Assessing childrens competence in computer interactions: Preliminary reliability and validity of the test of mouse proficiency

The Test of Mouse Proficiency (TOMP) was developed to assist occupational therapists and education professionals assess computer mouse competency skills in children from preschool to upper primary (elementary) school age. The preliminary reliability and validity of TOMP are reported in this paper. Methods used to examine the internal consistency, test-retest reliability, and criterion- and construct-related validity of the test are elaborated. In the continuing process of test refinement, these preliminary studies support to varying degrees the reliability and validity of TOMP. Recommendations for further validation of the assessment are discussed along with indications for potential clinical application.

Enhanced vector competence of Aedes aegypti (Diptera : Culicidae) from the torres strait compared with mainland Australia for dengue 2 and 4 viruses

Australian Aedes aegypti (L.) mosquitoes colonized from the Torres Strait and three mainland localities (Charters Towers, Townsville, and Cairns) were fed on blood suspensions containing dengue virus type 2 (DEN-2) or dengue virus type 4 (DEN-4). Variation was found in oral susceptibility to DEN-2 (59-99% infection) and DEN-4 (28-79% infection) among Ae. aegypti assayed for virus at 8, 12, 16, or 20 d after ingestion of infected blood. Torres Strait Ae. aegypti were the most susceptible to DEN-2 and were significantly more efficient in transmission to capillary tube at 16 d (76% transmission) than mainland Ae. aegypti populations (20-28% transmission). Torres Strait Ae. aegypti were also the most susceptible to DEN-4, although transmission did not vary significantly from mainland populations at 16 d (12% compared with 0-4%) or 20 d (16% compared with 4-16%). Disseminated infection (i.e., leg infection) with either DEN-2 or DEN-4 was not an accurate predictor of transmission potential. This study demonstrates differences among Australian Ae. aegypti populations in vector competence for DEN-2 and DEN-4. Torres Strait Ae. aegypti were more frequently infected and able to transmit DEN-2 at higher rates than mainland populations. These data indicate that the Torres Strait region is potentially more receptive to dengue transmission than mainland localities, a finding discussed with respect to past outbreaks.

Vector competence of Australian mosquitoes (Diptera : Culicidae) for Japanese encephalitis virus

Australian mosquitoes were evaluated for their ability to become infected with and transmit a Torres Strait strain of Japanese encephalitis virus. Mosquitoes, which were obtained from either laboratory colonies and collected using Centers for Disease Control and Prevention light traps baited with CO2 and octenol or reared from larvae, were infected by feeding on a blood/sucrose solution containing 10(4.5+/-0.1) porcine stable-equine kidney (PS-EK) tissue culture infectious dose(50)/ mosquito of the TS3306 virus strain. After 14 d, infection and transmission rates of 100% and 81%, respectively, were obtained for a southeast Queensland strain of Culex annulirostris Skuse, and 93% and 61%, respectively, for a far north Queensland strain. After 13 or more days, infection and transmission rates of > 90% and greater than or equal to 50%, respectively, were obtained for southeast Queensland strains of Culex sitiens Wiedemann and Culex quinquefasciatus Say, and a far north Queensland strain of Culex gelidus Theobald. Although infection rates were > 55%, only 17% of Ochlerotatus vigilax (Skuse) and no Cx. quinquefasciatus, collected from far north Queensland, transmitted virus. North Queensland strains of Aedes aegypti L., Ochlerotatus kochi (Donitz), and Verrallina funerea (Theobald) were relatively refractory to infection. Vertical transmission was not detected among 673 F, progeny of Oc. vigilax. Results of the current vector competence study, coupled with high field isolation rates, host feeding patterns and widespread distribution, confirm the status of Cx. annulirostris as the major vector of Japanese encephalitis virus in northern Australia. The relative roles of other species in potential Japanese encephalitis virus transmission cycles in northern Australia are discussed.

Vector competence experiments with Rocio virus and three mosquito species from the epidemic zone in Brazil

First-generation progeny of field-collected Psorophora ferox, Aedes scapularis, and Aedes serratus from the Rocio encephalitis epidemic zone in S.Paulo State, Brazil, were tested for vector competency in the laboratory. Psorophora ferox and Ae. scapularis are susceptible to per os infection with Rocio virus and can transmit the virus by bite following a suitable incubation period. Oral ID50S for the two species (10(4.1) and 10(4.3) Vero cell plaque forming units, respectively) did not differ significantly. Infection rates in Ae. serratus never exceeded 36%, and, consequently, an ID50 could not be calculated for this species. It is unlikely that Ae. serratus is an epidemiologically important vector of Rocio virus. The utility of an in vitro feeding technique for demonstrating virus transmission by infected mosquitoes and difficulties encountered in working with uncolonized progeny of field-collected mosquitoes are discussed.

