Perfil lipídico em estudantes do ensino superior: caracterização numa população de jovens

O perfil lipídico é condicionado por diversos fatores, entre os quais os estilos de vida, a prática de exercício físico e os hábitos alimentares. Com o presente estudo pretende‑se avaliar o perfil lipídico numa população de jovens e estudar a sua associação com o índice de massa corporal, com os estilos de vida e os hábitos alimentares. Com um estudo exploratório descritivo, transversal, foi determinado o perfil lipídico de 97 estudantes, voluntários, do ensino superior, com idades compreendidas entre os 18 e os 25 anos. O perfil lipídico foi determinado pelo doseamento do colesterol total e frações (HDL e LDL) e triglicéridos. Foi identificado o índice de massa corporal e hábitos e estilos de vida, recolhidos pela aplicação de um questionário validado. No presente estudo não se observou alteração significativa do perfil lipídico, do IMC nem com o total do score alimentar. Não se encontraram associações entre as alterações lipídicas e o género, sendo que, nos estudantes com hábitos tabágicos, a fração HDL se encontrava mais baixa. O baixo score alimentar não se encontra associado ao perfil lipídico, o mesmo não se verificando em relação à prática de exercício físico. Verificou‑se um perfil lipídico alterado em 44,4% dos participantes, média de colesterol de 198,04mg/dl, triglicéridos de 82,58mg/dl, que são valores elevados para esta faixa etária. Os resultados deste estudo indicam que esta população deve monitorizar os fatores de risco de modo a prevenir patologia do foro cardio e cerebrovascular. ABSTRACT - The lipid profile is conditioned by several factors including the styles of life, physical exercise and eating habits. The present study is to evaluate the lipid profile in a population of students in higher education, and study their association with body mass index, with the lifestyles and eating habits. A descriptive exploratory study, transversal, we determined the lipid profile of 97 students, volunteers, higher education, aged 18 to 25 years. The lipid profile was determined by assay of total cholesterol and fractions (HDL and LDL) and triglycerides. It identified the body mass index and habits and lifestyles, collected by applying a validated questionnaire. In the present study, no significant change in lipid profile, BMI, nor with the total food score. No associations were found between lipid disorders and gender, and smoking habits in the students with the HDL fraction was lower. The low food score is not associated with lipid profile, the same was not observed in relation to physical exercise. There is an altered lipid profile in 44.4% of participants, average 198.04mg/dl cholesterol, triglycerides 82.58mg/dl, which are high values for this age group. The results of this study indicate that this population is to monitor the risk factors to prevent cardiovascular and cerebrovascular diseases.

Estudantes do ensino superior e transição para o mercado de trabalho

Dissertação de Mestrado, Psicologia da Educação, especialidade de Contextos Educativos, 4 de Março de 2016, Universidade dos Açores.

Processo de Bolonha e mudanças na educação superior: um estudo no Ensino Superior Politécnico português

Tese de Doutoramento

Sistemas da qualidade no ensino superior : contributos para modelos de melhoria da qualidade e responsabilidade social

A gestão das Instituições de Ensino Superior está a ser repensada num contexto de globalização tendo em conta a missão destas, a responsabilidade e a sua cultura (ou culturas), impondo-se novos modelos de gestão e governação. A Qualidade e a Responsabilidade Social do Ensino Superior constituem um tema pertinente e actual. As transformações estruturais que as sociedades atravessam aconselham e justificam da parte do Ensino Superior uma atitude consentânea com as necessidades daquelas. Os desafios que, as Instituições de Ensino Superior enfrentam, exigem novas perspectivas estratégicas e nova visão perante cenários de incerteza que surgem a nível mundial, desempenhando a liderança um papel fundamental na qualidade destas instituições. Neste sentido, lança-se no presente estudo, a seguinte questão: Que Modelos de Gestão e Governação contribuem para a melhoria da Qualidade no Ensino Superior? A metodologia utilizada para a realização deste estudo passa pelo delineamento de uma estratégia com cinco fases: elaboração de um plano ajustável à evolução do trabalho, levantamento do estado da arte de uma forma gradual, trabalho de pesquisa e criação, escrita da tese e análise crítica e reflexão. Para além de outros aspectos relevantes no domínio do Ensino Superior, foram estudados diversos modelos, Modelos de Excelência, modelos para implementação de Sistemas de Gestão da Qualidade, Gestão Ambiental, Gestão da Segurança e Saúde do Trabalho, Gestão de Risco; entre outros. Criaram-se diversos Indicadores de Responsabilidade Social neste contexto e foi feito um estudo piloto no âmbito da Responsabilidade Social em Instituições de Ensino Superior. Por último, destacaram-se as conclusões que decorrem do estudo piloto efectuado, bem como reflexões que surgem da investigação teórica realizada. O estudo piloto efectuado permitiu concluir, por exemplo, que existem indícios de algum alheamento no seio das Instituições às temáticas relacionadas com os princípios éticos e com a educação ambiental. Por outro lado, uma grande parte dos indivíduos inquiridos disseram não ter qualquer opinião quando confrontados com questões sobre Participação Social Responsável, Investigação Socialmente Útil e Gestão Social do Conhecimento. Conclui-se que as questões para as pessoas ainda são muito vagas, daí que, faça sentido o debate de todas estas questões, bem como estudos que contribuam para uma mudança de paradigma relativamente à educação, e em particular no Ensino Superior, com vista à qualidade, num sentido abrangente.

