Ensino de frações – visitando a sala de aula do ensino básico

The most recent guidelines for mathematics in basic education (6-10-years-old) in Portugal preconize an in-depth contact with fractions. These guidelines suggest the approach to quotient, part-whole, measure and operator interpretations of fractions. Thus, it seems pertinent to investigate whether the current teaching practices reflect those guidelines. The research presented here sought to answer the following questions: 1) What role do teachers give to the interpretations of fractions to introduce the concept of fraction to children? 2) How do teachers approach and articulate the different interpretations of fractions? 3) What difficulties do teachers reveal about these issues? A collaborative working program with four teachers was conducted comprising the observation of lessons. The present paper presents the results concerning one of the cases — teacher Inês (fictitious name). A qualitative analysis of the collected data suggests difficulties in selecting examples and introducing the meaning of the fraction when quotient interpretation is involved; difficulties in approaching the ordering and equivalence of fractions; no exploration of the reference unit; unsuitable emphasis on algebraic procedures when operator interpretation is involved. In-service teacher training should be regularly promoted in order to ensure greater convergence between curriculum and teaching practices and improve the quality of the latter.Financial Support by CIEC (Research Centre on Child Studies, IE, UMinho; FCT R&D unit 317, Portugal) by the Strategic Project UID/CED/00317/2013, with financial support of National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-007562info:eu-repo/semantics/publishedVersio

Selecting Research Collections for Digitization: Applying the Harvard Model

published or submitted for publicatio

Department of Homeland Security Science and Technology Directorate: Developing Technology to Protect America

In response to a congressional mandate and in consultation with Department of Homeland Security's (DHS) Science and Technology Directorate (S&T), the National Academy conducted a review of S&T's effectiveness and efficiency in addressing homeland security needs. This review included a particular focus that identified any unnecessary duplication of effort, and opportunity costs arising from an emphasis on homeland security-related research. Under the direction of the National Academy Panel, the study team reviewed a wide variety of documents related to S&T and homeland security-related research in general. The team also conducted interviews with more than 200 individuals, including S&T officials and staff, officials from other DHS component agencies, other federal agencies engaged in homeland security-related research, and experts from outside government in science policy, homeland security-related research and other scientific fields.Key FindingsThe results of this effort indicated that S&T faces a significant challenge in marshaling the resources of multiple federal agencies to work together to develop a homeland security-related strategic plan for all agencies. Yet the importance of this role should not be underestimated. The very process of working across agencies to develop and align the federal homeland security research enterprise around a forward-focused plan is critical to ensuring that future efforts support a common vision and goals, and that the metrics by which to measure national progress, and make changes as needed, are in place

Project Retrosight. Understanding the returns from cardiovascular and stroke research: Methodology Report

Copyright @ 2011 RAND Europe. All rights reserved. The full text article is available via the link below.This project explores the impacts arising from cardiovascular and stroke research funded 15-20 years ago and attempts to draw out aspects of the research, researcher or environment that are associated with high or low impact. The project is a case study-based review of 29 cardiovascular and stroke research grants, funded in Australia, Canada and UK between 1989 and 1993. The case studies focused on the individual grants but considered the development of the investigators and ideas involved in the research projects from initiation to the present day. Grants were selected through a stratified random selection approach that aimed to include both high- and low-impact grants. The key messages are as follows: 1) The cases reveal that a large and diverse range of impacts arose from the 29 grants studied. 2) There are variations between the impacts derived from basic biomedical and clinical research. 3) There is no correlation between knowledge production and wider impacts 4) The majority of economic impacts identified come from a minority of projects. 5) We identified factors that appear to be associated with high and low impact. This report presents the key observations of the study and an overview of the methods involved. It has been written for funders of biomedical and health research and health services, health researchers, and policy makers in those fields. It will also be of interest to those involved in research and impact evaluation.This study was initiated with internal funding from RAND Europe and HERG, with continuing funding from the UK National Institute for Health Research, the Canadian Institutes of Health Research, the Heart and Stroke Foundation of Canada and the National Heart Foundation of Australia. The UK Stroke Association and the British Heart Foundation provided support in kind through access to their archives

Final report: Project EVOLVE (Expanding and validating options for learning through variations in education).

