1,513 research outputs found

    O confucionismo nos nossos dias: transmissão sincera

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    A escolha da tradução aqui apresentada enquadra-se no espírito da escola culturalista. Por isso se escolheu uma autora, Chen Yun, e um tema que enfatiza as questões culturais. Logo, com o presente trabalho pretende-se dar mais um passo em direcção à cultura chinesa. Quer-se saber o que pensam os chineses actuais da sua própria cultura: como lêem o passado e se situam perante ele

    Effects of diets with increasing corn levels on the ruminal energy and protein metabolism in buffalo

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    Avaliaram-se os efeitos de dietas com níveis crescentes de milho em grão moído (0, 22, 37 e 49% na MS) em substituição ao feno de coast-cross mantendo-se diferentes relações proteína:carboidratos não-fibrosos (PB:CNF = 1,01; 0,39; 0,33 e 0,27) sobre o metabolismo ruminal de búfalos. Utilizaram-se quatro búfalos fistulados no rúmen, mantidos em delineamento quadrado latino 4 × 4, para a coleta de amostras do líquido ruminal, colhidas em cada período experimental (de 28 dias) nos tempos 0, 2, 4 e 8 horas após a alimentação. Em geral, os bubalinos apresentaram boa capacidade tamponante no rúmen, com pH médio alto (6,70) e aumento da ingestão de milho em grão moído. O acréscimo nos níveis de milho na dieta promoveu aumento da produção de ácido butírico. Somente a dieta com 49% de milho promoveu melhor fermentação ruminal, com menor propoção de ácidos acético:propiônico. A relação PB:CNF de 1,01 indica deficiência de energia da dieta disponível para microrganismos no rúmen ao longo do dia, enquanto dietas com PB:CNF entre 0,39 e 0,27 promovem fermentações ruminais semelhantes, o que indica sincronismo na utilização de nitrogênio e energia pelos microrganismos no rúmen nessas condições.The effects of diets with increasing ground corn grain levels (0, 22, 37 and 49% in the dry matter) substituting coast-cross hay, with different protein:non-fibrous carbohydrate ratios (CP:NFC = 1.01; 0.39; 0.33 and 0.27) were assessed on buffalo ruminal metabolism. Four rumen fistulated buffaloes were used kept in a 4 × 4 latin square design, to collect liquid ruminal samples, collected in each experimental period (28 days) at 0, 2, 4 and 8 hours after feeding. In general, the buffalo presented good buffering capacity in the rumen, with high mean pH (6.70) and increase in ground corn intake. The increase in the corn levels in the diet resulted in increased butyric acid production. Only the diet with 49% corn showed better ruminal fermentation, with a small proportion of acetic:propionic acids. The CP:NFC ratio of 1.01 indicated energy deficiency in the diet available for microorganisms in the rumen throughout the day, although the diets with CP:NFC between 0.39 and 0.27 resulted in similar ruminal fermentations, that indicated synchronization in nitrogen and energy use by the rumen microorganisms under these conditions.Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior (CAPES

    Mathematics achievement in engineering : an exploratory study with MIEGI students

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    Mathematics is a discipline that appears on the syllabus of many courses, including courses in engineering, where it is an essential discipline to the formation of all future engineers, whatever their field of study and work. Despite that, engineering students tend to reveal difficulties with courses based on mathematics. The factors that influence learning mathematics have been the subject of study for several researchers around the world. Researchers attempt to identify variables that explain mathematics achievement, but fail to address university students. In this paper, we present the results of an exploratory study based on industrial engineering students of University of Minho, concerning their grades in the courses of statistics and numerical methods. The preliminary results show that gender is an unexpected and significant factor.Fundação para a Ciência e a Tecnologia (FCT

    Engineering students and mathematics achievement: a portuguese case study

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    Mathematics is a discipline that appears on the syllabus of many courses, including courses in engineering, where it is essential to the formation of all future engineers, whatever their field of study and work. Despite that, engineering students tend to reveal difficulties with course units based on mathematics. The factors that influence learning mathematics have been the subject of study for several researchers around the world. Researchers attempt to identify variables that explain mathematics achievement, but fail to address university students. In this paper, an exploratory study based on engineering students of University of Minho, concerning their grades in statistics and numerical methods curricular units is presented. The aim of this study is to explore the mathematics achievement in the process of learning mathematical concepts. The preliminary results show that gender is an unexpected and significant factor.Fundação para a Ciência e a Tecnologia (FCT

    Self-efficacy, mathematics’ anxiety and perceived importance: an empirical study with Portuguese engineering students

