A systematic review protocol on the use of teaching portfolios for educators in further and higher education.

portfolio and undergraduate students have suggested that a teachingportfolio may have a benefit for educators in higher education as a means to providerelevancy and focus to their teaching.Design. The objectives of the review are to evaluate how a teaching portfolio assistseducators in teaching and learning; to evaluate the effects of maintaining a teachingportfolio for educators in relation to personal development; to explore the type ofportfolio used; to determine whether a teaching portfolio is perceived more beneficialfor various grades and professional types; and to determine any motivatingfactors or workplace incentives behind its implementation and completion. A searchof the following databases will be made MEDLINE, CINAHL, BREI, ERIC andAUEI. The review will follow the Joanna Briggs Institute guidance for systematicreviews of quantitative and qualitative research.Conclusion. The review will offer clarity and direction on the use of teachingportfolios, for educators, policymakers, supervisory managers and researchers involvedin further and higher education.

Evaluation of the Q-method as a method of public participation in the selection of sustainable development indicators

The complexity of sustainable development means that it is often difficult to evaluate and communicate the concept effectively. One standard method to reduce complexity and improve Communication, while maintaining scientific objectivity, is to use selected indicators. The aim of this paper is to describe and evaluate a process Of public participation in the selection of sustainable development indicators that utilised the Q-method for discourse analysis. The Q-method was Utilised to combine public opinion with technical expertise to create a list of technically robust indicators that would be relevant to the public, The method comprises statement collection, statement analysis, Q-sorts and Q-sort analysis. The results of the Q-method generated a list of statements for which a preliminary list of indicators was then developed by a team of experts from the fields of environmental science, sustainable development and Psychology. Subsequently members of the public evaluated the preliminary list of indicators, to select a final list of indicators that were both technically sound and incorporated the views of the public. The Utilisation of the Q-method in this process was evaluated using previously published criteria. The application of the Q-method in this context needs to be considered not only by the quality of the indicators developed, but also from the perspective of the benefit of the process to the participants. it was concluded that the Q-method provided an effective framework for public participation in the selection of indicators as it allowed the public to discuss Sustainable development in familiar language and in the context of their daily lives. By combining this information with expert input, a list of technically robust indicators that resonate with the public was developed. The results demonstrated that many citizens are not aware Of Sustainable development, and if it is to be successfully communicated to them, then indicators and policy need to be couched in terms familiar and relevant to citizen and communities. (C) 2009 Elsevier Ltd. All rights reserved.

Use of breakpoint combination sensitivity testing as a simple and convenient method to evaluate the combined effects of ceftazidime and tobramycin on Pseudomonas aeruginosa and Burkholderia cepacia complex isolates in vitro

An in vitro method of determining the activity of antibiotics in combination which is simple and convenient to perform and which could be used routinely in clinical microbiology laboratories is desirable. We investigated the activity, against Pseudomonas aeruginosa and Burkholderia cepacia complex clinical isolates, of ceftazidime and tobramycin in combination using a broth macrodilution sensitivity method based on breakpoint minimum inhibitory concentrations and compared the results obtained using this method with those obtained using the microtitre checkerboard method. There was good agreement in interpretation of results between the two methods for both P. aeruginosa (90%) and B. cepacia complex isolates (70%) with tobramycin and for P. aeruginosa isolates (70%) with ceftazidime. As the breakpoint combination sensitivity testing method employs only four tubes and does not require initial determination of individual antibiotic minimum inhibitory concentrations, it is simpler and more convenient for determining the activity of antibiotics in combination than the microtitre checkerboard method. The use of this method in routine microbiology laboratories to determine the activity of antibiotic combinations against clinical isolates should optimise treatment of infection by ensuring that appropriate antibiotic combinations are prescribed. (C) 2004 Elsevier B.V. All rights reserved.

