15 research outputs found
Third international workshop on Authoring of adaptive and adaptable educational hypermedia (A3EH), Amsterdam, 18-22 July, 2005
The A3EH follows a successful series of workshops on Adaptive and Adaptable Educational Hypermedia. This workshop focuses on models, design and authoring of AEH, on assessment of AEH, conversion between AEH and evaluation of AEH. The workshop has paper presentations, poster session and panel discussions
Semantic discovery and reuse of business process patterns
Patterns currently play an important role in modern information systems (IS) development and their use has mainly been restricted to the design and implementation phases of the development lifecycle. Given the increasing significance of business modelling in IS development, patterns have the potential of providing a viable solution for promoting reusability of recurrent generalized models in the very early stages of development. As a statement of research-in-progress this paper focuses on business process patterns and proposes an initial methodological framework for the discovery and reuse of business process patterns within the IS development lifecycle. The framework borrows ideas from the domain engineering literature and proposes the use of semantics to drive both the discovery of patterns as well as their reuse
Genetic Testing for Rare Diseases
Rare diseases, or orphan diseases, are those that individually affect a small number of patients, but taken together affect over 300 million people worldwide. They are characterized by their etiological, diagnostic and evolutionary complexity, important morbi-mortality, with high levels of disability that entail and hinder the development of a normal vital subject, not only in those who suffer from them, but also their families; therefore, a comprehensive social health approach is necessary to address this problem.About 80% of rare diseases have a genetic origin, mainly monogenic; thus, genetic testing is mandatory for the confirmation of clinical diagnostics and to ensure correct genetic counseling. Next-generation sequencing (NGS) has enabled a revolution in genetic diseases, specially in rare diseases. However, their complexity makes diagnoses difficult even with the advent of NGS.In this Special Issue, we present several examples of the complexity of genetic diagnosis for most of these diseases and the consequences that genetic testing implies for genetic counseling. There are examples of the genetic heterogeneity of hearing loss, some metabolic and lisosomal disorders, ataxia, Prader–Willi syndrome, and three comprehensive reviews on syndromic retinal dystrophies, the complexity of the molecular diagnosis of neuromuscular disorders, and the value of genetic counseling before and after a genetic test
The Routledge Handbook of Museums, Media and Communication
Museums today find themselves within a mediatised society, where everyday life is conducted in a data-full and technology-rich context. In fact, museums are themselves mediatised: they present a uniquely media-centred environment, in which communicative media is a constitutive property of their organisation and of the visitor experience. The Routledge Handbook of Museums, Media and Communication explores what it means to take mediated communication as a key concept for museum studies and as a sensitising lens for media-related museum practice on the ground. Including contributions from experts around the world, this original and innovative Handbook shares a nuanced and precise understanding of media, media concepts and media terminology, rehearsing new locations for writing on museum media and giving voice to new subject alignments. As a whole, the volume breaks new ground by reframing mediated museum communication as a resource for an inclusive understanding of current museum developments. The Routledge Handbook of Museums, Media and Communication will appeal to both students and scholars, as well as to practitioners involved in the visioning, design and delivery of mediated communication in the museum. It teaches us not just how to study museums, but how to go about being a museum in today’s world
Recommended from our members
The utility of molecular genetic analysis of museum specimens in studying deep-sea fish
The damaging effect of formalin on DNA and the inhibition of PCR are serious problems in molecular studies. The aims of the project were to investigate the possibility of using formalin-fixed, Steedman's preserved museum specimens in molecular investigations, especially organisms with unstudied genomes. A number of DNA extraction protocols and different pre-washing/drying regimes were tested. These gave different levels of success, but a guanidinium-based protocol developed in this study gave the best results. RAPD-PCR methodology was employed to test its applicability on preserved specimens, and it was used as a test of the efficiency of DNA extraction/amplifications and for developing species-specific PCR primers. Attempts to amplify mitochondrial DNA sequences with the six mitochondrial genes were mostly unsuccessful. Sporadic amplifications were obtained with primers of 16S and COIII genes.
This study provided the first molecular data on deep-sea fish (Nezumia aequalis and N. micronychodon) exclusively using formalin-fixed, Steedman's preserved museum specimens. Two genomic sequences of these fishes were determined and submitted to the GenBank database under accession numbers AY826774 - AY826792. Three specific primer sets (RAPD-derived) for Nezumia aequalis and N. micronychodon were designed to amplify PCR product sizes 300 bp - 350 bp. This study has demonstrated that an appropriate strategy and molecular approach could lead to the successful use of museum and other formalin-fixed archival collections even on organisms with unstudied genomes.
