Automatic conditioning of the CTF3 RF system

The RF system of CTF3 (CLIC Test Facility 3) includes ten 35 MW to 40 MW 3 GHz klystrons and one 20 MW 1.5 GHz klystron. High power RF conditioning of the waveguide network and cavities connected to each klystron can be extremely time consuming. Because of this, a fully automatic conditioning system has been developed within a CERN JINR (Dubna) collaboration. It involves relatively minor hardware additions, most of the work being in application and front-end software. The system has already been used very successfully

Humor in mathematics teaching

HUMOR: OUR VIEW FOR MATHEMATICS TEACHING Our assumptions and context. Process humor and be able to produce is clearly a sign of intelligence, revealing, when done well, complex reasoning. Humor has an important social role, assuming as a cognitive experience that as well as creating a sense of well-being, predisposes people to work and can improve the productivity of that work. Mathematics is a discipline in which the reasoning occupies a very prominent place, both as a science as a school area. At the same time, students' interest for mathematics is not always the same and some have initially not very favorable feelings (Toh, 2009; Wanzer, Frymier & Irwin, 2010). Recent curriculum changes to the teaching of mathematics have been, in most countries of the world, showing the need for students to develop skills of critical nature, such as communication, thinking and problem solving along with the acquisition of mathematical knowledge. Also in Portugal, it is claimed the importance of promoting learning that combine the construction of mathematical knowledge with its use, when performing mathematical tasks and communicating mathematical ideas and mathematical reasoning. In the early years of schooling, corresponding to primary education in many countries, the use of texts such as short stories or comics, from which we can develop challenging mathematical tasks, is reported in the literature as having potential to promote learning specified in curricular documents (Wanzer, Frymier., & Irwin, 2010). In particular, some texts focus on mathematical topics in a humorous way and to be understood, students must develop their mathematical competence. The development of mathematical tasks from stories and other humorous presents big challenges to teachers (Flores & Moreno, 2011). Our questions. In this context, we put some questions: Primary teachers use in their classes tasks or situations that present, in a humorous way, mathematical ideas? What resources do they use? Also: How to select, adapt or build texts and tasks which have, in a humorous way, mathematical ideas with didactic potential for education in the early years of schooling? If the resources for this purpose have been produced and if teachers have been sensitized for their use, are they able to integrate them in their classes? Our intentions. This research project seeks to address these questions, focused on: (i ) assessment of teachers’ practices and underlying knowledge, resources available for the use of texts with mathematical ideas presented in a humorous way; (ii) selection, adaptation and construction of mathematical tasks from texts that present, in a humorous way, mathematical ideas with didactic potential in education for the early years of schooling; and ( iii ) integration and use, by primary school teachers, of texts that present , in a humorous way, contexts for the teaching of mathematics. So, the project is organized into three tasks and as a methodological design that combines qualitative elements with quantitative elements, the first one prevailing

O humor em manuais escolares de matemática

O humor tem larga presença na vida das pessoas, combinando elementos afetivos e cognitivos com o intuito de bem-dispor. Para além dos contextos de lazer, o humor tem também sido utilizado em contextos associados ao trabalho, nomeadamente nas escolas, colocado ao serviço do ensino. Sendo os manuais escolares um recurso muito utilizado pelos professores, particularmente pelos de Matemática, pareceu-nos pertinente: (i) averiguar a utilização do humor em manuais escolares de Matemática; e (ii) descrever o humor utilizado nos manuais, discutindo o seu enquadramento didático. Para isso, submetemos a análise de conteúdo quatro manuais escolares de Matemática (dos 4.º e 5.º anos de escolaridade) com larga difusão nacional. Os resultados revelam que o humor, tanto no texto como na ilustração, não tem praticamente expressão nos manuais. Ainda assim, todos os manuais valorizam, ao nível da ilustração, situações de boa disposição, apresentando, recorrentemente, pessoas a rir.Humor has a wide presence in people's lives, combining affective and cognitive elements with the intention of well-being. In addition to the leisure contexts, humor has also been used in contexts associated with work, namely schools, placed at the service of teaching. Since school textbooks are a resource widely used by teachers, particularly those of mathematics, it seems pertinent to us: (I) to access the usage of humor in Mathematics school textbooks; and (ii) describe the humor used in textbooks and discuss their didactic framework. For this, we submitted, to content analysis, four textbooks of Mathematics (of the 4th and 5th grades) with wide national diffusion. The results reveal that humor, both in the text and in the illustration, has practically no expression in the textbooks. Even so, all textbooks value, at the illustration level, light-hearted situations, presenting repeatedly, people laughing.info:eu-repo/semantics/publishedVersio