Sistemas da qualidade no ensino superior : contributos para modelos de melhoria da qualidade e responsabilidade social

The management of Higher Education Institutions is being rethought, with the mission and culture of the institutions changing due to globalization, resulting in new models of management and governance. The quality of Higher Education and its obligations to society are of current importance. The structural changes that the society has gone through requires a response in higher education that matches the changing needs of the society. Higher Education Institutions require new perspectives and a new strategic vision to cope with the uncertainty arising at a global scale, and this plays a role in their quality and whether they are leading institutions. Thus the following question arises: Which forms of management and governance contribute to the improvement of quality in higher education? The methodology for this study was designed with five stages: preparation of a plan of work within the thesis, the gradual progression to understanding the up-to-date understanding of Higher Education Research, generating research hypotheses and creating further understanding, writing the thesis with critical analysis and reflection. In addition to other relevant issues in higher education, different models were studied: Models of excellence, Models for implementation of Quality Management Systems, Environmental Management, Occupational Health and Safety Management, Risk Management, among others. Several indicators of Social Responsibility were created in this context and a pilot study was conducted in the area of Social Responsibility in Higher Education Institutions. Finally the conclusions resulting from the pilot study are presented and questions arising from the theoretical research are discussed. For example, the pilot study showed that there are indicators of a lack of understanding within the institutions to issues related to ethical and environmental education. Moreover, a large proportion of respondents said individuals have no opinion when confronted with questions on Responsible Social Involvement and Social Research and Social Management of Useful Knowledge. It is concluded that people have a vague awareness of these issues, so these concepts are new to them.

Sistemas da qualidade no ensino superior : contributos para modelos de melhoria da qualidade e responsabilidade social

The management of Higher Education Institutions is being rethought, with the mission and culture of the institutions changing due to globalization, resulting in new models of management and governance. The quality of Higher Education and its obligations to society are of current importance. The structural changes that the society has gone through requires a response in higher education that matches the changing needs of the society. Higher Education Institutions require new perspectives and a new strategic vision to cope with the uncertainty arising at a global scale, and this plays a role in their quality and whether they are leading institutions. Thus the following question arises: Which forms of management and governance contribute to the improvement of quality in higher education? The methodology for this study was designed with five stages: preparation of a plan of work within the thesis, the gradual progression to understanding the up-to-date understanding of Higher Education Research, generating research hypotheses and creating further understanding, writing the thesis with critical analysis and reflection. In addition to other relevant issues in higher education, different models were studied: Models of excellence, Models for implementation of Quality Management Systems, Environmental Management, Occupational Health and Safety Management, Risk Management, among others. Several indicators of Social Responsibility were created in this context and a pilot study was conducted in the area of Social Responsibility in Higher Education Institutions. Finally the conclusions resulting from the pilot study are presented and questions arising from the theoretical research are discussed. For example, the pilot study showed that there are indicators of a lack of understanding within the institutions to issues related to ethical and environmental education. Moreover, a large proportion of respondents said individuals have no opinion when confronted with questions on Responsible Social Involvement and Social Research and Social Management of Useful Knowledge. It is concluded that people have a vague awareness of these issues, so these concepts are new to them.

