Visible Difference, Stigmatising Language(s) and the Distinctive Construction of Prejudices against Others in Leeds and Warsaw

The chapter argues that language and cultural communication matter in a transnational world and that the transmission of prejudices against minorities has to be closely analysed while contextualising national histories with minorities. Looking at two spatial sites (Leeds and Warsaw) and analysing interview material that was drawn from a larger study, the authors discuss the way local people address difference particularly through the axes of gendered ethnicity (Muslim men) and gendered class (male underclass). It explores how the same categories of difference are discursively produced in Poland and the UK/ England; to what degree they differ or overlap.

Nursing training in Brazil and in Portugal: similarities and specificities

Objective: To identify similarities/specificities in the nursing training in Brazil and in Portugal. This is a documentary research conducted in two higher education institutions, in January 2013. Method: It was focused on the National Curriculum Guidelines and on the Bologna Process. Results: Common points: objectives and profile of the newly-trained nurses grounded on competencies; teaching of education in/for health. Brazilian specificity: universal admission; three disciplines focused on research; mandatory discipline related to elderly care; two optional disciplines: Alternative therapies and Brazilian Language of Signs; insertion of complementary activities, actions in teaching/research/extension; basis of teaching: compliance with the Brazilian Unified Health System. Portuguese Specificity: admission with regionalized medical certificate; grounded on the European Credit Transfer and Accumulation System; compulsory disciplines: Clinical Reasoning in Nursing; Family Nursing; Development throughout life; Rehabilitative Nursing and Prospects of development of the Nursing; two optional disciplines: entrepreneurship and arts; basis of teaching: clinical teaching. Conclusions: There are similarities and specificities between the surveyed courses.

Nursing training in Brazil and in Portugal: similarities and specificities

Objective: To identify similarities/specificities in the nursing training in Brazil and in Portugal. This is a documentary research conducted in two higher education institutions, in January 2013. Method: It was focused on the National Curriculum Guidelines and on the Bologna Process. Results: Common points: objectives and profile of the newly-trained nurses grounded on competencies; teaching of education in/for health. Brazilian specificity: universal admission; three disciplines focused on research; mandatory discipline related to elderly care; two optional disciplines: Alternative therapies and Brazilian Language of Signs; insertion of complementary activities, actions in teaching/research/extension; basis of teaching: compliance with the Brazilian Unified Health System. Portuguese Specificity: admission with regionalized medical certificate; grounded on the European Credit Transfer and Accumulation System; compulsory disciplines: Clinical Reasoning in Nursing; Family Nursing; Development throughout life; Rehabilitative Nursing and Prospects of development of the Nursing; two optional disciplines: entrepreneurship and arts; basis of teaching: clinical teaching. Conclusions: There are similarities and specificities between the surveyed courses.

