Antinomias e "suturas" epistemológicas entre biológico-social e individual-coletivo no âmbito da epidemiologia social

A complexidade do objeto epidemiológico tem suscitado, ao longo do tempo, discussão sobre alguns elementos que o compõem, assumindo, muitas vezes, a forma de antinomias. Utilizando-se como substrato textos fundamentais, analisaram-se, no âmbito da epidemiologia social, a formulação e a proposta de solução para as antinomias biológico-social e individual-coletivo. Criticou-se a validade teórica das saídas apontadas pelo discurso epidemiológico-social para resolver o "conflito de leis" que permeia o referido objeto. Destacou-se o conceito marxista-helleriano de indivíduo para contribuir com a "sutura" dos três planos da realidade: o universal, o particular e o singular.

Learning techniques for automatic email message tagging

A organização automática de mensagens de correio electrónico é um desafio actual na área da aprendizagem automática. O número excessivo de mensagens afecta cada vez mais utilizadores, especialmente os que usam o correio electrónico como ferramenta de comunicação e trabalho. Esta tese aborda o problema da organização automática de mensagens de correio electrónico propondo uma solução que tem como objectivo a etiquetagem automática de mensagens. A etiquetagem automática é feita com recurso às pastas de correio electrónico anteriormente criadas pelos utilizadores, tratando-as como etiquetas, e à sugestão de múltiplas etiquetas para cada mensagem (top-N). São estudadas várias técnicas de aprendizagem e os vários campos que compõe uma mensagem de correio electrónico são analisados de forma a determinar a sua adequação como elementos de classificação. O foco deste trabalho recai sobre os campos textuais (o assunto e o corpo das mensagens), estudando-se diferentes formas de representação, selecção de características e algoritmos de classificação. É ainda efectuada a avaliação dos campos de participantes através de algoritmos de classificação que os representam usando o modelo vectorial ou como um grafo. Os vários campos são combinados para classificação utilizando a técnica de combinação de classificadores Votação por Maioria. Os testes são efectuados com um subconjunto de mensagens de correio electrónico da Enron e um conjunto de dados privados disponibilizados pelo Institute for Systems and Technologies of Information, Control and Communication (INSTICC). Estes conjuntos são analisados de forma a perceber as características dos dados. A avaliação do sistema é realizada através da percentagem de acerto dos classificadores. Os resultados obtidos apresentam melhorias significativas em comparação com os trabalhos relacionados.

Dynamic equilibrium through reinforcement learning

Reinforcement Learning is an area of Machine Learning that deals with how an agent should take actions in an environment such as to maximize the notion of accumulated reward. This type of learning is inspired by the way humans learn and has led to the creation of various algorithms for reinforcement learning. These algorithms focus on the way in which an agent’s behaviour can be improved, assuming independence as to their surroundings. The current work studies the application of reinforcement learning methods to solve the inverted pendulum problem. The importance of the variability of the environment (factors that are external to the agent) on the execution of reinforcement learning agents is studied by using a model that seeks to obtain equilibrium (stability) through dynamism – a Cart-Pole system or inverted pendulum. We sought to improve the behaviour of the autonomous agents by changing the information passed to them, while maintaining the agent’s internal parameters constant (learning rate, discount factors, decay rate, etc.), instead of the classical approach of tuning the agent’s internal parameters. The influence of changes on the state set and the action set on an agent’s capability to solve the Cart-pole problem was studied. We have studied typical behaviour of reinforcement learning agents applied to the classic BOXES model and a new form of characterizing the environment was proposed using the notion of convergence towards a reference value. We demonstrate the gain in performance of this new method applied to a Q-Learning agent.

Individual pension information: Recommendations for the case of Spain based on the experiences of other countries

The aim of this paper is to establish some basic guidelines to help draft the information letter sent to individual contributors should it be decided to use this model in the Spanish public pension system. With this end in mind and basing our work on the experiences of the most advanced countries in the field and the pioneering papers by Jackson (2005), Larsson et al. (2008) and Sunden (2009), we look into the concept of “individual pension information” and identify its most relevant characteristics. We then give a detailed description of two models, those in the United States and Sweden, and in particular look at how they are structured, what aspects could be improved and what their limitations are. Finally we make some recommendations of special interest for designing the model for Spain.

e-learning in the classroom?