Final Report of Project EVOLVE (Expanding and Validating Options for Learning in Education). The project developed and field-tested alternatives to inappropriate utilization or overreliance on paraprofessionals

Chapter 5: Evaluation

The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)

Development of titanium dioxide nanoparticles/nanosolution for photocatalytic activity

Biological and chemical contaminants by man-made activities have been serious global issue. Exposure of these contaminants beyond the limits may result in serious environmental and health problem. Therefore, it is important to develop an effective solution that can be easily utilized by mankind. One of the effective ways to overcome this problem is by using titanium dioxide (TiO2). TiO2 is a well-known photocatalyst that widely used for environmental clean-up due to its ability to decompose organic pollutant and kill bacteria. Although it is proven TiO2 has an advantage to solve this concern, its usefulness unfortunately is limited only under UV light irradiation. Therefore, the aim of this work was to investigate the potential of TiO2 that can be activated under visible light by the incorporation of metal ions (Fe, Ag, Zr and Ag-Zr). In this study, sol-gel method was employed for the synthesis of metal ions incorporated TiO2. XRD analysis revealed that all samples content biphasic anatase-brookite TiO2 of size 3 nm to 5 nm. It was found that the incorporation of these metal ions did not change the morphology of TiO2 but the crystallinity and optical properties were affected. The crystallinity of anatase in the biphasic TiO2 was found to be decreased and favored brookite formation. PL analysis showed metal ions incorporation suppressed the recombination of electron-hole pairs while the band gap energy of TiO2 (3.2 eV) was decreased by the incorporation of Fe (2.46 eV) and Ag (2.86 eV). Among this incorporation, Ag-Zr incorporated TiO2 showed highest performance for methyl orange degradation (93%) under fluorescent xxv light irradiation for 10 h. This follows by Zr-TiO2 (82%), Fe-TiO2 (75%) and Ag�TiO2 (43%). Meanwhile, the highest antibacterial performance was exhibited by Ag�TiO2. TEM images showed that E.coli bacterium was killed within 12 h after treated with Ag-TiO2. The results obtained from the fieldwork study established that Ag-Zr incorporation have excellent performances for VOC removal and antibacterial test. The VOC content after treated with Ag-Zr-TiO2 fulfilled the Industry Code of Practice on Indoor Air Quality 2010 which is lower than 3 ppm. In addition, the percentage of microbes also found to be decrease around 45 % within 5 days of monitoring

Online Resources for Identifying Evidence-Based, Out-of-School Time Programs: A User's Guide

Summarizes general information, select program outcomes, and evidence levels of searchable databases, interactive summaries, and documents online on evidence-based intervention programs. Outlines considerations and assessments for selecting programs

The impact of national culture on e-government implementation: A comparison case study

Over the past decade there has been increasing interest in the IS research literature on the impact of cultural differences on the development and use of information and communications technologies (Ives & Jarvenpaa, 1991; Shore & Venkatachalam, 1995; Tractinsky & Jarvenpaa, 1995, Myers and Tan, 2002, Ali and Brooks, 2008). In this paper the authors explore the influence of national culture on eGov implementation. The authors have conducted a comparative case study in two different countries the UK as a developed country and Sari Lanka as a developing country. The research findings highlight the potential influence of cultural differences on eGov implementation

The landscape of gifted and talented education in England and Wales: How are teachers implementing policy?

This is an Author's Accepted Manuscript of an article published in Research Papers in Education, 27(2), 167-186, 2012, copyright Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/02671522.2010.509514.This paper explores the evidence relating to how primary schools are responding to the ‘gifted and talented’ initiative in England and Wales. A questionnaire survey which invited both closed and open-ended responses was carried out with a national sample of primary schools. The survey indicated an increasing proportion of coordinators, compared with a survey carried out in 1996, were identifying their gifted and talented children as well as having associated school policies. However, the survey also highlighted a number of issues which need addressing if the initiative is to achieve its objective of providing the best possible educational opportunities for children. For example, it was found that a significant number of practitioners were not aware of the existence of the National Quality Standards for gifted and talented education, provided by the UK government in 2007, and the subject-specific criteria provided by the UK’s Curriculum Authority for identification and provision have been largely ignored. The process of identifying children to be placed on the ‘gifted and talented’ register seems haphazard and based on pragmatic reasons. Analysis of teachers’ responses also revealed a range of views and theoretical positioning held by them, which have implications for classroom practice. As the ‘gifted and talented’ initiative in the UK is entering a second decade, and yet more significant changes in policy are introduced, pertinent questions need to be raised and given consideration