Improving Learners’ Motivation through Feedback in English Language Teaching and Learning at Polytechnic School in Benguela, Angola

Currently, it is widely perceived among the English as a Foreign Language (EFL) teaching professionals, that motivation is a central factor for success in language learning. This work aims to examine and raise teachers’ awareness about the role of assessment and feedback in the process of language teaching and learning at polytechnic school in Benguela to develop and/or enhance their students’ motivation for learning. Hence the paper defines and discusses the key terms and, the techniques and strategies for an effective feedback provision in the context under study. It also collects data through the use of interview and questionnaire methods, and suggests the assessment and feedback types to be implemented at polytechnic school in Benguela

The Visual and Virtual in Contemporary European Learning Contexts

Special issue of Anthropology in Action originated from the Working Images Conference, a joint meeting of TAN and VAN EASA networks

Learning new tricks: Corticostriatal dynamics during novel skill learning

Learning novel actions and skills is a prevalent ability across multiple species and a critical feature for survival and competence in a constantly changing world. Novel actions are generated and learned through a process of trial and error, where an animal explores the environment around itself, generates multiple patterns of behavior and selects the ones that increase the likelihood of positive outcomes. Proper adaptation and execution of the selected behavior requires the coordination of several biomechanical features by the animal. Cortico-basal ganglia circuits and loops are critically involved in the acquisition, learning and consolidation of motor skills.(...)

Evaluation of laboratory markers of progression of HIV disease to death

INTRODUCTION: One of the important current problems in HIV/AIDS infection is the establishment of epidemiological and laboratorial prognostic parameters during patient follow-up. This study aimed at analyzing the evolution of laboratory tests: CD4 lymphocyte count, viral load, hemoglobin (Hb), aspartate aminotransferase (AST), alanine aminotransferase (ALT), and the epidemiological variables sex and age as prognostic factors for survival in progression to death among AIDS patients. METHODS: A retrospective study was conducted using analysis of medical records, and prospective 24-month follow-up of patients with HIV/ AIDS attended at the President Vargas Hospital Outpatient Clinic, a reference center in HIV/ AIDS attendance in the State of Maranhão, Brazil. The study analyzed patients aged 10 to 60 years old, who manifested AIDS and who were not using antiretroviral therapy or had used it for less than 5 years. The Chi-square test was used for statistical analysis. RESULTS: The sample included 100 patients - 57 were current outpatients, and 43 had died. The variables viral load (p=0.726), ALT (p=0.314), sex (p=0.687), and age (p=0.742) were analyzed, and no evidence of association between them and worst prognosis was observed. CONCLUSIONS: A significant relation was verified between low Hb levels (p=0.000) and CD4 (p=0.000) and shorter survival.

Liver fibrosis progression in HIV/hepatitis C virus coinfected patients with normal aminotransferases levels

INTRODUCTION: Approximately 30% of hepatitis C virus (HCV) monoinfected patients present persistently normal alanine aminotransferase (ALT) levels. Most of these patients have a slow progression of liver fibrosis. Studies have demonstrated the rate of liver fibrosis progression in hepatitis C virus-human immunodeficiency virus (HCV-HIV) coinfected patients is faster than in patients infected only by HCV. Few studies have evaluated the histological features of chronic hepatitis C in HIV-infected patients with normal ALT levels. METHODS: HCV-HIV coinfected patients (HCV-RNA and anti-HIV positive) with known time of HCV infection (intravenous drugs users) were selected. Patients with hepatitis B surface antigen (HBsAg) positive or hepatitis C treatment before liver biopsy were excluded. Patients were considered to have a normal ALT levels if they had at least 3 normal determinations in the previous 6 months prior to liver biopsy. All patients were submitted to liver biopsy and METAVIR scale was used. RESULTS: Of 50 studied patients 40 (80%) were males. All patients were treated with antiretroviral therapy. The ALT levels were normal in 13 (26%) patients. HCV-HIV co-infected patients with normal ALT levels had presented means of the liver fibrosis stages (0.77±0.44 versus 1.86±1.38; p<0.001) periportal inflammatory activity (0.62±0.77 versus 2.24±1.35; p<0.001) and liver fibrosis progression rate (0.058±0.043 fibrosis unit/year versus 0.118±0.102 fibrosis unit/year) significantly lower as compared to those with elevated ALT. CONCLUSIONS: HCV-HIV coinfected patients with persistently normal ALTs showed slower progression of liver fibrosis. In these patients the development of liver cirrhosis is improbable.

