Non-agrocultural co-peratives and economy transformation in Cuba: politic processes and strategies

Contribution of co-operatives has been demonstrated since the 1970s as the main development line in agricultural production in Cuba. In contrast, there has been a late recognition of urban co-operatives, even if the need of transformations based on the realization of property in different territorial scenarios had been identified. The article analyses the reform processes launched since the first decade of the 21st century focusing on the nature of the initiatives fostering formation and promotion of nonagricultural co-operatives including follow up of their performance. The potential and limitations of the recent experiences are examined in order to reflect on the organizational processes and transformations from the point of view of their members. To conclude, some questions are posed about whether these co-operatives are capable of avoiding the impact of earlier employment circumstances and of developing strategies aimed at reinforcing voluntary membership and autonomy on which they are founded.

Adaptability in organisms and artifacts: A multi level perspective on adaptive processes

Abstract Adaptability to changing circumstances is a key feature of living creatures. Understanding such adaptive processes is central to developing successful autonomous artifacts. In this paper two perspectives are brought to bear on the issue of adaptability. The first is a short term perspective which looks at adaptability in terms of the interactions between the agent and the environment. The second perspective involves a hierarchical evolutionary model which seeks to identify higher-order forms of adaptability based on the concept of adaptive meta-constructs. Task orientated and agent-centered models of adaptive processes in artifacts are considered from these two perspectives. The former isrepresented by the fitness function approach found in evolutionary learning, and the latter in terms of the concepts of empowerment and homeokinesis found in models derived from the self-organizing systems approach. A meta-construct approach to adaptability based on the identification of higher level meta-metrics is also outlined. 2009 Published by Elsevier B.V.

An exploratory study of Principal Investigator roles in UK University Proof-of-Concept processes: an Absorptive capacity perspective

The increasing emphasis on academic entrepreneurship, technology transfer and research commercialisation within UK universities is predicated on basic research being developed by academics into commercial entities such as university spin-off companies or licensing arrangements. However, this process is fraught with challenges and risks, given the degree of uncertainty regarding future returns. In an attempt to minimise such risks, the Proof-of-Concept (PoC) process has been developed within University Science Park Incubators (USIs) to test the technological, business and market potential of embryonic technology. The key or the pivotal stakeholder within the PoC is the Principal Investigator (PI), who is usually the lead academic responsible for the embryonic technology. Within the current literature, there appears to be a lack of research pertaining to the role of the PI in the PoC process. Moreover, Absorptive Capacity (ACAP) has emerged within the literature as a theoretical framework or lens for exploring the development and application of new knowledge and technology, where the USI is the organisation considered in the current study. Therefore, the aim of this paper is to explore the role and influence of the PI in the PoC process within a USI setting using an ACAP perspective. The research involved a multiple case analysis of PoC applications within a UK university USI. The results demonstrate the role of the PI in developing practices and routines within the PoC process. These practices and processes were initially tacit and informal in nature but became more explicit and formal over time so that knowledge was retained within the USI after the PIs had completed the PoC process. © 2010 The Authors. R&D Management © 2010 Blackwell Publishing Ltd.

Developing outcomes for educational services: a children's rights-based approach

This article provides a rationale for and insight into an explicit children's rights-based approach to the identification of outcomes for proposed educational interventions. It presents a critical reflection on a research project which sought to integrate international children's rights standards into the design of services through a children's rights audit of potential outcomes and the meaningful engagement of children in the research and service design processes. While children are involved increasingly as co-researchers in qualitative studies, it is less common for this to occur in quantitative studies. This article offers some additional insight into children's participation in the interpretation of data from a large-scale baseline survey. The article concludes with an argument that international children's rights law provides not just a legal imperative but also a comprehensive framework with which to assert the case for increased recognition of children as salient stakeholders in all aspects of service design.

FROM LINE-DRAWINGS TO IMPRESSIONS OF 3D OBJECTS - DEVELOPING A MODEL TO ACCOUNT FOR THE SHAPES THAT PEOPLE SEE

The interpretations people attach to line drawings reflect shape-related processes in human vision. Their divergences from expectations embodied in related machine vision traditions are summarized, and used to suggest how human vision decomposes the task of interpretation. A model called IO implements this idea. It first identifies geometrically regular, local fragments. Initial decisions fix edge orientations, and this information constrains decisions about other properties. Relations between fragments are explored, beginning with weak consistency checks and moving to fuller ones. IO's output captures multiple distinctive characteristics of human performance, and it suggests steady progress towards understanding shape-related visual processes is possible.

