Building a knowledge and learning society in Portugal - Adult students in technological schools and higher education institutions

Chapter in Merrill, Barbara (ed.) (2009) Learning to Change? The Role of Identity and Learning Careers in Adult Education. Hamburg: Peter Lang Publishers. URL: http://www.peterlang.com/ index.cfm?vID=58279&vLang=E&vHR=1&vUR=2&vUUR=1

A terapia ocupacional como recurso para idosos institucionalizados: um estudo de avaliação das necessidades ocupacionais

RESUMO: O envelhecimento populacional está associado a necessidades de saúde, incluindo aspectos ligados à realização das actividades quotidianas e à vertente ocupacional em geral.O presente estudo procurou identificar as necessidades ocupacionais de uma amostra de idosos institucionalizados e avaliar alterações no desempenho ocupacional e na satisfação após participação num programa de actividades terapêuticas. A amostra foi constituída por 20 indivíduos, com uma média de idades de 86,2 anos (DP=6,0), maioritariamente do sexo feminino e viúvos, com níveis de escolaridade diversos, sem défice cognitivo grave, provenientes de duas instituições para idosos em Lisboa. Os instrumentos utilizados foram entrevista de caracterização sócio-demográfica. Mini- Mental State Examination. Índice de Katz e Medida Canadiana de Desempenho Ocupacional. Após a participação no programa de actividades, oito indivíduos mantiveram as notas de desempenho e de satisfação na Medida Canadiana; cinco apresentaram aumento em ambas as notas; para dois, o desempenho permaneceu inalterado e o grau de satisfação diminuiu; finalmente, três deixaram de ter pelo menos um problema no desempenho, destacando-se um indivíduo que deixou de ter problemas para se alimentar, tornando-se independente nesta área. Comparando as avaliações iniciais e as reavaliações pósintervenção, não se registaram diferenças significativas nas pontuações de desempenho nem de satisfação da Medida Canadiana. Em conclusão, muitos dos participantes do estudo referiram um desempenho deficiente em muitas actividades ocupacionais que valorizavam, assim como um grau elevado de insatisfação em relação a esse desempenho. Apesar de ter tido algum impacto nas necessidades ocupacionais dos participantes, o programa de actividades não pareceu trazer benefícios generalizados nesta pequena amostra.------------ABSTRACT:The aging process in institutionalized populations has implications that encompass various issues related to health, including occupational development and the performance of daily activities. It was this study’s objective to identify the occupational needs of a sample of institutionalized elderly and to identify the existence of changes in occupational performance and satisfaction after participation in a program of therapeutic activities. The sample consisted of 20 individuals (mostly female and widowed) from two nursing homes in Lisbon, having various levels of education and an average age of 86,2 years (SD=6,0) as well as the ability of verbal expression without severe cognitive deficit. The instruments used were a structured interview for socio-demographic characterization, the Mini Mental State Examination, the Katz Index and the Canadian Occupational Performance Measure. We found that older respondents claimed that the performance of daily activities constituted a problem. They stated that the activities of self-care and leisure were the most problematic, that they had negative self-perceptions regarding their own performance, and that they were dissatisfied with this performance of their daily activities. After participating in program activities, eight respondents experienced no change in their respective grades of performance and satisfaction, five showed increases in both grades and, for two respondents, the performance remained unchanged while the satisfaction level showed a decline. Three stopped having at least one problem in performance, and one participant even stopped referring feeding problems, having become independent in this area. Regarding the evolution of the Canadian Measure performance and satisfaction scores (before versus after the intervention), we found no significant differences. In conclusion, most participants stated that they were performing badly in what concerned the occupational activities they valued the most. The same applies to low levels of satisfaction regarding that performance. In this small sample, and despite some benefits, the program of therapeutic activities did not prove to be significantly effective.

Standard commercial education robotic platform: intermediate solution to teaching robotics

Teaching robotics to students at the beginning of their studies has become a huge challenge. Simulation environments can be an effective solution to that challenge where students can interact with simulated robots and have the first contact with robotic constraints. From our previous experience with simulation environments it was possible to observe that students with lower background knowledge in robotics where able to deal with a limited number of constraints, implement a simulated robotic platform and study several sensors. The question is: after this first phase what should be the best approach? Should the student start developing their own hardware? Hardware development is a very important part of an engineer's education but it can also be a difficult phase that could lead to discouragement and loss of motivation in some students. Considering the previous constraints and first year engineering students’ high abandonment rate it is important to develop teaching strategies to deal with this problem in a feasible way. The solution that we propose is the integration of a low-cost standard robotic platform WowWee Rovio as an intermediate solution between the simulation phase and the stage where the students can develop their own robots. This approach will allow the students to keep working in robotic areas such as: cooperative behaviour, perception, navigation and data fusion. The propose approach proved to be a motivation step not only for the students but also for the teachers. Students and teachers were able to reach an agreement between the level of demand imposed by the teachers and satisfaction/motivation of the students.

Gender differences in internet usage habits: a case study in higher education

The usage of information and communication technologies has been growing among students and teachers. In order to improve the use of the Internet as a tool to support teaching and learning it is necessary to understand the Internet usage habits of students. Thus, a study was conducted with 1397 students from five schools of the Polytechnic of Porto. The data was collected through an online questionnaire abd was analized by age range, gender and scientific field. In this paper,gender differences are analyzed and presented in 3 dimensions: type of Internet usage, communication tools and the role of the Internet tools in education.