Supplementary evidence, related to the method of preservation, the usage of particular DNA extraction protocol and PCR marker system, was obtained from ten differently preserved mackerel (Scomber scombrus) specimens.
This study confirmed that the DNA extracted from preserved specimens possesses unique characteristics that make molecular investigations very difficult. Because of this, it is proposed that DNA extracted from preserved specimens should be referred to as "archival DNA (arDNA)"
Dinâmicas de MOODLiz@ção num agrupamento de escolas de Matosinhos: o caso do agrupamento vertical de escolas de Leça da Palmeira/Santa Cruz do Bispo
Doutoramento em Multimédia em EducaçãoO advento da Internet e da Web, na década de 1990, a par da introdução e
desenvolvimento das novas TIC e, por consequência, a emergência da
Sociedade da Informação e do Conhecimento, implicaram uma profunda
alteração na forma de análise dos processos de ensino-aprendizagem, já não
apenas segundo um prisma cognitivista, mas, agora, também social, isto é,
segundo a(s) perspetiva(s) construtivista(s). Simultaneamente, torna-se
imperativo que, para que possam transformar-se em futuros trabalhadores de
sucesso, isto é, trabalhadores de conhecimento (Gates, 1999), os sujeitos
aprendentes passem a ser efetivamente educados/preparados para a
Sociedade da Informação e do Conhecimento e, tanto quanto possível, através
da educação/formação ao longo da vida (Moore e Thompson, 1997; Chute,
Thompson e Hancock, 1999). Todavia, de acordo com Jorge Reis Lima e Zélia
Capitão, não se deve considerar esta mudança de paradigma como uma
revolução mas, antes, uma evolução, ou, mais concretamente ainda, uma
“conciliação de perspectivas cognitivas e sociais” (Reis Lima e Capitão,
2003:53). Assim, às instituições de ensino/formação cumprirá a tarefa de
preparar os alunos para as novas competências da era digital, promovendo “a
aprendizagem dos pilares do conhecimento que sustentarão a sua
aprendizagem ao longo da vida” (Reis Lima e Capitão, Ibidem:54), isto é,
“aprender a conhecer”, “aprender a fazer”, “aprender a viver em comum”, e
“aprender a ser” (Equipa de Missão para a Sociedade da Informação,
1997:39; negritos e sublinhados no original).
Para outros, a Internet, ao afirmar-se como uma tecnologia ubíqua, cada vez
mais acessível, e de elevado potencial, “vem revolucionando a gestão da
informação, o funcionamento do mercado de capitais, as cadeias e redes de
valor, o comércio mundial, a relação entre governos e cidadãos, os modos de
trabalhar e de comunicar, o entretenimento, o contacto intercultural, os estilos
de vida, as noções de tempo e de distância. A grande interrogação actual
reside em saber se a Internet poderá também provocar alterações
fundamentais nos modos de aprender e de ensinar” (Carneiro, 2002:17-18;
destaques no original). Trata-se, portanto, como argumenta Armando Rocha
Trindade (2004:10), de reconhecer que “Os requisitos obrigatórios para a
eficácia da aprendizagem a ser assim assegurada são: a prévia disponibilidade
de materiais educativos ou de formação de alta qualidade pedagógica e
didáctica, tanto quanto possível auto-suficientes em termos de conteúdos
teóricos e aplicados, bem como a previsão de mecanismos capazes de
assegurar, permanentemente, um mínimo de interactividade entre docentes e
aprendentes, sempre que quaisquer dificuldades destes possam manifestarse”.
Esta questão é também equacionada pelo Eng.º Arnaldo Santos, da PT
Inovação, quando considera que, à semelhança da “maioria dos países, a
formação a distância em ambientes Internet e Intranet, vulgo e-Learning,
apresenta-se como uma alternativa pedagógica em franca expansão. Portugal
está a despertar para esta nova realidade. São várias as instituições nacionais
do sector público e privado que utilizam o e-Learning como ferramenta ou meio
para formar as suas pessoas” (Santos, 2002:26). Fernando Ramos acrescenta
também que os sistemas de educação/formação que contemplam
componentes não presenciais, “isto é que potenciam a flexibilidade espacial,
têm vindo a recorrer às mais variadas tecnologias de comunicação para
permitir a interacção entre os intervenientes, nomeadamente entre os
professores e os estudantes. Um pouco por todo o mundo, e também em
Portugal, se têm implantado sistemas (habitualmente designados como
sistemas de ensino a distância), recorrendo às mais diversas tecnologias de
telecomunicações, de que os sistemas de educação através de televisão ou os
sistemas de tutoria por rádio ou telefone são exemplos bem conhecidos”
(Ramos, 2002b:138-139).
