade lombo pélvica, e que a aprendizagem do seu controlo motor é essencial para a recuperação da função, torna-se relevante clarificar o contributo da informação de retorno na primeira fase da aprendizagem da performance desses músculos, bem como encontrar as melhores estratégias para a sua realização. A ecografia foi o instrumento escolhido para servir esse objectivo. Métodos: Participaram no estudo 75 sujeitos, sem queixas lombares, com idades compreendidas entre os 18 e os 38 anos com um valor médio de 21,9 anos (±4,03), divididos aleatoriamente em três grupos com uma tarefa comum: a “Manobra do Transverso”, em que um grupo não recebeu IRE (GC), outro recebeu IRE verbal clínica e palpatória (GIRE-VC) e ooutro recebeu IRE visual ecográfica (GIRE-VE). Para efeitos de análise da contracção da musculatura abdominal, foram estudadas a espessura dos músculos TrA e OI e o deslizamento do TrA, visualizados em imagens ecográficas em tempo real, e congeladas para medição em diferido. Estes procedimentos foram apurados num estudo piloto de fidedignidade das medições em causa. Quanto à abordagem estatística das variáveis de performance muscular foi realizada uma análise da variância simples paramétrica para amostras independentes e um teste para a diferença de médias para amostras emparelhadas. Resultados: Observamos que no GC, a ausência de IRE cursou com uma performance idêntica nos dois momentos de avaliação e que nos dois grupos com IRE, das variáveis de performance, é significativamente diferente a contracção do TrA, para uma diferença de 1,95 mm no GIRE-VE (p=0,000) e de 0,84 mm no GIRE-VC (p=0,000). Ao comparar os grupos entre si houve diferenças no limiar da significância (p=0,056) para uma melhor contracção do TrA no GIRE-VE. As outras variáveis, contracção do OI e deslizamento do TrA, não revelaram efeito relacionado com a IRE em nenhum dos grupos. Conclusão: Dos resultados obtidos, podemos concluir que a IRE-VE, quando usada isoladamente, na Manobra do Transverso provoca um maior aumento na espessura do TrA, quando comparada com a IRE-VC . O uso da ecografia mostrou ser efectivo na facilitação da performance da Manobra do Transverso em sujeitos saudáveis.---------------------ABSTRACT: Study Design: Single Factor Experimental Design: Pre-Test Post-test Control Group Design. Objectives: To measure the contribution of different types of biofeedack on Transversus Abdominis (TrA) and Internal Oblique (IO) performance through changes in thickness and lateral slide of TrA anterior fascia during abdominal hollowing exercise (AHE). Background: Increasingly clinicians are using real-time ultrasound imaging as a form of supplementing feedback when teaching trunk stabilization exercises to patients; however, there has been no evidence of its effectiveness when used alone. Material and Methods: Seventy-five healthy subjects were divided randomly into 3 groups that received: group 1, no feedback; group 2, verbal and palpatory feedback, and group 3, realtime ultrasound feedback. The TrA and IO performance of each subject was twice assessed (before and after receiving feedback) when performing the AHE in a supine hook-lying position. Analysis of variance and T-test were used for the independent and paired samples, respectively, to determine significant changes in the performance of TrA and IO, based on intra and inter group analysis. Results: Group 1 had no differences between moments; group 2 had significant differences concerning TrA thickness (p=0,000) to a 0,84 mm thickness difference; group 3 had significant differences concerning TrA thickness (p=0,000) to a 1,94 mm difference; The ability to perform the AHE differed only among group 3 and group 1 (p=0.056), and only for changes in thickness of TrA muscle. No differences among groups were found neither for the lateral slide of TrA anterior fascia, nor for the internal oblique thickness. Conclusion: From the results of this study we conclude that real-time ultrasound feedback, when used alone during an AHE, can have a larger increase in TrA thickness when compared to verbal and palpatory feedback. The use of real time ultrasound showed to be effective as a feedback tool to facilitate the performance of the AHE in a supine hook-lying position in healthy subjects.

Building a knowledge and learning society in Portugal - Adult students in technological schools and higher education institutions

Chapter in Merrill, Barbara (ed.) (2009) Learning to Change? The Role of Identity and Learning Careers in Adult Education. Hamburg: Peter Lang Publishers. URL: http://www.peterlang.com/ index.cfm?vID=58279&vLang=E&vHR=1&vUR=2&vUUR=1

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Dissertação para obtenção do Grau de Mestre em Engenharia Informática

O e-learning na manutenção industrial uma proposta de e-learning aplicada à manutenção produtiva total

Dissertação para obtenção do Grau de Mestre em Engenharia e Gestão Industrial

Students’ perceptions about assessment using an e-learning platform

ISCAP’s Information Systems Department is composed of about twenty teachers who have, for several years, been using an e-learning environment (Moodle) combined with traditional assessment. A new e-assessment strategy was implemented recently in order to evaluate a practical topic, the use of spreadsheets to solve management problems. This topic is common to several courses of different undergraduate degree programs. Being e-assessment an outstanding task regarding theoretical topics, it becomes even more challenging when the topics under evaluation are practical. In order to understand the implications of this new type of assessment from the viewpoint of the students, questionnaires and interviews were undertaken. In this paper the analysis of the questionnaires are presented and discussed.

