Using remote lab network to provide support to public secondary school education level

The advantages of networking are widely known in many areas (from business to personal ones). One particular area where networks have also proved their benefits is education. Taking the secondary school education level into account, some successful cases can be found in literature. In this paper we describe a particular remote lab network supporting physical experiments accessible to students of institutions geographically separated. The network architecture and application examples of using some of the available remote experiments are illustrated in detail.info:eu-repo/semantics/publishedVersio

Acute ischemic preconditioning does not influence high-intensity intermittent exercise performance

This study evaluated the acute effect of ischemic preconditioning (IPC) on a high-intensity intermittent exercise performance and physiological indicators in amateur soccer players. Thirteen players (21.5 ± 2 yrs) attended three trials separated by 3–5 days in a counterbalanced randomized cross-over design: IPC (4 × 5-min occlusion 220 mmHg/reperfusion 0 mmHg) in each thigh; SHAM (similar to the IPC protocol but “occlusion” at 20 mmHg) and control (seated during the same time of IPC). After 6-min of each trial (IPC, SHAM or control), the players performed the YoYo Intermittent Endurance Test level 2 (YoYoIE2). The distance covered in the YoYoIE2 (IPC 867 ± 205 m; SHAM 873 ± 212 m; control 921 ± 206 m) was not different among trials (p = 0.10), furthermore, lactate concentration and rate of perceived exertion did not differ (P > 0.05) among protocols. There were also no significant differences in either mean heart rate (HR) or peak HR (p > 0.05) for both IPC and SHAM compared to control. Therefore, we conclude that acute IPC does not influence high-intensity intermittent exercise performance in amateur soccer players and that rate of perceived exertion, heart rate and lactate do not differ between the intervention IPC, SHAM and control

Collaborative virtual community to share class plans for STEAM education

This research presents an international community of practice for teachers using the VISIR remote lab. Throughout the research, it was necessary to study about communities of practice and their potential use in remote laboratories; identify practices with collaborative potential in the institutions and with the participating teachers; develop the necessary technological environment to support the proposed community of practice; validate the proposal with four institutions (four countries - Brazil, Portugal, Spain and Argentina) to evaluate the proposed model. The motivation for developing this research came from the history of the Remote Experimentation Laboratory (REXLAB) with the project VISIR+: Educational Modules for Electric and Electronic Circuits Theory and Practice following an Enquiry based Teaching and Learning Methodology supported by VISIR+”. The VISIR + project is an international cooperation project with the participation of 21 Ibero-American partner institutions between October 2015 and April 2018. The platform, called Labs4STEAM, was developed using Dokuwiki, an open source wiki software that contains a large number of plugins. From the data collection it was possible to receive a mostly positive feedback, but several improvement opportunities were pointed out, which will be performed soon. Thus, from the developed platform one can plan future work, taking into account the results obtained and experience and partnerships with the VISIR + project.The research was financed by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), the Erasmus+ programme through grant 561735-EPP-1-2015-1-PT-EPPKA2-CBHE-JP, and also by FCT through grant EQU/04730/2020.info:eu-repo/semantics/publishedVersio

Solving Exercises on Optimal Control by the Conjugated Gradient Method: Benefits of Using a Remote Approach Based on the Internet

A remote application of a computational package for solving optimal control problems by the conjugated gradient method is implemented by the use of Internet technology. The implementation liberates the user from the details of the programming language, allowing him to focus in the Optimal Control problems. The implementation also provides a manner to protect the source code of the computational systems.info:eu-repo/semantics/publishedVersio

Comparison of High-Volume and High-Intensity Upper Body Resistance Training on Acute Neuromuscular Performance and Ratings of Perceived Exertion

International Journal of Exercise Science 13(1): 723-733, 2020. The assessment of neuromuscular fatigue is important for minimizing the risks of nonfunctional overreaching, and monitoring training loads has rapidly grown in recent years. The objective of the study was to compare the acute upper body performance and rating of perceived exertion (RPE) responses to high-volume (HV) and high-intensity (HI) resistance-training loads. Sixteen young resistance-trained men (4 repetition maximum [RM] bench press = 105.8 ± 15.9 kg) were divided into two groups of eight subjects each that performed a HI (3 sets of 4RM with 180 s of rest), and a HV (4 sets of 12RM with 90 s of rest) training sessions. Session RPE was obtained 30 min Post. The medicine-ball throw (MBT) performance was measured at pre, and 10 min post. Training volume load (movements × load), and intensity (volume load ÷ movements) were calculated. Volume load was significantly higher for HV (10890 ± 1241 kg) than HI (2718 ± 413 kg) protocol (p \u3c 0.001). Intensity was significantly higher for HI (100.7 ± 15.3 kg) than HV (75.6 ± 8.6 kg) protocol (p = 0.002). MBT performance was significantly reduced from pre- to post- HV (p \u3c 0.001; Δ = −11%), but not in HI (p = 0.15; Δ = −5%). RPE was significantly higher Post-HI (9.9 ± 0.4) than Post HV (8.9 ± 0.8) (p = 0.01). We conclude that higher volume loads induce greater upper body neuromuscular fatigue in young resistance-trained men. Session RPE may reflect training intensity, but not the performance impairments

