Diferenciação pedagógica nas primeiras idades : visão dos profissionais de educação

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

Intervenções de enfermagem na melhoria das competências dos Adjuntos de ação directa sobre os cuidados de higiene e conforto à pessoa dependente

Relatório de estágio apresentado para a obtenção do grau de Mestre em Enfermagem Comunitaria

Diferenciação pedagógica nas primeiras idades : visão dos profissionais de educação

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

Relatório da prática de ensino supervisionada em ensino de artes visuais no 3º ciclo do ensino básico e no ensino secundário

Este relatório foi elaborado no âmbito do mestrado em Ensino de Artes Visuais no 3.° Ciclo do Ensino Básico e no Secundário, na Universidade de Évora (UE). Reporta-se à unidade curricular Prática de Ensino Supervisionada (PES) realizada nas Escolas EBI André de Resende e na Escola Secundária Gabriel Pereira, em Évora, no ano lectivo 2009-201O. O Prof. Doutor Leonardo Charréu (UE), orientador científico, os professores orientadores cooperantes Paulo Matias e Carlos Guerra, constituíram o apoio ao núcleo de estágio das alunas Cristina Malta e Ana Sofia Henriques (autora deste relatório). O Prof. Doutor Leonardo Charréu assistiu a quatro aulas nas disciplinas de Educação Visual e Desenho A. O relatório da PES relata os objectivos de trabalho, planificações, metodologias e instrumentos de avaliação nas disciplinas de Educação Visual e Desenho A e nas actividades extracurriculares realizadas. Teve como intuito, também, elaborar uma análise reflexiva do trabalho desenvolvido na aprendizagem da PES. ABSTRACT: This report was developed during the Master in Visual Arts Teaching in the 3 rd Basic Cycle and Secondary Education at the Évora University. The Supervised Teaching Practice unit (referred under de Portuguese acronym PES) was completed at the EBI André de Resende School and at the Secondary School Gabriel Pereira, in Évora, in 2009-2010. The Professor Leonardo Charréu (UE), Scientific Supervisor and the teachers/local supervisors Paulo Matias and Carlos Guerra, supported the internship of the master students Cristina Malta and Ana Sofia Henriques. Professor Leonardo Charréu observed four lessons in Visual Education and Drawing A disciplines. The PES report describes the work objectives, planning, methodologies, and evaluation methods in the Visual Education and Drawing A subjects and the extra-curricular activities. The objective was also to develop a reflective analysis of the work made during the entire learning period of PES.

Relatório da prática de ensino supervisionada no Agrupamento de Escolas n.º 4 de Évora - EB 2,3 Conde de Vilalva e Escola Secundária Gabriel

A presente dissertação é uma sinopse do trabalho desenvolvido no âmbito do estágio de Prática de Ensino Supervisionada em Educação Física. O estágio decorreu em duas escolas dos Ensinos Básico e Secundário. A dissertação encontra-se dividida por partes: preparação e planificação de aulas, conhecimento das turmas, condução das aulas, avaliação e processo reflexivo das várias etapas. Foram desenvolvidas actividades para as comunidades escolares de ambas as escolas e foi feita uma reflexão final do estágio que teve como objectivo analisar todos os procedimentos que foram desenvolvidos ao longo do ano lectivo. A passagem pelos quatro ciclos de ensino foi bastante produtiva para o enriquecimento do processo enquanto professor. As aulas seguiram o planeamento anual que estava delineado e foi esta ferramenta que possibilitou a existência de uma grande autonomia dos alunos, um maior controlo na prática pedagógica e a presença sistemática do jogo, trazendo uma motivação e empenhamento suplementar nas aulas e nas actividades desenvolvidas. ABSTRACT: The following dissertation is a synopsis of what was done at the scope of Supervised Practices for Physical Education beginning teachers. The traineeship took place in two schools from Primary to Secondary levels. The dissertation is divided into several parts: preparation and lessons planning, students' profile, lessons, evaluation and reflexive process on the different stages. lt was developed activities for the communities of the booth schools and was made a final reflection of the traineeship stage that have as a propose analyze all the procedures that was developed in all the academic year. The passage for the four cycles of school was very productive for the enrichment as a professor. The classes were follow as was expected and was that possibilities the existence of a great autonomy of the students, a bigger contrail in the pedagogy practice and systematic presence of the game that bring a motivation and supplementary interest in the classes and activities developed.

