Ninety-day oral toxicity studies on two genetically modified maize MON810 varieties in Wistar Han RCC rats (EU 7th Framework Programme project GRACE)

The GMO Risk Assessment and Communication of Evidence (GRACE; www.grace-fp7.eu) project is funded by the European Commission within the 7th Framework Programme. A key objective of GRACE is to conduct 90-day animal feeding trials, animal studies with an extended time frame as well as analytical, in vitro and in silico studies on genetically modified (GM) maize in order to comparatively evaluate their use in GM plant risk assessment. In the present study, the results of two 90-day feeding trials with two different GM maize MON810 varieties, their near-isogenic non-GM varieties and four additional conventional maize varieties are presented. The feeding trials were performed by taking into account the guidance for such studies published by the EFSA Scientific Committee in 2011 and the OECD Test Guideline 408. The results obtained show that the MON810 maize at a level of up to 33 % in the diet did not induce adverse effects in male and female Wistar Han RCC rats after subchronic exposure, independently of the two different genetic backgrounds of the event

Success factors of customer and supplier master data system

Especially in global enterprises, key data is fragmented in multiple Enterprise Resource Planning (ERP) systems. Thus the data is inconsistent, fragmented and redundant across the various systems. Master Data Management (MDM) is a concept, which creates cross-references between customers, suppliers and business units, and enables corporate hierarchies and structures. The overall goal for MDM is the ability to create an enterprise-wide consistent data model, which enables analyzing and reporting customer and supplier data. The goal of the study was defining the properties and success factors of a master data system. The theoretical background was based on literature and the case consisted of enterprise specific needs and demands. The theoretical part presents the concept, background, and principles of MDM and then the phases of system planning and implementation project. Case consists of background, definition of as is situation, definition of project, evaluation criterions and concludes the key results of the thesis. In the end chapter Conclusions combines common principles with the results of the case. The case part ended up dividing important factors of the system in success factors, technical requirements and business benefits. To clarify the project and find funding for the project, business benefits have to be defined and the realization has to be monitored. The thesis found out six success factors for the MDM system: Well defined business case, data management and monitoring, data models and structures defined and maintained, customer and supplier data governance, delivery and quality, commitment, and continuous communication with business. Technical requirements emerged several times during the thesis and therefore those can’t be ignored in the project. Conclusions chapter goes through these factors on a general level. The success factors and technical requirements are related to the essentials of MDM: Governance, Action and Quality. This chapter could be used as guidance in a master data management project.

Project Controlling and Management in IT Consulting Enterprise

Liiketoiminnan organisoiminen projekteiksi on erittäin yleistä nykyisin. Suuri osa projekteista erityisesti IT-alalla epäonnistuu kuitenkin saavuttamaan tavoitteensa. Projektin menestys on tyypillisesti mitattu budjetin, aikataulun, laadun ja sidosryhmien tyytyväisyyden perusteella. Tämän Pro Gradu -tutkielman tarkoituksena on etsiä tyypillisimpiä syitä projektien epäonnistumiseen ja löytää projektien seurannan ja mittaamisen avulla keinoja näiden epäonnistumisten ehkäisemiseen. Tutkimusmenetelmänä on laadullinen tapaustutkimus. Empiirinen aineisto on kerätty haastattelujen, eri materiaalien analysoinnin ja havainnoinnin avulla. Teoriaosuus tarjoaa kattavan yhteenvedon projektiliiketoiminnan ja yksittäisten projektien johtamiseen sekä projektien seurantaan ja mittaamiseen aikaisemman kirjallisuuden perusteella. Empiirisessä osiossa suoritetaan analyysi Case -yrityksen projektien seurantaan ja valittuihin projekteihin. Analyysien, haastattelujen ja havainnoinnin pohjalta tehdään johtopäätökset tyypillisimmistä, ongelmia projekteissa aiheuttavista tekijöistä sekä näiden esiintymisestä projektin elinkaaren eri vaiheissa. Mahdolliset ongelmia ehkäisevät keinot esitetään myös. Ehdotuksia kehityskohteiksi esitetään lopuksi teorian ja empirian pohjalta.

