Reconfigurable weblabs based on the IEEE1451 Std

Technology plays a double role in Education: it can act as a facilitator in the teaching/learning process and it can be the very subject of that process in Science & Engineering courses. This is especially true when students perform laboratory activities where they interact with equipment and objects under experimentation. In this context, technology can also play a facilitator role if it allows students to perform experiments in a remote fashion, through the Internet, in a so-called weblab or remote laboratory. No doubt, the Internet has been revolutionizing the educational process in many aspects, and it can be stated that remote laboratories are just an angle of that on-going revolution. As any other educational tool or resource, the i) pedagogical approach and the ii) technology used in the development of a remote laboratory can dictate its general success or its ephemeral existence. By pedagogical approach we consider the way remote experiments address the process by which students acquire experimental skills and link experimental results to theoretical concepts. In respect to technology, we discuss different specification and implementation alternatives, to show the case where the adoption of a family of standards would positively contribute to a larger acceptance and utilization of remote laboratories, and also to a wider collaboration in their development.

Using remote experimentation in a large undergraduate course: initial findings

The use of remote labs in undergraduate courses has been reported in literature several times since the mid 90's. Nevertheless, very few articles present results about the correspondent learning gains obtained by students, and in what conditions those systems can be more efficient, thus suggesting a lack of data concerning their pedagogical effectiveness. This paper addresses such a gap by presenting some initial findings concerning the use of a remote lab (VISIR), in a large undergraduate course on Physics, with over 550 students enrolled.

VISIR deployment in undergraduate engineering practices

Practical sessions are the backbone of qualification in engineering education. It leads to a better understanding and allows mastering scientific concepts and theories. The lack of the availability of practical sessions at many universities and institutions owing to the cost and the unavailability of instructors the most of the time caused a significant decline in experimentation in engineering education over the last decades. Recently, with the progress of computer-based learning, remote laboratories have been proven to be the best alternative to the traditional ones, regarding to its low cost and ubiquity. Some universities have already started to deploy remote labs in their practical sessions. This contribution compiles diverse experiences based on the deployment of the remote laboratory, Virtual Instrument Systems in Reality (VISIR), on the practices of undergraduate engineering grades at various universities within the VISIR community. It aims to show the impact of its usage on engineering education concerning the assessments of students and teachers as well.

Work-in-progress on a thin IEEE1451.0 - architecture to implement reconfigurable Weblab infrastructures

Institutions have been creating their own specific weblab infrastructures. Usually, they use distinct software and hardware architectures comprehending instruments and modules (I&M) able to be parameterized but difficult to be shared. These aspects are impairing their widespread in education, since collaboration between institutions, in developing and sharing resources, is still low. To handle both aspects, this paper proposes the adoption of the IEEE1451.0 Std. with FPGA technology for creating reconfigurable weblab infrastructures. It is suggested the adoption of an IEEE1451.0 infrastructure with compatible instruments, described in Hardware Description Languages (HDL), to be reconfigured in FPGA-based boards. Besides an overview of the IEEE1451.0 Std., this paper presents a solution currently under development which seeks to enable the reconfiguration and the remote control of weblab infrastructures using a set of IEEE1451.0 HTTP commands.

A improvisação como ferramenta pedagógica no ensino vocacional de piano

Resumo I - A frequência do Estágio do Ensino Especializado proporcionou uma oportunidade de observar o ensino de piano numa das escolas mais importantes do ensino da música em Portugal, acompanhando alunos do Curso Básico e do Curso Secundário, que frequentaram a Escola de Música do Conservatório Nacional no regime integrado. O processo de observação de aulas que decorreu deste estágio possibilitou-nos assistir às aulas de piano de uma professora experiente, permitindo a observação de metodologias consolidadas e assistir de perto à forma como estas são postas em prática. Por outro lado, através da leccionação de aulas observadas, foi dada a oportunidade de testar e reflectir sobre o próprio desempenho docente, procurando estratégias e ferramentas pedagógicas que possam vir a acrescentar qualidade à prática pedagógica. O ensino especializado da música em Portugal tem experimentado mudanças importantes, o que leva a que haja uma adaptação das escolas às mudanças, continuando a leccionar um ensino de qualidade, que se quer cada vez mais eficaz, inovador, e com professores cada vez melhor fundamentados e preparados.