Definição do conceito de blended learning. Proposta metodológica no quadro da terminologia de base conceptual

Sustentado numa abordagem conceptual da Terminologia, o trabalho de investigação que a seguir se desenvolve visa propor um cenário de resposta à questão: como se define o blended learning no contexto educativo de Ensino Superior Pós-Bolonha? A necessidade de compreender, delimitar e harmonizar o conceito de blended learning no panorama actual do Ensino Superior, resulta do pressuposto de que muito embora proliferem descrições de práticas e modelos para a sua operacionalização de reconhecida qualidade - tal como sucede com outros conceitos sob alçada da educação a distância - a reflexão teórica é ainda insuficiente. Com efeito, para responder à questão supra-colocada, propõe-se o desenho de uma metodologia para construção de uma definição intensional do conceito de blended learning que herde, subsuma e melhore o conhecimento existente, identificado através da análise de texto para fins onomasiológicos e de um processo de elicitação de conhecimento tácito e de negociação discursiva junto de sujeitos especializados. A proposta de desenho metodológico que neste trabalho de esboça escora-se globalmente em três etapas: (1) etapa exploratória do domínio-objecto de estudo; (2) etapa de análise onamasiológica de evidência textual e discursiva; (3) etapa de modelização e de validação de resultados. Pretende-se, em primeiro lugar, através do estudo do espaço conceptual das modalidades de educação que se situam no continuum presença-distância sistematizar e ordenar as visões analisadas, propondo representações de educação presencial, educação a distância, e-learning, educação online, aprendizagem enriquecida por tecnologias e ainda de outras modalidades emergentes. As representações assumem o carácter de proposta aberta e decorrem da necessidade de uma primeira ordenação no sentido de topografrar, delineando - a um nível macro - o possível lugar do conceito de blended learning naquele cenário. Num segundo momento, aprofunda-se e circunscreve-se a análise, depurando a evidência observada, agora reduzida a um conjunto de contextos ricos em informação conceptual – um corpus escrito e oral de definições e descrições de blended learning – identificando candidatas a características essenciais e candidatas a características acidentais. Num terceiro momento, procede-se à modelização do conhecimento, encapsulando-a numa proposta de definição sujeita a um processo iterativo e reflexivo, constituído por um conjunto de ciclos de investigação-acção, os quais reflectem a sequência de interacções entre o terminólogo e sujeitos especializados. Defender-se-á que a experimentação deste desenho revela a produtividade de uma sequência cíclica entre a análise textual e discursiva para fins onomasiológicos, a interacção colaborativa e a introspecção. Por outras palavras, embora a natureza do estudo realizado não permita a generalização, para além da relação diádica de mediação que o terminológo estabelece com o especialista, defende-se a produtividade de um procedimento de acção-reflexão autónomo, solitário e introspectivo, no âmbito da qual o terminólogo se afirma como sujeito conceptualizador, decisor e interventor. Resultam deste percurso uma proposta de definição e de descrição de blended learning em língua portuguesa que acreditamos poder servir diferentes actores da comunidade académica envolvida neste domínio de especialidade.

Management consulting labs-Galp loyalty learning experience

The purpose of this project was to analyze Galp’s loyalty approach in the Portuguese fuel market given the industry context, namely the entry of hypermarket and the resulting increase in competitiveness. The team performed analyses based on analytical models, qualitative research and internal interviews in order to assess Galp’s potential in the field of loyalty and consumers’ behavior. The final recommendations were based on incremental improvements to the Galp’s existing loyalty tool and an innovative paradigm change of the approach to loyalty.

Evaluation of the cytokine mannose-binding lectin as a mediator of periportal fibrosis progression in patients with schistosomiasis

INTRODUCTION : We hypothesized higher mannose-binding lectin level and classic factors (i.e., age, sex, alcohol consumption, exposure, and specific treatment) are associated with the severity of periportal fibrosis in schistosomiasis. METHODS : This cross-sectional study involved 79 patients infected with Schistosoma mansoni with severe or mild/moderate periportal fibrosis. Serum concentrations of mannose-binding lectin were obtained by enzyme-linked immunosorbent assay (ELISA). RESULTS: Higher serum level of mannose-binding lectin was significantly associated with advanced periportal fibrosis. CONCLUSIONS: Mannose-binding lectin may contribute to liver pathology in schistosomiasis and may represent a risk factor for advanced periportal fibrosis in the Brazilian population studied.

The absence of the human platelet antigen polymorphism effect on fibrosis progression in human immunodeficiency virus-1/hepatitis C virus coinfected patients