Transition management in action within the context of nutrient economy

Tämä työ tutkii ja tarkastelee transitio-kokeilua ravinnetaloudessa. Transitio-kokeilu on toimintatutkimusprojekti, joka toteutetaan systeemisen muutoksen ajattelun mukaisesti alhaalta ylöspäin. Ravinnetalous määritetään tarkemmin työn kautta sekä analysoidaan monitaso-perspektiivin näkökulmasta. Ravinnetalous on terminä varsin tuntematon ja tarvitsee enemmän tunnettavuutta laajemman yleisön edessä. Transitio-areenan ja transitio-visioiden kehittäminen ovat työn keskipisteessä, koska ne ovat tärkeimpiä vaiheita transition alkuvaiheessa. Joukko sidosryhmätoimijoita osallistuu transitio areenaan sekä visioiden jatkokehittelyyn. Visio(t) luodaan ensisijaisesti backcasting-menetelmällä, jota myös täydennetään tavanomaisella ennustamisella. Backcasting- menetelmä on osin osallistava ja siinä käytetään ravinteiden planeettarajoja kvantitatiivisina pääperiaatteina, minkä tuloksena myös visiot ovat osin kvantitatiivisia. Transitio areenan kokoaminen ja fasilitointi aiheuttavat hankalia kysymyksiä, jotka tarvitsevat jatko-tutkimusta. Alhaalta-ylöspäin organisoitu transitio-arena houkuttelee niche-toimijoita, mutta epäonnistuu sitouttamaan julkisen vallan toimijoita. Toimintamallin voimasuhteet, politiikka ja transition vakiinnuttaminen tulisivat olla jatko-toimenpiteinä niin tutkimuksessa kuin toiminnassakin.

Investigating Multiple-Choice Assessment: Secondary School Teachers' Perceptions and Practices

Multiple-choice assessment is used within nearly all levels of education and is often heavily relied upon within both secondary and postsecondary institutions in determining a student’s present and future success. Understanding why it is effective or ineffective, how it is developed, and when it is or is not used by teachers can further inform teachers’ assessment practices, and subsequently, improve opportunities for student success. Twenty-eight teachers from 3 secondary schools in southern Ontario were interviewed about their perceptions and use of multiple-choice assessment and participated in a single-session introductory workshop on this topic. Perceptions and practices were revealed, discussed, and challenged through the use of a qualitative research method and examined alongside existing multiple-choice research. Discussion centered upon participants’ perspectives prior to and following their participation in the workshop. Implications related to future assessment practices and research in this field of assessment were presented. Findings indicated that many teachers utilized the multiple-choice form of assessment having had very little teacher education coursework or inservice professional development in the use of this format. The findings also revealed that teachers were receptive to training in this area but simply had not been exposed to or been given the opportunity to further develop their understanding. Participants generally agreed on its strengths (e.g., objectivity) and weaknesses (e.g., development difficulty). Participants were particularly interested in the potential for this assessment format to assess different levels of cognitive difficulty (i.e., levels beyond remembering of Bloom’s revised taxonomy), in addition to its potential to perhaps provide equitable means for assessing students of varying cultures, disabilities, and academic streams.

Investigating Formative Assessment: Exploring the Impact on the Self-Efficacy and Motivation of Mathematics Students

This is a study of the implementation and impact of formative assessment strategies on the motivation and self-efficacy of secondary school mathematics students. An explanatory sequential mixed methods design was implemented where quantitative and qualitative data were collected and analyzed sequentially in 2 different phases. The first phase involved quantitative data from student questionnaires and the second phase involved qualitative data from individual student and teacher interviews. The findings of the study suggest that formative assessment is implemented in practice in diverse ways and is a process where the strategies are interconnected. Teachers experience difficulty in incorporating peer and self-assessment and perceive a need for exemplars. Key factors described as influencing implementation include teaching philosophies, interpretation of ministry documents, teachers’ experiences, leadership in administration and department, teacher collaboration, misconceptions of teachers, and student understanding of formative assessment. Findings suggest that overall, formative assessment positively impacts student motivation and self-efficacy, because feedback is provided which offers encouragement and recognition by highlighting the progress that has been made and what steps need to be taken to improve. However, students are impacted differently with some considerations including how students perceive mistakes and if they fear judgement. Additionally, the impact of formative assessment is influenced by the connection between self-efficacy and motivation, namely how well a student is doing is a source of both concepts.

