Avaliação e a Qualidade das Práticas de Inclusão para Alunos com PEA: Escala LAQI (Louisiana Autism Quality Indicators)

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Especial, domínio Cognição e Multideficiência

Centro de recursos para a inclusão na multideficiência: as equipas

Mestrado em Educação Especial: Multideficiência e Problemas de Cognição

Digital storytelling: an integrated approach to language for the 21st century student

Societal changes have, throughout history, pushed the long-established boundaries of education across all grade levels. Technology and media merge with education in a continuous complex social process with human consequences and effects. We, teachers, can aspire to understand and interpret this volatile context that is being redesigned at the same time society itself is being reshaped as a result of the technological evolution. The language- learning classroom is not impenetrable to these transformations. Rather, it can perhaps be seen as a playground where teachers and students gather to combine the past and the present in an integrated approach. We draw on the results from a previous study and argue that Digital Storytelling as a Process is capable of aggregating and fostering positive student development in general, as well as enhancing interpersonal relationships and self-knowledge while improving digital literacy. Additionally, we establish a link between the four basic language-learning skills and the Digital Storytelling process and demonstrate how these converge into what can be labeled as an integrated language learning approach.

Centro de Recursos para a Inclusão na Multideficiência: as equipas

A inclusão como paradigma educativo é cada vez mais aceite nos dias de hoje. Diversas publicações neste âmbito, tais como O Forúm Mundial de Educação para Todos (1990), a Declaração de Salamanca (1994) e o Enquadramento da Ação de Dakar (2000), bem como a ênfase dada à igualdade de oportunidades vêm sustentar uma política de educação para todos. As restrições à participação dos alunos com multideficiência legitimam um continuum de serviços que responda às suas particularidades. O projeto Centro de Recursos para a Inclusão (CRI) surge no âmbito da reorientação das escolas especiais, na passagem destes alunos para as escolas de ensino regular. A presente investigação descreve as práticas e perceções dos técnicos do CRI quanto à atuação da equipa e demais intervenientes no processo educativo dos alunos com multideficiência. Para o efeito, foram entrevistados todos os técnicos (32) de equipas CRI do distrito do Porto que atuam com aquela população em contexto escolar. Os resultados evidenciaram que os técnicos percecionam a sua equipa como tendo todas as valências terapêuticas necessárias, concordam com a inclusão de alunos com multideficiência na escola de ensino regular e salientam a necessidade de serem modificadas atitudes relativas à pragmatização desta abordagem. As práticas de avaliação dos alunos resultam de contributos individualizados dos intervenientes, conquanto a intervenção seja realizada nos contextos reais dos indivíduos. Por fim, os profissionais consideram fundamental participarem na elaboração da documentação relativa ao aluno e, consequentemente, sugerem um efetivo reconhecimento e envolvimento da equipa no trabalho desenvolvido nas escolas.

Reduction of catheter-associated bloodstream infections through procedures in newborn babies admitted in a university hospital intensive care unit in Brazil

INTRODUCTION: Catheter-associated bloodstream infection (CA-BSI) is the most common nosocomial infection in neonatal intensive care units. There is evidence that care bundles to reduce CA-BSI are effective in the adult literature. The aim of this study was to reduce CA-BSI in a Brazilian neonatal intensive care unit by means of a care bundle including few strategies or procedures of prevention and control of these infections. METHODS: An intervention designed to reduce CA-BSI with five evidence-based procedures was conducted. RESULTS: A total of sixty-seven (26.7%) CA-BSIs were observed. There were 46 (32%) episodes of culture-proven sepsis in group preintervention (24.1 per 1,000 catheter days [CVC days]). Neonates in the group after implementation of the intervention had 21 (19.6%) episodes of CA-BSI (14.9 per 1,000 CVC days). The incidence of CA-BSI decreased significantly after the intervention from the group preintervention and postintervention (32% to 19.6%, 24.1 per 1,000 CVC days to 14.9 per 1,000 CVC days, p=0.04). In the multiple logistic regression analysis, the use of more than 3 antibiotics and length of stay >8 days were independent risk factors for BSI. CONCLUSIONS: A stepwise introduction of evidence-based intervention and intensive and continuous education of all healthcare workers are effective in reducing CA-BSI.

O ensino de canto nos ramos genérico e vocacional no 1º ciclo do ensino básico: um estudo de caso múltiplo

Tese de Doutoramento em Estudos da Criança (área de especialização em Educação Musical).

