People competence assessment based on project management scenarios

Scenario-based assessment makes it possible to represent situations related to professional project management practices and, in this sense, allows the assessment of competences in contexts inspired by professional environments. From the point of view of project management competences, the Individual Competences Baseline (ICB) describes the competences required for individuals who work in the field. This framework shows, besides other competences, the 10 (ten) competences focused on people, namely: introspection and personal management; personal integrity and reliability; personal communication; leadership; teamwork; relationships and engagement; resourcefulness; conflict and crisis; negotiation and results orientation. This study aims to analyze the process of assessment of competences based on Project Management scenarios, in the context of the Engineering field. This study was based on an experimental process and involved Professors and Professionals in the Project Management area. As a result, an assessment of competences was obtained through dynamic, interactive scenarios, which promotes reflection and is aligned with professional project management practices. Another result points to the potentiality of applying scenarios, as a complementary strategy to traditional assessments. For future work, it is suggested to develop scenarios that can assess the other competences required by individuals who work in project management.info:eu-repo/semantics/publishedVersio

Development and assessment of engineering project management competences in the context of Project-Based Learning (PBL)

The International Association of Project Management (IPMA) has defined the Individual Competency Baseline (ICB) as a three-dimensional competency structure that the project management professional must develop: competences focused on practice, people, and perspectives. The ICB presents as an example the following approaches to developing competences: self-development, peer development, teaching and training, mentoring, and through simulation and games. Some of these examples are related to active learning, which enables greater autonomy of the student, stimulation of creativity, encouragement of communication and teamwork with frequent feedback from the teacher. In the Masters of Engineering Project Management of the University of Minho, Portugal, there are two courses focused on the development and assessment of competences focused on people, designed to provide moments of active learning. This paper aims to analyse how these courses have contributed to the development and assessment of people-focused competences through Project-Based Learning (PBL) and portfolios. This study is based on a documentary analysis of 70 portfolios of one academic year of the two courses, and a focus group of 10 students, in order to understand their perception about the impact of different teaching-learning moments. The results showed that the development of competences has been more enriching for the students, when compared to learning more centred in the teacher than in the student. The specificity to develop and create the activities (development of an individual portfolio) was proven in the study, as well as projects with real contexts are fundamental for the development of personal competences, being the most outstanding teamwork, communication, conflict management and interpersonal relationship. Finally, the results show that the development and assessment of competences with teaching strategies using active learning instigates the student to discuss and make practical the preseThis work has been supported by FCT – Fundação para a Ciência e Tecnologia within the Project Scope UID/CEC/00319/2019

Computer-controlled ion-selective electrode switch

The construction of a microcomputer-controlled electrode switch for use in potentiometric determinations is described. This can be coupled to most of the analytical equipment usually found in laboratories, to enable a setting up of automatic systems capable of performing sequential determinations with several ion-selective electrodes. The assessment of its analytical usage and behaviour are discussed

Biodegradation of p-nitrophenol by microalgae

A study was made on the use of a mixed microalgal consortium to degrade p-nitrophenol. The consortium was obtained from a microbial community in a waste container fed with the remains and by-products of medium culture containing substituted aromatic pollutants (nitrophenols, chlorophenols, fluorobenzene). After selective enrichment with p-nitrophenol (p-NP), followed by an antibiotic treatment, an axenic microalgal consortium was recovered, which was able to degrade p-nitrophenol. At a concentration of 50 mg L−1, total degradation occurred within 5 days. Two species, Chlorella vulgaris var. vulgaris f. minuscula and Coenochloris pyrenoidosa, were isolated from the microalgal consortium. The species were able to accomplish p-NP biodegradation when cultured separately, although Coenochloris pyrenoidosa was more efficient, achieving the same degradation rate as the original axenic microalgal consortium. When Coenochloris pyrenoidosa was associated with Chlorella vulgaris in a 3:1 ratio, complete removal of the nitro-aromatic compound occurred within three days. This is apparently the first report on the degradation of a nitro aromatic compound by microalgae

Learning based on interdisciplinary projects with students from several engineering courses: case study on energy sustainability

