European student mobility and intercultural learning at a portuguese university

The purpose of this study is to understand, impact and evaluate the development of intercultural communicative competencies among European credit-seeking exchange students and other sojourners through purposeful intercultural pedagogy. This pedagogy encompasses intentional intercultural- educational approaches which aim to support and enhance sojourners’ intercultural learning throughout the study abroad cycle (pre-departure, in-country and reentry phases). To test and validate these pedagogies a 20-hour intervention was designed and implemented among two cohorts of 31 sojourners during the in-country phase of their sojourn in Portugal. The process to develop and validate the intercultural intervention was driven by a mixed-methods methodology which combined quantitative and qualitative data to triangulate, complement and expand research results from a pragmatic stance. The mixed methods research design adopted is multi-phased and encompasses a multi-case study and an evaluative component. The multi-case component is embodied by sojourner cohorts: (1) the primary case study involves 19 incoming students at the University of Aveiro (Portugal) as participants in the European exchange program Campus Europae; (2) the second case study comprises three incoming Erasmus students and nine highly skilled immigrants at the same university. All 31 sojourners attended two intermediate Portuguese as Foreign Language classrooms where the intervention was employed. Data collection was extensive and involved collecting, analyzing and mixing quantitative and qualitative strands across four research phases. These phases refer to the: (1) development, (2) implementation and (3) evaluation of the intervention, as well as to (4) a stakeholder analysis of the external value of the intervention and of the Campus Europae program. Data collection instruments included pre and posttest questionnaires and semi-structured interviews. Results confirm the intercultural effectiveness of the intervention and the positive impact upon research participants’ intercultural gains. This impact was, however, greater in case study 2. Among explanatory variables, three stand out: (1) participant meaning-making abilities, (2) host language proficiency and related variables, and (3) type of sojourn or exchange programs. Implications for further research highlight the need to systematize purposeful intercultural pedagogy in sojourner populations in general, and in European credit student mobility in particular. In the latter case, these pedagogies should be part of the design and delivery of credit-bearing exchange programs in pre- departure, in-country and re-entry phases. Implications for practice point to the urge to improve intercultural practices in: macro (higher education institutions), mezzo (exchange programs) and micro (sojourner language classrooms) contexts where this research took place, and wider social scenarios they represent.

A docência enquanto paixão:construção da profissionalidade no 1º e 2º ciclo do ensino básico

Relatório de estágio apresentado à Escola Superior de Educação de Paula Frassinetti para obtenção de grau de Mestre em Ensino de 1º e 2º ciclo do Ensino Básico

Um profissional reflexivo na procura de uma educação humanista, personalizada, estruturada e inovadora

Relatório de estágio apresentado à Escola Superior de Educação de Paula Frassinetti, para obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico

Relatório de estágio de qualificação profissional

Relatório EPE - Relatório de estágio em Educação Pré-Escolar: O presente Relatório de Estágio de Qualificação Profissional situa-se no contexto de Educação Pré-Escolar, tendo como propósito revelar o que foi sendo realizado no Centro Social da Paróquia Nossa Senhora da Ajuda ao longo de quatro meses em contexto de creche. A prática educativa sustentou-se num quadro teórico-concetual de referência, com vista à construção de saberes para a Educação de Infância, pelo compromisso e responsabilização progressiva da ação docente, tendo sido encarado como um momento de singular importância. O contexto de formação assumiu-se, portanto, como um lugar privilegiado de articulação entre teoria e prática, onde o processo de ensino e aprendizagem ficou pautado por intencionalidades educativas com vista ao desenvolvimento integral de cada criança, bem como para a construção de saberes e competências profissionais. No âmbito da investigação-ação e associada à observação, à planificação, à avaliação e à ação propriamente dita, esteve sempre presente a comunicação e a articulação, pois são estas etapas interligadas que revelam a intencionalidade do processo educativo que carateriza a intervenção profissional do educador. A reflexão evidenciou-se também fulcral, pois só mediante uma reflexão na ação e sobre a ação é possível uma introspeção pessoal, despoletando uma compreensão mais sustentada da ação, facilitando a tomada de decisões conscientes. Salienta-se, ainda, a importância de uma formação profissional ao longo da vida, de modo a potenciar o desenvolvimento de uma atitude perante a Educação cada vez mais crítica, indagadora e reflexiva, em prol do desenvolvimento de cada criança.