Language anxiety in English teachers during their teaching practice

Este estudo explora a influência da ansiedade linguística em futuros professores de Inglês em situação de prática pedagógica. Setting the Scene descreve o aumento de interesse pela ansiedade linguística por parte dos investigadores no contexto da aprendizagem e do ensino, e a relevância desta questão para professores estagiários fazendo a transição de aluno para professor. O autor também considera a sua própria experiência de ansiedade – enquanto estudante e investigador – de modo a gerar um maior entendimento desta emoção complexa. O Capítulo 1 da Parte 1 descreve como o afecto na aprendizagem e na investigação da língua tem vindo a ser um factor preponderante no interesse mais alargado sobre as emoções em contextos educacionais. A recente influência da teoria social na aquisição de uma segunda língua e como esta pode ajudar a repensar a investigação das emoções é discutida antes do final do capítulo, onde se examina ainda como as emoções são expressas na comunicação e interacção. O Capítulo 2 concentra-se na ansiedade na aprendizagem da língua e em como o peso da noção em contexto social alargado tem provavelmente influenciado uma abordagem dominantemente de cariz positivista na investigação sobre a ansiedade linguística. Controvérsias e variáveis da personalidade relacionadas com a ansiedade linguística são discutidas, considerando-se a possibilidade de novas direcções para a investigação. A prática pedagógica é vista como um campo fértil de investigação sobre a ansiedade linguística em estagiários, com estilos de supervisão e discursos – nomeadamente estratégias de delicadeza e de mitigação – sendo considerados influências importantes na experiência desta emoção. O Capítulo 3 da Parte 2 detalha a abordagem etnográfica e etnometodológica do estudo e o procedimento de investigação em si. Os dados foram recolhidos em três momentos distintos. Primeiro, através de inquéritos aplicados aos estagiários antes do começo do estágio. Numa segunda fase, durante o estágio, os dados principais foram recolhidos através das aulas e duma entrevista semi-estruturada com os estagiários, ambas vídeo gravadas, e dos encontros de pós-observação áudio-gravados. Os dados subsidiários recolhidos nesta mesma fase incluem reflexões escritas e dossiers dos estagiários, observações escritas das aulas do investigador e o relatório intercalar dos professores supervisor e cooperante. Na última fase, posterior às aulas, a recolha dos dados principais foi realizada através de uma vídeo gravação da reunião de avaliação final com todos os participantes e de stimulated recall protocols com cada professor estagiário. O Capítulo 4 é predominantemente uma análise qualitativa de discurso, utilizando categorias de análise para identificar sinais de ansiedade emergentes dos dados. Os resultados mostram que um dos estagiários pode ser caracterizado como tendo uma experiência de ansiedade mais debilitadora, outro uma ansiedade mais facilitadora, enquanto a experiência do terceiro é menos pronunciada e mais difícil de caracterizar. Sinais e fontes múltiplos e complexos de ansiedade foram identificados mas as próprias autoimagens dos sujeitos como professores de Inglês, construídas em interacção ao longo do estágio, estão no centro desta experiência emocional. O Capítulo 5 considera as implicações e as conclusões deste estudo. São dadas indicações para a relação estagiário-supervisor e quanto aos estilos do supervisor no quadro da prática pedagógica assim como sugestões para que a ansiedade linguística seja explicitamente abordada na formação em supervisão. Finalmente, é ponderada se a experiência da ansiedade linguística destas estagiárias e as suas fontes têm ou não implicações na formação dos alunos de línguas.

Autonomy in English language learning: a case study

The main goal of this study was to analyse the development of a pedagogy for autonomy tuned to the current situation in which Higher Education finds itself, namely of implementation of the Bologna Process in Europe, and in particular at the Escola Superior Agrária of the Polytechnic School at Coimbra. For this purpose new course units were created, new descriptors written, new materials developed and new methodologies tried. A case study was undertaken to observe and analyse the changes the institution was undergoing and to assess the impact of the new methodologies, particularly regarding the development of student autonomy. The target population for this study were the first year students on the Biotechnology degree in the year 2007/2008, to whom a battery of tests were applied, namely proficiency tests, belief tests, metacognitive tests, as well as methods of ethnographic research. The study relied on the European Framework of Reference for Languages and the European Language Portfolio to establish recognised levels and competences, and employed the portfolio as its main tool for measuring student autonomy. This portfolio was simultaneously biographical and descriptive and was organised by the students in their own time. Great incentive was given to this independent work. The ethnographic component of the study was of significant importance being given to students learning histories and to the collection of students’ reflections. This component aimed in particular to allow students the opportunity to express their thoughts on the experience they underwent during 20 weeks. From the analysis of the data, a significant improvement in self-confidence and motivation for lifelong learning is observable in the development of multiple tasks. Regarding the students’ progression towards proficiency, this improvement is less clear, but the final results of educational success were generally of great relevance.