AbstractINTRODUCTION:Hepatic fibrosis progression in patients with chronic hepatitis C virus infections has been associated with viral and host factors, including genetic polymorphisms. Human platelet antigen polymorphisms are associated with the rapid development of fibrosis in HCV-monoinfected patients. This study aimed to determine whether such an association exists in human immunodeficiency virus-1/hepatitis C virus-coinfected patients.METHODS:Genomic deoxyribonucleic acid from 36 human immunodeficiency virus-1/hepatitis C virus-coinfected patients was genotyped to determine the presence of human platelet antigens-1, -3, or -5 polymorphisms. Fibrosis progression was evaluated using the Metavir scoring system, and the patients were assigned to two groups, namely, G1 that comprised patients with F1, portal fibrosis without septa, or F2, few septa (n = 23) and G2 that comprised patients with F3, numerous septa, or F4, cirrhosis (n = 13). Fisher's exact test was utilized to determine possible associations between the human platelet antigen polymorphisms and fibrosis progression.RESULTS:There were no deviations from the Hardy-Weinberg equilibrium in the human platelet antigen systems evaluated. Statistically significant differences were not observed between G1 and G2 with respect to the distributions of the allelic and genotypic frequencies of the human platelet antigen systems.CONCLUSION:The greater stimulation of hepatic stellate cells by the human immunodeficiency virus and, consequently, the increased expression of transforming growth factor beta can offset the effect of human platelet antigen polymorphism on the progression of fibrosis in patients coinfected with the human immunodeficiency virus-1 and the hepatitis C virus.

Implementação de um Sistema b-Learning na Escola Secundária do Nambambe-Lubango

Esta dissertação tem como objecto de estudo a implementação de um sistema b-learning na Escola Secundaria do Nambambe -Lubango, uma vez que a instituição reúne condições para a sua materialização, ainda que não a tenha. Por isso, pensámos fazer um estudo pormenorizado sobre o tema, a fim de descrever e explicar as condições existentes para a sua implantação. O Sistema a ser utilizado é o Moodle, com todas as suas ferramentas e potencialidades, nomeadamente: o fórum e a avaliação, que poderão complementar as actividades presenciais com maior rigor e originalidade. A metodologia empregue é o estudo de caso com vista a explicar a implantação do b-learning que é a modalidade aceite para ser efectuada nesta instituição, a julgar pelas vantagens que ela oferece e os benefícios que trará para o processo de ensino-aprendizagem, mormente para os professores e alunos em termos de tecnologia, informação e conhecimento, libertando-se da infoexclusão digital. Com a pesquisa bibliográfica referente à temática e aplicação de um questionário dirigido aos professores e alunos que, depois de analisados os dados, podemos concluir que os inqueridos revelam competências básicas para a execução do projecto e os benefícios que este sistema oferecer para qualquer aprendente, tanto durante a vida como ao longo da vida.

Blogues. Reflexões em ambientes de e-learning pela prática

Esta dissertação tem como referência o trabalho que realizamos no Ministério Público de Pernambuco, onde temos a oportunidade de observar e conhecer os serviços de acolhimento institucional para crianças e adolescentes, bem como da atuação de outros atores que atuam nesta área de medida protetiva, no Estado de Pernambuco. Aqui articularemos esta prática com os achados históricos, teóricos e legais vigentes em busca de estabelecer estratégias e ações de intervenção, para atuarmos neste contexto que geograficamente tem pontos de articulações distantes. Buscamos neste estudo analisar todos os lados de uma construção para a execução de uma plataforma que possa oferecer um serviço de capacitação em e-learning aos profissionais que atuam na área protetiva. Para isto precisaremos identificar o perfil destes profissionais e reconhecer que se, mesmo diante das dificuldades de sua profissão, eles se dispõem em participar de capacitação on-line voltado para a prática. Analisou-se o blog como um sistema adequado para se trabalhar com e-learning recorrendo à literatura para identificar quais os critérios, parâmetros e indicadores que faz um blog institucional de qualidade. Dando corpo ao nosso intento, faremos um percurso pelas teorias da aprendizagem buscando consistência para investigarmos se novas abordagens como o Conectivismo, responde ou não aos nossos anseios de formação continuada na prática e pela prática.

Progression of the load of waterborne and intestinal parasitic diseases in the State of Amazonas

In the State of Amazonas, Brazil, urban expansion together with precarious basic sanitation conditions and human settlement on river banks has contributed to the persistence of waterborne and intestinal parasitic diseases. Time series of the recorded cases of cholera, typhoid fever, hepatitis A and leptospirosis are described, using data from different levels of the surveillance systems. The sources for intestinal parasitosis prevalence data (non-compulsory reporting in Brazil) were Medical Literature Analysis and Retrieval System Online (MEDLINE), Literatura Latino-Americana (LILACS) and the annals of major scientific meetings. Relevant papers and abstracts in all languages were accessed by two independent reviewers. The references cited by each relevant paper were scrutinized to locate additional papers. Despite its initial dissemination across the entire State of Amazonas, cholera was controlled in 1998. The magnitude of typhoid fever has decreased; however, a pattern characterized by eventual outbreaks still remains. Leptospirosis is an increasing cause of concern in association with the annual floods. The overall prevalence of intestinal parasites is high regardless of the municipality and the characteristics of areas and populations. The incidence of hepatitis A has decreased over the past decade. A comparison of older and recent surveys shows that the prevalence of intestinal parasitic diseases has remained constant. The load of waterborne and intestinal parasitic diseases ranks high among the health problems present in the State of Amazonas. Interventions aiming at basic sanitation and vaccination for hepatitis A were formulated and implemented, but assessment of their effectiveness in the targeted populations is still needed.

