A Second-Order ΣΔ ADC using sputtered IGZO TFTs with multilayer dielectric

This dissertation combines materials science and electronics engineering to implement, for the first time, a 2nd-order ∑∆ ADC using oxide TFTs. The transistors employ a sputtered IGZO semiconductor and an optimizeddielectric layer, based on mixtures of sputtered Ta2O5and SiO2. These dielectrics are studied in multilayer configurations, being the best results achieved for 7 layers: IG7.5 MV/cm, while keeping κ>10, yielding a major improvement over Ta2O5single-layer. After annealing at 200 °C, TFTs with these dielectrics exhibit μSAT≈13 cm2/Vs, On/Off≈107and S≈0.2 V/dec. An a-Si:H TFT RPI model is adapted to simulate these devices with good fitting to experimental data. Concerning circuits, the ∑∆ architecture is naturally selected to deal with device mismatch. After design optimization, ADC simulations achieve SNDR≈57 dB, DR≈65 dB and power dissipation, approximately, of 22 mW (VDD=10 V), which are above the current state-of-the-art for competing thinfilm technologies, such as organics or even LTPS. Mask layouts are currently under verification to enable successful circuit fabrication in the next months.This work is a major step towards the design of complex multifunctional electronic systems with oxide TFT technology, being integrated in ongoing EU-funded and FCT-funded research projects at CENIMAT and UNINOVA

Traditional Toys and Student Motivation and Commitment in Technological Education

Problem Statement: This research aims to understand the contribution of traditional toys as catalysts for motivation and student commitment in the development of Technological Education projects and activities. Research Questions: To what extent do work units related to traditional toys promote student motivation and commitment in the subject of Technological Education. Purpose of Study: Technological Education requires students to gain knowledge and know-how such that motivation and commitment are crucial for the development of classroom projects and activities. It is in this context that traditional toys are assumed to be catalysts for motivation and student interest. Research Methods: In terms of methodology, an exploratory research of a qualitative nature was carried out, based on semi-structured interviews to teachers and students within a 2nd cycle of Basic Education environment, encompassing five state schools in the Viseu municipality, Portugal. Nine teachers and forty-five technological education pupils, aged between 10 and 12, attending the 5th and 6th years of schooling participated. Findings: Content analysis of the answers revealed that the implementation of work units involving the construction of traditional toys are conducive to student motivation and commitment. Starting off with an initial idea, pupils are enabled to experience all the stages of toy building, from conception to completion, contributing to greater student satisfaction in the teaching-learning process. Conclusions: The traditional toys constitute an added value in the subject of Technological Education, promoting student motivation and commitment in the development of projects and activities. Students acquire knowledge and skills, which will enable them to analyze and thus resolve specific situations and prepare them for an increasingly technological world.info:eu-repo/semantics/publishedVersio

A avaliação de escolas: entre a intenção e a ação

Esta comunicação apresenta resultados parciais de uma investigação mais ampla, em curso, que se propôs averiguar os efeitos do programa de avaliação externa das escolas (AEE) nas dinâmicas de autoavaliação e nos planos de ação para a melhoria da escola. Trata-se de uma investigação inserida numa matriz de cariz essencialmente qualitativa e opta pelo estudo de casos múltiplos. Nesta comunicação restringe-se a abordagem e procura-se conhecer os significados atribuídos pelos atores ao modo como se desenvolveu o processo de conceção e implementação da autoavaliação de escola. Com este objetivo foram realizadas um conjunto de entrevistas a diversos atores da comunidade educativa de cada uma das escolas. Os resultados preliminares tendem a evidenciar que as organizações educativas, nas respostas às prescrições externas para a avaliação da escola e para a melhoria recorrem a estratégias e táticas plurais, de tal modo que as formas organizacionais assumidas pelos processos avaliativos mais do que contributos para a melhoria da escola, traduzem o cumprimento de um “ritual legitimador” e de um “gerencialismo” da imagem pública, relegando para um plano secundário a melhoria efetiva da qualidade do serviço educativo.FC

How can the EQA provider encourage the participation in Pre-Analytical schemes

Providing a quality sample and ensuring the best laboratory practices should be the aim of Pre-Analytical Phase. With analytical phase strictly controlled, pre-analytical phase should be the laboratories target for improvement processes. Concerning to this, it is important to have in place a proper system for error detection for this extra-analytical phase and to be able to detect errors that have a significant negative effect on sample quality and patient health. Although laboratory managers are becoming to concern about these issues, the participation rate on the national program on pre-analytical phase is still very low, which means that the EQA provider should have an intervention more active than it has with the analytical phase. In order to contradict this weak participation and to reach the laboratories needs, PNAEQ (Programa Nacional de Avaliação Externa da Qualidade) has launched two types of schemes in which laboratories participation depends mainly of the EQA provider. One is the “mystery client”, which simulates a real life scenario to verify if the information provided to the patient depends on the laboratory collaborator. The other one is a presential audit, which identify some of the real errors occurred during the blood drawing. The aim of these two types of surveys is to demonstrate that most of the pre-analytical errors are detectable and, more important than that, they can be corrected or eliminated when pre-analytical phase is controlled.N/

