The impact of an online mathematics education project (MATACTIVA) on higher education students

The Online Mathematics Education Project (MatActiva) is an exciting new initiative which aims to support and enhance mathematics education. The project is led by the Institute of Accounting and Administration of Porto (ISCAP), part of the Polytechnic Institute of Porto (IPP). It provides innovative resources and carefully constructed materials around themes such as Elementary Mathematics, Calculus, Algebra, Statistics and Financial Mathematics to help support and inspire students and teachers of mathematics. The goal is to increase mathematical understanding, confidence and enjoyment, enrich the mathematical experience of each person, and promote creative and imaginative approaches to mathematics. Furthermore the project can be used to deliver engaging and effective mathematics instruction through the flipped classroom model. This paper also presents the findings of a large survey, whose propose was to study the student’s reaction to the project.

Changing representations and practices in school mathematics: the case of Modern Math in Portugal

The curricular movement known as Modern Mathematics aimed at the transformation of representations and practices in school mathematics. Its study provides us with ways of understanding how these changes came about. The purpose of this paper is to contribute to the understanding of the ways in which representations of school mathematics gradually were influenced by ideas from the Modern Mathematics movement, how these new ideas merged into local educational traditions, and how they were transformed into meaningful practice. This work is centred on the Portuguese context from the middle 1950s to the middle 1960s, and builds on Chervel’s notion of school culture and Gruzinski’s discussion of connected histories.

E-assessment in mathematics courses with multiple-choice questions tests

With the implementation of the Bologna Process several challenges have been posed to higher education institution, particularly in Portugal. One of the main implications is related to the change of the paradigm of a teacher centered education, to a paradigm that is student centered. This change implies the change of the way to assess courses in higher education institutions. Continuous and formative assessments emerged as the focus, catalyzed by electronic assessment, or e-assessment. This paper presents a case of the implementation of an e-assessment strategy, implemented in order to allow continuous, formative assessment in numerous mathematics classes using multiple-choice questions tests implement in Moodle open-source learning management system. The implementation can be considered a success.

E-assessment in mathematics courses with multiple-choice questions tests

With the implementation of the Bologna Process several challenges have been posed to higher education institution, particularly in Portugal. One of the main implications is related to the change of the paradigm of a teacher centered education, to a paradigm that is student centered. This change implies the change of the way to assess courses in higher education institutions. Continuous and formative assessments emerged as the focus, catalyzed by electronic assessment, or e-assessment. This paper presents a case of the implementation of an e-assessment strategy, implemented in order to allow continuous, formative assessment in numerous mathematics classes using multiple-choice questions tests implement in Moodle open-source learning management system. The implementation can be considered a success.

Challenges in the creation and development of a mathematics MOOC

The fast development of distance learning tools such as Open Educational Resources (OER) and Massive Open Online Courses (MOOC or MOOCs) are indicators of a shift in the way in which digital teaching and learning are understood. MOOC are a new style of online classes that allow any person with web access, anywhere, usually free of charge, to participate through video lectures, computer graded tests and discussion forums. They have been capturing the attention of many higher education institutions around the world. This paper will give us an overview of the “Introduction to Differential Calculus” a MOOC Project, created by an engaged volunteer team of Mathematics lecturers from four schools of the Polytechnic Institute of Oporto (IPP). The MOOC theories and their popularity are presented and complemented by a discussion of some MOOC definitions and their inherent advantages and disadvantages. It will also explore what MOOC mean for Mathematics education. The Project development is revealed by focusing on used MOOC structure, as well as the quite a lot of types of course materials produced. It ends with a presentation of a short discussion about problems and challenges met throughout the development of the project. It is also our goal to contribute for a change in the way teaching and learning Mathematics is seen and practiced nowadays, trying to make education more accessible to as many people as possible and increase our institution (IPP) recognition.