Integração da área de negócio de retalho do grupo Riopele no Data Warehouse corporativo

Dissertação de mestrado integrado em Engenharia e Gestão de Sistemas de Informação

Processo de socialização organizacional:integração dos professores recém-enquadrados numa Escola do Interior de Angola

Dissertação de Mestrado em Sociologia das Organizações e do Trabalho

Anti Bullying Procedures for Primary and Post Primary Schools

The role of the school is to provide an appropriate education for all its pupils. A stable, secure learning environment is an essential requirement to achieve this goal. Bullying behaviour, by its very nature, undermines and dilutes the quality of education. Research shows that bullying can have short and long-term effects on the physical and mental well-being of pupils, on engagement with school, on self-confidence and on the ability to pursue ambitions and interests. School-based bullying can be positively and firmly addressed through a range of school-based measures and strategies through which all members of the school community are enabled to act effectively in dealing with this behaviour. While it is recognised that home and societal factors play a substantial role both in the cause and in the prevention of bullying, the role of the school in preventative work is also crucial and should not be underestimated. School-based initiatives can either reinforce positive efforts or help counteract unsuccessful attempts of parents to change unacceptable behaviour. Parents and pupils have a particularly important role and responsibility in helping the school to prevent and address school-based bullying behaviour and to deal with any negative impact within school of bullying behaviour that occurs elsewhere. In this document, any reference(s) to parent(s) can be taken to refer also to guardian(s) where applicable.

Innovació empresarial en el procés de transmissió de dades mitjançant una aplicació mòbil

Disposar d’informació de qualitat, en el moment oportú i en el volum adequat és el que actualment necessiten les empreses per poder prendre decisions òptimes. L’empresa JCM Technologies no és una excepció i és en la obtenció d’informació del procés productiu de l’empresa on aquest projecte pren part. L’objectiu d’aquest projecte de final de màster ha consistit en desenvolupar un sistema capaç d’aportar a l’empresa informació sobre els resultats obtinguts durant el control de qualitat dels productes, informació de la qual no disposava. Les dades existien però no es podien convertir en informació valuosa perquè no es disposava d’un mecanisme capaç tractar-les. Per complir els objectius marcats s’ha creat un sistema format pels següents elements: una aplicació per dispositius mòbils Android, una base de dades, un nou programa pel control de la qualitat i aplicatiu servidor. L’aplicació permet obtenir i visualitzar la informació. La base de dades és on es guarda la informació que envia el programa del control de qualitat i finalment, l’aplicatiu servidor habilita la comunicació entre els diferents elements descrits. El fet que dóna valor al sistema és que tots els elements que el formen tenen la capacitat de comunicar-se entre ells mitjançant Internet. Gràcies a això, és possible obtenir informació a temps real de la producció que s’està portant a terme a qualsevol punt del món. En conclusió, cal dir que els objectius s’han complert ja que s’ha aconseguit un sistema ràpid i segur. D’aquesta manera JCM Technologies pot disposar d’una informació molt valuosa que li permet que certes decisions no siguin preses a l’atzar.

Programme latin de don d'organes: les intensivistes se mettent en réseau [Latin program for organ donation: the intensivists are networking]

The new Swiss federal law on organ and transplantation strengthens the responsibilities of the intensive care units. In Italian and French speaking parts of Switzerland, the Programme Latin pour le Don d'Organe (PLDO) has been launched to foster a wider collaboration between intensivists and donation coordinators. The PLDO aims at optimising knowledge and expertise in organ donation through improvements in identification, notification and management of organ donors and their next of kin. The PLDO dispenses education to all professionals involved. Such organisation should allow increasing the number of organs available, while improving healthcare professionals experience and next of kin emotion throughout the donation process.

