Invisible City. A Multi-Sensory Approach to the Analysis of Urban Space

This thesis explores the relationship between sensory stimuli and human behaviour in urban space. It seeks to understand how spatial conditions, mediated, and supported by sensory experiences, impact individual and social activities and how this learning might be applied to other cities. This research aims to challenge the “visualism” of planning and urban design approaches and to examine the urban environment through a multi-sensory analysis, focusing on the non-visual senses, such as hearing, smell and touch. It is based on a qualitative case study approach focused on Bishopsgate, in the City of London, an area with a unique variety of urban spaces, compact morphology and land use. This thesis contributes to knowledge in three principal ways: First, the use of “sensewalks” and “sensetalks” as innovative user-centred methods of data collection, enabling in-situ semi-structured interviews with the presence of the researcher. Second, the use of thematic analysis of verbal and semantic descriptions received from participants, establishes a baseline for the exploration. Finally, the creation of a framework of analysis based on the concept of “sensescapes” will facilitate the future exploration of the urban setting through its different dimensions. This framework not only creates a baseline for discussion but also establishes a tool for use in future urban development within the fields of environmental psychology, sensory analysis, urban design and spatial planning. These contributions add to the academic literature and offer methods and techniques of analysis that may support future academic research, practice and policy. As planners and urban designers try to create better and healthier spaces, the analysis and production of urban “sensescapes” can be used as a tool in (re)designing the city in new ways that stimulate the senses – ultimately making the role of the non-visual senses more ‘visible’ in the urban setting

Antisclerostin effect on osseointegration and bone remodeling : a systematic review

Purpose: The objective of this systematic review was to verify whether the local or systemic administration of antisclerostin improves the osseointegration of dental or orthopedics implants and stimulates bone remodeling. Materials and Methods: An extensive electronic search was conducted through MEDLINE (PubMed®), PubMed Central® and Web of Science® databases, and specific Journals peer-reviewed to identify case report, case series, randomized controlled trial, clinical trial, and animal studies comparing either the systemic or local administration of antisclerostin with no use, in control group to determine the effect in osseointegration and bone remodeling. Articles in English and with no restriction of period were included. The focused question was determined according to PICO strategy. Results: Twenty articles were included for full review. One out of the twenty was excluded and 19 articles were included in the study, of which 16 were animal studies and 3 were randomized control trials (RCTs). Three of the 16 animal studies reported two different studies, remaining with 19 animal studies and 3 RCTs to analysis. Those studies were divided into two groups, one to evaluate the osseointegration proprieties and the other to verify the bone remodeling potential. Conclusion: The antisclerostin appears to be a promising treatment option to accelerate the osseointegration of dental implants and/or improve the bone neoformation when are present pathologies that could lead to loss of bone structure.Objetivo: O objetivo desta revisão sistemática foi verificar se a administração local ou sistémica de antiesclerostina melhora a osseointegração de implantes dentários ou ortopédicos e estimula a remodelação óssea. Materiais e Métodos: Uma pesquisa extensiva foi conduzida através das bases de dados MEDLINE (PubMed®), PubMed Central® e Web of Science®, e revistas específicas revistas por pares para identificar relatos de casos, séries de casos, estudos randomizados controlados, ensaios clínicos e estudos em animais comparando a administração local ou sistémica de antiesclerostina com a sua não utilização, no grupo controlo, para determinar o efeito na osseointegração e remodelação óssea. Foram incluídos artigos em inglês e sem restrição de período. A questão de investigação foi determinada de acordo com a estratégia PICO. Resultados: Vinte artigos foram incluídos para leitura integral. Um dos vinte artigos foi excluído e 19 artigos foram incluídos no estudo, dos quais 16 foram estudos animais e 3 foram estudos randomizados controlados. Três dos 16 estudos animais reportaram dois estudos diferentes, ficando com 19 estudos animais e 3 estudos randomizados controlados para análise. Estes estudos foram divididos em dois grupos, um para avaliar as propriedades de osseointegração e o outro para verificar o potencial de formação óssea. Conclusão: A antiesclerostina parece ser uma opção de tratamento promissora para acelerar a osseointegração de implantes dentários e/ou melhorar a neoformação óssea quando estão presentes patologias que podem levar à perda de estrutura óssea