An ESPRIT-SAA-Based Detection Method for Broken Rotor Bar Fault in Induction Motors

This paper presents a novel detection method for broken rotor bar fault (BRB) in induction motors based on Estimation of Signal Parameters via Rotational Invariance Technique (ESPRIT) and Simulated Annealing Algorithm (SAA). The performance of ESPRIT is tested with simulated stator current signal of an induction motor with BRB. It shows that even with a short-time measurement data, the technique is capable of correctly identifying the frequencies of the BRB characteristic components but with a low accuracy on the amplitudes and initial phases of those components. SAA is then used to determine their amplitudes and initial phases and shows satisfactory results. Finally, experiments on a 3kW, 380V, 50Hz induction motor are conducted to demonstrate the effectiveness of the ESPRIT-SAA-based method in detecting BRB with short-time measurement data. It proves that the proposed method is a promising choice for BRB detection in induction motors operating with small slip and fluctuant load.

SPHERE: Stormont Parliamentary Hansards: Embedded in Research and Education

SPHERE (Stormont Parliamentary Hansards: Embedded in Research and Education) was a JISC-funded project based at King’s College, London and Queen’s University, Belfast, working in Partnership with the Northern Ireland Assembly Library, and the NIA Official Report (Hansard). Its purpose was to assess the use, value and impact of The Stormont Papers digital resource, and to use the results of this assessment to make recommendations for a series of practical approaches to embed the resource within teaching, learning and research among the wider user community. The project began in November 2010 and was concluded in April 2010.

A series of formal reports on the project are published by JISC online at http://www.jisc.ac.uk/whatwedo/programmes/digitisation/impactembedding/sphere.aspx

SPHERE Impact analysis summary
Portable Document Format
SPHERE interviews report
SPHERE Outreach use case
SPHERE research use case
SPHERE teaching use_case
SPHERE web survey report
SPHERE web analysis

Participatory Sonic Arts: towards a socially engaged art of sound in the everyday (The Som da Maré Project)

Participatory and socially engaged art practices have, for a couple of decades, emerged a myriad of aesthetic and methodological strategies across different media. These are artistic practices that have a primary interest in participation, affecting social dynamics, dialogue and at times political activism. Nato Thompson in “Living Form: Socially Engaged Art from 1991-2011” surveys these
practices, which range from theatre to urban planning, visual art to healthcare. Linked to notions such as relational aesthetics (Bourriaud, 1998), community art and public art, socially engaged art often focuses on the development of a sense of ownership by the part of participants. If an artist is working truly collaboratively with participants and addressing the reality of a particular community, the long-term effect of a project lies in the process of engagement as well as in the artwork itself. Projects by New York based artist Pablo Helguera, for example, use different media to engage with social inequalities through participative action while rejecting the notion of art for art sake.

“Socially engaged art functions by attaching itself to subjects and problems that normally belong to other disciplines, moving them temporarily into a space of ambiguity. It is this temporary snatching away of subjects into the realm of art-making that brings new insights to a particular problem or condition and in turn makes it visible to other disciplines.” (Helguera, 2011)

Socially engaged practices develop the notion of artwork about or by a community, to work of a community. In this chapter we address how socially engaged, participatory approaches can form a context for the sonic arts, arguably less explored than practices such as theatre and performance art. The use of sound is clearly present in a wide range of socially engaged work (e.g. Helguera’s “Aelia Media” enabling a nomadic radio station in Bologna or Maria Andueza “Immigrant Sounds – Res(on)Art (Stockholm)” exploring ways of sonically resonating a city, or Sue MacCauley’s “The Housing Project” addressing ways of representing the views of urban dwellers on public scape through sound art. It is nevertheless rare to encounter projects which take our experience of sound in the everyday as a trigger for community social engagement in a participatory context.
We address concepts and methodologies behind the project Som da Maré, a participatory sonic arts project in the favelas of Maré, Rio de Janeiro.