Integração de Plataformas VISIR para Maximizar o Número de Experimentos Remotos Disponíveis

O uso de laboratórios para a prática de eletrônica nem sempre é uma realidade nas instituições de ensino, seja por falta de componentes eletrônicos, técnicos de laboratório ou laboratórios apropriados. Com o intuito de resolver esse problema, foi desenvolvido no instituto BTH na Suécia, em 1999, o laboratório remoto para eletrônica chamado VISIR (Virtual Instrument Systems in Reality). Esse laboratório é semelhante a um laboratório presencial, onde os alunos acessam e desenvolvem sistemas eletrônicos através de um computador, tablet ou smartphone. A plataforma VISIR disponibiliza um osciloscópio, gerador de funções, fonte digital e multímetros além de componentes eletrônicos para o desenvolvimento das práticas. Embora muito poderosa, a plataforma possui algumas limitações como o número reduzido de componentes eletrônicos que podem ficar disponíveis em uma plataforma VISIR. Entretanto, quando contornadas, permitem que diversos usuários possam acessar um grande número de práticas eletrônicas. Neste artigo, descrevemos uma maneira de reduzir tais limitações, integrando os experimentos remotos disponibilizados nas várias plataformas VISIR instaladas pelo mundo. A partir dessa integração, é possível que um usuário escolha os componentes desejados ou a prática desejada e seja redirecionado para acessar a plataforma VISIR que possui os componentes eletrônicos necessários e ainda evitar que experimentos semelhantes sejam configurados em mais de uma plataforma VISIR.info:eu-repo/semantics/publishedVersio

Construção do modelo SECI no projeto VISIR+: um estudo de caso das práticas e iniciativas de compartilhamento de conhecimento interorganizacional

O compartilhamento de conhecimento entre organizações, grupos e indivíduos, contribui significativamente para a criação de novos conhecimentos, bem como, para o aperfeiçoamento de conhecimentos existentes, esse processo resulta na espiral de criação do conhecimento, também conhecido como modelo SECI (Socialização, Externalização, Combinação e Internalização). Esta pesquisa foi sustentada pelo exemplo de compartilhamento de conhecimento interorganizacional presente no projeto VISIR+, o qual foi criado com o propósito de disseminar o laboratório remoto VISIR na América Latina. O VISIR é uma ferramenta educacional que permite testes de circuitos elétricos e eletrônicos de modo seguro e real, colaborando de forma benéfica em cursos de ensino a distância, bem como apoio em aulas presenciais. O VISIR+ é composto por uma parceria entre IESs europeias e latino-americanas. No Brasil, uma das IES participantes do projeto VISIR+ é a Universidade Federal de Santa Catarina, representada pelo Laboratório de Experimentação Remota (RExLAB). Além da implementação do VISIR na Universidade, o RExLab foi responsável por duas associadas. Esta pesquisa tem como como objetivo identificar as práticas e iniciativas de compartilhamento e criação do conhecimento, a partir do modelo SECI, na atuação do RExLab no âmbito do projeto VISIR+. Entre os resultados encontrados, tem-se a construção da representação gráfica e concreta do modelo SECI, correspondente a espiral do conhecimento, constatado por meio da interação cíclica e dinâmica entre o conhecimento tácito e explícitoN/

Modelo de repositório de práticas didáticas de circuitos elétricos e eletrônicos utilizando o laboratório remoto VISIR

Este trabalho tem por objetivo descrever o projeto e desenvolvimento de um modelo de repositório de práticas de circuitos elétricos e eletrônicos, que visa fornecer apoio à utilização de uma instância do laboratório remoto VISIR em cursos de engenharia. O laboratório remoto VISIR ´e uma ferramenta composta por recursos de software livre integrados a uma plataforma de hardware que permite a criação, acionamento e leitura de circuitos reais por meio da internet. Ao disponibilizar recursos relacionados às possíveis experiências na plataforma, espera-se facilitar sua utilização e integração no currículo. Posteriormente, pretende-se ampliar para recursos relacionados a outras instâncias do VISIR.N/

The effects of ball possession status on physical and technical indicators during the 2014 FIFA World Cup Finals.

This study examined the effect of high- (HPBPT) and low-percentage ball possession (LPBPT) on physical and technical indicators during 2014 FIFA World Cup matches. This would enable a regression model to be constructed to further understand the impact of different ball possession (BP) strategies on match performance. Data were collected from 346 international soccer players using a multiple-camera computerised tracking system. Although players in HPBPT covered lower distances (P 0.05) at medium and high speeds. Players in LPBPT covered more distance without BP but less with BP than HPBPT (P < 0.01; ES large). All positions in LPBPT spent less time in the opposing half and attacking third than the players in HPBPT (P < 0.01; ES small-moderate), but all positions in HPBPT completed more short and medium passes than LPBPT (P < 0.01; ES moderate). Players in HPBPT produced more solo runs into the attacking third and penalty area than LPBPT (P < 0.05, ES small). The equation to predict BP from physical and technical indicators highlighted the importance of distances covered (total, with and without BP), time spent in the attacking third and successful short passes during matches. In practical terms, high or low BP does not influence the activity patterns of international matches although HPBPT spend more time in offensive areas of the pitch