The impact of an online mathematics education project (MATACTIVA) on higher education students

The Online Mathematics Education Project (MatActiva) is an exciting new initiative which aims to support and enhance mathematics education. The project is led by the Institute of Accounting and Administration of Porto (ISCAP), part of the Polytechnic Institute of Porto (IPP). It provides innovative resources and carefully constructed materials around themes such as Elementary Mathematics, Calculus, Algebra, Statistics and Financial Mathematics to help support and inspire students and teachers of mathematics. The goal is to increase mathematical understanding, confidence and enjoyment, enrich the mathematical experience of each person, and promote creative and imaginative approaches to mathematics. Furthermore the project can be used to deliver engaging and effective mathematics instruction through the flipped classroom model. This paper also presents the findings of a large survey, whose propose was to study the student’s reaction to the project.

Environmental management and mudit training at the New University of Lisbon by University-Industry co-operation

Environmental Training in Engineering Education (ENTREE 2001) - integrated green policies: progress for progress, p. 329-339 (Florence, 14-17 November 2001; proceedings published as book)

Artificial Intelligence in geospatial analysis: applications of self-organizing maps in the context of geographic information science.

A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Information Systems.

Introducing numerical analysis tools in engineering: a Scilab user case in electronics course

Software tools in education became popular since the widespread of personal computers. Engineering courses lead the way in this development and these tools became almost a standard. Engineering graduates are familiar with numerical analysis tools but also with simulators (e.g. electronic circuits), computer assisted design tools and others, depending on the degree. One of the main problems with these tools is when and how to start use them so that they can be beneficial to students and not mere substitutes for potentially difficult calculations or design. In this paper a software tool to be used by first year students in electronics/electricity courses is presented. The growing acknowledgement and acceptance of open source software lead to the choice of an open source software tool – Scilab, which is a numerical analysis tool – to develop a toolbox. The toolbox was developed to be used as standalone or integrated in an e-learning platform. The e-learning platform used was Moodle. The first approach was to assess the mathematical skills necessary to solve all the problems related to electronics and electricity courses. Analysing the existing circuit simulators software tools, it is clear that even though they are very helpful by showing the end result they are not so effective in the process of the students studying and self learning since they show results but not intermediate steps which are crucial in problems that involve derivatives or integrals. Also, they are not very effective in obtaining graphical results that could be used to elaborate reports and for an overall better comprehension of the results. The developed tool was based on the numerical analysis software Scilab and is a toolbox that gives their users the opportunity to obtain the end results of a circuit analysis but also the expressions obtained when derivative and integrals calculations, plot signals, obtain vector diagrams, etc. The toolbox runs entirely in the Moodle web platform and provides the same results as the standalone application. The students can use the toolbox through the web platform (in computers where they don't have installation privileges) or in their personal computers by installing both the Scilab software and the toolbox. This approach was designed for first year students from all engineering degrees that have electronics/electricity courses in their curricula.

Competências a potenciar: novas formas de agir na construção do conhecimento

No âmbito duma investigação que cruza a área científica da Ciência da Informação com a Educação, elegendo como objeto de estudo a Literacia da Informação (LI), selecionaram-se um conjunto de competências de LI, reconhecidas como mais importantes e mencionadas em vasta literatura sobre o tema, com destaque para alguns Referenciais internacionais. Pretende-se averiguar qual o papel da formação ministrada em diferentes licenciaturas de uma escola de ensino superior politécnico e refletir sobre que competências são mais desenvolvidas nos estudantes de diferentes cursos, comparando aqueles que iniciam e os que terminam a sua formação. Para além dos estudantes, destaca-se, neste estudo, a intervenção dos professores das referidas licenciaturas, ambos os grupos inquiridos através de questionários online. Também os elementos responsáveis pela coordenação dos oito cursos de primeiro ciclo em análise e a bibliotecária da instituição são envolvidos, neste caso, através de entrevistas semidirigidas, contribuindo para uma investigação que se pretende o mais completa possível e com a robustez decorrente do cruzamento de vários dados. Recorrendo a uma abordagem metodológica quantitativa e qualitativa, num interessante jogo de perceções consonantes ou divergentes entre estes atores cruciais do processo educativo, os resultados e a sua interpretação permitem refletir sobre a necessidade de adotar novas posturas e atuações no complexo processo de formação e de desenvolvimento de competências de LI. Estas devem ser adequadas aos perfis desejáveis dos diplomados do ensino superior, profissionais e cidadãos que se pretende que obtenham sucesso nas diferentes áreas da sua vida, revelando-se, em suma, indivíduos infoincluídos, ativos e participativos face às mudanças, desafios e crises do século XXI.