As teachers, we are challenged everyday to solve pedagogical problems and we have to fight for our students’ attention in a media rich world. I will talk about how we use ICT in Initial Teacher Training and give you some insight on what we are doing. The most important benefit of using ICT in education is that it makes us reflect on our practice. There is no doubt that our classrooms need to be updated, but we need to be critical about every peace of hardware, software or service that we bring into them. It is not only because our budgets are short, but also because e‐learning is primarily about learning, not technology. Therefore, we need to have the knowledge and skills required to act in different situations, and choose the best tool for the job. Not all subjects are suitable for e‐learning, nor do all students have the skills to organize themselves their own study times. Also not all teachers want to spend time programming or learning about instructional design and metadata. The promised land of easy use of authoring tools (e.g. eXe and Reload) that will lead to all teachers become Learning Objects authors and share these LO in Repositories, all this failed, like previously HyperCard, Toolbook and others. We need to know a little bit of many different technologies so we can mobilize this knowledge when a situation requires it: integrate e‐learning technologies in the classroom, not a flipped classroom, just simple tools. Lecture capture, mobile phones and smartphones, pocket size camcorders, VoIP, VLE, live video broadcast, screen sharing, free services for collaborative work, save, share and sync your files. Do not feel stressed to use everything, every time. Just because we have a whiteboard does not mean we have to make it the centre of the classroom. Start from where you are, with your preferred subject and the tools you master. Them go slowly and try some new tool in a non‐formal situation and with just one or two students. And you don’t need to be alone: subscribe a mailing list and share your thoughts with other teachers in a dedicated forum, even better if both are part of a community of practice, and share resources. We did that for music teachers and it was a success, in two years arriving at 1.000 members. Just do it.

Enhancing reflexivity and technology in translation learning: case study on the use of ePortfolio as a training environment

In this paper we describe a casestudy of an experiment on how reflexivity and technology can enhance learning, by using ePorfolios as a training environment to develop translation skills. Translation is today a multiskilled job and translators need to assure their clients a good performance and quality, both in language and in technology domains. In order to accomplish it, for the translator all the tasks and processes he develops appear as crucial, being pretranslation and posttranslation processes equally important as the translation itself, namely as far as autonomy, reflexive and critical skills are concerned. Finally, the need and relevance for collaborative tasks and networks amongst virtual translation communities, led us to the decision of implementing ePortfolios as a tool to develop the requested skills and extend the use of Internet in translation, namely in terminology management phases, for the completion of each task, by helping students in the management of the projects deadlines, improving their knowledge on the construction and management of translation resources and deepening their awareness about the concepts related to the development and usability of ePorfolios.

Learning management systems usage on higher education institutions

Learning Management Systems (LMS) are used all over Higher Education Institutions (HEI) and the need to know and understand its adoption and usage arises. However, there is a lack of information about how LMSs are being used, which are the most adopted, whether there is a country adoption standard and which countries use more LMSs. A research team is developing a project that tries to fill this lack of information and provide the needed answers. With this purpose, on a first phase, it a survey was taken place. The results of this survey are presented in this paper. Another purpose of this paper is to disseminate the ongoing project.

Formação combinada: reutilizando learning objects

O uso crescente da Internet (World Wide Web), e das suas potencialidades tecnológicas têm contribuído para uma proliferação de ambientes de ensino/aprendizagem, baseados em Tecnologia. A comunidade científica reúne consenso quanto às vantagens da reutilização de conteúdos de aprendizagem e à adopção de standards com vista à interoperabilidade entre conteúdos/objectos partilháveis e plataformas. Este artigo tem como objectivo reflectir sobre o desenvolvimento de uma metodologia de ensino combinada de aprendizagem com recurso a Learning Objects, no âmbito do trabalho de doutoramento.

Thinking over b‐learning strategy: the MIPO model approach

This article describes the main research results in a new methodology, in which the stages and strategies of the technology integration process are identified and described. A set of principles and recommendations are therefore presented. The MIPO model described in this paper is a result of the effort made regarding the understanding of the main success features of good practices, in the web environment, integrated in the information systems/information technology context. The initial model has been created, based on experiences and literature review. After that, it was tested in the information and technology system units at higher school and also adapted as a result of four cycles of an actionresearch work combined with a case study research. The information, concepts and procedures presented here give support to teachers and instructors, instructional designers and planning teams – anyone who wants to develop effective b‐learning instructions.