Key processes for the construction of an informal guide to develop digital competences: support resettled refugees in active job search

Any kind of learning program requires a set of processes to make sure that learning can happen in a specific environment. This means that it is important to identify the method and instructional model that can help learners getting engaged in a specific theme, in this case in developing digital competences. In this work, we present the method followed to build an informal Guide for refugees to develop digital competences, to support their active job search (which is part of an ongoing Ph.D. project). Hence, the five processes of Cognitive Theory of Multimedia Learning were used (i.e. selecting words; selecting images; organizing images; organizing words; integrating) to present text, graphics, video and audio information for optimal learning. For the creation of this informal Guide, an analysis model was developed to support the research process, namely the design of the questionnaires used to collect data. The study was divided into three phases: in phase 1, data were collected to characterize the participants (in terms of their earlier learning; their proficiency in Portuguese; their professional activity in their country of birth; their professional activity in Portugal; the computing devices they have and use). After collecting these data, the respondents (refugees) with an active profile were identified and invited to participate in the study. In phase 2 type of online social networks used by the respondents with an active profile were identified, as well as the digital competences they assume to have developed), so that in phase 3 we could conceive and carry out training sessions, with the inputs from experts, to develop digital competences. Thus, the main goal of this work is to present the methodology used to build the informal Guide, as well as depict some of the most relevant characteristics of the selected participants.publishe

Brazilian Front-of-Package Labeling: A Product Compliance Analysis 12 Months after Implementation of Regulations

This study investigated the presence of front-of-package labeling on food products in major retailers in Brazil after its implementation in 2022. Carried out from May to October 2023, we analyzed 2145 products of brands present in five Brazilian states. A total of 541 products presented front-of-package warnings. The categories varied in their adherence to front-of-package labeling, highlighting a prevalence of combined warnings, such as high in added sugar and high in saturated fat on sweet biscuits and chocolates. Sausages showed a high prevalence of high in sodium and high in saturated fat warnings. Beverages stood out as high in added sugar, while fats, dairy products, frozen preparations, seasonings, and sauces presented diversity in the warnings. Other products, such as panettone, showed a high presence of alerts. The study demonstrated the widespread presence of front-of-package labeling on ultra-processed products highly consumed by the Brazilian population. Considering the alarming presence of these foods in the Brazilian diet, it is concluded that front-of-package nutrition labeling is crucial to inform and raise awareness among consumers, allowing healthier choices and potentially contributing to a reduction in chronic diseases and the costs associated with treatment in the health system.This work was supported by the FCT—Foundation for Science and Technology, Portugal. Furthermore, we would like to thank the Centre for Studies in Education and Innovation (CI&DEI), Centre for Natural Resources, Environment and Society (CERNAS), and the Institute Polytechnic of Viseu for their support.info:eu-repo/semantics/publishedVersio

Pregnancy and childbirth: What changes in the lifestyle of women who become mothers?

Pregnancy is a period influenced by the interaction of several factors, therefore this study aimed to identify changes in lifestyles due to pregnancy and childbirth in Portuguese and immigrant women in Portugal. This is a qualitative study, using the semi-structured interview, with eighty-two Portuguese and immigrant women. Content analysis was used, with verbatim classification supported by Nvivo 10. It was authorized by an Ethics Commission. Results revealed that the primary changes in lifestyles due to pregnancy were in eating habits (nutrition), daily activity, exposure to danger, sleep and rest patterns, social and family relationships, going out, self-care, work, clothing and footwear, travel, health monitoring and sexual activity and substances consumption. The main change after the birth, manifested by these women, was that their lives began to revolve around their baby

Promoting transparent assessment in Higher Education: preliminary insights from the DIGI-PROF project

