How researches are done in the law field? : reflections from the study of monographs of law courses in Brazil

In order to understand the impact of new technologies on the law through the science of law, it is essential to observe how Law researches are done. This paper pursues the following models of legal science: analytical (theory of formal rule); hermeneutics (interpretation theory) and empirical (decision theory) to appraise methodological procedures used in monograph researches in some Brazilian Law courses. This study was to detect which model of law science was used in the development of Law researches. The study was conducted, through Juris Doctors’ interviews. All of these respondents have written a monograph, which is a requirement to complete a Law course in Brazil. The main conclusions of this study were the following: 1) most of the monographs produced do not specify the methodology used for developing the work; 2) when the papers indicate the methodology used, the analytical model was prevalent. In these cases, the science of law appears as a systematization of rules for obtaining possible decisions. 3) Hermeneutic and empirical models were also used, but on a smaller scale. These researches revealed the inaccuracy of the methodological tools used to apprehend the reality. However, these strategies are significant to define the objects of study of law in the contemporary time. Answering the question about how Law researches are done in some Brazilian Law schools, this paper discusses the construction of classical models of science of law, which were taken as the theoretical framework of this work before the hypercomplex current problems

ESTIMATION OF THE CYCLICAL COMPONENT OF ECONOMIC TIME SERIES

The objective of this paper is to show an alternative technique to smooth time series from Monte Carlo Simulations. The technique considers that time series can contain more than one structural break, coming from movements in coefficients of trend or from intercept. The Hodrick-Prescott Filter (HP) does not provide identification of such possible breaks in order to smooth trend from the series to analyze its cyclical component. If the series are relatively stable, this problem may not have relevant implications. Otherwise, for economies relatively unstable, trend movements may interfere in the specification of the cyclical component, and Hodrick-Prescott smoothing could lead empiricists to achieve simplistic forms to economic cycles. In the context, we present an empirical methodology that allows structural breaks in any point of time, from coefficients or from intercepts. We apply this recursive technique to different models with variations in trend, from coefficients and from intercepts, using series simulated by Monte Carlo. Moreover, we compare the results of both techniques to the Brazilian GDP.

UPTAKE ICT – MOOC on digital employabilty

Uptake_ICT2life-cycle: digital literacy and inclusion to learners with disadvantaged background" is an Erasmus+ project that aims at enhancing digital literacy among adults with disadvantaged backgrounds. One of the project’s outputs is a MOOC on Digital Employability. This paper presents and reflects upon this product, analysing data collected from the students that followed the course as pilot-group. The experience has proved very positive since students recognized the technical quality of the MOOC, as well as the interest, relevance and utility of its contents. A bridge between academia and the work market was established and the students’ awareness of several career opportunities was raised. These various aspects seem to recommend the replication of this MOOC as well as the making of similar ones. The adopted methodology that the trainers involved in this action decided to use aimed at reaching two major target groups: higher education students and other participants that were enrolled in parallel training sessions. Trainees from the Higher School of Education of the Polytechnic Institute of Santarem had two sorts of profile, according to their study area, more specifically, communication and multimedia or plastic arts and multimedia. So, the idea underlying the chosen strategy was to diversify the target population of the MOOC, and to establish a bridge between participants who had more competencies in the field of ICTs (the multimedia class), and those who has lesser skills in this field (the art class). This diversity implied that the achieved results and metrics, both analytical data and statistic results concerning the used platform and the course’s content, included answers given by students with different learning profiles. The MOOC focused on the importance of ICT for employability. It presented information and suggestions on three main areas, Employability, Freelancing and Entrepreneurship. Each module of the course had several lessons since the educational contents were structured into specific sections, each one addressing a key subject and providing sets of examples that helped students to better understand the focused issues. The MOOC also includes video presentations with real life examples of successful entrepreneurs and freelancers, telling about their experiences and giving advice on how to thrive in the current job market. This is an innovative aspect that means both an approach between business and education, as well as to bring students closer to the objective requirements of working life outside schools.info:eu-repo/semantics/publishedVersio