Rhythmic Masticatory Muscle Activity during Sleep: Etiology and Clinical Perspectives

L’activité rythmique des muscles masticateurs (ARMM) pendant le sommeil se retrouve chez environ 60% de la population générale adulte. L'étiologie de ce mouvement n'est pas encore complètement élucidée. Il est cependant démontré que l’augmentation de la fréquence des ARMM peut avoir des conséquences négatives sur le système masticatoire. Dans ce cas, l'ARMM est considérée en tant que manifestation d'un trouble moteur du sommeil connue sous le nom de bruxisme. Selon la Classification Internationale des Troubles du Sommeil, le bruxisme est décrit comme le serrement et grincement des dents pendant le sommeil. La survenue des épisodes d’ARMM est associée à une augmentation du tonus du système nerveux sympathique, du rythme cardiaque, de la pression artérielle et elle est souvent en association avec une amplitude respiratoire accrue. Tous ces événements peuvent être décrits dans le contexte d’un micro-éveil du sommeil. Cette thèse comprend quatre articles de recherche visant à étudier i) l'étiologie de l’ARMM pendant le sommeil en relation aux micro-éveils, et à évaluer ii) les aspects cliniques du bruxisme du sommeil, du point de vue diagnostique et thérapeutique. Pour approfondir l'étiologie de l’ARMM et son association avec la fluctuation des micro-éveils, nous avons analysé le patron cyclique alternant (ou cyclic alternating pattern (CAP) en anglais), qui est une méthode d’analyse qui permet d’évaluer l'instabilité du sommeil et de décrire la puissance des micro-éveils. Le CAP a été étudié chez des sujets bruxeurs et des sujets contrôles qui ont participé à deux protocoles expérimentaux, dans lesquels la structure et la stabilité du sommeil ont été modifiées par l'administration d'un médicament (la clonidine), ou avec l'application de stimulations sensorielles (de type vibratoire/auditif) pendant le sommeil. Dans ces deux conditions expérimentales caractérisées par une instabilité accrue du sommeil, nous étions en mesure de démontrer que les micro-éveils ne sont pas la cause ou le déclencheur de l’ARMM, mais ils représentent plutôt la «fenêtre permissive» qui facilite l'apparition de ces mouvements rythmiques au cours du sommeil. Pour évaluer la pertinence clinique du bruxisme, la prévalence et les facteurs de risque, nous avons effectué une étude épidémiologique dans une population pédiatrique (7-17 ans) qui était vue en consultation en orthodontie. Nous avons constaté que le bruxisme est un trouble du sommeil très fréquent chez les enfants (avec une prévalence de 15%), et il est un facteur de risque pour l'usure des dents (risque relatif rapproché, RRR 8,8), la fatigue des muscles masticateurs (RRR 10,5), les maux de tête fréquents (RRR 4,3), la respiration bruyante pendant le sommeil (RRR 3,1), et divers symptômes liés au sommeil, tels que la somnolence diurne (RRR 7,4). Ces résultats nous ont amenés à développer une étude expérimentale pour évaluer l'efficacité d'un appareil d'avancement mandibulaire (AAM) chez un groupe d'adolescents qui présentaient à la fois du bruxisme, du ronflement et des maux de tête fréquents. L'hypothèse est que dans la pathogenèse de ces comorbidités, il y a un mécanisme commun, probablement lié à la respiration pendant le sommeil, et que l'utilisation d'un AAM peut donc agir sur plusieurs aspects liés. À court terme, le traitement avec un AAM semble diminuer l'ARMM (jusqu'à 60% de diminution), et améliorer le ronflement et les maux de tête chez les adolescents. Cependant, le mécanisme d'action exact des AAM demeure incertain; leur efficacité peut être liée à l'amélioration de la respiration pendant le sommeil, mais aussi à l'influence que ces appareils pourraient avoir sur le système masticatoire. Les interactions entre le bruxisme du sommeil, la respiration et les maux de tête, ainsi que l'efficacité et la sécurité à long terme des AAM chez les adolescents, nécessitent des études plus approfondies.

The Systematics, Distribution and Bionomics of Deep sea fishes beyond depth 200m along the South west coast of India

Reducing fishing pressure in coastal waters is the need of the day in the Indian marine fisheries sector of the country which is fast changing from a mere vocational activity to a capital intensive industry. It requires continuous monitoring of the resource exploitation through a scientifically acceptable methodology, data on production of each species stock, the number and characteristics of the fishing gears of the fleet, various biological characteristics of each stock, the impact of fishing on the environment and the role of fishery—independent on availability and abundance. Besides this, there are issues relating to capabilities in stock assessment, taxonomy research, biodiversity, conservation and fisheries management. Generation of reliable data base over a fixed time frame, their analysis and interpretation are necessary before drawing conclusions on the stock size, maximum sustainable yield, maximum economic yield and to further implement various fishing regulatory measures. India being a signatory to several treaties and conventions, is obliged to carry out assessments of the exploited stocks and manage them at sustainable levels. Besides, the nation is bound by its obligation of protein food security to people and livelihood security to those engaged in marine fishing related activities. Also, there are regional variabilities in fishing technology and fishery resources. All these make it mandatory for India to continue and strengthen its marine capture fisheries research in general and deep sea fisheries in particular. Against this background, an attempt is made to strengthen the deep sea fish biodiversity and also to generate data on the distribution, abundance, catch per unit effort of fishery resources available beyond 200 m in the EEZ of southwest coast ofIndia and also unravel some of the aspects of life history traits of potentially important non conventional fish species inhabiting in the depth beyond 200 m. This study was carried out as part of the Project on Stock Assessment and Biology of Deep Sea Fishes of Indian EEZ (MoES, Govt. of India).