APLICACIÓN DE UN MÉTODO PARA LA SISTEMATIZACIÓN Y EL ANÁLISIS DEL PAISAJE. EL CASO DE LOS DISTRITOS DE SABANILLA, SAN ISIDRO Y CARRIZAL DE ALAJUELA. COSTA RICA.

Este articulo parte de un análisis reflexivo de la categoría paisaje en tanto concepto o herramienta de trabajo geográfico. Posteriormente, se hace entrega de una experiencia de aplicación de un método de trabajo en un paisaje concreto como lo es la zona comprendida por los distritos de Sabanilla, San Isidro y Carrizal del cantón de Alajuela. Costa Rica. ABSTRACT This article starts with a reflective analysis of the category landscape, as a conceptual or working tool for the geographical investigation. An application of a method is to a concrete landscape in a Costa Rica zone is the presented. The application refers to three districts of the Central Country of Alajuela: Sabanilla, San Isidro and Carrizal.

Reflective Learning in Higher Education: A Comparative Analysis

A descriptive, exploratory study is presented based on a questionnaire regarding the following aspects of reflective learning: a) self-knowledge, b) relating experience to knowledge, c) self-reflection, and d) self-regulation of the learning processes. The questionnaire was completed by students studying four different degree courses (social education, environmental sciences, nursing, and psychology). Specifically, the objectives of a self-reported reflective learning questionnaire are: i) to determine students’ appraisal of reflective learning methodology with regard to their reflective learning processes, ii) to obtain evidence of the main difficulties encountered by students in integrating reflective learning methodologies into their reflective learning processes, and iii) to collect students’ perceptions regarding the main contributions of the reflective learning processes they have experienced

Critical incident analysis through narrative reflective practice: A case study

Teachers can reflect on their practices by articulating and exploring incidents they consider critical to themselves or others. By talking about these critical incidents, teachers can make better sense of seemingly random experiences that occur in their teaching because they hold the real inside knowledge, especially personal intuitive knowledge, expertise and experience that is based on their accumulated years as language educators teaching in schools and classrooms. This paper is about one such critical incident analysis that an ESL teacher in Canada revealed to her critical friend and how both used McCabe’s (2002) narrative framework for analyzing an important critical incident that occurred in the teacher’s class.

Experimental analysis of a photovoltaic concentrator based on a single reflective stage immersed in an optical fluid

This article reviews all the experimental tests carried out to analyze the performance of a FluidReflex photovoltaic concentrator. This novel concentrator concept consists of a single reflective stage immersed in an optical fluid. The presence of the fluid entails significant advantages. It not only allows a high system optical efficiency and increases the attainable concentration but also enhances the heat dissipation from the cell. In addition, the electrical insulation is improved, and the problem of water vapor condensation inside the module is avoided. A complete characterization is addressed in this paper. Among the experimental results, a measured optical efficiency of 83.5% for a concentration of 1035× stands out

Development of a fundus camera for analysis of photoreceptor directionality in the healthy retina