Correlation between osteochondral changes depicted by magnetic resonance imaging and disease progression

PURPOSE: To determine the consequences of the chronic use of systemic corticosteroids in children with juvenile rheumatoid arthritis by means of evaluating osteochondral effects depicted by magnetic resonance imaging. PATIENTS AND METHODS: We reviewed clinical and magnetic resonance imaging findings in 69 children (72 knees) with juvenile rheumatoid arthritis. Two groups were studied. Group I: 34 (49.3%) children had previous or current use of systemic corticotherapy (22 girls; 12 boys; mean age: 11.3 years; mean disease duration: 5.9 years; mean corticotherapy duration: 2.9 years; mean cumulative dose of previous corticosteroids: 5000 mg); Group II: 35 (50.7%) children had no previous use of corticosteroids (27 girls; 8 boys; mean age: 11.7 years; mean disease duration: 5.3 years). The groups were compared statistically. RESULTS: In the group that had received corticotherapy (Group I), osteochondral abnormalities were significantly correlated to long-standing disease (>3.5 years; p<0.001). This correlation was not found in the group that had no previous history of corticotherapy (Group II). No correlations were established between median dose of corticosteroids and magnetic resonance imaging findings. CONCLUSION: It is important to further investigate the long-term intra-articular effects of systemic corticotherapy to ensure that the side effects of the aggressive therapy will not be more harmful for the joints than the symptoms suffered over the natural course of the disease.

Learning domain-specific sentiment lexicons with applications to recommender systems

Search is now going beyond looking for factual information, and people wish to search for the opinions of others to help them in their own decision-making. Sentiment expressions or opinion expressions are used by users to express their opinion and embody important pieces of information, particularly in online commerce. The main problem that the present dissertation addresses is how to model text to find meaningful words that express a sentiment. In this context, I investigate the viability of automatically generating a sentiment lexicon for opinion retrieval and sentiment classification applications. For this research objective we propose to capture sentiment words that are derived from online users’ reviews. In this approach, we tackle a major challenge in sentiment analysis which is the detection of words that express subjective preference and domain-specific sentiment words such as jargon. To this aim we present a fully generative method that automatically learns a domain-specific lexicon and is fully independent of external sources. Sentiment lexicons can be applied in a broad set of applications, however popular recommendation algorithms have somehow been disconnected from sentiment analysis. Therefore, we present a study that explores the viability of applying sentiment analysis techniques to infer ratings in a recommendation algorithm. Furthermore, entities’ reputation is intrinsically associated with sentiment words that have a positive or negative relation with those entities. Hence, is provided a study that observes the viability of using a domain-specific lexicon to compute entities reputation. Finally, a recommendation system algorithm is improved with the use of sentiment-based ratings and entities reputation.

Peer interaction and learning opportunities in cohesive and less cohesive L2 classrooms

The present study investigates peer to peer oral interaction in two task based language teaching classrooms, one of which was a self-declared cohesive group, and the other a self- declared less cohesive group, both at B1 level. It studies how learners talk cohesion into being and considers how this talk leads to learning opportunities in these groups. The study was classroom-based and was carried out over the period of an academic year. Research was conducted in the classrooms and the tasks were part of regular class work. The research was framed within a sociocognitive perspective of second language learning and data came from a number of sources, namely questionnaires, interviews and audio recorded talk of dyads, triads and groups of four students completing a total of eight oral tasks. These audio recordings were transcribed and analysed qualitatively for interactions which encouraged a positive social dimension and behaviours which led to learning opportunities, using conversation analysis. In addition, recordings were analysed quantitatively for learning opportunities and quantity and quality of language produced. Results show that learners in both classes exhibited multiple behaviours in interaction which could promote a positive social dimension, although behaviours which could discourage positive affect amongst group members were also found. Analysis of interactions also revealed the many ways in which learners in both the cohesive and less cohesive class created learning opportunities. Further qualitative analysis of these interactions showed that a number of factors including how learners approach a task, the decisions they make at zones of interactional transition and the affective relationship between participants influence the amount of learning opportunities created, as well as the quality and quantity of language produced. The main conclusion of the study is that it is not the cohesive nature of the group as a whole but the nature of the relationship between the individual members of the small group completing the task which influences the effectiveness of oral interaction for learning.This study contributes to our understanding of the way in which learners individualise the learning space and highlights the situated nature of language learning. It shows how individuals interact with each other and the task, and how talk in interaction changes moment-by-moment as learners react to the ‘here and now’ of the classroom environment.