The European challenge of KMN and innovation: a skills and competence portfolio for knowledge worker in SME's

Versão editor: http://www.isegi.unl.pt/docentes/acorreia/documentos/European_Challenge_KM_Innovation_2004.pdf

Impacto de um programa de estimulação do desenvolvimento lexical em crianças pré-escolares, sem ou com necessidades educativas especiais

Dissertação apresentada à Escola Superior de Educação de Lisboa para a obtenção do grau de mestre em Ciências da Educação - Especialização em Educação Especial

On the development of textual competence in primary education

The aim of this article is to present the results of an action research project, which has been put into practice in Primary Education. This project was intended to develop students’ textual competence, considering both comprehension and textual production. Our starting hypothesis was that teaching the schematisation of text types, focusing on linguistic devices that underlie text production, would promote the development of textual competence, leading to the production of more coherent and cohesive texts. In order to test this hypothesis we implemented the project in three phases. First, before the intervention, we collected texts produced by the students. Secondly, we implemented a didactic program designed to develop students’ textual competence. Lastly, after the intervention, we collected students’ texts once again. Data was analyzed according to categories that confer cohesion and coherence to different types of texts. Narrative, descriptive, and explanatory texts were assessed in terms of 1) building an autonomous text; 2) hierarchisation of information, and 3) textual organisation. Overall, results indicate that students developed their text conceptualisations, their understanding of the different structures of texts, and produced better writing. Indeed, their written work shows a marked progression from the beginning of the intervention program to the end of the program.

Programa estruturado de enriquecimento conceptual e lexical

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ciências da Educação - Especialidade Educação Especial

Desenvolvimento lexical: perspectivas e práticas de professores no 1.º ciclo do ensino básico

Dissertação apresentada à Escola Superior de Educação de Lisboa para a obtenção de grau de Mestre em Didática da Língua Portuguesa no 1.º e 2.º Ciclos do Ensino Básico

Domínio lexical e compreensão da leitura na criança surda

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em ciências da educação - especialização em educação especial

Desenvolvimento lexical: perspetivas e práticas de professores no 1.º ciclo do ensino básico

O desenvolvimento lexical é condição fundamental no processo de desenvolvimento e aquisição de novos saberes, cabendo à escola, a partir dos 6 anos, a responsabilidade de potenciar o alargamento do capital lexical das crianças e promover o desenvolvimento progressivo da sua consciência lexical. Tendo presente a importância do desenvolvimento lexical nos primeiros anos do ensino básico, a investigação subjacente ao artigo que agora se apresenta teve como objetivos: (i) conhecer as conceções de professores do 1.º Ciclo sobre o ensino do léxico; (ii) caracterizar práticas docentes de professores do 1.º Ciclo no que se refere ao ensino do léxico (planificação, implementação e avaliação); (iii) relacionar conceções e práticas dos professores relativamente ao ensino do léxico. Para dar resposta aos objetivos definidos, realizou-se um estudo de caso múltiplo envolvendo quatro turmas e respetivos professores de uma escola do 1.º Ciclo do Ensino Básico da periferia de Lisboa. Como processos de recolha de dados recorreu-se à entrevista semiestruturada aos professores e à observação direta em sala de aula. Os resultados dessa investigação mostram que o ensino do léxico não está arredado das práticas dos professores de 1.º ciclo, tal como não é, de todo, ignorada a importância da promoção do desenvolvimento lexical. Os professores consideram, na generalidade, que o léxico constitui um instrumento fundamental em todas as aprendizagens. É uma ferramenta imprescindível da língua, pois é através dele que acedemos ao conhecimento nos vários domínios do saber (Calaque, 2004). Do ponto de vista dos professores, o problema reside, não na forma como perspetivam o ensino do léxico, mas sim na insuficiente preparação científica e didática para desenvolver um ensino explícito do léxico, o que vai ao encontro dos resultados da descrição das práticas observadas.

Uma abordagem cognitiva em semântica lexical: o verbo colher

Dissertação de Mestrado

The European challenge of KM and innovation: a skills and competence portfolio for the knowledge worker in SME's

This chapter appears in Innovations of Knowledge Management edited by Montano, D. Copyright 2004, IGI Global, www.igi-global.com. Posted by permission of the publisher.

Estudo de caso de adultos ucranianos em contexto de ensino formal: uma abordagem lexical

Dissertação apresentada para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Ensino do Português, Língua Segunda e Língua Estrangeira