Report of the 4th Workshop for Technology Transfer for Intelligent Compaction Consortium, TPF-5(233), 2015

This document summarizes the discussion and findings of the 4th workshop held on October 27–28, 2015 in Frankfort, Kentucky as part of the Technology Transfer Intelligent Compaction Consortium (TTICC) Transportation Pooled Fund (TPF-5(233)) study. The TTICC project is led by the Iowa Department of Transportation (DOT) and partnered by the following state DOTs: California, Georgia, Iowa, Kentucky, Missouri, Ohio, Pennsylvania, Virginia, and Wisconsin. The workshop was hosted by the Kentucky Transportation Cabinet and was organized by the Center for Earthworks Engineering Research (CEER) at Iowa State University of Science and Technology. The objective of the workshop was to generate a focused discussion to identify the research, education, and implementation goals necessary for advancing intelligent compaction for earthworks and asphalt. The workshop consisted of a review of the TTICC goals, state DOT briefings on intelligent compaction implementation activities in their state, voting and brainstorming sessions on intelligent compaction road map research and implementation needs, and identification of action items for TTICC, industry, and Federal Highway Administration (FHWA) on each of the road map elements to help accelerate implementation of the technology. Twenty-three attendees representing the state DOTs participating in this pooled fund study, the FHWA, Iowa State University, University of Kentucky, and industry participated in this workshop.

Tuotantotiedon hallinnan tietotekniset ratkaisut

Tiedonhallinta on yritykselle yhtä tärkeää kuin esimerkiksi materiaalien- tai henkilöstönhallinta. Tällä hetkellä yritykset eivät kuitenkaan vieläusein hyödynnä kaikkia tietotekniikan tarjoamia mahdollisuuksia. Useat valmistajat tekevät laitteita jotka on suunniteltu toimimaan vaativissa olosuhteissa. Myös tuotannonohjaus-ohjelmistoissa on alettu kiinnittää entistä enemmän huomiota niiden ulottumisessa tuotantotyöntekijöiden käyttöön asti. Tietoteknisten ratkaisuiden suorituskyky ei enää aseta rajoituksia tuotantotiedon hallinnan kehittämiselle. Työssä kartoitettiin valmistavan teollisuuden tuotantotiedon hallinnan tietoteknisiä ratkaisuja ja niiden tarjoamia mahdollisuuksia tiedon keräämiseen, käsittelyyn ja välittämiseen oikeaan paikkaan oikeaan aikaan.Erityistä huomiota kiinnitettiin ratkaisujen ulottuvuudesta tuotantotyöntekijöille asti. Tutkimus on osa Tuotantotiedon Hallinta-tutkimushanketta ja työn toteutuksessa huomioitiin tutkimushankkeessa mukana olevien yritysten tarpeita tuotantotiedon hallinnan apuvälineille. Tietoteknisten ratkaisuiden perustekniikka on jo kypsää ja se ei aseta rajoituksia pilottihankkeen toteutukselle. Työssä kartoitettiin myös pilottihankkeeseen soveltuvia, markkinoilla olevia tuotannonohjausohjelmistoja. Ohjelmistot vaativat kuitenkin vielä jatkokehitystä täyttääkseen kaikki hankkeen tavoitteet.

La música com a eina d’inclusió i cohesió de grup en els entorns escolars

La música com a eina d’inclusió i cohesió de grup de tots els alumnes d’una mateixa aula constitueix el títol del meu Treball Final de Grau. Amb aquesta recerca he volgut conèixer la importància de la música per l’educació i els beneficis que aporta als nens i nenes d’Educació Infantil. També he aprofundit en la inclusió escolar, ja que la música per si mateixa pot reduir barreres pel que fa a la participació i a l’aprenentatge de tots els alumnes. A partir de tota la recerca bibliogràfica, he realitzat entrevistes a diferents professionals de l’educació per tal de valorar la visió que hi ha avui en dia sobre el tractament de la música a les escoles. Així mateix, s’ha portat a terme una intervenció educativa basada amb pràctiques musicals per tal de corroborar si la música contribueix favorablement a la inclusió i cohesió de grup. Finalment, s’han relacionat conceptes i s’han extret conclusions sobre el paper de la música en relació a la inclusió educativa.

La evaluación de la actividad reflexiva a partir del portafolio del estudiante

Reflective competence is considered one of the key competencies of students‟ education in all teaching levels and in the daily practice of professionals. A lack of conceptual clarity can lead to critical difficulties for teachers when designing activities that promote reflective skills and also to confusion on the part of the students who have to put them into practice. A short introduction to the scientific study of reflective activity which tries to set the stage of the investigation as well as an innovative experience within the framework of the first year of the Degree in Psychology Studies are presented here. This study presents the work on the reflective skills through a reflective portfolio. Five hierarchical levels of reflection are specified as a guide for the making of the portfolio for the students, and as a support for the mentoring and assessment tasks of teachers. As a conclusion, a three-step model for the training of „reflective beginners‟ is outlined