La sabiduría como competencia gerencial

Aunque el concepto de sabiduría ha sido ampliamente estudiado por expertos de áreas como la filosofía, la religión y la psicología, aún enfrenta limitaciones en cuanto a su definición y evaluación. Por esto, el presente trabajo tiene como objetivo, formular una definición del concepto de sabiduría que permita realizar una propuesta de evaluación del concepto como competencia en los gerentes. Para esto, se realizó un análisis documental de tipo cualitativo. De esta manera, se analizaron diversos textos sobre la historia, las definiciones y las metodologías para evaluar tanto la sabiduría como las competencias; diferenciando la sabiduría de otros constructos y analizando la diferencia entre las competencias generales y las gerenciales para posteriormente, definir la sabiduría como una competencia gerencial. Como resultado de este análisis se generó un prototipo de prueba denominado SAPIENS-O, a través del cuál se busca evaluar la sabiduría como competencia gerencial. Como alcances del instrumento se pueden identificar la posibilidad de medir la sabiduría como competencia en los gerentes, la posibilidad de dar un nuevo panorama a las dificultades teóricas y empíricas sobre la sabiduría y la posibilidad de facilitar el estudio de la sabiduría en ambientes reales, más específicamente en ambientes organizacionales.

Mental Health Promotion: A Framework for Action and Education

This document is a revision of some major concepts of health promotion in order to provide a framework for the action of those who work in mental health. Since the Ottawa charter, new references on health can contribute significantly for the education and action of the mental health practitioner. In order to promote and enhance better and healthier ways if living as well as better life conditions. Mental health is considered as a tool for the understanding and construction of the sense of well being and well living. In our country our professional training programs have understood the importance of educating in a more integrated and holistic way in the search for creative approaches for problems we face in our every day life, based on the hope that a better country with more equity and justice, as well as better and healthier conditions can be more than just a dream.

Cap a un model per interpretar i facilitar l'aprendre: estratègies i recursos per a la reflexió-acció en i des de la pràctica