Study on the fundamental concept of “measure” and its history

This paper exhibits a small part of a PhD degree project on the theme: “The fundamental concept of Measure: epistemological and pedagogical aspects related with the first six years of schooling”. It aims at presenting the analyzis of the fundamental concept of measure at the so called elementary levels of schooling, in Portugal. We intend to: 1) distinguish elementary concepts and fundamental concepts; 2) explain why do we look at the mathematical concept of measurement as not only an elementary concept but, and above all, a fundamental concept in mathematics; 3) foresee implications of this distinction for teaching at the elementary level.CIEC - Centro de Investigação em Estudos da Criança, UM (UI 317 da FCT

A história dos programas de matemática para a formação dos professores do 1º Ciclo do Ensino Básico em Portugal: o conceito fundamental de medida

Estamos convictas de que a preservação das memórias é, tal como o próprio Heródoto (séc. V a. C.) defendia, a melhor forma para se compreender o presente e para se preparar o futuro. É nosso propósito compreender a evolução dos programas de formação dos professores do 1.º Ciclo do Ensino Básico, em Portugal, nomeadamente no que respeita ao conhecimento matemático e perceber que dimensão é atribuída ao conceito fundamental de Medida. Neste artigo reportar-nos-emos, em particular, a uma fonte primária histórica sobre a uniformização dos pesos e medidas: o Mappa do Systema decimal em Nomenclatura Portugueza (1812-1814)

The fundamental concept of measure in elementary mathematics textbooks

In this article we present the work in progress at a PhD degree in Estudos da Criança, Área de Conhecimento de Matemática Elementar, Universidade do Minho (Portugal). The focus on this paper is the analysis of the fundamental concept of “measure” as seen in Portuguese textbooks directed to the first six years of schooling. The concept of “measure” plays an important role in the construction of mathematical knowledge, in particular at the elementary stages of education. Our main aims are: (1) to define a set of criteria based on both scientific and methodological aspects (related to the concept of measurement) to be applied on the analysis of mathematics textbooks; (2) to identify criteria for developing didactical material for coherently teaching the concept of measure during the first six years of schooling; (3) to apply our results to programs for both initial training for teachers and “recycling” teaching careers

A historical approach of the fundamental concept of measurement: Measuring “Time”, in Portuguese textbooks for 5th and 6th grades

In this article we present part of a PhD project on “The fundamental concept of Measure: epistemological and pedagogical aspects related to the first six years of schooling”. It aims at analyzing the historical approach of the fundamental concept of Measure as presented in Portuguese mathematics textbooks for the 2nd cycle of Basic Education. In particular it intends: 1) To explain why do we look at the mathematical concept of Measurement as not only elementary but, above all, a fundamental concept in mathematics; 2) to identify a historical approach, in textbooks, inasmuch as it contributes to promotion and enrichment of learning the concept; 3) to analyse activities (problems and exercises) suggested and requiring Measurement. Our specification of the concept of Measurement will be, in this article, “Time”

Nephtyidae (Annelida: Polychaeta) do Estado de São Paulo, Brasil, incluindo um novo registro para a costa brasileira

In the present study, four species of Nephtyidae, Aglaophamus juvenalis (Kinberg 1866), Nephtys acrochaeta Hartman 1950, Nephtys californiensis Hartman 1938 and Nephtys squamosa Ehlers 1887, were found from the intertidal zone to the shallow sublittoral (<50 m) off São Paulo, Brazil, during the program BIOTA/FAPESP Marine Benthos. Descriptions and notes on each of them are provided. Nephtys californiensis is a new record for the Brazilian coast. Keys to genera and species of Nephtyidae recorded from Brazil are given.Neste estudo, quatro espécies de Nephtyidae: Aglaophamus juvenalis (Kinberg 1866), Nephtys acrochaeta Hartman 1950, Nephtys californiensis Hartman 1938 e Nephtys squamosa Ehlers 1887 foram coletadas desde a região entremarés até o sublitoral raso (<50 m) da costa de São Paulo, Brasil, durante o Programa BIOTA/FAPESP Bentos Marinho. Descrições e comentários são fornecidos para cada uma delas. Nephtys californiensis é um novo registro para a costa brasileira. Chaves para gêneros e espécies de Nephtyidae registrados no Brasil são fornecidas.25326

