"Saber escrever, saber falar": a escrita criativa nas aulas de espanhol

Relatório de estágio de mestrado em Ensino de Português no 3º Ciclo do Ensino Básico e no Ensino Secundário e de Espanhol nos Ensinos Básico e Secundário

"Construir(-se) com palavras": a escrita criativa no desenvolvimento da competência estratégica na aula de língua estrangeira

Relatório de estágio de mestrado em Ensino de Inglês e de Espanhol no 3ºciclo do Ensino Básico e Ensino Secundário

(Des)construindo práticas de escrita na aula de língua estrangeira com recurso às TIC

Relatório de estágio de mestrado em Ensino de Inglês e de Espanhol no 3º Ciclo do Ensino Básico e no Ensino Secundário

Dentro e fora da sala de aula: espaços articulados de promoção da oralidade

Relatório de estágio de mestrado em Ensino de Inglês e de Espanhol no 3º Ciclo do Ensino Básico e no Ensino Secundário

A multiaplicabilidade do lúdico na aula de ELE: da motivação à aprendizagem

Relatório de estágio de mestrado em Ensino de Português no 3º Ciclo do Ensino Básico e Secundário e de Espanhol nos Ensinos Básico e Secundário

Internet com a laboratori virtual dins de l'ensenyament d'Enginyeria de Materials

L’objectiu principal d’aquest projecte és seleccionar i exposar una sèrie de recursos disponibles a Internet, que permetin complementar o facilitar l’aprenentatge dels continguts de la titulació d’Enginyeria de Materials. Al llarg del treball es presenten un total de 124 animacions de diferents temàtiques. La majoria d’elles provenen de pàgines web d’universitats i centres involucrats en l’estudi de materials. També s’exposa una animació d’elaboració pròpia, així com el fonament teòric en què es basa. Cal destacar que l’ús d’applets en l’ensenyament d’Enginyeria de Materials no implica una despesa econòmica extra, i que està d’acord amb les directrius de generar els mínims residus i de fomentar la reducció en origen, establertes en el Pla d’Acció Local per a la Sostenibilitat de la UAB. Gràcies també a la facilitat d’ús, els applets tenen un futur prometedor en l’ensenyament de moltes matèries.

Advanced trauma life support, 8th edition, the evidence for change.

The American College of Surgeons Committee on Trauma's Advanced Trauma Life Support Course is currently taught in 50 countries. The 8th edition has been revised following broad input by the International ATLS subcommittee. Graded levels of evidence were used to evaluate and approve changes to the course content. New materials related to principles of disaster management have been added. ATLS is a common language teaching one safe way of initial trauma assessment and management.

OER in Portugal as agent of curriculum innovation and technological change. Inducing practices of "new" teaching standards

This research project aimed the following goal: promote the creation, use and disclosure of OER in a Group of Schools, involving schools and teachers from different learning levels, expecting to test and validate the use of OER, in a learning-teaching model towards curricular innovation. Defining as a starting point different subjects and teachers from distinct academic areas, we have implemented a set of activities leading to the creation of OER supported, when possible, in FLOSS tools. We adopted an action research methodology with a dual purpose: to act within a community of teachers and students, while increasing at the same time their knowledge, as well as the researcher's. The activity was developed cooperatively in order to process a certain reality of the teaching-learning process, through practical/reflective action towards it and inducing its implementation by others in the Portuguese School System, based on the production and sharing OER.

Desencuentros comunicativos dentro y fuera del aula L2 para inmigrantes adultos

In the past few years, the studies on communicative troubles emerging in intercultural communication highlight cultural differences. Some disciplines have created training guides where those differences are made explicit so that in the case of international communication misunderstandings are avoided. Examples can be found in non-verbal communication protocols for health services and in the business world. In this regard the field of second-language teaching is beginning to include the socio-pragmatic features of language in the teaching materials. For this reason, this dissertation attempts to describe the communicative conflicts that arise in conversation between immigrants and natives in the city of Barcelona. Thanks to the theoretical and methodological tools provided by Conversation Analysis and Discourse Analysis, we can ethnographically analyze the interviews held with the informants, and the interactions they had with Barcelonan people, by taking into account the linguistic and paralinguistic features which are salient in the interaction (Gumperz y Roberts, 1991; Gumperz, 1992; Hérédia, 1996 y Trognon y Saint-Dizier, 1999). For this purpose, we first examine the causes that produce the conflict as well as the consequences that derive from it. Second, we describe the strategies that the speakers use in the negotiation of the meaning that generated the misunderstanding. Although it is obvious that the nature of the conversations, the personal characteristics of the participants and the context of the conversations have a noticeable influence on the participants’ communicative attitudes (Hinnenkamp, 1987; Codó, 2003; van Dijk, 2003 y Bertrán, 2009), there are somemisunderstandings that none of the interlocutors are able to detect or solve. The results show that not all of the misunderstandings that emerge in intercultural communication have a negative effect and, therefore, its usage in the L2 teaching classroom is essential for acquiring socio-cultural and intercultural competence (Miquel, 1997; Oliveras, 2000 y Miquel y Sans 2004).

