Simultaneous nitrification, denitrification, and phosphorus removal in a lab-scale sequencing batch reactor

Simultaneous nitrification and denitrification (SND) via the nitrite pathway and anaerobic-anoxic-enhanced biological phosphorus removal (EBPR) are two processes that can significantly reduce the energy and COD demand for nitrogen and phosphorus removal. The combination of these two processes has the potential of achieving simultaneous nitrogen and phosphorus removal with a minimal requirement for COD. A lab-scale sequencing batch reactor (SBR) was operated in alternating anaerobic-aerobic mode with a low dissolved oxygen (DO) concentration (0.5 mg/L) during the aerobic period, and was demonstrated to accomplish nitrification, denitrification, and phosphorus removal. Under anaerobic conditions, COD was taken up and converted to poly-hydroxyalkanoates (PHAs), accompanied by phosphorus release. In the subsequent aerobic stage, PHA was oxidized and phosphorus was taken up to

Strategy Lab Experiences: Bathtub Dynamics

As the world changes ever faster, managers increasingly recognize the complexity and turbulence of the business systems in which they are embedded. The management problems are dynamic, while the dynamic complexity comes frequently from few variables with circle and delays interrelations that introduce nonlinearities.The present paper describes a research conducted in Portugal with two different groups - one, academic; the other, professional - where we explored the subjects’ understanding of some basic systems thinking concepts such as stock-flow relationship, feedback processes and time delays.

New physics contributions to A(FB)(t(t)over-bar) at the Tevatron

The Tevatron has measured a discrepancy relative to the standard model prediction in the forward-backward asymmetry in top quark pair production. This asymmetry grows with the rapidity difference of the two top quarks. It also increases with the invariant mass of the t (t) over bar pair, reaching, for high invariant masses, 3.4 standard deviations above the next-to-leading order prediction for the charge asymmetry of QCD. However, perfect agreement between experiment and the standard model was found in both total and differential cross section of top quark pair production. As this result could be a sign of new physics we have parametrized this new physics in terms of a complete set of dimension six operators involving the top quark. We have then used a Markov chain Monte Carlo approach in order to find the best set of parameters that fits the data, using all available data regarding top quark pair production at the Tevatron. We have found that just a very small number of operators are able to fit the data better than the standard model.

Modellus: Learning Physics with Mathematical Modelling

Tese de doutoramento em Ciências da Educação, área de Teoria Curricular e Ensino das Ciências

Remote lab experiments: opening possibilities for distance learning in engineering fields

Remote experimentation laboratories are systems based on real equipment, allowing students to perform practical work through a computer connected to the internet. In engineering fields lab activities play a fundamental role. Distance learning has not demonstrated good results in engineering fields because traditional lab activities cannot be covered by this paradigm. These activities can be set for one or for a group of students who work from different locations. All these configurations lead to considering a flexible model that covers all possibilities (for an individual or a group). An inter-continental network of remote laboratories supported by both European and Latin American institutions of higher education has been formed. In this network context, a learning collaborative model for students working from different locations has been defined. The first considerations are presented.

Using remote labs in education: two little ducks in remote experimentation

A book about remote labs and engineering education begs to begin with the question, “Why do engineering programs include lab work?” Although this may seem like a given and not worth discussing, whenever we’re faced with innovative ideas, it’s important to “put everything on the table” in order to reassess its value to our program or goals. What is it about lab work that is of value to students? Are there elements of traditional labs that we could let go of? Are there elements that we don’t want to lose? These questions can help us to clarify how and why labs are integrated into an engineering education program.

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.

Design state exploration applied to the development of a remote lab for projectile launch experiments

This paper describes the application of Design State Exploration techniques in the development of a remote lab for projectile motion experiments. The application was enabled by the existence of two independent teams: one composed of a series of internships that started first and another with two grantees that started a few months later. The paper presents evidence on how this approach provided gains in the development process conducted by the second team that benefited from design state exploration studies performed by the first team. This particular aspect is highlighted in relation to the work already presented in the 10th Remote Engineering and Virtual Instrumentation (REV) conference.

Using remote lab networks to provide support to public secondary school education level

The advantages of networking are widely known in many areas (from business to personal ones). One particular area where networks have also proved their benefits is education. Taking the secondary school education level into account, some successful cases can be found in literature. In this paper we describe a particular remote lab network supporting physical experiments accessible to students of institutions geographically separated. The network architecture and application examples of using some of the available remote experiments are illustrated in detail.