A contribution to semantic description of images and videos: an application of soft biometrics

Humans have a high ability to extract visual data information acquired by sight. Trought a learning process, which starts at birth and continues throughout life, image interpretation becomes almost instinctively. At a glance, one can easily describe a scene with reasonable precision, naming its main components. Usually, this is done by extracting low-level features such as edges, shapes and textures, and associanting them to high level meanings. In this way, a semantic description of the scene is done. An example of this, is the human capacity to recognize and describe other people physical and behavioral characteristics, or biometrics. Soft-biometrics also represents inherent characteristics of human body and behaviour, but do not allow unique person identification. Computer vision area aims to develop methods capable of performing visual interpretation with performance similar to humans. This thesis aims to propose computer vison methods which allows high level information extraction from images in the form of soft biometrics. This problem is approached in two ways, unsupervised and supervised learning methods. The first seeks to group images via an automatic feature extraction learning , using both convolution techniques, evolutionary computing and clustering. In this approach employed images contains faces and people. Second approach employs convolutional neural networks, which have the ability to operate on raw images, learning both feature extraction and classification processes. Here, images are classified according to gender and clothes, divided into upper and lower parts of human body. First approach, when tested with different image datasets obtained an accuracy of approximately 80% for faces and non-faces and 70% for people and non-person. The second tested using images and videos, obtained an accuracy of about 70% for gender, 80% to the upper clothes and 90% to lower clothes. The results of these case studies, show that proposed methods are promising, allowing the realization of automatic high level information image annotation. This opens possibilities for development of applications in diverse areas such as content-based image and video search and automatica video survaillance, reducing human effort in the task of manual annotation and monitoring.

Intergenerational learning with ICT: a case study

In a context of rapid demographic and technological changes, digital skills are essential in order for citizens to actively participate in society. However, digital literacy for all citizens, especially for the older population, is not yet a reality. It is increasingly crucial for active ageing, lifelong learning, and life-wide learning that the elderly learn digital skills. Intergenerational learning can play a key role in achieving a wide range of goals. This paper focuses on the contribution of intergenerational learning to digital and social inclusion. We promoted ICT intergenerational workshops and chose the case study methodolog y to study three distinct cases of intergenerational learning with ICT. The results show that intergenerational learning with ICT contributes to the digital literacy of adults and seniors and fosters lifelong learning, active ageing, and understanding and solidarity among generations. We reveal the benefits of the intergenerational learning process for all participants and suggest some ways to achieve intergenerational learning through ICT in order to build more socially and digitally cohesive societies.

A auto-eficácia e as expetativas de resultado na procura de emprego: o papel das atividades de formação no adulto

Dissertação de Mestrado, Psicologia Social e das Organizações, Faculdade de Ciências Humanas e Sociais, Universidade do Algarve, 2016

Promoção de competências autorregulatórias da aprendizagem das crianças

Relatório final apresentado para a obtenção do grau de mestre em Educação Pré-Escolar e em Ensino do 1.º Ciclo do Ensino Básico

Promoção de competências autorregulatórias da aprendizagem das crianças

Relatório final apresentado para a obtenção do grau de mestre em Educação Pré-Escolar e em Ensino do 1.º Ciclo do Ensino Básico

Relatório da prática de ensino supervisionada em educação física na Escola Secundária/3 André de Gouveia

O presente Relatório de Estágio surge no âmbito da Prática de Ensino Supervisionada, que decorreu no ano letivo de 2011/2012 na Escola Secundária André de Gouveia, em Évora. O objetivo do mesmo é aliar à componente científica que foi adquirida no Mestrado de Educação Física nos Ensino Básico e Secundário o trabalho desenvolvido enquanto estudante estagiário. Para tal, o meu trabalho foi auxiliado pelo Programa Nacional de Educação Física e pelo Projeto Educativo em vigor na Escola. Assim, foi realizada uma descrição do trabalho realizado durante o ano letivo e a respetiva reflexão crítica, tendo em conta quatro dimensões profissionais do professor, nomeadamente: dimensão profissional social e ética, dimensão de desenvolvimento do ensino e da aprendizagem, dimensão da participação na escola e relação com a comunidade e, por último, a dimensão do desenvolvimento profissional ao longo da vida; REPORT OF THE SUPERVISED TEACHING PRACTICE OF PHYSICAL EDUCATION IN THE SECUNDARY SCHOOL/3 ANDRÉ DE GOUVEIA Abstract: This report comes under the Supervised Teaching Practice which took place in the school year 2011/2012 at Secondary School André de Gouveia, in Évora.The purpose of it is to combine the scientific component which was acquired in the Master of Physical Education in the Elementary and Secondary Education the work as a trainee student. To this end, my work was aided by the National Program of Physical Education and the Educational Project used in the school. Thus, a critical reflection of the school year was made, taking into account four professional dimensions of training of future teachers, namely: social professional and ethical dimension, development dimension of teaching and learning, participation in school size and relationship with the community and, finally, the dimension of professional development throughout life.

Cephalometric And Anthropometric Data Of Obstructive Apnea In Different Age Groups.