UPTAKE ICT: A NETWORK OF STAKEHOLDERS AGAINST DIGITAL ILLITERACY

#Uptake_ICT2life-cycle: digital literacy and inclusion to learners with disadvantaged background# is an Erasmus + project that aims at enhancing digital literacy among adults with disadvantaged backgrounds. The partners have produced didactic materials and pedagogical guidelines to meet this aim. Based on these materials, and their didactical exploitation, a network of stakeholders was formed and trained in order to subsequently be able to teach citizens that both have disadvantaged backgrounds and are digitally illiterate or quasi-illiterate. This paper relates how this experience was undertaken in Portugal in what concerns the creation of the Stakeholders' network and presents its results. The reality that has boosted the creation of this project was the shocking situation portrayed in 2013 Eurostat statistics, according to which one in every three Portuguese had never used the Internet. Uptake ICT was then conceived and designed in order to engage synergies to counter this problem, aiming at a variety of focus groups (but paying special attention to learners of various ages that have never used Internet, like adults with disadvantaged backgrounds), in line with the transversal priorities for education, training and youth of the European Commission and seeking to assist in the meeting of the aims of Europe 2020. To add up, it also intended to enhance and to develop ideas that answer to the Societal Challenges’ needs, by sharing and creating scientific, social, technological and policies impact. The main aspects that the project focused on were digital literacy inclusion, re-qualification and employability of disadvantaged citizens, in order to help them to face the present process of civilizational change (social, political, economic, and cultural). The addressed priorities were to contribute towards a reduction of the number of low-skilled adults (re-skilling and up-skilling of adults thanks to lifelong-learning and training), and to strengthen the links between education and employment in the area of ICT | New technologies | digital literacy and digital competences | basic skills. After having identified both the most preeminent needs and ways of integrating ICT in daily life, and a set of good practices already tested in the areas of digital literacy, inclusion and employability, the project team has built a number of educational contents addressing the issues that were considered most relevant in three main levels of knowledge (Basic, Intermediate, and advanced) , and in the four languages of the project (Portuguese, Italian, English and German). The decision to work on the three levels was due to the fact that in the various partner countries there were groups of target audiences that were positioned differently with respect to their level of digital expertise. The teachinglearning materials that were conceived were afterwards reworked in order to fit in a variety of contexts and formats (e-modules, ebook, MOOC). This option for multi-format was taken having in mind different learning profiles, and the need to provide flexible and attractive materials in order to avoid any kind of rejection. Finally, a number of didactical guidelines were produced in order to provide an interface of suggestions to the stakeholders that would use these materials in their classes or workshop sessions.info:eu-repo/semantics/publishedVersio

A statistical approach to the precipitation of iron as jarosite

Imperial Users onl

Exploring Early Childhood Teachers’ Experiences in Teaching Multilingual Children in Public Mainstream Schools in Tennessee

This qualitative study, grounded in a phenomenological perspective, delves into the lived experiences of early childhood teachers who teach multilingual children in mainstream classrooms in Tennessee. Amidst the rising number of multilingual learners in mainstream educational settings and the dearth of adequate teacher training to address their needs, this research illuminates the experiences of these teachers. Furthermore, it seeks to advocate for the integration of translanguaging pedagogy into teacher training programs and state policies. This study employed a qualitative study using the three-in-depth-interview series from a phenomenological perspective (Seidman, 2019). The first interview focused on participants’ overall teaching experiences and classroom dynamics, while the second delved into their specific experiences with multilingual children. The final interview facilitated reflections on the preceding interviews and the participants’ reflections on the research process. Additionally, participants engaged in reflexivity by reviewing interview transcripts and adding comments. The study encompassed three kindergarten and three first-grade teachers in public schools in Tennessee. Data collection included in-depth interviews, screener and demographic questionnaires, and transcript comments. Key findings highlighted the high number of multilingual learners in mainstream classrooms, constraints stemming from scripted curricula, teachers’ assimilationist perspective on culture and monoglossic view on language; however, they demonstrated some positive views toward multilingual learners. Regarding the research process, both participants and the researcher expressed positive views. Ultimately, this study advocates for state policies to embrace a translanguaging approach to foster equitable environments for multilingual children so that they can use and develop their full linguistic repertoire. It also recommends the incorporation of translanguaging pedagogy and critical reflection in teacher training programs. Finally, it highlights the potential of research as a means for reflection, learning, and professional growth

