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.

A view of Teresa Ambr��sio's work and life (1936-2007)

Proceedings of the 4th international conference Hands - on Science - Development, Diversity and Inclusion in Science Education, 109-115

Estrutura met��lica do teto falso da sala de comando da central Venda Nova III ��� acompanhamento da conce����o, fabrico e montagem

O primeiro objetivo deste relat��rio, que adiante se desenvolve, �� apresentar o trabalho realizado para a obten����o de conhecimentos que justifiquem a atribui����o do grau de mestre em engenharia, no ramo das constru����es. O est��gio, que a este trabalho d�� sustenta����o, foi feito na empresa Metaloviana, onde foi poss��vel acompanhar as v��rias fases de conce����o, fabrico e montagem de um teto falso, designadamente na sala de comando da central Venda Nova III, de aproveitamento hidroel��trico. Tendo Portugal objetivos cada vez mais ambiciosos na utiliza����o de energias renov��veis, aproveitando, entre outros, os recursos h��dricos para a produ����o de eletricidade, a EDP Produ����o fez estudos onde verificou que a realiza����o de refor��os de pot��ncia em aproveitamento j�� existentes, seria uma forma economicamente bastante atrativa e ao mesmo tempo responderia ��s crescentes solicita����es energ��ticas. �� neste ��mbito que se insere o Refor��o de Pot��ncia em Venda Nova III. A empresa Metaloviana, com instala����es fabris em Viana do Castelo, tem todo um historial e capacidade, reconhecida nacional e internacionalmente. Este, confere a certeza de ter acompanhado um trabalho de ponta, devidamente creditado e fundamentado numa qualidade e m��rito, por demais reconhecido.

Digital storytelling: student ID in higher education

Identity achievement is related to personality, as well as cognitive and interpersonal development. In tandem with the deep structural changes that have taken place in society, education must also shift towards a teaching approach focused on learning and the overall development of the student. The integration of technology may be the drive to foster the needed changes. We draw on the literature of multiple subject areas as basis for our work, namely: identity construction and self-representation, within a psychological and social standpoint; Higher Education (HE) in Portugal after Bologna, college student development and other intrinsic relationships, namely the role of emotions and interpersonal relationships in the learning process; the technological evolution of storytelling towards Digital Storytelling (DS) ��� the Californian model ��� and its connections to identity and education. Ultimately we propose DS as the aggregator capable of humanizing HE while developing essential skills and competences. Grounded on an interpretative/constructivist paradigm, we implemented a qualitative case study to explore DS in HE. In three attempts to collect student data, we gathered detailed observation notes from two Story Circles; twelve student written reflections; fourteen Digital Stories and detailed observation notes from one Story Show. We carried out three focus groups with teachers where we discussed their perceptions of each student prior to and after watching the Digital Stories, in addition to their opinion on DS in HE as a teaching and learning method and its influence on interpersonal relationships. We sought understandings of the integration of DS to analyze student selfperception and self-representation in HE contexts and intersected our findings with teachers��� perceptions of their students. We compared teachers��� and students��� perspectives, through the analysis of data collected throughout the DS process ��� Story Circle, Story Creation and Story Show ��� and triangulated that information with the students��� personal reflections and teacher perceptions. Finally we questioned if and how DS may influence teachers��� perceptions of students. We found participants to be the ultimate gatekeepers in our study. Very few students and teachers voluntarily came forth to take part in the study, confirming the challenge remains in getting participants to see the value and understand the academic rigor of DS. Despite this reluctance, DS proved to be an asset for teachers and students directly and indirectly involved in the study. DS challenges HE contexts, namely teacher established perception of students; student���s own expectations regarding learning in HE; the emotional realm, the private vs. public dichotomy and the shift in educational roles.

A fam��lia, uma estrat��gia para o sucesso escolar. Um estudo de caso com alunos do 2.�� ano do 1.�� CEB