Patients with obstructive sleep apnea syndrome usually present with changes in upper airway morphology and/or body fat distribution, which may occur throughout life and increase the severity of obstructive sleep apnea syndrome with age. To correlate cephalometric and anthropometric measures with obstructive sleep apnea syndrome severity in different age groups. A retrospective study of cephalometric and anthropometric measures of 102 patients with obstructive sleep apnea syndrome was analyzed. Patients were divided into three age groups (≥20 and <40 years, ≥40 and <60 years, and ≥60 years). Pearson's correlation was performed for these measures with the apnea-hypopnea index in the full sample, and subsequently by age group. The cephalometric measures MP-H (distance between the mandibular plane and the hyoid bone) and PNS-P (distance between the posterior nasal spine and the tip of the soft palate) and the neck and waist circumferences showed a statistically significant correlation with apnea-hypopnea index in both the full sample and in the ≥40 and <60 years age group. These variables did not show any significant correlation with the other two age groups (<40 and ≥60 years). Cephalometric measurements MP-H and PNS-P and cervical and waist circumferences correlated with obstructive sleep apnea syndrome severity in patients in the ≥40 and <60 age group.

HLA-G 14-bp Insertion/Deletion Polymorphism Is a Risk Factor for HTLV-1 Infection

About 95% of HTLV-1 infected patients remain asymptomatic throughout life, and the risk factors associated with the development of related diseases, such as HAM/TSP and ATL, are not fully understood. The human leukocyte antigen-G molecule (HLA-G), a nonclassical HLA class I molecule encoded by MHC, is expressed in several pathological conditions, including viral infection, and is related to immunosuppressive effects that allow the virus-infected cells to escape the antiviral defense of the host. The 14-bp insertion/deletion polymorphism of exon 8 HLA-G gene influences the stability of the transcripts and could be related to HTLV-1-infected cell protection and to the increase of proviral load. The present study analyzed by conventional PCR the 14-bp insertion/deletion polymorphism of exon 8 HLA-G gene in 150 unrelated healthy subjects, 82 HTLV-1 infected patients with symptoms (33 ATL and 49 HAM), and 56 asymptomatic HTLV-1 infected patients (HAC). In addition, the proviral load was determined by quantitative real-time PCR in all infected groups and correlated with 14-bp insertion/deletion genotypes. The heterozygote genotype frequencies were significantly higher in HAM, in the symptomatic group, and in infected patients compared to control (p < 0.05). The proviral load was higher in the symptomatic group than the HAC group (p < 0.0005). The comparison of proviral load and genotypes showed that -14-bp/-14-bp genotype had a higher proviral load than +14-bp/-14-bp and +14-bp/+14-bp genotypes. Although HLA-G 14-bp polymorphism does not appear to be associated

Venous Lake of the Lips Treated Using Photocoagulation with High-Intensity Diode Laser

Objective: To evaluate the effectiveness of photocoagulation with high-intensity diode laser in the treatment of venous lake (VL) lesions. Background Data: VL is a common vascular lesion characterized by elevated, usually dome-shaped papules, ranging in color from dark blue to dark purple, seen more frequently in elderly patients. They often occur as single lesions on the ears, face, lips, or neck. Once formed, lesions persist throughout life. Although these lesions are usually asymptomatic, they can bleed if injured. Methods: Seventeen patients (7 men and 10 women) with VL on the lip were treated using a noncontact diode laser (wavelength 808 nm, power output 2-3 W in continuous wave). Results: After only one irradiation exposure, all lesions were successfully treated. Healing was completed in approximately 2 to 3 weeks, and none of the patients experienced complications. Postoperative discomfort and scarring were not present or were minimal. Conclusion: Photocoagulation with high-intensity diode laser is an effective, bloodless procedure for the treatment of VL.

Expression of EphA5 during development of the olfactory nerve pathway in rat

The olfactory neuroepithelium is a highly plastic region of the nervous system that undergoes continual turnover of primary olfactory neurons throughout life. The mechanisms responsible for persistent growth and guidance of primary olfactory axons along the olfactory nerve are unknown. In the present study, we used antibodies against the Eph-related receptor, EphA5, to localise EphA5, and recombinant EDhA5-IgG fusion protein to localise its ligands. We found that although both EphA5 and its ligands were both expressed by primary olfactory neurons within the embryonic olfactory nerve pathway, there was no graded or complementary expression pattern. In contrast, the expression patterns altered postnatally such that primary olfactory neurons expressed the ligands, whereas the second-order olfactory neurons, the mitral cells, expressed EphA5. The role of EphA5 was analysed by blocking EphA5-ligand interactions in explant cultures of olfactory neuroepithelium using anti-EphA5 antibodies and recombinant EphA5. These perturbations reduced neurite outgrowth from explant cultures and suggest that intrafascicular axon repulsion may serve to limit adhesion and optimise conditions for axon growth. (C) 2000 Wiley-Liss, Inc.

Nonverbal narratives: Listening to people with severe intellectual disability

This article describes an exploratory study that examined the perspectives of practitioners who spend much of their working day listening to and in some ways interpreting for people with severe intellectual disabilities. On the basis of focus group interviews with 23 professional disability-sector workers, including speech therapists, psychologists, and human service workers, the article reports on the importance of a practitioner's values and experience in successful interactions with individuals who rely on self-developed nonsymbolic communication repertoires. The article includes a discussion of the likelihood of including individuals with severe intellectual disabilities in narrative research.