Aiming to identify the most urgent challenges in implementing transparent assessment in Higher Education (HE), and current best practices within this scope, this paper sets out to outline the European project DIGI-PROF (Transparent Assessment for Online Learning by Digitally Competent Professors ), which involves 5 HE institutions (Vytautas Magnus University – Lithuania; University of Aveiro – Portugal), Slaski University – Poland and the European Distance and E-Learning Network (EDEN). Focussing on one of the project’s outputs (O1), in addition to describing its overall goals, authors will detail the steps leading up to the development of a self-learning course for educators. This course, whose content is based on the results of an international survey addressing this community and their needs, as well as on collaborative desk research activities carried out by all project partners, is structured around 3 key areas, i.e.: designing learning outcomes and criteria-based assessment; involving students in digitally supported learning assessment; and digital assessment methods and tools. The learning materials produced stem from a joint effort and encompass key concepts and good practices within the scope of assessment for online learning, as well as reflective tasks that can support practitioners’ competence development in this area. As this course has recently been piloted by experts from the different partner institutions, the paper will also outline these insights, hence reflecting on its potential affordances and perceived outcomes and relevance.publishe

Better together: adopting Team-Based Learning in the English for Specific Purposes classroom

Having gained popularity within the scope of Health and Business Education, given its affordances in bridging the gap between theory and practice, Team-Based Learning (TBL) is currently also being applied in other educational settings. Based on group dynamics, this pedagogical strategy incorporates flipped classroom approaches and is consistent with principles of social learning, relying on the collaborative knowledge of learning teams, high levels of participation and effective communication. By encompassing both theoretical and practical approaches to content (technical competences) and promoting the development of transversal and transferable competences, i.e. team work, collaboration, communication and creativity, this approach is also aligned with current needs of an increasingly digital 21st-century workplace. Grounded in these premises and the fact it is emerging as a more structured alternative to traditional collaboration strategies, TBL approaches are increasingly being perceived as potential catalysts for language learning, and in particular English for Specific Purposes (ESP), in which terminology and content-based discussions are particularly relevant. This paper describes a TBL-based pedagogical strategy used in different ESP courses, involving a total of 60 students of the University of Aveiro (Portugal). The learning design encompassed three sequential phases, namely: Preparation (1), Readiness Assurance (2) and Application of Course Concepts (3). In terms of research methodology, this exploratory study is based on the analysis of the data collected in two Readiness Assurance Tests (RATs) in Phase 2. Each of these RATs consisted of a 10-question quiz, answered both individually and in teams, using a Classroom Response System (CRS). The retrieved data was analysed following a quantitative approach, through descriptive statistical analysis.publishe

Structural Studies on Supramolecular Adducts of Cyclodextrins with the Complex [Ru([9]aneS3)(bpy)Cl]Cl

http://www.sciencedirect.com/science/article/B6TGW-4SV5VBS-B/1/da1bbc59614cc3a26a3bdce77219c7c

Students as teachers: interdisciplinarity and peer-learning in tourism education

Describing a collaborative and interdisciplinary project carried out within the scope of an English for Specific Purposes (ESP) course, this paper focuses on the adoption of peer-review and peer-learning in Tourism Education. The project, which involved 12 groups of second year Hotel Management Students, challenged participants to produce learning materials on Health & Safety topics to be used in online training modules targeting their peers. Defined as “the acquisition of knowledge and skills though active helping and support among peers who are equals in standing or matched companion” (Topping, 2005, p. 631), peer-learning has been the subject of different studies, with researchers agreeing on its potential, particularly when paired with collaborative and co-creative approaches. Considered to promote students’ overall engagement and motivation, as well as fostering teamwork communication and metacognitive skills (Carvalho & Santos, 2022; Gyamfi et al., 2022; Mendieta-Aragón et al., 2022) peer-learning (also referred to as learning-by teaching) have a positive effect in students’ learning (Liu, 2018). However, despite this interest and perceived benefits, studies within the scope of Tourism Education are still lacking. As a result, this paper aims to address this gap, by mapping peer-learning initiatives in Tourism Higher Education, as well as describing a teaching and learning strategy implemented at the School of Hospitality in Tourism, framing it within existing research and trends. Resorting to a mixed-methods approach, based on documentary research and observation, in addition to a more general description, outlining the project’s design and implementation,the paper reflects on the affordances of peer-review in promoting domain-specific learning, putting forward the author’s perspective, as to inform other initiatives within this scope and contribute to the ongoing discussion on Tourism curricula.publishe