The use of ICT in 3rd cycle of primary education: an exploratory study in Vila Real city, Portugal

A descriptive and exploratory investigation was carried out to examine the use of ICT (Information and Communication Technologies) according to student and teacher perspectives. Two self-completion questionnaires were used to collect data. Before the questionnaires application, an authorization to the schools´ Executive Board was requested. Respondents were informed that the response to the questionnaire was voluntary, confidential and anonymous and that data would be treated in an aggregated way. Students were selected from two classes from the 3rd cycle in two schools from Vila Real, a city located in Northeast of Portugal. Questionnaires were administered in January 2010. The sample comprised 111 students and 26 teachers. Data was edited and processed with PASW Statistics 18 (Predictive Analytics Software) using descriptive statistics. The results show that almost all students (99.1%) have computer equipment at home. The computer is, particularly, used at home on school work preparation for Project Area discipline. To prepare these works is, also, very frequent the use of Internet and most students spend more than 1 hour per week online. All students surveyed attended classes where they used ICT. The computer applications more used by students were PowerPoint, Word and Internet Explorer. Despite incipient teacher education in computer science, computer is widespread within professors for personal and professional use. Professionally, computer is used to make exams and worksheets, to send and receive e-mails and browse in the Internet. ICT are used by most teachers, although, more frequently in the Project Area discipline. Software most, frequently, used is Word, PowerPoint, Excel and Internet Explorer in which knowledge levels are good or acceptable. Professors consider that formation and training are needed in some computer programs like Moodle, multimedia educational software, among others. Teachers believe that, the use of ICT in educational context makes their job more interesting and simple. However, the teacher´s lower level of knowledge in ICT, the lack of technical resources, the existence of extensive and inflexible programs are major obstacles to integrate and use of ICT in the classroom

O uso das TIC pelos professores do 3º ciclo do ensino básico: um estudo exploratório no concelho de Vila Real, Portugal

Esta investigação, de carácter descritivo e exploratório, teve como objectivo analisar o uso das TIC (Tecnologias de Informação e Comunicação) pelos professores do 3º ciclo de duas escolas do concelho de Vila Real, Portugal. Foi feita uma entrevista semi-estruturada em Janeiro de 2010 a 26 professores. Os dados foram, posteriormente, editados e tratados com o programa PASW Statistics 18 (Predictive Analytics Software) com recurso à estatística descritiva. Os resultados revelam que a formação dos professores em informática é incipiente. No entanto, o uso do computador é uma prática generalizada, quer em termos profissionais quer pessoais. Profissionalmente, o computador é utilizado para elaborar fichas e testes, para enviar e receber e-mail e pesquisar na internet. As TIC são usadas pela grande maioria dos professores, embora, com maior frequência na disciplina de Área de Projecto. Os programas mais usados são o Word, o PowerPoint, Internet Explorer e o Excel nos quais registam níveis de conhecimento razoável ou bom. Os professores sentem necessidades formativas em alguns programas, designadamente, no Moodle, em programas educativos multimédia, entre outros. Os professores consideram que o uso das TIC em contexto educativo torna o seu trabalho mais interessante e simples. Contudo, o nível de conhecimentos do professor, a falta de meios técnicos, a dimensão e a pouca flexibilidade dos programas, são grandes obstáculos à integração e uso das TIC na sala de aula

Elementos de Estatística e Probabilidades II

O principal objetivo da deste documento é fornecer conhecimentos básicos de variáveis aleatórias discretas e pares aleatórios discretos, um dos capítulos lecionados na disciplina de Elementos de Estatística e Probabilidades II do curso de Educação Básica