Portal ACFEL. Actividades Comuns de Formação e Educação e-Learning

Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Gestão de Sistemas e-Learning

A learning environment for robotic production line simulation

This paper presents a framework for a robotic production line simulation learning environment using Autonomous Ground Vehicles (AGV). An eLearning platform is used as interface with the simulator. The objective is to introduce students to the production robotics area using a familiar tool, an eLearning platform, and a framework that simulates a production line using AGVs. This framework allows students to learn about robotics but also about several areas of industrial management engineering without requiring an extensive prior knowledge on the robotics area. The robotic production line simulation learning environment simulates a production environment using AGVs to transport materials to and from the production line. The simulator allows students to validate the AGV dynamics and provides information about the whole materials supplying system which includes: supply times, route optimization and inventory management. The students are required to address several topics such as: sensors, actuators, controllers and an high level management and optimization software. This simulator was developed with a known open source tool from robotics community: Player/Stage. This tool was extended with several add-ons so that students can be able to interact with a complex simulation environment. These add-ons include an abstraction communication layer that performs events provided by the database server which is programmed by the students. An eLearning platform is used as interface between the students and the simulator. The students can visualize the effects of their instructions/programming in the simulator that they can access via the eLearning platform. The proposed framework aims to allow students from different backgrounds to fully experience robotics in practice by suppressing the huge gap between theory and practice that exists in robotics. Using an eLearning platform eliminates installation problems that can occur from different computers software distribution and makes the simulator accessible by all students at school and at home.

Innovations in technology: a friendly math project and the learning analytics “challenge”

Currently the world around us "reboots" every minute and “staying at the forefront” seems to be a very arduous task. The continuous and “speeded” progress of society requires, from all the actors, a dynamic and efficient attitude both in terms progress monitoring and moving adaptation. With regard to education, no matter how updated we are in relation to the contents, the didactic strategies and technological resources, we are inevitably compelled to adapt to new paradigms and rethink the traditional teaching methods. It is in this context that the contribution of e-learning platforms arises. Here teachers and students have at their disposal new ways to enhance the teaching and learning process, and these platforms are seen, at the present time, as significant virtual teaching and learning supporting environments. This paper presents a Project and attempts to illustrate the potential that new technologies present as a “backing” tool in different stages of teaching and learning at different levels and areas of knowledge, particularly in Mathematics. We intend to promote a constructive discussion moment, exposing our actual perception - that the use of the Learning Management System Moodle, by Higher Education teachers, as supplementary teaching-learning environment for virtual classroom sessions can contribute for greater efficiency and effectiveness of teaching practice and to improve student achievement. Regarding the Learning analytics experience we will present a few results obtained with some assessment Learning Analytics tools, where we profoundly felt that the assessment of students’ performance in online learning environments is a challenging and demanding task.

Design a computer programming learning environment for Massive Open Online Courses

Teaching and learning computer programming is as challenging as difficult. Assessing the work of students and providing individualised feedback to all is time-consuming and error prone for teachers and frequently involves a time delay. The existent tools and specifications prove to be insufficient in complex evaluation domains where there is a greater need to practice. At the same time Massive Open Online Courses (MOOC) are appearing revealing a new way of learning, more dynamic and more accessible. However this new paradigm raises serious questions regarding the monitoring of student progress and its timely feedback. This paper provides a conceptual design model for a computer programming learning environment. This environment uses the portal interface design model gathering information from a network of services such as repositories and program evaluators. The design model includes also the integration with learning management systems, a central piece in the MOOC realm, endowing the model with characteristics such as scalability, collaboration and interoperability. This model is not limited to the domain of computer programming and can be adapted to any complex area that requires systematic evaluation with immediate feedback.

Odin: a service for gamification of learning activities

Existing gamification services have features that preclude their use by e-learning tools. Odin is a gamification service that mimics the API of state-of-the-art services without these limitations. This paper describes Odin, its role in an e-learning system architecture requiring gamification, and details its implementation. The validation of Odin involved the creation of a small e-learning game, integrated in a Learning Management System (LMS) using the Learning Tools Interoperability (LTI) specification.

Integrating rich learning applications in LMS

Currently, a learning management system (LMS) plays a central role in any e-learning environment. These environments include systems to handle the pedagogic aspects of the teaching–learning process (e.g. specialized tutors, simulation games) and the academic aspects (e.g. academic management systems). Thus, the potential for interoperability is an important, although over looked, aspect of an LMS. In this paper, we make a comparative study of the interoperability level of the most relevant LMS. We start by defining an application and a specification model. For the application model, we create a basic application that acts as a tool provider for LMS integration. The specification model acts as the API that the LMS should implement to communicate with the tool provider. Based on researches, we select the Learning Tools Interoperability (LTI) from IMS. Finally, we compare the LMS interoperability level defined as the effort made to integrate the application on the study LMS.