O estudo que aqui apresentamos tem como objetivos estudar: o impacto do acompanhamento dos pais ou Encarregados de Educa����o no Estudo Aut��nomo e na realiza����o dos Trabalhos de Casa, nos resultados escolares e na motiva����o para a escola e aprendizagens; ainda as necessidades sentidas pelos pais ou Encarregados de Educa����o ao fazerem este acompanhamento Neste estudo elaboramos seis propostas que planificamos, analisamos e, do seu desenvolvimento, tiramos as respetivas conclus��es. As propostas foram dinamizadas pelo professor de turma e investigador em pequenas sess��es/reuni��es de esclarecimento com os pais ou Encarregados de Educa����o sendo quatro delas aplicadas num 2.�� ano de escolaridade e as outras duas a um 3.�� ano. Nas propostas do 2.�� ano foram trabalhadas as fra����es e as estrat��gias de c��lculo mental bem como foi dinamizado o projeto ���Clube de Pais Leitores��� e o ���Concurso de Espantalhos��� tamb��m aberto �� comunidade educativa. Nas propostas do 3.�� ano de escolaridade abordamos as propriedades da multiplica����o, sua utiliza����o no c��lculo mental, a consolida����o da opera����o divis��o atrav��s do jogo do 24 e orienta����es para o Estudo Acompanhado e Trabalhos de Casa para auxiliar os pais ou Encarregados de Educa����o. Com a implementa����o destas tarefas, apresentamos os tipos de envolvimento parental solicitado por cada atividade, os benef��cios para a fam��lia, aluno e professor, os sistemas envolvidos no processo de desenvolvimento da crian��a e os fatores que influenciaram negativamente na realiza����o destas atividades. A implementa����o destas atividades foi feita seguindo uma metodologia qualitativa, inserida num contexto de um estudo de caso. Os participantes no estudo foram entrevistados com o objetivo de completar o estudo realizado atrav��s do seu feedback. Neste estudo fizemos uma revis��o bibliogr��fica e abord��mos o envolvimento dos pais ou Encarregados de Educa����o e fam��lias na escola numa perspetiva cronol��gica, a tipologia de envolvimento parental na escola, os sistemas que influenciam o desenvolvimento da crian��a e ainda uma refer��ncia aos benef��cios para a comunidade educativa do envolvimento parental e familiar na escola. Atrav��s dos dados obtidos, pudemos verificar que o acompanhamento dos pais ou Encarregados de Educa����o no Estudo Aut��nomo e Trabalhos de Casa e nos projetos de turma traz bastantes benef��cios para todos os elementos da comunidade educativa, sendo o aluno o mais beneficiado, e influenciado primariamente pela fam��lia em articula����o com a escola e comunidade. Tamb��m verificamos que os pais ou Encarregados de Educa����o t��m necessidades de estarem informados sobre conte��dos escolares e serem conhecedores das estrat��gias utilizadas na sala de aulas pelo que, sem isto, apresentam dificuldades em acompanharem os seus educados em casa. A realiza����o deste estudo visa contribuir para a compreens��o das necessidades sentidas pelos pais ou Encarregados de Educa����o no acompanhamento do Estudo Aut��nomo e Trabalho de Casa e as formas de dinamizar a coopera����o entre o professor da turma e a fam��lia, promovendo o sucesso e a motiva����o escolar. Palavras-chave: Coopera����o; Envolvimento; Fam��lia; Alunos; Escola.

Location-based Marketing: the academic framework

Dissertation submitted in partial fulfillment of the requirements for the Degree of Master of Science in Geospatial Technologies.