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    The accomplishment in mathematics has gained attention from educators and arises as an emerging field of study, including in engineering education. However, in Portugal, there is still incipient research in the area; so it is high time to explore factors that might enlighten the gap in the study of the relationship between Portuguese engineering students and the learning of mathematics. The main purpose of this study is to explore three factors identified in the literature as influencing the learning of mathematical concepts – self-efficacy, anxiety towards mathematics and perceived importance of mathematics – and search for differences by gender and by type of engineering course, a dimension not much reported in the literature but which was revealed as important in the team’s previous research. Based on a sample of 140 undergraduate students of different engineering courses from University of Minho, results only identify differences in the type of course and not in gender. These results constitute a contribution and open new paths for future research in the engineering education.FCT (Fundação para a Ciência e Tecnologia, Portugal) in the scope of the project PEst-OE/EEI/UI0319/201

    Engineering students and the application of mathematical knowledge : how to explain the difficulties experienced?

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    The article presents the results of two focus groups and a questionnaire implemented with engineering students from the University of Minho, in order to assess opinions and perspectives concerning the main learning difficulties in mathematics-based disciplines. The results obtained show that students generally see the relevance of mathematics to engineering courses. Mathematics is considered as an essential discipline in course selection and a vital part of their career as engineers. The importance of the instructor is recognized when learning mathematical concepts. Students would like their courses to address mathematical concepts that are more in line with their future professions. The 73 undergraduate students who completed the questionnaire manifested a high self-efficacy and a high perception that the learning of mathematical concepts and the development of mathematical skills are essential for progression in their future career.Fundação para a Ciência e a Tecnologia (FCT

    Les facteurs qui influencent l'apprentissage des concepts mathématiques dans les cours d'Ingénierie: une étude exploratoire avec des étudiants de l'Université de Minho

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    O sucesso na aprendizagem da Matemática no ensino superior constitui um campo emergente de pesquisa, em particular nos cursos de Engenharia. No entanto, em Portugal ainda é incipiente a pesquisa na área, pelo que é pertinente explorar fatores que podem esclarecer a relação entre os estudantes de Engenharia e a Matemática. Com base em três focus group realizados com estudantes de dois cursos de Engenharia da Universidade do Minho, este estudo exploratório pretende investigar as atitudes dos estudantes na aprendizagem de conceitos matemáticos e averiguar os fatores que influenciam a sua experiência no processo de aprendizagem. Para além da perceção da importância da Matemática no seu curso e na sua futura profissão, os resultados sugerem que há fatores que influenciam o seu desempenho, nomeadamente o papel do professor e a sua metodologia de ensino, bem como a aplicabilidade dos conceitos matemáticos no contexto da Engenharia, o papel ativo do estudante na aprendizagem e a influência dos pais e da sociedade.Success in the learning of Mathematics in higher education constitutes an emerging field of research, particularly in the Engineering courses. In Portugal, however, the research in this area remains incipient. It is therefore relevant to explore which factors may clarify the relation between the Engineering students and Mathematics. Based on three focus groups carried out with students from two Engineering courses at the University of Minho, this exploratory study aims to investigate the attitudes of students in the learning of mathematical concepts and find out the factors that influence their experience in the learning process. Beyond the perception of the importance of Mathematics in their course and their future profession, the results suggest that there are factors that influence their performance, such as the teacher's role and his/her teaching methodology, as well as the applicability of mathematical concepts in the context of Engineering, the student’s active role in learning and the influence of parents and society.Le succès de l'apprentissage de la Mathématique à l'enseignement supérieur est un domaine émergent de la recherche, particulièrement aux cours d'Ingénierie. Toutefois, au Portugal, la recherche est encore naissante, donc il est pertinent d'explorer les facteurs qui peuvent expliquer la relation entre les étudiants en Ingénierie et les Mathématiques. Basé sur trois groupes de discussion menés avec des étudiants de deux cours d'Ingénierie de l'Université de Minho, cette étude exploratoire vise à étudier les attitudes des élèves dans l'apprentissage des concepts mathématiques et de déterminer les facteurs qui influent sur leur expérience dans le processus d'apprentissage. En plus de la perception de l'importance des Mathématiques dans leur cours et leur future profession, les résultats suggèrent qu'il existe des facteurs qui influencent leur performance, à savoir : le rôle de l'enseignant dans la méthodologie de l'enseignement et l'applicabilité des concepts mathématiciens dans le contexte de l'Ingénierie, le rôle active de l'étudiant dans l'apprentissage et l'influence des parents et de la société.FCT (Fundação para a Ciência e Tecnologia, Portugal) no âmbito do projeto PEst-OE/EEI/UI0319/201
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