1.- L'enquadrament d'aquest treball de recerca s'ha fet en i des de la praxis. EI que interessa és descobrir i proposar instruments pedagògics d'ajuda, assequibles i contextualitzats, especialment en el terreny de la comunicació i la interacció Educador-Educand. La metodologia que s'ha fet servir és de caire qualitatiu, etnogràfic, en un enfocament basat en la investigació-acció. La visió de la persona és volgudament holística; els sentiments, els significats, I' orientació personal, I' autodirecció. esdevenen elements centrals. La hipòtesi de treball, en la qual es fonamenta la recerca, podria formular-se així: 'En la pràctica, els Educadors, d'una forma més o menys reflexiva, perceben i interpreten el procés d'aprendre dels Educands; hi intervenen, el mediatitzen; n'avaluen la direcció i l'encert". A partir d'aquest supòsit, l'investigador veu convenient donar resposta a tres qüestions centrals: A) Com comprenem i interpretem els Educadors el procés d'aprendre dels Educands?; B) Quin tipus d'intervenció resultarà adient per promoure i/o facilitar l'aprendre?; C) Amb quins instruments i estratègies comptem per ajudar pedagògicament? 2.- Per llegir l'aprendre, l'investigador fa ús d'un model mental, indispensable per ordenar les dades de l'experiència. Convé, per tant, explicitar-lo, fer-ne ciència, coneixement compartit. En aquesta direcció de treball se li plantegen dos tipus d'interrogants: A) Quins són els elements comuns a qualsevol experiència d'aprenentatge?; Quina mena d'activitat o experiència personal desenvolupen tots els Educands; i B) Com es manifesta aquesta experiència? Amb quins indicadors? Quina mena de "text" llegeix l'Educador per orientar la seva intervenció d'ajuda? 3.- L'aprenentatge. en aquest treball, és considerat per l'investigador com la resultant de tres processos personals: el posicionament, l'estratègia i l'avaluació. Quan l'Educador vol compartir amb l'Educand el seu procés idiosincràtic d'aprendre, procura reconstruir amb ell aquestes tres accions bàsiques: A) Com es posiciona: què tem o desitja, què creu, què espera, quines expectatives viu, com es motiva? B) Quines són les seves pautes d'actuació: com treballa, com memoritza, com recupera la informació que té a la memòria, què fa davant d'un problema... ? C) Què busca; què és important per a ella; què pretén... ? 4.- Davant la complexitat dels missatges emesos per l'Educand l'investigador opta per llegir tres tipus de "textos": els productes i els resultats; les conductes; i els missatges parlats. Entre tots tres, pensa, podrà trobar elements i indicadors adequats per fonamentar, sempre hipotèticament, la seva actuació pedagògica. 5.- Procura sobretot detectar i fer existir els èxits, aquells productes i/o resultats que l'Educand troba valuosos, per tal d'ajudar-lo a prendre consciència dels seu repertori personal d'estratègies i capacitats. En aquest àmbit es proposen tres actituds o enfocaments del treball d'ajuda: A) El primer fa referència a la presa de consciència de l'estratègia personal, que s'amaga darrera el producte valorat. B) El segon apunta cap al respecte per l'estratègia que cadascú executa i, per tant, li és familiar. L'Educand la necessita. Es la seva. Es troba en la seva experiència, encara que no necessàriament existeixi en la seva construcció conscient. C) El tercer ,el duu a valorar l'estratègia d'acord amb les finalitats de l'Educand. La seva adequació es legitima pel que es proposa. Partim del supòsit que tota conducta es troba dirigida per un propòsit a vegades difícil de copsar i no sempre recomanable per a l'Educand. 6.- La conducta percebuda de l'Educand és entesa com un missatge, un conjunt d'indicadors de la seva activitat contextualitzada, interna i externa; missatge que, en relació amb altres, com els productes i les verbalitzacions, manifesta fragments dels seus significats, projectes, estratègies, valors. Es fa un èmfasi especial en les conductes "internes", els gestos mentals, l'acció interior, tramesa per mitja de microcomportaments sovint no conscient, i certificada per mitjà de la verbalització del viscut. 7.- Parlar amb l'Educand suposa dues menes d'accions: escoltar i emetre. Escoltem per comprendre; emetem per perfilar la comprensió i també per ajudar. En l'emissió, el missatge pedagògic té dues funcions: a) rellançar i orientar el pensament i l'autoexploració de l'Educand; i b) influir per tal que desenvolupi amb èxit el seu projecte d'aprendre. Interessa d'una manera especial ajudar a integrar en la consciència de l'Educand aquests elements de la seva experiència que poden facilitar-li l'adquisició del coneixement. I entenem que, en aquesta empresa, la paraula i la interacció verbal poden tenir-hi un joc important. Per aquesta raó s'ha considerat necessari oferir un model d'anàlisi de la interacció i els missatges verbals. 