Academic effectiveness of VISIR remote lab in analog electronics

The effectiveness of VISIR is compared to other experimentation activities under the point of view presented by the professor Soysal in 2000. Advantages and limitations are discussed in terms of equipment availability, infrastructure cost, and contribution to various elements of experimental learning.

Acceleration of physics simulation engine through OpenCL

Dissertação para obtenção do Grau de Mestre em Engenharia Informática

Plano estratégico “Empowering Lab ESEIG”

Os jovens ao longo do seu percurso escolar têm aspirações e expetativas elevadas quanto ao valor de empregabilidade dos diplomas a que tiveram acesso em todos os graus de ensino. Contudo, no recente contexto de crise económica, essas aspirações e expetativas socialmente nutridas pela escola e pela família têm sido em grande medida frustradas pelas crescentes dificuldades que os jovens portugueses de hoje têm vivido nos seus processos de inserção profissional. A nível individual, um jovem que passe um longo período inativo tem grandes probabilidades de sofrer de baixa autoestima, exclusão social ou de um “wage scar”, isto é, de no futuro ter um rendimento abaixo do rendimento médio de pessoas com formação e experiência equivalentes além de desenvolverem uma atitude passiva e falta de participação social, o que no longo prazo acaba por ter implicações negativas para a sociedade como um todo. Conscientes desta realidade e sabendo que as incubadoras de negócios podem transmitir confiança à comunidade financeira e apoiar as startups, promovendo uma cultura de empreendedorismo e agindo como um catalisador para o desenvolvimento de estruturas de suporte de negócios mais amplas, partimos para o estudo da incubação de negócios com o intuito de traçar um plano estratégico para a Escola Superior de Estudos Industriais e de Gestão (ESEIG) que permitisse desenvolver a cultura empreendedora da sua comunidade e por esta via dar o seu contributo para a resolução da crise económica que o país atravessa. Começamos por fazer um enquadramento teórico da incubação de negócios e rapidamente percebemos que, sendo a ESEIG uma instituição de ensino superior, era importante incluir no estudo os conceitos de empreendedorismo e inovação e perceber ao nível teórico como funciona a relação Universidade-Empresa. De seguida, fomos para o “terreno” e percebemos que a solução para este desafio passaria por capacitar os alunos da ESEIG com as competências empresariais e empreendedoras necessárias para o desenvolvimento de qualquer empreendimento autonomamente. Faltava agora perceber qual a melhor forma de concretizar este ambicioso objetivo. Após um pouco mais de estudo, percebemos que, a paixão está no centro de empreendedorismo juntamente com outras dimensões afetivas e emocionais e pode estimular a criatividade e o reconhecimento de novos padrões de informação fundamental para a descoberta e exploração de oportunidades promissoras. Por sua vez, a alegria local (escolas, cidades, regiões, países) está associada a uma maior atividade empreendedora, o humor e sentimentos positivos, bem como a satisfação de vida geram efeitos benéficos, como melhor desempenho nas tarefas e produtividade, evolução na carreira e sucesso pessoal e maior propensão para assumir riscos. Percebemos então que é necessário desenvolver uma cultura de positividade, pelo que, sugerimos a implementação do novo quadro conceptual PROSPER (Positivity; Relationships; Outcomes; Strengths; Purpose; Engagement; Resilience) que tem o potencial de ser usado como uma ferramenta organizacional para a implementação dos sete principais componentes de bem-estar. Cientes de que o objetivo final é aumentar a intenção empreendedora dos estudantes, bem como o número efetivo de empreendedores, definimos como objetivos, promover o valor do empreendedorismo na criação de oportunidades e no desenvolvimento das competências dos estudantes (Engaging), fornecer aos estudantes oportunidades de aprendizagem empresarial (Empowering) e apoiar os estudantes na criação e no desenvolvimento de negócios (Equipping). Neste sentido, sugerimos diversas ações que materializam estes objetivos. Para finalizar, utilizamos um Lean Canvas com o intuito de concretizar a nossa proposta estratégica para ESEIG, que culmina com a criação do Empowering Lab ESEIG.

Laboratório remoto de automação industrial (Lab-RAI)

Dissertação para obtenção do Grau de Mestre em Engenharia Electrotécnica e Computadores

Management consulting lab

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

Management Consulting Lab: Project TAP

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