Espresso beverages of pure origin coffee: Mineral characterization, contribution for mineral intake and geographical discrimination

Espresso coffee beverages prepared from pure origin roasted ground coffees from the major world growing regions (Brazil, Ethiopia, Colombia, India, Mexico, Honduras, Guatemala, Papua New Guinea, Kenya, Cuba, Timor, Mussulo and China) were characterized and compared in terms of their mineral content. Regular consumption of one cup of espresso contributes to a daily mineral intake varying from 0.002% (sodium; Central America) to 8.73% (potassium; Asia). The mineral profiles of the espresso beverages revealed significant inter- and intra-continental differences. South American pure origin coffees are on average richer in the analyzed elements except for calcium, while samples from Central America have generally lower mineral amounts (except for manganese). Manganese displayed significant differences (p < 0.05) among the countries of each characterized continent. Intercontinental and inter-country discrimination between the major world coffee producers were achieved by applying canonical discriminant analysis. Manganese and calcium were found to be the best chemical descriptors for origin.

Teaching mathematics using Massive Open Online Courses

Distance learning - where students take courses (attend classes, get activities and other sort of learning materials) while being physically separated from their instructors, for larger part of the course duration - is far from being a “new event”. Since the middle of the nineteenth century, this has been done through Radio, Mail and TV, taking advantage of the full educational potential that these media resources had to offer at the time. However, in recent times we have, at our complete disposal, the “magic wonder” of communication and globalization - the Internet. Taking advantage of a whole new set of educational opportunities, with a more or less unselfish “look” to economic interests, focusing its concern on a larger and collective “welfare”, contributing to the development of a more “equitable” world, with regard to educational opportunities, the Massive Open Online Courses (MOOCs) were born and have become an important feature of the higher education in recent years. Many people have been talking about MOOCs as a potential educational revolution, which has arrived from North America, still growing and spreading, referring to its benefits and/or disadvantages. The Polytechnic Institute of Porto, also known as IPP, is a Higher Education Portuguese institution providing undergraduate and graduate studies, which has a solid history of online education and innovation through the use of technology, and it has been particularly interested and focused on MOOC developments, based on an open educational policy in order to try to implement some differentiated learning strategies to its actual students and as a way to attract future ones. Therefore, in July 2014, IPP launched the first Math MOOC on its own platform. This paper describes the requirements, the resulting design and implementation of a mathematics MOOC, which was essentially addressed to three target populations: - pre-college students or individuals wishing to update their Math skills or that need to prepare for the National Exam of Mathematics; - Higher Education students who have not attended in High School, this subject, and who feel the need to acquire basic knowledge about some of the topics covered; - High School Teachers who may use these resources with their students allowing them to develop teaching methodologies like "Flipped Classroom” (available at http://www.opened.ipp.pt/). The MOOC was developed in partnership with several professors from several schools from IPP, gathering different math competences and backgrounds to create and put to work different activities such video lectures and quizzes. We will also try to briefly discuss the advertising strategy being developed to promote this MOOC, since it is not offered through a main MOOC portal, such as Coursera or Udacity.

On the existence of pure-strategy equilibria in large games

Over the years, several formalizations and existence results for games with a continuum of players have been given. These include those of Schmeidler (1973), Rashid (1983), Mas-Colell (1984), Khan and Sun (1999) and Podczeck (2007a). The level of generality of each of these existence results is typically regarded as a criterion to evaluate how appropriate is the corresponding formalization of large games. In contrast, we argue that such evaluation is pointless. In fact, we show that, in a precise sense, all the above existence results are equivalent. Thus, all of them are equally strong and therefore cannot rank the different formalizations of large games.