Strange, But True? Object-oriented Programming Is Best Taught, And Learnt, While Sitting On The Floor.

There is a perception amongst some of those learning computer programming that the principles of object-oriented programming (where behaviour is often encapsulated across multiple class files) can be difficult to grasp, especially when taught through a traditional, didactic ‘talk-and-chalk’ method or in a lecture-based environment.
We propose a non-traditional teaching method, developed for a government funded teaching training project delivered by Queen’s University, we call it bigCode. In this scenario, learners are provided with many printed, poster-sized fragments of code (in this case either Java or C#). The learners sit on the floor in groups and assemble these fragments into the many classes which make-up an object-oriented program.
Early trials indicate that bigCode is an effective method for teaching object-orientation. The requirement to physically organise the code fragments imitates closely the thought processes of a good software developer when developing object-oriented code.
Furthermore, in addition to teaching the principles involved in object-orientation, bigCode is also an extremely useful technique for teaching learners the organisation and structure of individual classes in Java or C# (as well as the organisation of procedural code). The mechanics of organising fragments of code into complete, correct computer programs give the users first-hand practice of this important skill, and as a result they subsequently find it much easier to develop well-structured code on a computer.
Yet, open questions remain. Is bigCode successful only because we have unknowingly predominantly targeted kinesthetic learners? Is bigCode also an effective teaching approach for other forms of learners, such as visual learners? How scalable is bigCode: in its current form can it be used with large class sizes, or outside the classroom?

Nursing training in Brazil and in Portugal: similarities and specificities

Objective: To identify similarities/specificities in the nursing training in Brazil and in Portugal. This is a documentary research conducted in two higher education institutions, in January 2013. Method: It was focused on the National Curriculum Guidelines and on the Bologna Process. Results: Common points: objectives and profile of the newly-trained nurses grounded on competencies; teaching of education in/for health. Brazilian specificity: universal admission; three disciplines focused on research; mandatory discipline related to elderly care; two optional disciplines: Alternative therapies and Brazilian Language of Signs; insertion of complementary activities, actions in teaching/research/extension; basis of teaching: compliance with the Brazilian Unified Health System. Portuguese Specificity: admission with regionalized medical certificate; grounded on the European Credit Transfer and Accumulation System; compulsory disciplines: Clinical Reasoning in Nursing; Family Nursing; Development throughout life; Rehabilitative Nursing and Prospects of development of the Nursing; two optional disciplines: entrepreneurship and arts; basis of teaching: clinical teaching. Conclusions: There are similarities and specificities between the surveyed courses.

Nursing training in Brazil and in Portugal: similarities and specificities

Objective: To identify similarities/specificities in the nursing training in Brazil and in Portugal. This is a documentary research conducted in two higher education institutions, in January 2013. Method: It was focused on the National Curriculum Guidelines and on the Bologna Process. Results: Common points: objectives and profile of the newly-trained nurses grounded on competencies; teaching of education in/for health. Brazilian specificity: universal admission; three disciplines focused on research; mandatory discipline related to elderly care; two optional disciplines: Alternative therapies and Brazilian Language of Signs; insertion of complementary activities, actions in teaching/research/extension; basis of teaching: compliance with the Brazilian Unified Health System. Portuguese Specificity: admission with regionalized medical certificate; grounded on the European Credit Transfer and Accumulation System; compulsory disciplines: Clinical Reasoning in Nursing; Family Nursing; Development throughout life; Rehabilitative Nursing and Prospects of development of the Nursing; two optional disciplines: entrepreneurship and arts; basis of teaching: clinical teaching. Conclusions: There are similarities and specificities between the surveyed courses.

