Electrospun silk-elastin-like fiber mats for tissue engineering applications

Protein-based polymers are present in a wide variety of organisms fulfilling structural and mechanical roles. Advances in protein engineering and recombinant DNA technology allow the design and production of recombinant protein-based polymers (rPBPs) with an absolute control of its composition. Although the application of recombinant proteins as biomaterials is still an emerging technology, the possibilities are limitless and far superior to natural or synthetic materials, as the complexity of the structural design can be fully customized. In this work, we report the electrospinning of two new genetically engineered silk-elastin-like proteins (SELPs) consisting of alternate silk- and elastin-like blocks. Electrospinning was performed with formic acid and aqueous solutions at different concentrations without addition of further agents. The size and morphology of the electrospun structures was characterized by scanning electron microscopy showing to be dependent of concentration and solvent used. Treatment with air saturated with methanol was employed to stabilize the structure and promote water insolubility through a time-dependent conversion of random coils into β-sheets (FTIR). The resultant methanol-treated electrospun mats were characterized for swelling degree (570-720%), water vapour transmission rate (1083 g/m2/day) and mechanical properties (modulus of elasticity of ~126 MPa). Furthermore, the methanol-treated SELP fiber mats showed no cytotoxicity and were able to support adhesion and proliferation of normal human skin fibroblasts. Adhesion was characterized by a filopodia-mediated mechanism. These results demonstrate that SELP fiber mats can provide promising solutions for the development of novel biomaterials suitable for tissue engineering applications.

Protecção contra descargas atmosféricas: aplicação informática de identificação das vulnerabilidades das edificações e de apoio à concepção da protecção

A concepção de instalações eléctricas deve garantir condições de segurança para as pessoas e equipamentos. Para tal é exigida, quer por força de regulamentação ou de normalização, a instalação de dispositivos que garantam a detecção e a protecção contra os defeitos mais comuns nas instalações eléctricas como, por exemplo, as sobreintensidades e as sobretensões. Susceptíveis de criar sobretensões perigosas nas instalações eléctricas, as descargas atmosféricas podem ainda causar danos estruturais elevados, o que, em algumas actividades económicas, torna fundamental a implementação de medidas de protecção contra este fenómeno natural. A protecção contra descargas atmosféricas directas consiste em identificar as vulnerabilidades das estruturas e, nesses locais, implementar dispositivos de captura, direccionamento e escoamento da descarga atmosférica à terra, em condições de segurança. O presente trabalho, desenvolvido no âmbito da dissertação de Mestrado em Engenharia Electrotécnica, visa desenvolver e implementar uma ferramenta computacional, baseada em programas de desenho assistido por computador (CAD) de utilização corrente na área de projecto de arquitectura e de engenharia, que permita, no âmbito de normas internacionais, a análise e implementação de sistemas de protecção em edifícios contra descargas atmosféricas de uma forma rápida e expedita. Baseado num programa CAD 3D, que permite a modelização tridimensional das estruturas a proteger, a ferramenta desenvolvida tentará identificar as suas vulnerabilidades das estruturas às descargas atmosféricas directas, com o intuito de implementar as medidas de protecção mais adequadas do ponto de vista técnico económico. Prevê-se que a ferramenta resultante deste estudo, o Simulador do Modelo Electrogeométrico (SIMODEL), possibilite aos projectistas e particularmente aos alunos das unidades curriculares na área do projecto de instalações eléctricas da Área Departamental de Engenharia de Sistemas e Potencia e Automação (ADESPA) do ISEL, estudar e implementar sistemas de protecção contra descargas atmosféricas (SPDA) baseados na normalização internacional do CENELEC e da IEC, nomeadamente as normas da série 62305.

Educational characteristics of adult students in portuguese technological schools

Despite a massive expansion of education in Portugal, since the 1970’s, educational attainment of the adult population in the country remains low. The numbers of working-age people in some form of continuing education are among the lowest, according to the OECD and EU-27 statistics. Technological Schools(TS), initially created in the 1990’s, under the umbrella of the Ministry of Economy in partnership with industry and industrial associations, aimed to prepare qualified staff for industries and services in the country, particularly in the engineering sector, through the provision of post secondary non-university programmes of studies, the CET (Technological Specialization Courses). Successful CET students are awarded a DET(Diploma of Technological Specialization), which corresponds to Vocational Qualification level IV of the EU, according to the latest alteration (2005) of the Education Systems Act (introduced in 1986). In this, CET’s are also clearly defined as one of the routes for access to Higher Education (HE), in Portugal. The PRILHE (Promoting Reflective and Independent Learning in Higher Education) multinational project, funded by the European Socrates Grundtvig Programme, aimed to identify the learning processes which enable adult students in higher education to become autonomous reflective learners and search best practices to support these learning processes. During this research, both quantitative and qualitative methods were used to determine how students organise their studies and develop their learning skills. The Portuguese partner in the project’ consortium used a two case studies approach, one with students of Higher Education Institutions and other with students of TS. This paper only applies to students of TS, as these have a predominant bias towards engineering. Results show that student motivation and professional teaching support contribute equally to the development of an autonomous and reflective approach to learning in adult students; this is essential for success in a knowledge economy, where lifelong learning is the key to continuous employment.