Differences in internet and LMS usage: a case study in higher education

The Internet plays an important role in higher education institutions where Learning Management Systems (LMS) occupies a main role in the eLearning realm. In this chapter we aim to characterize the Internet and LMS usage patterns and their role in the largest Portuguese Polytechnic Institute. The usage patterns were analyzed in two components: characterization of Internet usage and the role of Internet and LMS in education. Using a quantitative approach, the data analysis describes the differences between gender, age and scientific fields. The carried qualitative analysis allows a better understanding of students’ both motivations, opinions and suggestions of improvement. The outcome of this work is the presentation of the Portuguese students’ profile regarding Internet and LMS usage patterns. We expect that these results can be used to select the most suitable digital pedagogical processes and tools to be adopted regarding the learning process and most adequate LMS’s policies.

The importance of physical education classes in pre-school children

The purpose of this study was to analyse differences between total physical activity (TPA) and moderate-to-vigorous PA (MVPA) of pre-school children during daily school hours when they attended the physical education class (PED) and school days without PE class (NPED) and to assess the contribution of PE classes to TPA in school hours. The sample was composed of 193 pre-school healthy children (96 girls) aged from three to five years old and was conducted between February and December of 2008. Children wore accelerometers for at least four consecutive days during school hours. Data were analysed with specific software, age-specific counts-per-minute cut-off points and a 5 s epoch were used. Independent and general linear model repeated measures were used to assess differences between gender and differences between different days within each gender, respectively. Boys engaged more MVPA than girls (P < 0.05). During PED, pre-school children engaged significantly more in TPA and MVPA than during NPED (P < 0.05). PE class contributed, on average, 27.7% for the TPA and 32.8% of daily MVPA during PED in both gender. The results of this study suggest that structured PA such as a PE class increased the daily TPA and MVPA level of pre-school children.

HIV Voluntary Testing among Portuguese Women Attending Family Planning Clinics: Implications for HIV Prevention Education and Testing

Objectives: The aim of this article is to analyze the factors associated with HIV testing among 767 sexually active women. Methods: Participants were administered several self-report questionnaires that assessed behavioral and psychosocial measures. Results: Overall, 59.8% of the participants reported ever having tested for HIV. Results show that higher levels of education, being pregnant or having been pregnant, concern about AIDS, AIDS knowledge, self-efficacy in condom negotiation and perception of no risk in partner significantly predicted the likelihood of testing among women. Attending the mass was negatively associated with HIV testing. Conclusions: These findings provide information that can be used in the development of a focused gender sensitive HIV prevention program to increase HIV testing.

HRM higher education in Europe

Higher education has earned in the recent years an increasing attention in Europe. European Higher Education Area (EHEA) is being developed, a three-cycle qualifications structure is formally in place, the principles of quality assurance are agreed, and a range of mobility instruments is being created. A European Qualifications Framework (EQF) is established (2008), and national qualifications frameworks in Europe should be all be published this year. In the HRM field, higher education is remaining largely unexamined. It is undertheorised and with lack of empirical research, especially if we consider the European reality. With the exception of Brewster et al. (2000) and Boxall et al. (2007), all the research published on the specific HRM higher education field seems to be American (Barber, 1999; Chadwick, 2005; Hayton et al.,2005; Kaufman, 1996, 1999; Langbert, 2005, 2000; Sincoff & Owen, 2004; Van Eyden et al., 1997; Wimbush 2008). This study analyses HRM higher education in Europe with the aim to identify the current trends of European HRM academic qualifications system. In order to provide strategic indicators on the subject, research was carried out in 14 European countries. The sample was constituted by the three cycles defined in Bergen (bachelor, master and PhD) and the primary information source was the Portal on Learning Opportunities throughout the European Space promoted by the European Commission (PLOTEUS). Within a qualitative methodology, qualifications’ structures, approaches, and competencies are explored as main analytical categories.

Program Catapultas: Education for development in Bairro Padre Cruz

A Work Project, presented as part of the requirements for the Award of a Masters Degree in Economics from the NOVA – School of Business and Economics

Internationalization strategy of Aveleda’s Wine in the Chinese market

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

Empirical analysis of the lending decisions of Chinese formal financial institutions in rural areas

A Work Project, presented as part of the requirements for the Award of a Masters Degree in Finance from the NOVA – School of Business and Economics

Education for sustainable development – How are Portuguese children being educated in order to become responsible consumers

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

The use of corpora to the teach english as a foreign language in secondary education in Portugal

Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Didáctica Do Inglês

Conference on Enabling Teachers for Entrepreneurship Education

The Conference on Enabling Teachers for Entrepreneurship Education (ENTENP2013) in Initial Teacher Education (ITE) will be held at the Guarda Polytechnic Institute (GPI) in Guarda on 7/8 June 2013. We expect delegates from all the Portuguese Higher Education Institutions and the EU Member States, as well as Pre-Accession Countries and countries participating in the Competitiveness and Innovation Framework Programme (CIP). ENTENP 2013 addresses to all practitioners from the area of teacher education and entrepreneurship education, but also the early stage adopters of education in entrepreneurship. The conference is jointly organized by Guarda Polytechnic Institute with the collaboration of Castelo Branco Polytechnic Institute, Viana do Castelo Polytechnic Institute and Universidade Nova de Lisboa and shall be hosted by the European Commission and GPI. The purpose of the event is to discuss burning questions and exchange good practice examples in the field of enabling teachers for entrepreneurship education and looking at possible areas of development and cooperation.