Polyamine system in developing rat eye and an animal model of retinopathy of prematurity

BACKGROUND: In experimental models of retinopathy of prematurity (ROP), a vasoproliferative disorder of the retina, retinal lesions are usually assessed by morphological examination. However, studies suggest that the polyamine system may be useful in monitoring proliferation processes. For this reason, polyamine concentrations in rat erythrocytes (RBC) and the regulation of polyamine system in rat eyes under the conditions relevant to ROP were investigated. METHODS: Newborn Wistar rats were reared in room air (control) or exposed first to hyperoxia (60% or 80% oxygen, 2 weeks) and then to normoxia (relative hypoxia, 1 or 2 weeks). Blood was collected from orbital vessels at 2 weeks of age and before death. Polyamine system-related enzyme activities were measured in retina and lens with radioassays. Polyamines were quantified by fluorometry after extraction, dansylation and HPLC separation. RESULTS: Oxygen (80% only) significantly decreased RBC polyamine concentrations, which then markedly increased after rats were transferred for a week to normal air, suggesting retardation of growth processes and compensatory stimulation, respectively. However, polyamine system changes in the rat eye were not so pronounced. Enzyme activities and polyamine concentrations tended to be lower in retina after hyperoxia and were only slightly higher, with the exception of ornithine decarboxylase, after a subsequent 1 week of normoxia. In litters subjected to normoxia for longer periods no changes were found. CONCLUSION: The transient and short-lived alteration in polyamine metabolism, especially in the eye, suggests that exposure of newborn rats to high oxygen supplementation followed by normoxia does not necessarily result in marked retinopathy.

Vulnerability and robustness of SME supply chains: An empirical study of risk and disturbance management of fresh food processors in a developing market

The aim of this paper is to analyse vulnerability and robustness of small and medium size enterprises (SMEs) supply chains and to consider contextual factors that might influence the success of their disturbance management: Risky product and business environment. By using an exploratory case study it is shown how these contextual factors attribute vulnerability sources, contribute to the robustness of a company’s performance and supply chain vulnerability, as well as how a company seeks to manage internal and external vulnerability sources. The exploratory case is based on a fresh food supply chain of a manufacturing SME operating in a developing market.
Case findings suggest that fresh food supply chains of a manufacturing SME in developing markets are prone to disruptions of their logistics and production processes due to ‘riskiness’ of fresh food products, the ‘riskiness’ of developing markets, as well as ‘riskiness’ of SMEs themselves. However, this does not necessarily indicate the vulnerability of an SME and its entire supply chain. Findings indicate that SMEs can be very successful in disturbance management by selective use of redesign strategies that aim to prevent or reduce the impact of disturbances. More precise, it is likely that an SME can achieve robust performance by employing preventive redesign strategies in managing disturbances that result from internal, company related vulnerability sources, while impact reduction strategies are likely to contribute to robust performance of an SME if used to manage disturbances that result from internal, supply chain related vulnerability sources, as well as external vulnerability sources.

Technological Learning in Developing Countries

Technological learning refers to the learning processes involved in improving the productive capabilities of an enterprise, sector or economy to enable it to produce higher quality goods or services with increasing levels of efficiency. Approaches to the study of technological learning include case studies of particular countries, sectors and firms; measures of export sophistication; and composite indicators of innovation and competitiveness. The present review draws on these approaches to provide an overview of the policies and practices that have been successful in different regions (East-Asia and Latin America) ; contexts (import substitution and liberalization) ; sectors (pulp and paper, IT services, electronics and passenger cars); and firms (Embrear and Lenovo). While it is clear that there is strong complementarity between domestic technological capability and the ability to absorb foreign technology, there is no simple policy recipe which is appropriate for all times, industries or places. Technological learning builds on and is shaped by what is already known. It requires time, space and resources all of which are influenced by the wider domestic and international context. The current international context is challenging but countries and firms have to find ways of moving forward despite the limited strategy space.

COS-STAR: a reporting guideline for studies developing core outcome sets (protocol)

BACKGROUND: Core outcome sets can increase the efficiency and value of research and, as a result, there are an increasing number of studies looking to develop core outcome sets (COS). However, the credibility of a COS depends on both the use of sound methodology in its development and clear and transparent reporting of the processes adopted. To date there is no reporting guideline for reporting COS studies. The aim of this programme of research is to develop a reporting guideline for studies developing COS and to highlight some of the important methodological considerations in the process.