Sistemas da qualidade no ensino superior : contributos para modelos de melhoria da qualidade e responsabilidade social

The management of Higher Education Institutions is being rethought, with the mission and culture of the institutions changing due to globalization, resulting in new models of management and governance. The quality of Higher Education and its obligations to society are of current importance. The structural changes that the society has gone through requires a response in higher education that matches the changing needs of the society. Higher Education Institutions require new perspectives and a new strategic vision to cope with the uncertainty arising at a global scale, and this plays a role in their quality and whether they are leading institutions. Thus the following question arises: Which forms of management and governance contribute to the improvement of quality in higher education? The methodology for this study was designed with five stages: preparation of a plan of work within the thesis, the gradual progression to understanding the up-to-date understanding of Higher Education Research, generating research hypotheses and creating further understanding, writing the thesis with critical analysis and reflection. In addition to other relevant issues in higher education, different models were studied: Models of excellence, Models for implementation of Quality Management Systems, Environmental Management, Occupational Health and Safety Management, Risk Management, among others. Several indicators of Social Responsibility were created in this context and a pilot study was conducted in the area of Social Responsibility in Higher Education Institutions. Finally the conclusions resulting from the pilot study are presented and questions arising from the theoretical research are discussed. For example, the pilot study showed that there are indicators of a lack of understanding within the institutions to issues related to ethical and environmental education. Moreover, a large proportion of respondents said individuals have no opinion when confronted with questions on Responsible Social Involvement and Social Research and Social Management of Useful Knowledge. It is concluded that people have a vague awareness of these issues, so these concepts are new to them.

Communicating geomorphology: global challenges for the twenty-first century

The British Society for Geomorphology (BSG), established as the British Geomorphological Research Group (BGRG) in 1960, is considering how best to represent geomorphology and geomorphologists in the light of recent changes in the nature of communication. These changes provide the BSG and other academic societies with challenges and opportunities. Seven drivers of communication change are outlined: the changing position of geomorphology in higher education, the nature of academic interaction, the means of communication available, a transformation in the nature of geomorphological research, changes in funding support, the government role in resource allocation, and developments in quantifying international research impact. Challenges arising from changing communications are identified as occurring beyond the `academy', in the nature of publication within the `academy', and associated with meetings of the `academy'. Although national societies now have to contemplate significantly different purposes to provide for their members than in the twentieth century, there are opportunities available that cannot be fulfilled by international organizations alone. Copyright (c) 2013 John Wiley & Sons, Ltd.

Las redes de innovación docente de la Universitat de Girona : la perspectiva de los coordinadores

In 2009 the University of Girona (Spain) created four interest groups on teaching innovation. The objective of the project is that lecturers with an interest in teaching innovation can exchange their points of view and learn from one another, so University teaching is improved as a result. There are four such groups: “Problem based learning (ABP)”, “Cooperative learning”, “Evaluation”, and “Information and Communication Technologies (ICTs) and Teaching”. The coordinators of the groups or networks, as they are also called, are chosen on a free basis by its members. This paper presents their point of view as regards the current activity of encouragement of interest in higher education and they elaborate on the main difficulties involved. The implications of the interdisciplinary work are explored, as well as the challenges of an initiative of this kind. The evolution of the ongoing work is reviewed, taking into account the context of a changing University, the lack of previous experience regarding projects of this kind, the asynchronous communication among the participants, and the necessity of a flexible approach in organizational matters

Les expériences sociales et universitaires d’étudiants internationaux au Québec, le cas de l’Université de Montréal : comprendre leur persévérance aux études