Construção de um dispositivo de autoavaliação com a colaboração dos docentes

Na atualidade, face à emergência de políticas educacionais influenciadas pela globalização, a avaliação das instituições escolares tem vindo a constituir-se como um instrumento para regular, garantir e acompanhar a melhoria da qualidade nos sistemas de ensino. A Lei nº31/2002 de 20 de dezembro implicou nas escolas o desenvolvimento de dispositivos, instrumentos e processos diversos de avaliação tendo como um dos seus objetivos a promoção da melhoria de qualidade do sistema educativo. Não é qualquer forma ou modalidade de avaliação institucional e de autoavaliação que pode responder à multidimensionalidade e complexidade das escolas públicas enquanto organizações educativas específicas. Pelo facto de não existirem escolas iguais, a avaliação da escola deverá ser diferenciada e ajustada às realidades organizacionais para constituir um efetivo instrumento de desenvolvimento. O estudo empírico realizado no agrupamento X pretendeu recolher as perceções dos docentes do agrupamento em relação aos mecanismos de autoavaliação para a posterior elaboração de um dispositivo de autoavaliação. Este estudo permitiu reconhecer a importância atribuída aos processos de autoavaliação na promoção da melhoria da organização e do sucesso educativo dos alunos, bem como os constrangimentos associados a estes processos, sendo também apresentadas propostas para que este instrumento seja eficaz. Os resultados deste estudo foram as linhas orientadoras para a construção de um dispositivo de autoavaliação para o agrupamento X com a colaboração dos docentes, desenvolvendo um plano de ação com atividades definidas. Espera-se dar um contributo para implementar mudanças significativas, com vista à promoção de uma cultura de autorreflexão, de autoavaliação e de desenvolvimento sustentado da escola.

Serological survey of hantavirus in rodents in Uberlândia, Minas Gerais, Brazil

We conducted a serological survey to determine the presence of hantavirus infection in rodents in Uberlândia, Minas Gerais as well as to identify and characterize associated factors. Rodents were captured using Sherman live-capture traps set in rural and peri-urban environments. A total of 611 rodents were captured. There was a higher trap success in peri-urban areas (26.3%) and a higher prevalence of antibodies among rodents captured in rural areas (2.9%). Necromys lasiurus was the most common species (42.2%) and the more frequently infected (4.6%). One Calomys tener (1/141; 0.7%) and one Calomys sp. (1/14; 7.1%) were also positive for the hantavirus infection. In N. lasiurus, antibody prevalence correlated with population density (p < 0.01), age class (p = 0.003) and presence of scars (p = 0.02). The data confirm that horizontal transmission is the main mechanism that maintains the virus in nature. The higher seropositivity in N. lasiurus is consistent with genetic studies that associate this species with an Araraquara virus reservoir; the seropositivity of C. tener and Calomys sp. may indicate the occurrence of spillover infection or the presence of other circulating hantaviruses.

Safety and Effectiveness of the Genous™ Endothelial Progenitor Cell-Capture Stent in the First Year Following ST-Elevation Acute Myocardial Infarction: A Single Center Experience and Review of the Literature

PURPOSE: The Genous™ stent (GS) is designed to accelerate endothelization, which is potentially useful in the pro-thrombotic environment of ST-elevation acute myocardial infarction (STEMI). We aimed to evaluate the safety and effectiveness of the GS in the first year following primary percutaneous coronary intervention (PCI) and to compare our results with the few previously published studies. METHODS AND MATERIALS: All patients admitted to a single center due to STEMI that underwent primary PCI using exclusively GS, between May 2006 and January 2012, were enrolled. The primary study endpoints were major adverse cardiac events (MACEs), defined as the composite of cardiac death, acute myocardial infarction and target vessel revascularization, at one and 12months. RESULTS: In the cohort of 109 patients (73.4% male, 59 ±12years), 24.8% were diabetic. PCI was performed in 116 lesions with angiographic success in 99.1%, using 148 GS with median diameter of 3.00mm (2.50-4.00) and median length of 15mm (9-33). Cumulative MACEs were 2.8% at one month and 6.4% at 12months. Three stent thromboses (2.8%), all subacute, and one stent restenosis (0.9%) occurred. These accounted for the four target vessel revascularizations (3.7%). At 12months, 33.9% of patients were not on dual antiplatelet therapy. CONCLUSIONS: GS was safe and effective in the first year following primary PCI in STEMI, with an apparently safer profile comparing with the previously published data. SUMMARY: We report the safety and effectiveness of the Genous™ stent (GS) in the first year following primary percutaneous coronary intervention in ST-elevation acute myocardial infarction. A comprehensive review of the few studies that have been published on this subject was included and some suggest a less safe profile of the GS. Our results and the critical review included may add information and reinforce the safety and effectiveness of the GS in ST-elevation in acute myocardial infarction.