A wireless sensor network platform for structural health monitoring: enabling accurate and synchronized measurements through COTS+custom-based design

Structural health monitoring has long been identified as a prominent application of Wireless Sensor Networks (WSNs), as traditional wired-based solutions present some inherent limitations such as installation/maintenance cost, scalability and visual impact. Nevertheless, there is a lack of ready-to-use and off-the-shelf WSN technologies that are able to fulfill some most demanding requirements of these applications, which can span from critical physical infrastructures (e.g. bridges, tunnels, mines, energy grid) to historical buildings or even industrial machinery and vehicles. Low-power and low-cost yet extremely sensitive and accurate accelerometer and signal acquisition hardware and stringent time synchronization of all sensors data are just examples of the requirements imposed by most of these applications. This paper presents a prototype system for health monitoring of civil engineering structures that has been jointly conceived by a team of civil, and electrical and computer engineers. It merges the benefits of standard and off-the-shelf (COTS) hardware and communication technologies with a minimum set of custom-designed signal acquisition hardware that is mandatory to fulfill all application requirements.

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.

Managing informal learning in engineering contexts: the learners' perspective

According to recent studies, informal learning accounts for more than 75% of our continuous learning through life. However, the awareness of this learning, its benefits and its potential is still not very clear. In engineering contexts, informal learning could play an invaluable role helping students or employees to engage with peers and also with more experience colleagues, exchanging ideas and discussing problems. This work presents an initial set of results of the piloting phase of a project (TRAILER) where an innovative service based on Information & Communication Technologies was developed in order to aid the collection and visibility of informal learning. This set of results concerns engineering contexts (academic and business), from the learners' perspective. The major idea that emerged from these piloting trials was that it represented a good way of collecting, recording and sharing informal learning that otherwise could easily be forgotten. Several benefits were reported between the two communities such as being helpful in managing competences and human resources within an institution.

Impact of different moodle course designs on students? Performance

This work describes the impact of different teachers’ approaches in using Moodle, for supporting their courses, at the Polytechnic of Porto - School of Engineering. The study covers five different courses, from different degrees and different years, and includes a number of Moodle resources especially supporting laboratory classes. These and other active resources are particularly analyzed in order to evaluate students’ adherence to them. One particular course includes a number of remote experiments, made available through VISIR (Virtual Instrument Systems in Reality) and directly accessible through links included in the Moodle course page. The collected data have been correlated with students’ classifications in the lab component and in the exam, each one weighting 50% of their final marks. This analysis benefited from the existence of different teachers’ approaches, which resulted in a diversity of Moodle-supported environments. Conclusions point to the existence of a positive correlation factor between the number of Moodle accesses and the final exam grade, although the quality of the resources made available by the teachers seems to be preponderant over its quantity. In addition, different students perspectives were found regarding active resources: while some seem to encourage students to participate (for instance online quiz or online reports), others, more demanding, are unable to stimulate the majority of them.

Structuring and moodleing a course: case studies at the polytechnic of Porto - School of engineering

This work presents a comparative study covering four different courses lectured at the Polytechnic of Porto - School of Engineering, in respect to the usage of a particular Learning Management System, i.e. Moodle, and its impact on students' results. Even though positive correlation factors exist, e.g. between the number of Moodle accesses versus the final exam grade obtained by each student, the explanation behind it may not be straightforward. Mapping this particular factor to course numbers reveals that the quality of the resources might be preponderant and not only their quantity. This paper also addresses teachers who used this platform as a complement to their courses (b-learning) and identifies some particular issues they should be aware in order to potentiate students' engagement and learning.

VISIR deployment in undergraduate engineering practices

Practical sessions are the backbone of qualification in engineering education. It leads to a better understanding and allows mastering scientific concepts and theories. The lack of the availability of practical sessions at many universities and institutions owing to the cost and the unavailability of instructors the most of the time caused a significant decline in experimentation in engineering education over the last decades. Recently, with the progress of computer-based learning, remote laboratories have been proven to be the best alternative to the traditional ones, regarding to its low cost and ubiquity. Some universities have already started to deploy remote labs in their practical sessions. This contribution compiles diverse experiences based on the deployment of the remote laboratory, Virtual Instrument Systems in Reality (VISIR), on the practices of undergraduate engineering grades at various universities within the VISIR community. It aims to show the impact of its usage on engineering education concerning the assessments of students and teachers as well.