Notre recherche a pour objet la persévérance aux études supérieures d’étudiants internationaux à l’Université de Montréal (UdeM) inscrits en programme de recherche (maîtrise et doctorat). L’objectif général de cette étude est d’explorer leurs conditions de vie et d’études afin de tendre vers une compréhension approfondie leur persévérance à l’UdeM. Constatant l’augmentation des migrations étudiantes, nous avons choisi de nous intéresser aux expériences sociales et universitaires d’étudiants internationaux. Des étudiants en mobilité internationale arrivent dans un pays et une université qu’ils ne connaissent pas ou peu et dans une nouvelle ville et une nouvelle culture qui leur sont souvent étrangères. Toutefois, nous ignorons beaucoup des conditions de vie et d’études des étudiants internationaux aux cycles supérieurs alors qu’ils jouent un rôle clé au chapitre des performances économique et scientifique des pays et institutions qui les accueillent. Dès lors, nous voulons comprendre comment des étudiants internationaux inscrits en programmes de recherche (maîtrise et doctorat) persévèrent à l’Université de Montréal. Cette thèse expose donc les points relatifs aux conditions d’accueil, d’intégration et de formation d’étudiants internationaux inscrits en programme de recherche à l’Université de Montréal. Nous partons des contextes canadiens et québécois de l’internationalisation de l’enseignement supérieur pour analyser la trame de l’expérience desdits étudiants, depuis les conditions scolaires, sociales et personnelles de leurs milieux d’accueil. Ainsi, la thèse nous plonge dans l’univers de ces étudiants et présente de nombreux points d’intérêt et une contribution à la sociologie de l’enseignement supérieur. Nous avons analysé les aspects relatifs aux caractéristiques des étudiants susceptibles de favoriser ou compromettre leur persévérance (Tinto, 1993) et les expériences scolaires et sociales de ces étudiants et le sens qu’ils donnent à ces expériences (Dubet, 1994; Rochex, 1995) et, enfin, nous avons exploré les trois temps de l’affiliation (Coulon, 1997). La question de recherche est la suivante : quels sont les aspects associés aux caractéristiques des étudiants (Tinto), à leurs expériences sociales (Dubet) et à l’apprentissage du métier d’étudiant (Coulon) susceptibles d’influencer la persévérance aux études chez les étudiants internationaux ? En ce qui concerne la méthodologie, cette recherche est de type exploratoire et repose sur une démarche d’investigation qualitative. Notre étude s’est attachée à décrire le cheminement scolaire des étudiants internationaux, nous avons tenté de tirer du sens de données institutionnelles mises à disposition. Des entretiens auprès de huit étudiants internationaux ont été réalisés. Nous proposons un survol des facteurs freinant ou favorisant la poursuite des études. Finalement, l’analyse compréhensive des entretiens suggère une forte capacité de résilience et l’importance d’une solidarité entre étudiants internationaux, en dépit de l’absence de bourses d’études ou d’autres soutiens financiers. Concernant leur intégration sociale et académique, si le Canada est décrit comme une société accueillante, les étudiants internationaux ont encore à surmonter des barrières culturelles et linguistiques, ils souffrent également d’un manque d’amitiés interculturelles faisant en sorte qu’ils ressentent un malaise général. Les échos de leurs récits suggèrent également l’importance des interactions de qualité avec leurs directions de recherche. Les étudiants internationaux ont besoin du soutien intellectuel, moral et financier de leur direction de recherche. Ces dernières sont souvent et systématiquement décrites comme première, voire unique, source d’informations. Elles sont aussi reconnues comme favorisant la persévérance aux études. Dans un tout autre ordre de déterminant, les étudiants internationaux mentionnent également que leur bien-être (physique et psychologique) dépend également de leur alimentation et la pratique de leur religion. Par exemple, certains sont véritablement en lutte pour accepter une alimentation totalement différente de celle de chez eux. De toute évidence, l’alimentation, la langue et la religion sont décrites comme véhicule de maintien de leur identité culturelle, au Canada et ce maintien est important pour leur bien-être et leur confort général dans le pays d’accueil. La recherche a permis de rendre plus audible la vie universitaire et sociale de ces étudiants jusque-là méconnue au Québec et à Montréal. L’approche exploratoire et compréhensive a montré que les migrations pour études répondent avant tout à des choix individuels liés à des aspirations sociales et professionnelles élevées. Mais, la décision de persévérer dépend de l’interrelation entre les stratégies individuelles et les contraintes migratoires, économiques et sociales. La thèse contribue à une meilleure compréhension de l’expérience des étudiants internationaux, notamment en montrant comment leur persévérance s’accompagne d’une fragilité et ces connaissances sont importantes pour les universités qui cherchent à accroître leur place sur le marché international de l’enseignement supérieur.

Soporte RSS para la integración y distribución de documentación educativa.

La educación se ha visto revolucionada en los últimos tiempos por los avances alcanzados por las NTIC. El desarrollo de nuevas tecnologías y sistemas para la gestión del conocimiento juegan un papel cada vez más importante en el proceso de enseñanza-aprendizaje en las universidades. En el presente trabajo se propone el uso extensivo de la tecnología RSS para la distribución e integración de contenidos en la educación superior, y se evalúa su impacto en la construcción de un repositorio semántico distribuido de documentación educativa. Los resultados mostrados en este artículo están fundamentados sobre la base del proyecto Educative, como caso de estudio de gestión integral de documentación educativa para el ámbito universitario.

The Veterinary Clinical Skills Laboratory Initiative

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