PRETERM BIRTH AND FETAL GROWTH RESTRICTION IN HIV-INFECTED BRAZILIAN PREGNANT WOMEN

Introduction: Maternal HIV infection and related co-morbidities may have two outstanding consequences to fetal health: mother-to-child transmission (MTCT) and adverse perinatal outcomes. After Brazilian success in reducing MTCT, the attention must now be diverted to the potentially increased risk for preterm birth (PTB) and intrauterine fetal growth restriction (IUGR). Objective: To determine the prevalence of PTB and IUGR in low income, antiretroviral users, publicly assisted, HIV-infected women and to verify its relation to the HIV infection stage. Patients and Methods: Out of 250 deliveries from HIV-infected mothers that delivered at a tertiary public university hospital in the city of Vitória, state of Espírito Santo, Southeastern Brazil, from November 2001 to May 2012, 74 single pregnancies were selected for study, with ultrasound validated gestational age (GA) and data on birth dimensions: fetal weight (FW), birth length (BL), head and abdominal circumferences (HC, AC). The data were extracted from clinical and pathological records, and the outcomes summarized as proportions of preterm birth (PTB, < 37 weeks), low birth weight (LBW, < 2500g) and small (SGA), adequate (AGA) and large (LGA) for GA, defined as having a value below, between or beyond the ±1.28 z/GA score, the usual clinical cut-off to demarcate the 10th and 90th percentiles. Results: PTB was observed in 17.5%, LBW in 20.2% and SGA FW, BL, HC and AC in 16.2%, 19.1%, 13.8%, and 17.4% respectively. The proportions in HIV-only and AIDS cases were: PTB: 5.9 versus 27.5%, LBW: 14.7% versus 25.0%, SGA BW: 17.6% versus 15.0%, BL: 6.0% versus 30.0%, HC: 9.0% versus 17.9%, and AC: 13.3% versus 21.2%; only SGA BL attained a significant difference. Out of 15 cases of LBW, eight (53.3%) were preterm only, four (26.7%) were SGA only, and three (20.0%) were both PTB and SGA cases. A concomitant presence of, at least, two SGA dimensions in the same fetus was frequent. Conclusions: The proportions of preterm birth and low birth weight were higher than the local and Brazilian prevalence and a trend was observed for higher proportions of SGA fetal dimensions than the expected population distribution in this small casuistry of newborn from the HIV-infected, low income, antiretroviral users, and publicly assisted pregnant women. A trend for higher prevalence of PTB, LBW and SGA fetal dimensions was also observed in infants born to mothers with AIDS compared to HIV-infected mothers without AIDS.

Mid-Term Results of EVAR in Severe Proximal Aneurysm Neck Angulation.

OBJECTIVE: To determine if mid-term outcome following endovascular aneurysm repair (EVAR) with the Endurant Stent Graft (Medtronic, Santa Rosa, CA, USA) is influenced by severe proximal neck angulation. METHODS: A retrospective case-control study was performed using data from a prospective multicenter database. All measurements were obtained using dedicated reconstruction software and center-lumen line reconstruction. Patients with neck length >15 mm, infrarenal angle (β) >75°, and/or suprarenal angle (α) >60°, or neck length >10 mm with β >60°, and/or α >45° were compared with a matched control group. Primary endpoint was primary clinical success. Secondary endpoints were freedom from rupture, type 1A endoleak, stent fractures, freedom from neck-related reinterventions, and aneurysm-related adverse events. Morphological neck variation over time was also assessed. RESULTS: Forty-five patients were included in the study group and were compared with a matched control group with 65 patients. Median follow-up time was 49.5 months (range 30.5-58.4). The 4-year primary clinical success estimates were 83% and 80% for the angulated and nonangulated groups (p = .42). Proximal neck angulation did not affect primary clinical success in a multivariate model (hazard ratio 1.56, 95% confidence interval 0.55-4.41). Groups did not differ significantly in regard to freedom from rupture (p = .79), freedom from type 1A endoleak (p = .79), freedom from neck-related adverse events (p = .68), and neck-related reinterventions (p = .68). Neck angle reduction was more pronounced in patients with severe proximal neck angulation (mean Δα -15.6°, mean Δβ -30.6°) than in the control group (mean Δα -0.39°, mean Δβ -5.9°) (p < .001). CONCLUSION: Mid-term outcomes following EVAR with the Endurant Stent Graft were not influenced by severe proximal neck angulation in our population. Despite the conformability of the device, moderate aortic neck remodeling was identified in the group of patients with angulated neck anatomy on the first computed tomography scan after implantation with no important further remodeling afterwards. No device integrity failures were encountered.