ErasmusApp: A Location-Based Collaborative System for Erasmus Students

This paper reports on the design and development of an Android-based context-aware system to support Erasmus students during their mobility in Porto. It enables: (i) guest users to create, rate and store personal points of interest (POI) in a private, local on board database; and (ii) authenticated users to upload and share POI as well as get and rate recommended POI from the shared central database. The system is a distributed client / server application. The server interacts with a central database that maintains the user profiles and the shared POI organized by category and rating. The Android GUI application works both as a standalone application and as a client module. In standalone mode, guest users have access to generic info, a map-based interface and a local database to store and retrieve personal POI. Upon successful authentication, users can, additionally, share POI as well as get and rate recommendations sorted by category, rating and distance-to-user.

Materials selection for a set of multiple parts considering manufacturing costs and weight reduction with structural isoperformance using direct multisearch optimization

Materials selection is a matter of great importance to engineering design and software tools are valuable to inform decisions in the early stages of product development. However, when a set of alternative materials is available for the different parts a product is made of, the question of what optimal material mix to choose for a group of parts is not trivial. The engineer/designer therefore goes about this in a part-by-part procedure. Optimizing each part per se can lead to a global sub-optimal solution from the product point of view. An optimization procedure to deal with products with multiple parts, each with discrete design variables, and able to determine the optimal solution assuming different objectives is therefore needed. To solve this multiobjective optimization problem, a new routine based on Direct MultiSearch (DMS) algorithm is created. Results from the Pareto front can help the designer to align his/hers materials selection for a complete set of materials with product attribute objectives, depending on the relative importance of each objective.

Robustness of corroded reinforced concrete structures. A structural performance approach

Structure and Infrastructure Engineering, 1-17

Introducing numerical analysis tools in engineering: a Scilab user case in electronics course

Software tools in education became popular since the widespread of personal computers. Engineering courses lead the way in this development and these tools became almost a standard. Engineering graduates are familiar with numerical analysis tools but also with simulators (e.g. electronic circuits), computer assisted design tools and others, depending on the degree. One of the main problems with these tools is when and how to start use them so that they can be beneficial to students and not mere substitutes for potentially difficult calculations or design. In this paper a software tool to be used by first year students in electronics/electricity courses is presented. The growing acknowledgement and acceptance of open source software lead to the choice of an open source software tool – Scilab, which is a numerical analysis tool – to develop a toolbox. The toolbox was developed to be used as standalone or integrated in an e-learning platform. The e-learning platform used was Moodle. The first approach was to assess the mathematical skills necessary to solve all the problems related to electronics and electricity courses. Analysing the existing circuit simulators software tools, it is clear that even though they are very helpful by showing the end result they are not so effective in the process of the students studying and self learning since they show results but not intermediate steps which are crucial in problems that involve derivatives or integrals. Also, they are not very effective in obtaining graphical results that could be used to elaborate reports and for an overall better comprehension of the results. The developed tool was based on the numerical analysis software Scilab and is a toolbox that gives their users the opportunity to obtain the end results of a circuit analysis but also the expressions obtained when derivative and integrals calculations, plot signals, obtain vector diagrams, etc. The toolbox runs entirely in the Moodle web platform and provides the same results as the standalone application. The students can use the toolbox through the web platform (in computers where they don't have installation privileges) or in their personal computers by installing both the Scilab software and the toolbox. This approach was designed for first year students from all engineering degrees that have electronics/electricity courses in their curricula.

Autonomous guided vehicles applied to industrial engineering and management studies

This article presents a framework to an Industrial Engineering and Management Science course from School of Management and Industrial Studies using Autonomous Ground Vehicles (AGV) to supply materials to a production line as an experimental setup for the students to acquire knowledge in the production robotics area. The students must be capable to understand and put into good use several concepts that will be of utmost importance in their professional life such as critical decisions regarding the study, development and implementation of a production line. The main focus is a production line using AGVs, where the students are required to address several topics such as: sensors actuators, controllers and an high level management and optimization software. The presented framework brings to the robotics teaching community methodologies that allow students from different backgrounds, that normally don’t experiment with the robotics concepts in practice due to the big gap between theory and practice, to go straight to ”making” robotics. Our aim was to suppress the minimum start point level thus allowing any student to fully experience robotics with little background knowledge.

Massive Open Online Course management: learning science and engineering through peer-reviewed projects

Massive Open Online Courses (MOOC) are gaining prominence in transversal teaching-learning strategies. However, there are many issues still debated, namely assessment, recognized largely as a cornerstone in Education. The large number of students involved requires a redefinition of strategies that often use approaches based on tasks or challenging projects. In these conditions and due to this approach, assessment is made through peer-reviewed assignments and quizzes online. The peer-reviewed assignments are often based upon sample answers or topics, which guide the student in the task of evaluating peers. This chapter analyzes the grading and evaluation in MOOCs, especially in science and engineering courses, within the context of education and grading methodologies and discusses possible perspectives to pursue grading quality in massive e-learning courses.