H��bitos e problemas do sono das crian��as dos 2 a 10 anos

RESUMO: Enquadramento: O sono �� cada vez mais reconhecido como um fator determinante na Sa��de Infantil porque, quando desadequado, pode ter consequ��ncias na regula����o emocional e do comportamento, nas fun����es cognitivas, no rendimento acad��mico, na regula����o do peso e no risco de les��es acidentais. Os h��bitos e problemas do sono das crian��as portuguesas n��o se encontram ainda bem caracterizados. Este conhecimento �� importante para o desenvolvimento da investiga����o e para a promo����o da sa��de nesta ��rea. Objetivos: Adaptar e validar o Children's Sleep Habits Questionnaire (CSHQ) para a cultura portuguesa; Caracterizar os h��bitos de sono de uma amostra de crian��as dos 2 aos 10 anos tendo em vista a obten����o de dados de refer��ncia; Estimar a preval��ncia dos problemas do sono na perspetiva dos pais; Avaliar se existem diferen��as nos h��bitos e problemas do sono entre as regi��es de m��dia-alta e baixa densidade populacional; Identificar potenciais consequ��ncias dos problemas do sono. M��todos: Foi realizado um estudo transversal, descritivo e correlacional. A vers��o portuguesa do question��rio (CSHQ-PT) foi desenvolvida de acordo com as orienta����es previamente publicadas e validada numa amostra de 315 crian��as dos 2 aos 10 anos. Para o estudo dos h��bitos e problemas do sono, o CSHQ-PT foi distribu��do aos pais de 2257 crian��as recrutadas em 17 zonas de agrupamentos escolares (15 escolhidos de forma aleat��ria) das ��reas da Grande Lisboa, Pen��nsula de Set��bal e Alentejo, compreendendo zonas litorais e do interior, e de alta, m��dia e baixa densidade populacional. Foram obtidos 1450 (64%) question��rios v��lidos. Resultados: O CSHQ-PT mostrou propriedades psicom��tricas semelhantes ��s das vers��es de outros pa��ses e adequadas para a investiga����o. A avalia����o dos h��bitos de sono nos dias de semana mostrou que as crian��as se deitam, em m��dia, pelas 21h 44m (DP 38 min.). A necessidade da companhia dos pais para adormecer diminui com a idade, ocorrendo em 49% das crian��as aos 2-3 anos e 10% aos 9-10 anos. O h��bito de adormecer a ver televis��o foi descrito em 15,8% das crian��as. O tempo total de sono di��rio diminui com a idade, com uma diferen��a mais marcada dos 2 para os 3 anos e dos 3 para os 4 anos, quando a sesta se torna menos frequente. No fim de semana, 25% das crian��as dormia pelo menos mais uma hora. As diferen��as nos h��bitos de sono entre regi��es de m��dia-alta e de baixa densidade populacional foram reduzidas, sem reflexo na dura����o m��dia do sono. Considerando valores de refer��ncia de outros pa��ses, verificou-se que 10% das crian��as estudadas tinha uma dura����o do sono dois desvios-padr��o abaixo da m��dia esperada para a idade. A preval��ncia dos problemas do sono na perspetiva dos pais foi de 10,4%, sem diferen��as significativas entre classes et��rias, subgrupos de n��vel educacional dos pais, nem entre zonas de m��dia-alta e baixa densidade populacional. Estes problemas do sono mostraram-se associados, sobretudo, �� dura����o do sono insuficiente, resist��ncia em ir para a cama, dificuldade em adormecer sozinho, despertares noturnos frequentes e ocorr��ncia de parass��nias. A baixa preval��ncia de problemas do sono identificados pelos pais contrasta com cota����es elevadas no CSHQ-PT que traduzem comportamentos-problema mais frequentes, que s��o bem aceites por alguns pais. O ��ndice de Perturba����o do Sono foi mais elevado nas fam��lias com menor n��vel educacional. Em an��lise multivariada mostraram valor preditivo para a sonol��ncia diurna: o tempo total de sono di��rio, a diferen��a da dura����o do sono noturno durante a semana e no fim de semana, a frequ��ncia de algumas parass��nias e o h��bito de adormecer a ver televis��o. O rendimento escolar mostrou associa����o com os problemas do sono, que s��o mais frequentes nas crian��as com dificuldades escolares e hiperatividade/problemas de aten����o. A rela����o entre estas vari��veis �� complexa. Conclus��es: Este estudo mostrou que os problemas comportamentais do sono e a priva����o de sono s��o frequentes na popula����o estudada. Estes problemas t��m consequ��ncias, uma vez que correspondem a uma frequ��ncia mais elevada de sintomas de sonol��ncia diurna, por compara����o com outros pa��ses. Perante este cen��rio, �� muito importante refor��ar a promo����o de h��bitos de sono saud��veis e continuar a estudar as consequ��ncias do sono desadequado nas crian��as portuguesas. -----------ABSTRACT:Framework: Sleep is increasingly being recognized as important to Child Health, for inadequate sleep may impact behavioral and emotional regulation, cognitive functions, academic performance, weight regulation and the risk of accidental injuries. The sleep habits and sleep problems of Portuguese children are not well characterized. This knowledge is important to support further studies and health promotion actions. Objectives: Develop and validate a Portuguese version of the Children's Sleep Habits Questionnaire (CSHQ-PT); Characterize the sleep habits and problems in a sample of Portuguese children from the ages of 2 to 10 for future reference; Estimate the prevalence of parent-defined sleep problems; Assess whether there are differences in sleep habits and problems between regions of medium-high and low population densities; Identify potential consequences of sleep problems. Methods: We conducted a cross-sectional, descriptive and correlational study. The Portuguese version of the questionnaire (CSHQ-PT) was developed according to published guidelines and validated in a sample of 315 children from 2 to 10 years old (y.o.). In order to study sleep habits and problems we delivered the CSHQ-PT to 2257 children recruited from 17 school districts (15 were chosen randomly) in areas with low, medium and high population densities, including coastline and inland regions. 1450 (64%) valid questionnaires were obtained. Results: The CSHQ-PT demonstrated psychometric properties that were similar to the versions from other countries and adequate for research. The evaluation of sleep habits showed that on schooldays children go to bed, on average, at 21h 44m (SD 38 min.). The need of having the parent in the room at bedtime decreases with the age of the child, occurring in 49% of children with 2-3 y.o. and 10% of children between 9 and 10 y.o. The habit of going asleep while watching TV was reported in 15,8% of the children. Total sleep time diminishes with the age of the child, having a major decrease from 2 to 3 y.o. and from 3 to 4 y.o., along with less frequent naps. During the weekend, 25% of the children sleep at least one extra hour. Considering reference values from other series, we found that 10% of the children had a sleep duration two standard deviations below the mean for the age. The differences in sleep habits between regions of medium-high and low population densities are few, and there are no differences in average sleep durations. The prevalence of parent-defined sleep problems was 10.4%. There were no significant differences between age classes, parent education subgroups or between regions of medium-high and low population densities. These sleep problems were associated with insufficient sleep duration, bedtime resistance, difficulty in falling asleep alone, frequent night awakenings and the occurrence of parasomnias. The low prevalence of parent-defined sleep problems contrasts with high CSHQ scores meaning that problematic behaviors are more frequent, but acceptable to some parents. The Sleep Disturbance Score was higher in families with a lower educational level. In multivariate analysis, the following factors predicted the daytime somnolence score: total sleep time, the difference in night sleep duration between the weekend and school days, the frequency of some parasomnias and the habit of falling asleep while watching TV. School achievement showed a negative correlation with the sleep problems, which are more frequent in children with school difficulties and hyperactivity/attention problems. The relationship between these variables is complex. Conclusions: This study evidenced that behavioral sleep problems and sleep deprivation are common in our population. These sleep problems have consequences as they correspond to more symptoms of excessive daytime somnolence comparing to other countries. Therefore, we reinforce the importance of promoting healthy sleep habits and further study the consequences of inadequate sleep in Portuguese children.