METHODS/DESIGN: The study will include a reporting guideline item generation stage which will then be used in a Delphi study. The Delphi study is anticipated to include two rounds. The first round will ask stakeholders to score the items listed and to add any new items they think are relevant. In the second round of the process, participants will be shown the distribution of scores for all stakeholder groups separately and asked to re-score. A final consensus meeting will be held with an expert panel and stakeholder representatives to review the guideline item list. Following the consensus meeting, a reporting guideline will be drafted and review and testing will be undertaken until the guideline is finalised. The final outcome will be the COS-STAR (Core Outcome Set-STAndards for Reporting) guideline for studies developing COS and a supporting explanatory document.

DISCUSSION: To assess the credibility and usefulness of a COS, readers of a COS development report need complete, clear and transparent information on its methodology and proposed core set of outcomes. The COS-STAR guideline will potentially benefit all stakeholders in COS development: COS developers, COS users, e.g. trialists and systematic reviewers, journal editors, policy-makers and patient groups.

Novos saberes básicos dos alunos, novas competências dos professores : um estudo no âmbito da supervisão da formação de professores do 1º ciclo do ensino básico na Universidade de Aveiro

As mudanças sociais que, na actualidade, pressionam e desafiam a Escola, nomeadamente quanto aos papéis, funções e desempenho dos professores, implicam a necessidade de repensar a sua formação para que possam responder mais adequadamente aos desafios emergentes. Estes têm particularmente a ver com os novos saberes que essas condições exigem a todos os cidadãos e que são entendidos, do ponto de vista epistemológico, como saberes para agir responsavelmente. Assim, o principal objectivo deste estudo consiste em aprofundar o conhecimento acerca das ambiências e culturas de formação inicial de professores do 1. º Ciclo do Ensino Básico na Universidade de Aveiro, nomeadamente dos processos de supervisão ao nível da disciplina de Prática Pedagógica, tendo em consideração que as características de monodocência dos profissionais deste ciclo de ensino pressupõem um perfil de competência específico. A investigação, de natureza qualitativa, desenvolveu-se de acordo com as abordagens próprias da complexidade e da sistémica, das quais relevamos os princípios da totalidade em que os fenómenos são percebidos como sistemas globais e dinâmicos e da recursividade ao admitirmos a possibilidade de uma relação dialéctica entre os diversos subsistemas considerados. Do ponto de vista metodológico, no sentido de construir uma visão integrada do objecto em estudo, foi utilizado um conjunto de procedimentos específicos (mixed-methods), nomeadamente análise documental, inquirição por questionário e por entrevista semi-estruturada. O questionário foi aplicado à totalidade de licenciados em Ensino do 1.º Ciclo do Ensino Básico pela Universidade de Aveiro, compreendendo o período de 1998 até 2005. A entrevista foi realizada junto de supervisores (cooperantes e institucionais) que vêm acompanhando os núcleos de Prática Pedagógica, no decurso e ao longo do 4.º ano da referida Licenciatura. Quanto aos resultados do estudo, estes podem ser lidos em função de três eixos. Relativamente ao primeiro, que genericamente se refere à evolução dos saberes básicos dos alunos, os contributos parecem sugerir a necessidade de alicerçar os processos de ensino/aprendizagem não apenas nas literacias ler, escrever e contar, como também no desenvolvimento de saberes básicos de natureza geral e transversal, percebidos como competências, tais como aprender a pensar, aprender a aprender, aprender a comunicar e a resolver problemas, numa perspectiva de aprender a ser. O segundo eixo de leitura tem a ver com as competências requeridas aos professores para o desenvolvimento desses saberes estruturantes. De acordo com os dados recolhidos na fase extensiva do estudo, estes parecem coerentes com a revisão de literatura realizada, bem como com os normativos legais que, em Portugal, enquadram o perfil de desempenho dos professores do 1.º Ciclo. Porém, sugerem a necessidade de interligar as dimensões saber, saber-fazer e saber ser, com ênfase nesta última. À semelhança dos resultados referidos no ponto anterior, também o referencial de competências proposto para os professores integra as dimensões saber, saber fazer e saber ser, no qual são valorizadas as competências de reflexão crítica, de aprender a aprender e, de igual forma, o conhecimento profissional nas suas múltiplas dimensões. O terceiro eixo relaciona-se com a qualidade das ambiências e culturas de formação e supervisão. De forma geral, os dados apontam que ambientes que possibilitem uma dimensão de prática curricular alargada em contextos diversificados, que valorizem os princípios da pessoalidade e respeito pelo Outro e que estimulem a reflexão crítica, a auto-implicação dos formandos, o desenvolvimento de competências pessoais e de desenvolvimento profissional (destacando-se as competências para aprender a aprender, a comunicar, a investigar e reflectir), parecem adequar se melhor ao desenvolvimento pessoal e profissional destes professores, no contexto das sociedades contemporâneas. Assim, é possível verificar que os eixos considerados remetem para um conjunto recursivo de saberes e competências que, em diferentes níveis, implicam um compromisso com a acção, numa visão de mundo comprometida com as ideias de bem comum, ou seja, de cidadania universal.