The Stiles-Crawford effect (SCE) is the well-known phenomenon in which the brightness of light perceived by the human eye depends upon its entrance point in the pupil. This physiological characteristic is due to the directional sensitivity of the cone photoreceptors in the retina and it displays an approximately Gaussian dependency which is altered in a number of pathologies. Retinal imaging, a widely spread clinical practice, may be used to evaluate the SCE and thus serve as diagnostic tool. Nonetheless, its use for such a purpose is still underdeveloped and far from the clinical reality. In this project a fundus camera was built and used to assess the cone photoreceptor directionality by reflective imaging of the retina in healthy individuals. The physical and physiological implications of its development are addressed in detail in the text: the optical properties of the human eye, illumination issues, acquiring a retinal image formed by the eye, among others. A full description of the developmental process that led to the final measuring method and results is also given. The developed setup was successfully used to obtain high quality images of the eye fundus and in particular the parafoveal cone photoreceptors. The SCE was successfully observed and characterized. Even though considerable improvements could be done to the measurement method, the project showed the feasibility of using retinal imaging to evaluate the SCE thus motivating its usage in a clinical environment.

Analysis of micro- and nano-structures of the corneal surface of Drosophila and its mutants by atomic force microscopy and optical diffraction.

Drosophila melanogaster is a model organism instrumental for numerous biological studies. The compound eye of this insect consists of some eight hundred individual ommatidia or facets, ca. 15 µm in cross-section. Each ommatidium contains eighteen cells including four cone cells secreting the lens material (cornea). High-resolution imaging of the cornea of different insects has demonstrated that each lens is covered by the nipple arrays--small outgrowths of ca. 200 nm in diameter. Here we for the first time utilize atomic force microscopy (AFM) to investigate nipple arrays of the Drosophila lens, achieving an unprecedented visualization of the architecture of these nanostructures. We find by Fourier analysis that the nipple arrays of Drosophila are disordered, and that the seemingly ordered appearance is a consequence of dense packing of the nipples. In contrast, Fourier analysis confirms the visibly ordered nature of the eye microstructures--the individual lenses. This is different in the frizzled mutants of Drosophila, where both Fourier analysis and optical imaging detect disorder in lens packing. AFM reveals intercalations of the lens material between individual lenses in frizzled mutants, providing explanation for this disorder. In contrast, nanostructures of the mutant lens show the same organization as in wild-type flies. Thus, frizzled mutants display abnormal organization of the corneal micro-, but not nano-structures. At the same time, nipples of the mutant flies are shorter than those of the wild-type. We also analyze corneal surface of glossy-appearing eyes overexpressing Wingless--the lipoprotein ligand of Frizzled receptors, and find the catastrophic aberration in nipple arrays, providing experimental evidence in favor of the major anti-reflective function of these insect eye nanostructures. The combination of the easily tractable genetic model organism and robust AFM analysis represents a novel methodology to analyze development and architecture of these surface formations.

A critical analysis of three psychological research programs of doping behaviour

Objectives To consider the various specific substances-taking activities in sport an examination of three psychological models of doping behaviour utilised by researchers is presented in order to evaluate their real and potential impact, and to improve the relevance and efficiency of anti-doping campaigns. Design Adopting the notion of a "research program" (Lakatos, 1978) from the philosophy of science, a range of studies into the psychology of doping behaviour are classified and critically analysed. Method Theoretical and practical parameters of three research programs are critically evaluated (i) cognitive; (ii) drive; and (iii) situated-dynamic. Results The analysis reveals the diversity of theoretical commitments of the research programs and their practical consequences. The «cognitive program» assumes that athletes are accountable for their acts that reflect the endeavour to attain sporting and non-sporting goals. Attitudes, knowledge and rational decisions are understood to be the basis of doping behaviour. The «drive program» characterises the variety of traces and consequences on psychological and somatic states coming from athlete's experience with sport. Doping behaviour here is conceived of as a solution to reduce unconscious psychological and somatic distress. The «situated-dynamic program» considers a broader context of athletes' doping activity and its evolution during a sport career. Doping is considered as emergent and self-organized behaviour, grounded on temporally critical couplings between athletes' actions and situations and the specific dynamics of their development during the sporting life course. Conclusions These hypothetical, theoretical and methodological considerations offer a more nuanced understanding of doping behaviours, making an effective contribution to anti-doping education and research by enabling researchers and policy personnel to become more critically reflective about their explicit and implicit assumptions regarding models of explanations for doping behaviour.