Reading for Academic Purposes: Techniques and Strategies to help Angolan ELT Students at ISCED-Benguela enhance their Reading Skills

This paper examines academic reading difficulties Angolan second year ELT students have at ISCED (Instituto Superior de Ci��ncias da Educa����o) in Benguela and focuses on a variety of reading strategies and techniques as well as models for reading materials to help improve academic reading skills. Finally, it recommends the use of appropriate reading strategies and techniques, materials, and the adoption of a more student-centred approach in teaching reading to encourage the development of a reading culture for academic purposes.

Determinants of success of Nova SBE���s undergraduate students

Applied Policy Analysis major

The reasons behind the progression in PISA scores: An education production function approach using semi-parametric techniques

Research Masters

Trabalhos para casa no 1.��Ciclo: ter ou n��o ter, eis a quest��o

Relat��rio de est��gio de mestrado em Educa����o Pr��-Escolar e Ensino do 1.�� Ciclo do Ensino B��sico

Programa de interven����o em contexto escolar para a melhoria da for��a geral dos membros inferiores

Relat��rio de est��gio de mestrado em Ensino de Educa����o F��sica nos Ensinos B��sico e Secund��rio

Intervention program on adolescent���s creativity representations and academic motivation

Creativity and its promotion are widespread concerns in education. However, few efforts have been made to implement intervention programs designed to promote creativity and other related aspects (e.g., academic motivation). The Future Problem Solving Program International (FPSPI), aimed for training creativity representations and creative problem solving skills in young people, has been one of the most implemented programs. This intervention���s materials and activities were adapted for Portuguese students, and a longitudinal study was conducted. The program was implemented during four months, in weekly sessions, by thirteen teachers. Teachers received previous training for the program and during the program���s implementation. Intervention participants included 77 Basic and Secondary Education students, and control participants included 78 equivalent students. Pretest-posttest measures of academic motivation and creativity representations were collected. Results suggest a significant increase, in the intervention group, in motivation and the appropriate representations of creativity. Practical implications and future research perspectives are presented.

School governance and academic excellence: the representations of distinguished students in an annual award of excellence

Within a research project on ��academic excellence in the state school��, this paper is a contribution to the sociological reflection on the cultural and organisational characteristics of the school and its relationship with the academic success of students. The data we present stem from a case study underway at a secondary school in the north of Portugal, referring to the universe of students that since 2003 have distinguished themselves for achieving grades equal to or greater than 18 (on a scale of 0 to 20) and have thus been included in the school���s Framework of Excellence. From a contextual approach to this educational practice, we focused on the cultural characteristics of the school/subject as analytical support for the study of school and non-school dimensions in their mutual connections. To this end, we used the information from document analysis and data collected from a questionnaire survey administered to more than two-thirds of the students included in the above-mentioned Framework of Excellence. Subsequently, we will use the data from this survey to understand the extent to which academic excellence is perceived as an indivisible social construction of the school���s political and organisational matrix, particularly in terms of the educational and teaching guidelines adopted by the management body. We will conclude by questioning the meaning of the school���s management policies regarding the emphasis on educational outcomes, with particular focus on the representations of excellent students in the processes of school leadership, teaching organisation, school merit and justice.