The Role of Parliaments in European foreign policy

This book addresses the debate on the democratic deficit of European foreign and defence policies. This debate revolves around two dimensions. The first one has to do with the accountability of CFSP institutions. Is the current degree of parliamentary oversight of these policies the most appropriate? Has the disengagement of national parliaments regarding European foreign policy been counterbalanced by giving sufficient powers to the European Parliament? And, regarding the European Security and Defence Policy (ESDP), are national parliaments effectively controlling it? The second dimension of the debate is related to the wider question of whether the European Parliament is capable of legitimising EU policy outcomes. In the absence of a Europe-wide demos and of a true party system, what interests do Members of the European Parliament (MEPs) represent when dealing with foreign policy issues? Are there transnational cleavages in foreign policy or are they mainly national? Furthermore, is the European Parliament developing a transnational, autonomous stance on foreign policy issues, different from that of the Council or the Commission? The present volume is the result of the 2nd Meeting of the FORNET Working Group on “Evolution and Accountability of CFSP Institutions” organised by the Observatory of European Foreign Policy (Research line of the Institut Universitari d’Estudis Europeus), which took place in Barcelona, the 4 and 5 March 2005.

Effective Structural Concrete Repair, Volume 3 of 3, Evaluation of Repair Materials for Use in Patching Damaged Concrete, March 2004

Structural concrete is one of the most commonly used construction materials in the United States. However, due to changes in design specifications, aging, vehicle impact, etc. – there is a need for new procedures for repairing concrete (reinforced or pretressed) superstructures and substructures. Thus, the overall objective of this investigation was to develop innovative cost effective repair methods for various concrete elements. In consultation with the project advisory committee, it was decided to evaluate the following three repair methods: • Carbon fiber reinforced polymers (CFRPs) for use in repairing damaged prestressed concrete bridges • Fiber reinforced polymers (FRPs) for preventing chloride penetration of bridge columns • Various patch materials The initial results of these evaluations are presented in this three volume final report. Each evaluation is briefly described in the following paragraphs. A more detailed abstract of each evaluation accompanies the volume on that particular investigation.

Surface deterioration of dental materials after simulated toothbrushing in relation to brushing time and load.

OBJECTIVES: (1) To evaluate the changes in surface roughness and gloss after simulated toothbrushing of 9 composite materials and 2 ceramic materials in relation to brushing time and load in vitro; (2) to assess the relationship between surface gloss and surface roughness. METHODS: Eight flat specimens of composite materials (microfilled: Adoro, Filtek Supreme, Heliomolar; microhybrid: Four Seasons, Tetric EvoCeram; hybrid: Compoglass F, Targis, Tetric Ceram; macrohybrid: Grandio), two ceramic materials (IPS d.SIGN and IPS Empress polished) were fabricated according to the manufacturer's instructions and optimally polished with up to 4000 grit SiC. The specimens were subjected to a toothbrushing (TB) simulation device (Willytec) with rotating movements, toothpaste slurry and at three different loads (100g/250g/350g). At hourly intervals from 1h to 10h TB, mean surface roughness Ra was measured with an optical sensor and the surface gloss (Gl) with a glossmeter. Statistical analysis was performed for log-transformed Ra data applying two-way ANOVA to evaluate the interaction between load and material and load and brushing time. RESULTS: There was a significant interaction between material and load as well as between load and brushing time (p<0.0001). The microhybrid and hybrid materials demonstrated more surface deterioration with higher loads, whereas with the microfilled resins Heliomolar and Adoro it was vice versa. For ceramic materials, no or little deterioration was observed over time and independent of the load. The ceramic materials and 3 of the composite materials (roughness) showed no further deterioration after 5h of toothbrushing. Mean surface gloss was the parameter which discriminated best between the materials, followed by mean surface roughness Ra. There was a strong correlation between surface gloss and surface roughness for all the materials except the ceramics. The evaluation of the deterioration curves of individual specimens revealed a more or less synchronous course suspecting hinting specific external conditions and not showing the true variability in relation to the tested material. SIGNIFICANCE: The surface roughness and gloss of dental materials changes with brushing time and load and thus results in different material rankings. Apart from Grandio, the hybrid composite resins were more prone to surface changes than microfilled composites. The deterioration potential of a composite material can be quickly assessed by measuring surface gloss. For this purpose, a brushing time of 10h (=72,000 strokes) is needed. In further comparative studies, specimens of different materials should be tested in one series to estimate the true variability.