A Game of learning: a b-activity

Th The purpose of this article is to share the implementation of workgroup activities: a game of learning supported by web technology; Effective educational strategies that encourage a dynamic combination of being flexible, individualized and personalized must be the aim of every school; The blended-learning plays an important role; In this article we describe an online collaborative game which uses an inside and outside collaboration in order to promote the motivation and effective learning; Pedagogical strategies, that use technologies appropriately, in higher education, can promote active learning, centered on students and thus valuing their personal experiences and participation;

Estudo da resposta de um dosímetro eletrónico individual

Introdução – A monitorização da exposição ocupacional a doses de radiação ionizante pode ser complementada por dosímetros eletrónicos individuais que permitem uma leitura direta da dose de radiação recebida. Dada a dependência energética e de débito de dose já reportada para estes dosímetros, este trabalho pretende determinar a linearidade da resposta de um dosímetro eletrónico individual e estudar o comportamento da sua resposta em função da energia de radiação e do débito de dose. Metodologia – Para estudar a dependência da energia da radiação do dosímetro eletrónico pessoal Vertec Bleeper Sv procedeu‑se à sua irradiação com um equivalente de dose individual, Hp(10), de 500 μSv de radiação gama do Cobalto – 60 (60C) e Césio – 137 (137Cs) e das qualidades de radiação X da série Narrow (N): N‑30, N‑40, N‑60, N‑80, N‑100 e N‑120. Para investigar a dependência da resposta em função do débito de dose aplicaram‑se à ampola de raios X as intensidades de corrente elétrica de 1 mA, 5 mA, 10 mA, 15 mA e 20 mA. Resultados – Não existe uma relação entre a resposta do detetor e a energia de radiação a que este é exposto. Ocorre uma subestimação superior a 50% na grandeza medida para energias inferiores a 33 keV, mas ostenta uma medida relativamente linear da grandeza Hp(10) para doses inferiores a 100 μSv. Também se constata que, à medida que o débito de dose aumenta, existe uma diminuição na resposta do dosímetro. O menor decréscimo na resposta deste dosímetro eletrónico individual dá‑se para as qualidades de radiação N‑30 (1,1%), N‑40 (4,1%) e N‑120 (20,0%). Conclusão – Verifica‑se que a resposta do dosímetro individual Vertec Bleeper Sv depende fortemente da energia da radiação e do débito de dose. ABSTRACT: Introduction – The measurement of occupational exposure to radiation doses can be completed with an electronic personal dosemeter that allows a direct reading and alarm function of the received radiation dose. Due to the energy and dose rate dependence already reported for this type of dosemeter, it is intended, with this work, to determine the response linearity of an Electronic Personal Dosemeter and to study its response behavior to the dose rate and radiation energy. Methodology – The electronic personal dosemeter Vertec Bleeper Sv energy dependency was evaluated by its irradiation with 500 μSv from the radionuclides Cobalt – 60 (60C) and Cesium – 137 (137Cs) as well as by the radiation qualities of the Narrow (N) series: N‑30, N‑40, N‑60, N‑80, N‑100 e N‑120. To investigate the dose rate dependency, the intensities of electric current of 1 mA, 5 mA, 10 mA, 15 mA and 20 mA were applied to the X‑ray tube. Results – There is no relationship between the response of the detector and the radiation energy. For energies below 33 keV there is an underestimation over 50% of the radiation dose measured but the detector presents a linear response for energies under 100 μSv. A dependency on the dose rate is perceived since as the dose rate increases, the response of the individual monitor decreases. There is a smaller decrease for the radiation qualities of N‑30 (1.1%), N‑40 (4.1%) and N‑120 (20.0%). Conclusion – It is concluded that there is a strong dependence of radiation energy and dose rate on the response of an electronic personal dosemeter.

Challenges for e-learning and adult students in higher education

This article examines Lifelong Learning, from the perspective of the adult learner in higher education, by presenting some of the results of a project, funded by the European Commission's Socrates Programme, LIHE, Learning in Higher Education. It is structured as follows: first, the background of the project is described, then the experiences of the adult student, concerning their induction and tuition, are presented. Some future trends concerning adults in higher education and lifelong learning are outlined and conclusions drawn.

Building a knowledge and learning society in Portugal: adult students in technological schools and higher education institutions

Lifelong learning (LLL) has received increasing attention in recent years. It implies that learning should take place at all stages of the “life cycle and it should be life-wide, that is embedded in all life contexts from the school to the work place, the home and the community” (Green, 2002, p.613). The ‘learning society’, is the vision of a society where there are recognized opportunities for learning for every person, wherever they are and however old they happen to be. Globalization and the rise of new information technologies are some of the driving forces that cause depreciation of specialised competences. This happens very quickly in terms of economic value; consequently, workers of all skills levels, during their working life, must have the opportunity to update “their technical skills and enhance general skills to keep pace with continuous technological change and new job requirements” (Fahr, 2005, p. 75). It is in this context that LLL tops the policy agenda of international bodies, national governments and non-governmental organizations, in the field of education and training, to justify the need for LLL opportunities for the population as they face contemporary employability challenges. It is in this context that the requirement and interest to analyse the behaviour patterns of adult learners has developed over the last few years

Learning in higher education: the ISEGI case

Comunicação apresentada na IRMA Information Resources Management Association International Conference, San Diego, CA, 15 19 May