Biotransformation/separation routes to obtain pure enantiomers

The objective of the work presented in this thesis was the development of an innovative approach for the separation of enantiomers of secondary alcohols, combining the use of an ionic liquid (IL) - both as solvent for conducting enzymatic kinetic resolution and as acylating agent - with the use of carbon dioxide (CO2) as solvent for extraction. Menthol was selected for testing this reaction/separation approach due to the increasing demand for this substance, which is widely used in the pharmaceutical, cosmetics and food industries. With a view to using an ionic ester as acylating agent, whose conversion led to the release of ethanol, and due to the need to remove this alcohol so as to drive reaction equilibrium forward, a phase equilibrium study was conducted for the ehtanol/(±)-menthol/CO2 system, at pressures between 8 and 10 MPa and temperatures between 40 and 50 oC. It was found that CO2 is more selective towards ethanol, especially at the lowest pressure and highest temperature tested, leading to separation factors in the range 1.6-7.6. The pressure-temperature-composition data obtained were correlated with the Peng-Robinson equation of state and the Mathias-Klotz-Prausnitz mixing rule. The model fit the experimental results well, with an average absolute deviation (AAD) of 3.7 %. The resolution of racemic menthol was studied using two lipases, namely lipase from Candida rugosa (CRL) and immobilized lipase B from Candida antarctica (CALB), and two ionic acylating esters. No reaction was detected in either case. (R,S)-1-phenylethanol was used next, and it was found that with CRL low, nonselective, conversion of the alcohol took place, whereas CALB led to an enantiomeric excess (ee) of the substrate of 95%, at 30% conversion. Other acylating agents were tested for the resolution of (±)-menthol, namely vinyl esters and acid anhydrides, using several lipases and varying other parameters that affect conversion and enantioselectivity, such as substrate concentration, solvent and temperature. One such acylating agent was propionic anhydride. It was thus performed a phase equilibrium study on the propionic anhydride/CO2 system, at temperatures between 35 and 50 oC. This study revealed that, at 35 oC and pressures from 7 MPa, the system is monophasic for all compositions. The enzymatic catalysis studies carried out with propionic anhydride revealed that the extent of noncatalyzed reaction was high, with a negative effect on enantioselectivity. These studies showed also that it was possible to reduce considerably the impact of the noncatalyzed reaction relative to the reaction catalyzed by CRL by lowering temperature to 4 oC. Vinyl decanoate was shown to lead to the best results at conditions amenable to a process combining the use of supercritical CO2 as agent for post-reaction separation. The use of vinyl decanoate in a number of IL solvents, namely [bmim][PF6], [bmim][BF4], [hmim][PF6], [omim][PF6], and [bmim][Tf2N], led to an enantiomeric excess of product (eep) values of over 96%, at about 50% conversion, using CRL. In n-hexane and supercritical CO2, reaction progressed more slowly.(...)

Transanal total mesorectal excision: a pure NOTES approach for selected patients.

Transanal total mesorectal excision: a pure NOTES approach for selected patients.

Factoriality and the pin-reutenauer procedure

We consider implicit signatures over finite semigroups determined by sets of pseudonatural numbers. We prove that, under relatively simple hypotheses on a pseudovariety V of semigroups, the finitely generated free algebra for the largest such signature is closed under taking factors within the free pro-V semigroup on the same set of generators. Furthermore, we show that the natural analogue of the Pin-Reutenauer descriptive procedure for the closure of a rational language in the free group with respect to the profinite topology holds for the pseudovariety of all finite semigroups. As an application, we establish that a pseudovariety enjoys this property if and only if it is full.

Hormonal and cardiovascular reflex assessment in a female patient with pure autonomic failure

We report the case of a 72-year-old female with pure autonomic failure, a rare entity, whose diagnosis of autonomic dysfunction was determined with a series of complementary tests. For approximately 2 years, the patient has been experiencing dizziness and a tendency to fall, a significant weight loss, generalized weakness, dysphagia, intestinal constipation, blurred vision, dry mouth, and changes in her voice. She underwent clinical assessment and laboratory tests (biochemical tests, chest X-ray, digestive endoscopy, colonoscopy, chest computed tomography, abdomen and pelvis computed tomography, abdominal ultrasound, and ambulatory blood pressure monitoring). Measurements of catecholamine and plasmatic renin activity were performed at rest and after physical exercise. Finally the patient underwent physiological and pharmacological autonomic tests that better diagnosed dysautonomia.

Pure elastic contact force models

"Series: Solid mechanics and its applications, vol. 226"

The Philosophical magazine : or Annals of chemistry, mathematics, astronomy, natural history and general science.

2nd ser. : v.9 (1831)

The Philosophical magazine : or Annals of chemistry, mathematics, astronomy, natural history and general science.

2nd ser. : v.3 (1828)