Estratégia de ensino Project Based Learning no desenvolvimento de aplicações Web no Curso Profissional Técnico de Gestão e Programação de Sistemas Informáticos

Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Informática, Universidade de Lisboa, Instituto de Educação, 2014

Proposta do modelo 6C Loop Back I/D para o ensino da engenharia no ensino politécnico em modalidade elearning : um estudo exploratório

Trabalho de projecto de mestrado, Educação (Especialização em Educação e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educação, 2014

"Project work" : um estudo de caso numa escola pública portuguesa

Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Inglês e Espanhol, Universidade de Lisboa, 2014

English as a lingua Franca : bridging the gap between theory and practice in english language teaching

Tese de doutoramento, Linguística (Linguística Aplicada), Universidade de Lisboa, Faculdade de Letras, 2015

Preparação para a performance instrumental: problemáticas e estratégias: relatório de estágio

Resumo I (Prática Pedagógica) - Nesta seção do relatório de estágio pretende-se caraterizar e apresentar todos os elementos referentes à prática pedagógica, que fizeram parte do estágio do ensino especializado da música, realizado na Escola de Música do Orfeão de Leiria no ano letivo de 2013/2014. De uma forma geral, o relatório de estágio pretende colocar em evidência aspetos pedagógicos como metodologias de ensino, questões motivacionais, estilos de aprendizagem, entre outros. Durante um ano letivo completo foram analisados, com especial atenção, três alunos que foram envolvidos no estágio, construindo e modelando os seus processos de aprendizagem. Para cada um deles foi realizado, ao longo do ano letivo, 30 planos de aula, uma planificação anual e três gravações vídeo/áudio em contexto de aula. Não foi uma tarefa nada fácil de realizar, mas que trouxe inúmeros conhecimentos não só de caráter pedagógico mas também de caráter pessoal. A parte inicial desta seção será dedicada à descrição e caraterização da escola onde foi realizado o estágio, a Escola de Música do Orfeão de Leiria/Conservatório de Artes. Será feita uma pequena abordagem histórica da instituição, bem como do seu projeto educativo, dacomunidade escolar, do seu contexto sociocultural e da classe de saxofone. Será apresentada também uma caraterização dos alunos, segundo vários parâmetros. Posteriormente, serão descritas algumas das práticas educativas desenvolvidas, com os alunos, em contexto de estágio. Para tal, serão utilizados como instrumentos, não só a experiência ativa do docente/estagiário, mas também todas as gravações, planos de aulas e planificações anuais, realizados em contexto de estágio do ensino especializado. Por fim, será realizada uma reflexão crítica do desempenho como docente de saxofone no âmbito do estágio e uma conclusão de toda a seção da prática pedagógica.

A influência do acompanhamento em suporte digital na motivação dos alunos de saxofone: relatório de estágio

I (Prática pedagógica)- Esta secção do Relatório de Estágio pretende apresentar elementos referentes ao Estágio do Ensino Especializado da Música no ensino do saxofone, efectuado na Escola de Música Luís António Maldonado Rodrigues, no ano lectivo 2012/2013. Neste estágio foram envolvidos e analisados três alunos, em níveis distintos de desenvolvimento, mas com orientações semelhantes no que respeita à organização do trabalho. Para cada aluno foram realizados trinta planos de aula, uma planificação anual e três gravações vídeo/áudio em contexto de sala de aula, permitindo uma análise e reflexão mais profunda do trabalho docente. A secção é composta pela caracterização da escola onde se realizou o estágio, através da sua contextualização/funcionamento, dos seus espaços e equipamentos, recursos humanos existentes e organização pedagógica. Posteriormente é efectuada a caracterização dos três alunos envolvidos no estágio, baseada na experiência docente e nos conhecimentos fornecidos pelas Unidades Curriculares do Mestrado em Ensino da Música. Seguidamente descrevem-se as práticas lectivas desenvolvidas ao longo do ano lectivo por parte do docente, incorporando linhas orientadoras da docência aplicadas na prática pedagógica. É feita uma análise crítica da actividade docente no âmbito do estágio do Ensino Especializado da Música, e, por último, uma conclusão desta primeira secção. .