8.- "Les persones aprenen sempre, amb recursos, processos i sistemes de valoració idiosincràtics, per fa qual cosa la seva orientació en el context esdevé un referent central en el disseny de l'ajuda pedagògica i en la seva avaluació". Aquesta és la hipòtesi de sortida per dissenyar la intervenció pedagògica. Tothom aprèn, inevitablement; la qüestió és quina cosa està aprenent i de quina manera els seus resultats d'ara són mediatitzats per l'experiència passada i, alhora, condicionen el seu aprendre futur. L'aprenent es posiciona, anticipa el procés d' aprendre, valora la seva. capacitat per desenvolupar-lo amb èxit, es motiva en una determinada direcció, d'acord amb la seva experiència, els seus aprenentatges anteriors. Executa estratègies, mostra un tipus d'intel·ligència, una forma personal de processar la informació. Pretén quelcom. És un sistema obert en relació amb el medi: hi ha uns valors que dirigeixen la seva presa de decisions. Utilitza uns criteris propis, una gamma personal d'opcions conscients. Avalua el que fa, el resultat que obté i la seva capacitat personal. 9.- L'ajuda pedagògica que I' autor proposa s'encamina sobretot a facilitar en l'Educand la descoberta dels seus propis recursos. Es tracta de portar-lo cap a la consideració atenta de la seva pròpia experiència, per amplificar-la i fer-la existir com a recurs conscient . Ha dibuixat i experimentat tres conjunts d'intervenció cadascun enfocat vers un àmbit de l'experiència d'aprendre, el qual col·loca com a prioritari, sense oblidar qualsevol dels altres que pugui ser rellevant, per comprendre o ajudar. A) Intervenció sobre el posicionament. En aquest àmbit enfoca l'estil de motivació que executa l'Educand, mira de corregir-lo, si cal, a partir de l'anàlisi i la comprensió de les seves formes de motivar-se quan ell viu l'èxit. Treballa proposant objectius paradoxals de fracàs gairebé impossible, buscant l'assoliment de petits èxits, potser aparentment insignificants, però estratègics; prescriu l'automatisme, per modificar-lo si l'Educand ho desitja; comprova el procés d'anticipació de I' experiència que l'aprenent es construeix per orientar-se; l'ajuda a contextualitzar anticipació i a fer ús dels seus Ilenguatges interns més eficaços i còmodes;... B) Intervenció sobre les estratègies i processos. En un segon enfocament, no necessàriament posterior al descrit, considera les estratègies de I'Educand, també a partir dels seus encerts i èxits. Mira de portar-lo cap a fa descripció i presa de consciència de les seves maneres de fer mes còmodes i segures, les que lliguen amb les seves preferències cerebrals. Quan viu dificultats, el convida a explorar les excepcions, els moments en els quals les seves realitzacions són satisfactòries. Pretén sobretot modificar les seves creences limitants, posant-lo en conflicte amb els fets de l'experiència. A vegades, caldrà facilitar l'adquisició d'estratègies i procediments nous que l'Educand considera plausibles. Es tracta específicament de fer existir opcions noves d'actuació per tal d'assolir allò que vol i/o necessita. C) Intervenció sobre el sistema de valors de l'Educand. L'Educand viu uns valors, els quals expliquen el seu món intern les conductes que realitza i els resultats que obté. Aquest àmbit és col·locat, en el model, al centre del procés d'aprendre. Hom actua amb propòsits determinats, no necessariament conscients. L'obertura de la persona a l'experiència d'aprendre es dirigeix segons criteris i valors irrenunciables. 10.- L 'Educador procura compartir els objectius de l'Educand i els seus projectes per assolir-los; vol tanmateix que se'n faci coneixedor i director responsable. Per a això li convé preguntar-se per quina mena d'experiència està desenvolupant i quin sentit ecològic te per a ell. L'Educador, el seu model del món, la seva persona, està compromès en el procés d'ajuda. No és només un tècnic que aplica recursos objectius. El seu model de comunicació, el seu pensament, les seves expectatives i anticipacions, tenen un pes considerable en el tipus d'intervenció pedagògica que durà a terme i, d'escreix, en el tipus d' aprenentatge que facilita. En la intervenció, l'Educador parteix d'una avaluació intencionadament positiva, centrada en els recursos i les solucions, en la metacognició i l'autoregulació dels processos, a partir de premisses que pressuposen l'èxit personal.