Ora, o nosso estudo entronca precisamente na análise de um sistema ou
plataforma tecnológica de gestão de aprendizagens (Learning Management
System - LMS), o MOODLE, procurando-se, deste modo, dar resposta ao
reconhecimento de que “urge investigar sobre a utilização real e pedagógica
da plataforma” (Carvalho, 2007:27). Por outro lado, não descurando o rol de
interrogações de outros investigadores em torno da utilização do MOODLE,
nem enveredando pelas visões mais céticas que inclusive pressagiam a sua
“morte” (Fernandes, 2008b:134), também nós nos questionamos se esta
ferramenta nem sequer vai conseguir transpor “a fase de final de entusiasmo,
e tornar-se uma ferramenta de minorias e de usos ocasionais?” (Fernandes,
Op. cit.:133).The beginning of Internet and of the Web, in the nineties, along with the
introduction and development of new ICT and, as a consequence, the
emergence of the Information and Knowledge Society, implied a profound
change in the ways o of the teaching and learning processes, not any longer
according to a single cognitivist prism, but, now, also social, i.e., according to
the constructivist perspective(s). Simultaneously it becomes imperative that , so
as to become future success workers, that is, knowledge workers (Gates,
1999), learners have to be effectively educated/prepared for the Information
and Knowledge Society and, as much as possible, through lifelong
education/training (Moore e Thompson, 1997; Chute, Thompson e Hancock,
1999). However, according to Jorge Reis Lima and Zélia Capitão, one cannot
consider this change of paradigm as a revolution but rather as an evolution, or,
more precisely yet, a “conciliation of cognitive and social perspectives” (Reis
Lima and Capitão, 2003:53). Therefore, it is up to the teaching/training
institutions to fulfil the task of preparing students for the new competences of
the digital era, promoting “the learning of the principles of knowledge that will
sustain the learning throughout life” (Reis Lima and Capitão, Ibidem:54), that is,
“learning to know”, “learning to do”, “learning to live in common”, and
“Learning to be” (Equipa de Missão para a Sociedade da Informação,
1997:39; bold and underlines in the original).
For other, the Internet, affirming itself as an ubiquitous technology, more and
more accessible and of high potential, “has been revolutionising the
management of information, the functioning of the market of capitals, the
chains and networks of value, the world commerce, the relationships between
governments and citizens, the modes of working and of communicating,
entertainment, the intercultural contact, life styles, the notions of time and
distance. The great question at present resides in knowing whether the
Internet can provoke fundamental changes in the ways of learning and
teaching” (Carneiro, 2002:17-18; highlights in the original). We face, therefore,
as Armando Rocha Trindade (2004:10) argues, the recognition that “The
compulsory requisites for effective learning to be thus assured are: prior
availability of educational or training materials of high pedagogical and didactic
quality, as far as possible self sufficient in terms of theoretical and applied
content, as well as the provision of mechanisms capable of assuring,
permanently, a minimum of interactivity between teachers and learners,
whenever any difficulty is manifested”.
This issue is also equated by Engineer Arnaldo Santos, from PT Inovação,
when he considers that, as it happens in the “majority of countries, distance
education in Internet and Intranet environments, generally labelled e-Learning,
is presented as a pedagogical alternative in overt expansion. Portugal is
awakening for this new reality. There are various national public and private
sector institutions that use e-Learning as a tool or means to train their people”
(Santos, 2002:26). Fernando Ramos also adds that the systems of
education/training that contemplate non face-to-face components “that is, that
potentiate spatial flexibility, have been resorting to the most varied technologies
of communication to allow interaction amongst participants, namely between
teachers and students. A little throughout the world, and also in Portugal, have
implanted systems (habitually known as distance learning systems), resorting
the most diverse telecommunications technologies, of which the systems of
education by TV or the tutoring systems by radio or telephone are well known
examples” (Ramos, 2002b:138-139).
Now, our study is rooted precisely on the analysis of a system or technological
platform for the management of learning (Learning Management System -
LMS), MOODLE, seeking, therefore, to find answers for the recognition that “it
is urgent to study the real and pedagogical use of the platform” (Carvalho,
2007:27). On the other hand, not setting aside the array of questions from other
researchers on the use of MOODLE, nor taking for granted the more sceptical
views that include the premonition of its “death” (Fernandes, 2008b:134), we
also question whether this tool will be able to overcome “the final phase of
enthusiasm, and become a tool of the minorities and of occasional use”
(Fernandes, Op. cit.:133)
International Handbook of Health Literacy : Research, practice and policy across the lifespan
Okan O, Bauer U, Levin-Zamir D, Pinheiro P, Sørensen K, eds. International Handbook of Health Literacy : Research, practice and policy across the lifespan. Bristol: Policy Press, University of Bristol; 2019