Contributos para a construção de um perfil de competências do coordenador da educação especial

À medida que a supervisão, associada a lógicas de interação com a atividade docente e com outros intervenientes nos contextos educativos, adquiriu uma dimensão reflexiva e passou a ser entendida como instrumento de transformação do desenvolvimento humano e da qualidade do processo de ensino e aprendizagem na organização escolar inclusiva, tem vindo a conquistar o interesse de numerosos investigadores. Considerando que a intenção de oferecer uma escola de qualidade a todos e a cada um dos alunos (um dos princípios fundamentais da educação inclusiva), não está amplamente atingido, impõe-se uma nova atitude pessoal e institucional: um entendimento sistémico (envolvendo profissionais, alunos, pais e comunidade) sobre as respostas a oferecer aos alunos, capaz de atender às necessidades e especificidades de cada um, otimizando as suas oportunidades de aprendizagem e desenvolvimento. Na verdade, a intervenção na complexidade das diferentes situações-problema emergentes numa organização escola que se pretende inclusiva pode ser altamente potenciada se existir supervisão dos processos educacionais em curso. A especificidade do sistema de Educação Especial preconiza uma estrutura de coordenação e supervisão; uma estrutura capaz de viabilizar recursos e gerar dinâmicas de mediação à intervenção, bem como de acionar mecanismos de avaliação de processos e produtos, tornando-os consequentes ao nível das práticas e objetivando a aproximação a níveis superiores de funcionamento. Tendo como principal objetivo construir conhecimento sobre o perfil de competências profissionais do Coordenador da Educação Especial, com particular relevo na dimensão supervisiva inerente à respetiva ação, o estudo que se apresenta baseou-se numa abordagem de natureza mista para recolha e tratamento de dados de tipo quantitativo e qualitativo. Numa primeira fase, incluiu a aplicação dum inquérito por questionário a três grupos de informantes-chave: 105 professores de Educação Especial, 47 coordenadores da Educação Especial e 37 diretores de agrupamentos de escolas/escolas não agrupadas, do ensino público, da área de influência da Direção de Serviços da Região Centro, Direção-Geral dos Estabelecimentos Escolares. A segunda fase, em que se buscou vislumbrar insights passíveis de clarificar e aprofundar os dados recolhidos através dos inquéritos por questionário, compreendeu a realização de entrevistas a 10 especialistas em Educação Especial e/ou em Supervisão. Os dados apontam para um enquadramento organizacional /supervisivo em Educação Especial dissemelhante, podendo, todavia, identificar-se em comum, uma satisfatória ação liderante do Coordenador da Educação Especial, baseada em atividades de diálogo e reflexão, e respeitando princípios de colaboração e solidariedade. Há, no entanto, indicadores de que a prática deste coordenador se concentra bastante na gestão burocrática e administrativa do departamento/equipa, podendo isto explicar-se pelo facto de o Coordenador da Educação Especial servir mais de intermediário do que de interveniente entre órgãos de direção e gestão, nomeadamente, entre o diretor e o conselho pedagógico, e os docentes/profissionais do departamento/equipa. Os dados evidenciam também, a falta de formação dos coordenadores da Educação Especial em supervisão e salientam a importância do fator tempo para o eficaz exercício desse cargo, de modo a promover interações ricas e estimulantes, centradas nas reflexões sobre as práticas inclusivas. Podendo este coordenador contribuir de forma significativa para a dinamização e estímulo dos profissionais do agrupamento/escola, apoiando-os nos seus esforços e iniciativas para uma organização mais inclusiva, identificam-se alguns aspetos considerados determinantes no seu perfil de competências profissionais: experiência, conhecimentos, capacidades, valores e particularidades da personalidade.