Modelling, control and supervision for a class of hybrid systems

The aim of this thesis is to narrow the gap between two different control techniques: the continuous control and the discrete event control techniques DES. This gap can be reduced by the study of Hybrid systems, and by interpreting as Hybrid systems the majority of large-scale systems. In particular, when looking deeply into a process, it is often possible to identify interaction between discrete and continuous signals. Hybrid systems are systems that have both continuous, and discrete signals. Continuous signals are generally supposed continuous and differentiable in time, since discrete signals are neither continuous nor differentiable in time due to their abrupt changes in time. Continuous signals often represent the measure of natural physical magnitudes such as temperature, pressure etc. The discrete signals are normally artificial signals, operated by human artefacts as current, voltage, light etc. Typical processes modelled as Hybrid systems are production systems, chemical process, or continuos production when time and continuous measures interacts with the transport, and stock inventory system. Complex systems as manufacturing lines are hybrid in a global sense. They can be decomposed into several subsystems, and their links. Another motivation for the study of Hybrid systems is the tools developed by other research domains. These tools benefit from the use of temporal logic for the analysis of several properties of Hybrid systems model, and use it to design systems and controllers, which satisfies physical or imposed restrictions. This thesis is focused in particular types of systems with discrete and continuous signals in interaction. That can be modelled hard non-linealities, such as hysteresis, jumps in the state, limit cycles, etc. and their possible non-deterministic future behaviour expressed by an interpretable model description. The Hybrid systems treated in this work are systems with several discrete states, always less than thirty states (it can arrive to NP hard problem), and continuous dynamics evolving with expression: with Ki ¡ Rn constant vectors or matrices for X components vector. In several states the continuous evolution can be several of them Ki = 0. In this formulation, the mathematics can express Time invariant linear system. By the use of this expression for a local part, the combination of several local linear models is possible to represent non-linear systems. And with the interaction with discrete events of the system the model can compose non-linear Hybrid systems. Especially multistage processes with high continuous dynamics are well represented by the proposed methodology. Sate vectors with more than two components, as third order models or higher is well approximated by the proposed approximation. Flexible belt transmission, chemical reactions with initial start-up and mobile robots with important friction are several physical systems, which profits from the benefits of proposed methodology (accuracy). The motivation of this thesis is to obtain a solution that can control and drive the Hybrid systems from the origin or starting point to the goal. How to obtain this solution, and which is the best solution in terms of one cost function subject to the physical restrictions and control actions is analysed. Hybrid systems that have several possible states, different ways to drive the system to the goal and different continuous control signals are problems that motivate this research. The requirements of the system on which we work is: a model that can represent the behaviour of the non-linear systems, and that possibilities the prediction of possible future behaviour for the model, in order to apply an supervisor which decides the optimal and secure action to drive the system toward the goal. Specific problems can be determined by the use of this kind of hybrid models are: - The unity of order. - Control the system along a reachable path. - Control the system in a safe path. - Optimise the cost function. - Modularity of control The proposed model solves the specified problems in the switching models problem, the initial condition calculus and the unity of the order models. Continuous and discrete phenomena are represented in Linear hybrid models, defined with defined eighth-tuple parameters to model different types of hybrid phenomena. Applying a transformation over the state vector : for LTI system we obtain from a two-dimensional SS a single parameter, alpha, which still maintains the dynamical information. Combining this parameter with the system output, a complete description of the system is obtained in a form of a graph in polar representation. Using Tagaki-Sugeno type III is a fuzzy model which include linear time invariant LTI models for each local model, the fuzzyfication of different LTI local model gives as a result a non-linear time invariant model. In our case the output and the alpha measure govern the membership function. Hybrid systems control is a huge task, the processes need to be guided from the Starting point to the desired End point, passing a through of different specific states and points in the trajectory. The system can be structured in different levels of abstraction and the control in three layers for the Hybrid systems from planning the process to produce the actions, these are the planning, the process and control layer. In this case the algorithms will be applied to robotics ¡V a domain where improvements are well accepted ¡V it is expected to find a simple repetitive processes for which the extra effort in complexity can be compensated by some cost reductions. It may be also interesting to implement some control optimisation to processes such as fuel injection, DC-DC converters etc. In order to apply the RW theory of discrete event systems on a Hybrid system, we must abstract the continuous signals and to project the events generated for these signals, to obtain new sets of observable and controllable events. Ramadge & Wonham¡¦s theory along with the TCT software give a Controllable Sublanguage of the legal language generated for a Discrete Event System (DES). Continuous abstraction transforms predicates over continuous variables into controllable or uncontrollable events, and modifies the set of uncontrollable, controllable observable and unobservable events. Continuous signals produce into the system virtual events, when this crosses the bound limits. If this event is deterministic, they can be projected. It is necessary to determine the controllability of this event, in order to assign this to the corresponding set, , controllable, uncontrollable, observable and unobservable set of events. Find optimal trajectories in order to minimise some cost function is the goal of the modelling procedure. Mathematical model for the system allows the user to apply mathematical techniques over this expression. These possibilities are, to minimise a specific cost function, to obtain optimal controllers and to approximate a specific trajectory. The combination of the Dynamic Programming with Bellman Principle of optimality, give us the procedure to solve the minimum time trajectory for Hybrid systems. The problem is greater when there exists interaction between adjacent states. In Hybrid systems the problem is to determine the partial set points to be applied at the local models. Optimal controller can be implemented in each local model in order to assure the minimisation of the local costs. The solution of this problem needs to give us the trajectory to follow the system. Trajectory marked by a set of set points to force the system to passing over them. Several ways are possible to drive the system from the Starting point Xi to the End point Xf. Different ways are interesting in: dynamic sense, minimum states, approximation at set points, etc. These ways need to be safe and viable and RchW. And only one of them must to be applied, normally the best, which minimises the proposed cost function. A Reachable Way, this means the controllable way and safe, will be evaluated in order to obtain which one minimises the cost function. Contribution of this work is a complete framework to work with the majority Hybrid systems, the procedures to model, control and supervise are defined and explained and its use is demonstrated. Also explained is the procedure to model the systems to be analysed for automatic verification. Great improvements were obtained by using this methodology in comparison to using other piecewise linear approximations. It is demonstrated in particular cases this methodology can provide best approximation. The most important contribution of this work, is the Alpha approximation for non-linear systems with high dynamics While this kind of process is not typical, but in this case the Alpha approximation is the best linear approximation to use, and give a compact representation.