10 anos de Avaliação Externa da Qualidade da Fase Pré-Analítica em Portugal

A implementação de um programa específico de AEQ na fase pré-analítica permite avaliar o desempenho dos laboratórios à semelhança do que é feito na fase analítica. Nos últimos 10 anos, o Programa Nacional de Avaliação Externa da Qualidade (PNAEQ) disponibilizou diferentes ensaios que incluíram distribuição de questionários, envio de amostras e simulação de casos, e promoveu reuniões e ações de formação com os participantes.N/

Integração da Avaliação da Fase Pré-Analítica na rotina laboratorial

Com a fase analítica estritamente controlada, o objetivo dos laboratórios deverá voltar-se para a qualidade das amostras analisadas e para a segurança dos procedimentos na fase pré-analítica. Para tal, o laboratório deverá integrar procedimentos de controlo de qualidade interno e de avaliação externa da qualidade na rotina laboratorial, implementando ferramentas adequadas para a deteção, monitorização e redução/eliminação de erros cujo efeito tenha um impacto negativo significativo na qualidade da amostra com repercussão nos resultados laboratoriais e na saúde do técnico e do utente. O Programa Nacional de Avaliação Externa da Qualidade (PNAEQ) disponibiliza várias ferramentas aos laboratórios inscritos no programa de Avaliação da Fase Pré-Analítica que, quando utilizados de forma contínua na rotina laboratorial, permitem ao laboratório realizar o controlo de qualidade interno da fase pré-analítica.N/

How to Create and Sustain Meaningful Discussions in Online Courses?

While taking online courses students are required to participate in online discussions. These are often mandatory activities that count towards the course final grade. Even though, in many occasions, online students find this requirement dreadful and unproductive. A case study has been conducted with a postgraduate educational technology online course at a large university in the United States. This course offers two innovative strategies to overcome this issue and concomitant evidence of effectiveness

Exploring the Relationships between Student Perceptions and Educational Technology Utilization in Higher Education

This study examines the perceptions of educational technology use among college students at a small liberal arts university in the United States. Using institutional data analytics, 34,480 survey responses were analyzed to understand how students perceive the use of technology in the classroom and its relationship with teaching methods, progress on learning objectives, and course features. Descriptive and inferential statistical analyses were conducted, revealing a positive correlation between the use of educational technology and effective teaching methods, progress on learning objectives, and overall satisfaction with instructors and courses. However, it is important to note that the study is correlational in nature and cannot establish causality. Further research is needed to fully understand the impact of educational technology on teaching and learning in higher education, specifically the potential benefits of using technology to support collaboration among students

A evolução dos paradigmas educacionais à luz das teorias curriculares

O presente artigo tece algumas considerações relativas à evolução sentida no campo da educação, partindo do modelo comunicacional unidireccional em direcção à explicitação de um novo paradigma educacional. Este paradigma emergente, no limiar do século XXI, adequa-se a uma sociedade dita informacional e relaciona-se com os ambientes de aprendizagem vindouros. Para uma caracterização dos paradigmas abordados neste artigo, recorremos às teorias curriculares como forma de fundamentação das práticas complexas que estão na base dos modelos de organização subjacentes a estes.This article discusses some issues relating to the evolution suffered by education, from the unidirectional communicational model to the definition of a new educational paradigm. This emergent paradigm, in the beginning of the XXI century, is suited to the so called information society and relates to forthcoming learning environments. For a full characterization of the paradigms approached in this article, we refer to the curricular theories which help to understand the complex practices that are the basics of organizational models underlying these paradigms.Cet article nous propose quelques réflexions sur l' évolution de l' éducation, à partir du modèle communicationnel unidirectionnel en direction à l' éxplicitation d' un nouveau paradigme éducationnel. Ce paradigme emergeant, au début du XXI siècle, s' adapte à une societé dite informationnelle et se rapporte aux environnements d' apprentissage de l' avenir du futur. Pour une caractérisation des paradigmes abordés dans cet article nous avons utilisé des théories curriculaires pour justifier des pratiques complexes qui constituent le support des modèles d' organisation sousjacent à ces paradigmes