Os portfolios reflexivos na prática pedagógica

Dissertação de Mestrado , Ciências da Educação, Faculdade de Ciências Humanas e Sociais, Universidade do Algarve; Escola Superior de Educação, Instituto Politécnico de Lisboa, 2008

Supporting conceptualisation processes in collaborative networks: a case study on an R&D project

The development of new products or processes involves the creation, re-creation and integration of conceptual models from the related scientific and technical domains. Particularly, in the context of collaborative networks of organisations (CNO) (e.g. a multi-partner, international project) such developments can be seriously hindered by conceptual misunderstandings and misalignments, resulting from participants with different backgrounds or organisational cultures, for example. The research described in this article addresses this problem by proposing a method and the tools to support the collaborative development of shared conceptualisations in the context of a collaborative network of organisations. The theoretical model is based on a socio-semantic perspective, while the method is inspired by the conceptual integration theory from the cognitive semantics field. The modelling environment is built upon a semantic wiki platform. The majority of the article is devoted to developing an informal ontology in the context of a European R&D project, studied using action research. The case study results validated the logical structure of the method and showed the utility of the method.

Engineering bio-based polymers using alternative solvents and processes

The work presented in this thesis explores novel routes for the processing of bio-based polymers, developing a sustainable approach based on the use of alternative solvents such as supercritical carbon dioxide (scCO2), ionic liquids (ILs) and deep eutectic solvents (DES). The feasibility to produce polymeric foams via supercritical fluid (SCF) foaming, combined with these solvents was assessed, in order to replace conventional foaming techniques that use toxic and harmful solvents. A polymer processing methodology is presented, based on SCF foaming and using scCO2 as a foaming agent. The SCF foaming of different starch based polymeric blends was performed, namely starch/poly(lactic acid) (SPLA) and starch/poly(ε-caprolactone) (SPCL). The foaming process is based on the fact that CO2 molecules can dissolve in the polymer, changing their mechanical properties and after suitable depressurization, are able to create a foamed (porous) material. In these polymer blends, CO2 presents limited solubility and in order to enhance the foaming effect, two different imidazolium based ILs (IBILs) were combined with this process, by doping the blends with IL. The use of ILs proved useful and improved the foaming effect in these starch-based polymer blends. Infrared spectroscopy (FTIR-ATR) proved the existence of interactions between the polymer blend SPLA and ILs, which in turn diminish the forces that hold the polymeric structure. This is directly related with the ability of ILs to dissolve more CO2. This is also clear from the sorption experiments results, where the obtained apparent sorption coefficients in presence of IL are higher compared to the ones of the blend SPLA without IL. The doping of SPCL with ILs was also performed. The foaming of the blend was achieved and resulted in porous materials with conductivity values close to the ones of pure ILs. This can open doors to applications as self-supported conductive materials. A different type of solvents were also used in the previously presented processing method. If different applications of the bio-based polymers are envisaged, replacing ILs must be considered, especially due to the poor sustainability of some ILs and the fact that there is not a well-established toxicity profile. In this work natural DES – NADES – were the solvents of choice. They present some advantages relatively to ILs since they are easy to produce, cheaper, biodegradable and often biocompatible, mainly due to the fact that they are composed of primary metabolites such as sugars, carboxylic acids and amino-acids. NADES were prepared and their physicochemical properties were assessed, namely the thermal behavior, conductivity, density, viscosity and polarity. With this study, it became clear that these properties can vary with the composition of NADES, as well as with their initial water content. The use of NADES in the SCF foaming of SPCL, acting as foaming agent, was also performed and proved successful. The SPCL structure obtained after SCF foaming presented enhanced characteristics (such as porosity) when compared with the ones obtained using ILs as foaming enhancers. DES constituted by therapeutic compounds (THEDES) were also prepared. The combination of choline chloride-mandelic acid, and menthol-ibuprofen, resulted in THEDES with thermal behavior very distinct from the one of their components. The foaming of SPCL with THEDES was successful, and the impregnation of THEDES in SPCL matrices via SCF foaming was successful, and a controlled release system was obtained in the case of menthol-ibuprofen THEDES.

Developing and nurturing professional learning communities: principles used by elementary administrators /

This study examined the strategies used by elementary school principals to facilitate and nurture the development of professional learning communities (PLC) within their school settings. Using a reputational sample of administrators whose schools were demonstrating observable characteristics of PLCs, this study documented and described the strategies and actions taken by the principals to move their schools forward. Data collection included the use of open-ended interviews as well as observations capturing the means by which the principals addressed the areas of culture, processes, and structures within their school setting. A grounded theory approach to data analysis uncovered 4 guiding principles used by the principals to facilitate the development of the PLCs within their school: (a) protecting the purpose; (b) attending to relationships; (c) sharing the responsibility; and (d) valuing the journey. The guiding principles were used by each administrator to anchor the decisions they made and develop responsive, contextspecific strategies to support the PLC at their school. The results highlighted the complex role of the principal and the supports required to tackle the difficult work of facilitating PLCs.