Autoavaliação de um agrupamento : um percurso de melhoria da qualidade de gestão e do serviço educativo da escola

Com o propósito de acompanhar a mudança da sociedade, em Portugal decorre a implementação de várias reformas entre as quais a da Administração Pública. Melhorar o serviço educativo prestado pelas escolas é condição essencial para o aumento da qualificação dos alunos. A Avaliação e a Auto Avaliação (AA) do desempenho da escola tornam-se cada vez mais importantes no sentido de acompanhar e garantir a evolução e o progresso do sistema educativo. Desta forma, torna-se imprescindível uma reflexão sobre os procedimentos desenvolvidos que visam suprir as necessidades das escolas. Este projeto de investigação, no âmbito do Mestrado em Ciências da Educação, especialização em Administração Escolar, tem como finalidade dar o seu contributo para esse debate, através da apresentação e discussão dos resultados de dois ciclos avaliativos, tendo sido aplicado, o modelo CAF (Common Assessment Framework). Neste sentido, pretendeu-se averiguar de que forma a AA (Auto Avaliação) contribui para o processo global de gestão da escola. Fazendo recurso à metodologia de estudo de caso, num Agrupamento de Escolas no interior do país, utilizou-se o paradigma qualitativo para a recolha de dados. Pela análise dos dados foi possível concluir que a aplicação do primeiro ciclo de avaliação, através do desenvolvimento de processos de melhoria da qualidade de serviço prestado, influenciou o segundo ciclo avaliativo. Esta influência foi evidente na melhoria dos planos de ação para colmatar pontos negativos detetados no ciclo avaliativo anterior contribuindo, consequentemente, para a melhoria do processo de gestão da escola. Desta forma, a experiência adquirida, as alterações introduzidas, a convição dos órgãos de gestão da escola e de quase todas as pessoas que nela exercem a sua atividade permitem concluir que é imprescindível a autorregulação e que a mesma proporcionou benefícios que levaram à melhoria da qualidade de gestão da escola.

Hiperactividade, desafio da prática pedagógica

O Trabalho de Projeto apresentado foi realizado no âmbito do Mestrado em Ciências da Educação: Educação Especial – domínio cognitivo e motor, na Universidade Lusófona de Humanidades e Tecnologias. A intervenção foi desenvolvida numa turma de primeiro ano, em que uma das crianças era considerada hiperativa com um atraso no desenvolvimento. Neste projeto foi utilizada a metodologia de investigação-ação, partindo da identificação da situação problemática, numa perspetiva de avaliação e diagnóstico, seguindo-se as várias etapas do processo de intervenção: planificação, intervenção e avaliação/reflexão. Procurou-se proporcionar à turma uma aprendizagem inclusiva, visando um trabalho desenvolvido com o grupo e para o grupo. Delineou-se um plano de ação procurando promover situações que levassem os alunos a inter-relacionarem-se, desenvolvendo no grupo e com o grupo as capacidades a nível social e académico. Para tal, houve o cuidado de criar situações de diálogo, espírito cooperativo, troca de conhecimentos e experiências, fomentando assim, a curiosidade de as crianças aprenderem a descobrir e desenvolver o gosto de falar, ler e escrever. Procedeu-se à implementação de estratégias educativas adequadas a todos os elementos do grupo e ao envolvimento das famílias no processo educativo dos alunos. Os resultados obtidos no projeto desenvolvido permitiram verificar aprendizagens significativas em todo o grupo, nas áreas social e académica. Esta intervenção proporcionou ainda a oportunidade de reflexão de modo a reajustar a prática educativa às necessidades da turma.

Understanding safety and production risks in rail engineering planning and protection

Much of the published human factors work on risk is to do with safety and within this is concerned with prediction and analysis of human error and with human reliability assessment. Less has been published on human factors contributions to understanding and managing project, business, engineering and other forms of risk and still less jointly assessing risk to do with broad issues of ‘safety’ and broad issues of ‘production’ or ‘performance’. This paper contains a general commentary on human factors and assessment of risk of various kinds, in the context of the aims of ergonomics and concerns about being too risk averse. The paper then describes a specific project, in rail engineering, where the notion of a human factors case has been employed to analyse engineering functions and related human factors issues. A human factors issues register for potential system disturbances has been developed, prior to a human factors risk assessment, which jointly covers safety and production (engineering delivery) concerns. The paper concludes with a commentary on the potential relevance of a resilience engineering perspective to understanding rail engineering systems risk. Design, planning and management of complex systems will increasingly have to address the issue of making trade-offs between safety and production, and ergonomics should be central to this. The paper addresses the relevant issues and does so in an under-published domain – rail systems engineering work.