English picturebook illustrations and language development in early years education

Este estudo investiga a influência da interação imagem-texto de três álbuns ilustrados de língua inglesa no desenvolvimento do repertório linguístico de crianças pré-leitoras. Numa metodologia de estudo de caso, adotando uma abordagem qualitativa e socio construtivista num contexto real de educação pré-escolar, três grupos de crianças portuguesas foram filmados ao longo de várias sessões de leitura repetida em voz alta e em inglês, e de sessões de recontos trabalhados em pequenos grupos. Após a transcrição das gravações, o corpus resultante foi analisado com base numa teoria fundamentada de compreensão literária e em escalas de leitura emergente. Os resultados mostraram que as crianças adotaram uma postura fortemente analítica face aos álbuns, direcionando as suas respostas para as ilustrações e usando-as como apoio na construção de significados. Os resultados mostraram também que cada interanimação visual e verbal ofereceu diversas oportunidades para o uso das línguas em presença, o português e o inglês, tendo o formato e a estrutura inerentes a cada álbum contribuído de forma muito relevante para as respostas das crianças. Contudo, os álbuns com uma dinâmica imagem-texto mais complexa proporcionaram um maior envolvimento das crianças, provocando mais discussão em torno das ilustrações e criando mais oportunidades para mediação do uso da segunda língua. Os resultados revelaram ainda a importância da interação durante as leituras repetidas, na compreensão e na análise narrativa, num processo de desenvolvimento da linguagem. Com base nestes resultados, apontam-se conclusões, com implicações para os contextos educativos, quer ao nível da língua materna, quer ao nível da segunda língua, nomeadamente em relação: à seleção de álbuns e à valorização das ilustrações e ainda à importância de leituras repetidas em voz alta e à discussão realizada pelas crianças.

Numerical Modelling of Hydrodynamic Changes Induced by a Jetty Extension: the Case of Ria de Aveiro (Portugal)

Tidally induced currents in estuarine flows are usually modulated by the tidal regime and respond differently to changes imposed to its natural propagation due to geomorphologic alterations. Some of these changes are due to the implementation of heavy engineering works, most of the times imposed by navigation needs associated with harbours growth. The main purpose of this study is to evaluate the hydrodynamic response of Ria de Aveiro to an alteration on the present geometry of its inlet, which was artificially delimited in 1808 through the construction of two jetties. In order to provide access to deeper draft vessels to the Aveiro harbour, its Administration intends to create better conditions for navigation through the extension by 200 m of the north jetty. A bidimensional hydrodynamic model SIMSYS2D was used in this study to simulate two distinct situations: the actual Ria de Aveiro configuration (2009), which is used as reference, and other including the future inlet configuration with the jetty extension. Several simulations were performed, using both bathymetries and considering extreme tidal conditions as forcing on the model oceanic open boundary. The tidal prism at the lagoon mouth and at the main lagoon channels was determined. Values of sea surface elevation and horizontal current velocity were comparatively analyzed as well as harmonic analysis results. The results for the projected inlet increase comparatively to those for the present configuration, although the differences found are not significant for most of the cases analyzed. More studies should be performed in order to clarify the long term impact of these works on the lagoon hydrodynamics.

Model of access to natural language sources in electronic government

For the actual existence of e-government it is necessary and crucial to provide public information and documentation, making its access simple to citizens. A portion, not necessarily small, of these documents is in an unstructured form and in natural language, and consequently outside of which the current search systems are generally able to cope and effectively handle. Thus, in thesis, it is possible to improve access to these contents using systems that process natural language and create structured information, particularly if supported in semantics. In order to put this thesis to test, this work was developed in three major phases: (1) design of a conceptual model integrating the creation of structured information and making it available to various actors, in line with the vision of e-government 2.0; (2) definition and development of a prototype instantiating the key modules of this conceptual model, including ontology based information extraction supported by examples of relevant information, knowledge management and access based on natural language; (3) assessment of the usability and acceptability of querying information as made possible by the prototype - and in consequence of the conceptual model - by users in a realistic scenario, that included comparison with existing forms of access. In addition to this evaluation, at another level more related to technology assessment and not to the model, evaluations were made on the performance of the subsystem responsible for information extraction. The evaluation results show that the proposed model was perceived as more effective and useful than the alternatives. Associated with the performance of the prototype to extract information from documents, comparable to the state of the art, results demonstrate the feasibility and advantages, with current technology, of using natural language processing and integration of semantic information to improve access to unstructured contents in natural language. The conceptual model and the prototype demonstrator intend to contribute to the future existence of more sophisticated search systems that are also more suitable for e-government. To have transparency in governance, active citizenship, greater agility in the interaction with the public administration, among others, it is necessary that citizens and businesses have quick and easy access to official information, even if it was originally created in natural language.