Staphylococcal biofilm formation on the surface of three different calcium phosphate bone grafts: a qualitative and quantitative in vivo analysis.

Differences in physico-chemical characteristics of bone grafts to fill bone defects have been demonstrated to influence in vitro bacterial biofilm formation. Aim of the study was to investigate in vivo staphylococcal biofilm formation on different calcium phosphate bone substitutes. A foreign-body guinea-pig infection model was used. Teflon cages prefilled with β-tricalcium phosphate, calcium-deficient hydroxyapatite, or dicalcium phosphate (DCP) scaffold were implanted subcutaneously. Scaffolds were infected with 2 × 10(3) colony-forming unit of Staphylococcus aureus (two strains) or S. epidermidis and explanted after 3, 24 or 72 h of biofilm formation. Quantitative and qualitative biofilm analysis was performed by sonication followed by viable counts, and microcalorimetry, respectively. Independently of the material, S. aureus formed increasing amounts of biofilm on the surface of all scaffolds over time as determined by both methods. For S. epidermidis, the biofilm amount decreased over time, and no biofilm was detected by microcalorimetry on the DCP scaffolds after 72 h of infection. However, when using a higher S. epidermidis inoculum, increasing amounts of biofilm were formed on all scaffolds as determined by microcalorimetry. No significant variation in staphylococcal in vivo biofilm formation was observed between the different materials tested. This study highlights the importance of in vivo studies, in addition to in vitro studies, when investigating biofilm formation of bone grafts.

Promoção da língua portuguesa no mundo : hipótese de modelo estratégico

De successifs Gouvernements du Portugal, Organisations du Gouvernement Portugais et ses représentants légitimes, non mal de fois, s’affolent à associer la Langue Portugaise non seulement à l’identité Nationale mais aussi comme un moyen de reconnaissance internationale du pays, liée à une vision plus élargie reliée au concept géolinguistique et géopolitique de Lusophonie. Un concept particulièrement important et opératif qu’il est assimilé à l’image d’autres langues de présence globale ou, du moins, comme des langues de communication international intercontinental – comme les pays Anglophones, Spanophones et Francophones -. Le but, est celui de promouvoir l’usage international de la langue portugaise aussi que le développement économique et social des huit pays rassemblés à la Communauté des Pays de Langue Portugaise (CPLP). Cette étude, essaye de trouver les relations entre le discours officiel diffusé et les programmes de chaque Gouvernement depuis 1974. Une recherche sur la promotion, diffusion et/ou défense de la langue portugaise soit en temps que PLE (Portugais Langue Étrangère), soit en temps que dans le domaine de l’usage de la Langue Portugaise dans les différents Forums Internationaux dont le Portugal et les autres pays de langue portugaise font partie. Les discours et les documents officiels nous présentent toujours la promotion et diffusion de la langue comme une priorité, un impératif national, il est donc aussi impératif de confronter tous ces mots, dits et écrits, avec la réalité de l’action politique, voir, la politique de la langue effectivement mise en place, par les successifs gouvernements.

Referencial para o ensino em português língua segunda em Cabo Verde no contexto da oficialização da língua cabo-verdiana

A qualidade do ensino depende da língua em que é ministrado, conforme o domínio que dela têm os aprendentes. Historicamente, nas escolas de Cabo Verde, o Português tem sido a língua veicular e de alfabetização e é assumido como instrumento de comunicação escrita e meio de acesso a diferentes áreas de saber, já que usufrui do estatuto de língua recomendada para o ensino das diferentes disciplinas. No entanto, a UNESCO recomenda ou reconhece que o ensino deve ser iniciado e/ou realizado em língua materna, de acordo com a Declaração Universal dos Direitos Linguísticos. Todavia, a Língua Cabo-Verdiana (LCV), que tem o estatuto de Língua materna (LM), é ainda predominantemente oral, embora seja utilizada à escala nacional, a nível do quotidiano. A LCV ainda não é ensinada nas escolas, pelo que a instituição de um modelo de ensino que favoreça a situação actual de Cabo Verde exige uma complexa e reflectida decisão a tomar pelas autoridades educativas. O ensino será ministrado na Língua Cabo-Verdiana? Continuará a sê-lo em Português, como se fosse língua materna, ou como língua estrangeira, língua segunda? Ou será melhor um ensino bilingue? As respostas a estas e outras questões serão procuradas junto dos professores do Ensino Básico, alguns do Secundário que ensinam em Cabo Verde e altos responsáveis pelo sistema educativo caracterizarão o ensino, a língua de ensino no processo pedagógico, a hipótese de introdução da língua materna. É nossa perspectiva reunir ideias que justifiquem a proposta de um planeamento educativo, onde sobressaem aspectos relacionados com a escolha de língua (s) de ensino, visando introduzir melhoria na qualidade das aprendizagens, de modo a satisfazer as necessidades do país.