The tutor's role in student learning

Higher education in Portugal, in the last forty years, has undergone profound changes with the enlargement of public higher education network, the appearance of new institutions, the quantity and the heterogeneity of students. The implementation of the Bologna Process in European community countries led to the redesign of higher education Portuguese courses as well as their corresponding curricula. In recent years, the use of Project-led education was one of the most significant changes in teaching and learning, particularly in engineering in higher education in Portugal. This teaching methodology encourages students and teachers to undertake new roles, new responsibilities and a new learning perspective. This study aims at understanding whether the role of the tutor is to be suitable to the needs and expectations of Project-led education students. These changes however are not only structural. At the University of Minho, new teaching and learning methodologies were adopted, which could guide the training of professionals on to the twenty-first century. The opportunity arising from the implementation of Project-led education in Engineering methodology was used in the University of Minho’s courses. This teaching method is intended to provide students with educational support programs that benefit the academic performance, allowing the opportunity to upgrade, train and develop the ability to study and learn more effectively. Through the Project-led education it is possible to provide students with techniques and procedures and develop the ability to communicate orally and in writing. Students and teachers have assumed new roles in the teaching-learning process allowing in one hand the students to explore, discover and question themselves about some knowledge and on the other hand the teachers to change to a tutor, a companion and to a student project guide. Therefore, surveys were analyzed, comprising questions about the most significant contribution of the tutor as well as if there are some initial expectations that have not been foreseen by the tutor.This work was partly funded by FEDER funds through the Operational Competitiveness Program (COMPETE) and by FCT with the projects PEst-C/CTM/UI0264/2011 and FCOMP- 01-0124-FEDER- 022674

O papel do tutor no desenvolvimento do pensamento crítico e resolução de problemas

The School of Engineering of the University of Minho adapted to the requirements of the Bologna Process through various measures. Among these, the adoption of the methodology of teaching and learning Project-LedEngineering Education is to be highlighted, where the active role of the learner and the tutor's role as "guide" throughout the project is promoted and appreciated. In order to understand whether the role of the tutor is being performed as expected, a series of questionnaire surveys were conducted. In this study instrument, issues within the perception of students on the role of the tutor in Project-Led Engineering Education, on the promotion of critical thinking and on the appreciation of problem solving were addressed.This work was partly funded by FEDER funds through the Operational Competitiveness Program (COMPETE) and by FCT with the projects PEst-C/CTM/UI0264/2011 and FCOMP- 01-0124-FEDER-022674

Engineering, a course of men: the inversion of that trend

Apresentado em "ASEE’s 123rd Annual Conference & Exposition - New Orleans, LA - June 26 - 9, 2016"Traditionally, engineering courses are more pursued by men than by women, although, also traditionally, there are exceptions, like for example Biological Engineering courses. In recent years, Higher Education in Portugal has faced profound changes, namely as far as the number of students, the enlargement of the educational network and the curricular structure of courses are concerned. It is known that the rise in the general number of students was also accompanied by an increase in the number of women attending Portuguese Higher Education Institutions. This paper aims to analyze whether these changes have also changed the choice of women/men in engineering courses. Therefore, preferences and admissions from the last five years in fifteen engineering courses of a Portuguese University were analyzed. This analysis aims at understanding if there are courses that tend to be more chosen by women, as well as the incidence of the Demand Satisfaction Index (here DSI) in their choices. The DSI is the ratio between the number of applicants in the 1st option and the number of existing vacancies per pair institution/ course, in the 1st phase of the national competition for higher education access. For the academic years 2010/2011 to 2014/2015 we analyzed, for each course, the number of applicants and the number of students placed (by gender), the application option and the average grades of the admitted applicants. This analysis showed that the percentage of women has increased in both: in the number of applicants and in the number of admissions. The number of female applicants increased 4.7% in the general number of applicants for engineering courses and 3.4% in the number of female admitted students, among the total number of admissions, in the same period. This convergence of the number of students of both genders contradicts the historical data, so it is important to understand its reasons. Therefore, each one of the courses was analyzed independently and we verify that in courses where the demand was already mainly female, that demand was further strengthened by women. In courses which have traditionally more male attendance, the percentage of women has been continuously approaching that of men. In conclusion, the conjunction of the growing attractiveness of engineering courses (which makes the admission more competitive) and the fact that, in general, women present better access grades to higher education is claimed as an explanation for this evolution.This work has been financed by FEDER funds through the Competitivity Factors Operational Programme - COMPETE: POCI-01-0145-FEDER-007136 and POCI-01-0145-FEDER- 007043 and FCT – Fundação para a Ciência e Tecnologia within the Project Scope: UID/CEC/00319/201