A Web 2.0 e a escrita no 3º ciclo do ensino básico: a utilização do blogue

A crescente dinamização de blogues no contexto escolar português, resultante das mais-valias e dos respetivos incentivos à utilização de ferramentas tecnológicas da Web 2.0, assumiu uma prática frequente a partir dos inícios do século XXI. Uma rápida pesquisa na Internet permite-nos verificar um número considerável de blogues usados na lecionação do Português, bem como uma diversidade no que diz respeito a propósitos e finalidades de utilização. Com a nossa investigação pretendemos estudar de que forma se processa o ensino-aprendizagem da Língua Portuguesa/Português em alunos do 3.º Ciclo do Ensino Básico (CEB), através do recurso a esta ferramenta, colocando o foco de análise no domínio da escrita. Procuramos percecionar as motivações e as dinâmicas privilegiadas e recorrentes na utilização pedagógica dos blogues no âmbito do ensino-aprendizagem da escrita a alunos do 3.º CEB. O nosso percurso de investigação foi delineado de acordo com duas fases de atuação. Numa primeira, fizemos um levantamento de “blogues estratégia” associados à prática docente da disciplina de Português no 3.º CEB, optando, nesta etapa, por uma análise quantitativa. A pesquisa e o contacto mais aprofundado que fomos fazendo conduziram-nos à definição de critérios de seleção e à construção e reformulação de uma grelha de identificação e caracterização geral dos blogues, que nos orientou nesta recolha. Elaborámos e aplicámos também um questionário a professores dinamizadores de blogues no âmbito do nosso trabalho que permitiu o alargamento do nosso corpus documental, bem como definir outros elementos para posterior análise. Tendo em conta a diversidade de objetivos e finalidades, muitas vezes referidos nos próprios blogues, optámos por definir três categorias, de forma a favorecer a recolha e a amostra no âmbito no nosso trabalho, designadamente “Blogue Cartolina", “Blogue Turma” e “Blogue Projeto”. Numa segunda fase, e depois da seleção dos posts no âmbito do ensinoaprendizagem da escrita que fazem parte da nossa base documental, partimos para uma análise mais aprofundada do conteúdo publicado. Para tal, elaborámos uma segunda grelha com indicadores para recolha de dados, tendo definido quatro práticas de escrita (Divulgação, Solicitação, Reformulação e Partilha), e uma terceira grelha, com tipos de interação, para uma análise da participação através de comentários que se desencadeia a partir das publicações. No fundo, o nosso propósito consistiu em aferir a organização e as dinâmicas de funcionamento dos “blogues estratégia” ligados ao ensino-aprendizagem da escrita do 3.º Ciclo do Ensino Básico e, neste sentido, percecionarmos de que forma estas funcionalidades tecnológicas poderão contribuir para o desenvolvimento da escrita junto dos alunos.

Extension of electrochemically active sites in SOFCs and SOECs

Solid oxide fuel (SOFCs) and electrolyzer (SOECs) cells have been promoted as promising technologies for the stabilization of fuel supply and usage in future green energy systems. SOFCs are devices that produce electricity by the oxidation of hydrogen or hydrocarbon fuels with high efficiency. Conversely, SOECs can offer the reverse reaction, where synthetic fuels can be generated by the input of renewable electricity. Due to this similar but inverse nature of SOFCs and SOECs, these devices have traditionally been constructed from comparable materials. Nonetheless, several limitations have hindered the entry of SOFCs and SOECs into the marketplace. One of the most debilitating is associated with chemical interreactions between cell components that can lead to poor longevities at high working temperatures and/or depleted electrochemcial performance. Normally such interreactions are countered by the introduction of thin, purely ionic conducting, buffer layers between the electrode and electrolyte interface. The objective of this thesis is to assess if possible improvements in electrode kinetics can also be obtained by modifying the transport properties of these buffer layers by the introduction of multivalent cations. The introduction of minor electronic conductivity in the surface of the electrolyte material has previously been shown to radically enhance the electrochemically active area for oxygen exchange, reducing polarization resistance losses. Hence, the current thesis aims to extend this knowledge to tailor a bi-functional buffer layer that can prevent chemical interreaction while also enhancing electrode kinetics.The thesis selects a typical scenario of an yttria stabilized zirconia electrolyte combined with a lanthanide containing oxygen electrode. Gadolinium, terbium and praseodymium doped cerium oxide materials have been investigated as potential buffer layers. The mixed ionic electronic conducting (MIEC) properties of the doped-cerium materials have been analyzed and collated. A detailed analysis is further presented of the impact of the buffer layers on the kinetics of the oxygen electrode in SOFC and SOEC devices. Special focus is made to assess for potential links between the transport properties of the buffer layer and subsequent electrode performance. The work also evaluates the electrochemical performance of different K2NiF4 structure cathodes deposited onto a peak performing Pr doped-cerium buffer layer, the influence of buffer layer thickness and the Pr content of the ceria buffer layer. It is shown that dramatic increases in electrode performance can be obtained by the introduction of MIEC buffer layers, where the best performances are shown to be offered by buffer layers of highest ambipolar conductivity. These buffer layers are also shown to continue to offer the bifunctional role to protect from unwanted chemical interactions at the electrode/electrolyte interface.

Secure Tropos: A Security-Oriented Extension of the Tropos methodology

Although security plays an important role in the development of multiagent systems, a careful analysis of software development processes shows that the definition of security requirements is, usually, considered after the design of the system. One of the reasons is the fact that agent oriented software engineering methodologies have not integrated security concerns throughout their developing stages. The integration of security concerns during the whole range of the development stages can help towards the development of more secure multiagent systems. In this paper we introduce extensions to the Tropos methodology to enable it to model security concerns throughout the whole development process. A description of the new concepts and modelling activities is given along with a discussion on how these concepts and modelling activities are integrated to the current stages of Tropos. A real life case study from the health and social care sector is used to illustrate the approach.

Autistic Functioning and Language Development

This thesis is a retrospective qualitative study based on psychotherapy sessions with children presenting autistic features who use language in atypical ways. The aim was to understand, through the transferential relationship, what psychological context in terms of anxieties and defences prevents the child from using language efficiently. Hypotheses concerning children‘s use of language in the context of their emotional oscillation and evolution during the course of treatment were noted and checked against subsequent developments. They were also triangulated with the outcome of a grounded theory analysis. The grounded theory analysis led to the emergence of higher-level themes that were compared within and across cases and allowed factors surrounding the children‘s use of language to be conceptualized. The grounded theory method was used in parallel with the usual process of evaluation of the dynamics of each session and patient used by psychoanalysts a posteriori and which is part of the researcher‘s background. This procedure was enhanced by the use of Bion‘s Grid, here in a version adapted to the aims of the research. This approach is discussed in detail in the Methodology chapter. The psychoanalytic theoretical background that supported the research was mainly based on the tradition of Object-Relations Theory, particularly the evolution of Kleinian thinking represented by Bion‘s works, and as far as autism is concerned, by Frances Tustin and Donald Meltzer‘s formulations. Concerning the subject of language development, Meltzer‘s explorations on the necessary conditions for its development and the philosopher Wittgenstein‘s investigations on the social function of language were the main influences of this work. The evolution of the children‘s use of language in parallel with their emotional development in the context of their psychotherapies was analyzed and some hypotheses about the oscillations in their emotional and mental functioning were made. The oscillation in the children‘s emotional state, language use and thinking processes was also studied in terms of a general fluctuation between different mental states that was considered to be present in different degrees and quality in mental life and more strongly when there are limitations in communication skills and social interaction. A few excerpts from notes on adolescent and adult cases with autistic features were included in the Discussion Chapters to briefly illustrate this aspect.