The study of environmental and energy issues are as important as the specific disciplines of engineering courses. Within this context, the Environmental Sciences course provided the students an analysis of the relationship between the specific disciplines of their courses with relevant environmental issues, using the Project-Based Learning Methodology. Students were sorted into teams of ten from different Engineering courses and encouraged to create a project with feasible solutions for economy of energy and use of more sustainable energy sources. As a result, three projects were proposed: 1. Development of an application where the consumers can analyze their electricity consumption and the best way to save it, using mobile platforms like Android®, IOS® and Windows Phone®. 2. "Recharge your ideas": project for the installation of an individual photovoltaic system, which is an individual and non-interconnected electrical energy generating system, in order to provide clean and sustainable energy in a safe and satisfactory way at the University campus. 3. "Low cost solar heater": developed to serve lowincome rural communities. A prototype was made to estimate all necessary costs to make it and what would be the return in economy for the residences. With the development of these projects, it is perceived that interdisciplinarity is fundamental to the understanding of the themes developed, requiring the effort of students and teachers from the most diverse areas of engineering. The solution to most of the current problems in different areas of knowledge requires a more effective dialogue between disciplines and between professionals towards more adequate and self-sustainable solutions. To the students in particular, these activities promoted a practical experience and theoretical approach of different processes of Science and Technology and the opportunity to act in the solution of problems based on the knowledge acquired in the course in the resolution of real environmental and energy problems.info:eu-repo/semantics/publishedVersio

Development and validation of scenarios for the assessment of project management people competences

The development of project management competences, particularly people competences, is a challenging and complex process. Scenario-based learning is an interesting approach to developing these competences, involving real problems that allow you to face challenges based on your own experience. In this sense, scenarios act as the starting point for diving into a real-world problem and fostering the whole process of decision making and searching for solutions. The International Project Management Association (IPMA) has defined an Individual Competence Baseline (ICB 4.0) standard for the development of the project management area of knowledge. The standard shows, besides other competences, the following 10 people competences: personal communication; leadership; teamwork; self-reflection and self-management; personal integrity and reliability; relationships and engagement; resourcefulness; conflict and crisis; negotiation; and result orientation. Development and assessment of these competences are increasingly important for the people working on projects. In addition, there is an accreditation process for these professionals that is increasingly required by organizations. The process involves an assessment of technical qualifications to improve task performance. In this sense, this paper aims to describe the development and validation of ten project management scenarios that allow the assessment of people competences. The methodology of the study comprised six phases. In addition, two pilot applications were conducted with the proposal to assess competence of the scenarios developed. The findings reveal that the scenarios can be used as an alternative approach to the accreditation process of professionals who work in project management.info:eu-repo/semantics/publishedVersio

Para o estudo da evolução do ensino e da formação em administração educacional em Portugal

Estudos sobre a evolução do ensino de disciplinas, na formação de professores em Portugal, são recentes. O controle burocrático centralizado reteve as dimensões do controle político-administrativo. De certo modo, protegeu a esfera educativa das influências modernizantes, do capitalismo industrial e das lógicas mercantis e gerencialistas. Defendeu a educação do domínio político, da intervenção de movimentos sociais, das propagandas de ideais democráticos e da cidadania. A utilização da designação "Administração educacional" ilustra as dificuldades sentidas, ao longo dos últimos anos, em termos da construção acadêmica de uma área, seja pela falta de tradição, seja pelos antecedentes históricos.In Portugal, studies about the evolution of disciplines teaching in the teachers formation are recent. The centralized bureaucratic control has held back the dimensions of politic administrative control. In a certain way, it has protected the education against the new-fashioned influences, manufacturing capitalism, and mercantile and managerial logics. This centralized bureaucratic control has also profected the education against the politic dominion, the intervention of social movements, the advertising of democratic ideals, and against the citizenship. The use of the term "Educational administration" shows the difficulties met by the searchers along the latest years, since there is no tradiction nor historic antecedence

Application of eye-tracking technology for the evaluation of different packaging designs for premium organic herbal teas

The main goal of this study was to assess the impact four graphic designs (figure 1) on the perception of different extrinsic characteristics (premium and organic denomination, infusion name and brand).info:eu-repo/semantics/publishedVersio

Team-based learning in an engineering course: An experience in Brazil

Team-Based Learning (TBL) is an active learning strategy, used for the first time in medical education, and its use in Engineering Education is still not well established as in health science education. This work is about an experience of use of TBL in two consecutive years (2017 and 2018) in undergraduate Engineering course in a public university in Brazil. The objectives are to describe an experience using TBL, its impact over students' performance and perception of students and teacher about this approach. Initially, students were divided into groups from 5 to 7 members. The subject of the courses was divided into 4 modules, each one of 4 weeks. Each module started with the Readiness Assurance Process - RAP (pre-class individual assignment, e.g. readings), followed by in-class Individual Readiness Assurance Test - iRAT, and Team Readiness Assurance Test - tRAT. Both tests were applied using Information Technology tools, in this case either Socrative, or Kahoot or Plickers. During classes, students performed activities designed to develop students' critical thinking skills, applying concepts learned from RAP. Moreover, the students had to perform processes of self and peer-assessment. Average scores from the RAP were statistically higher in tRAT (group tests) than in iRAT (individual tests) (t-test; p≤0.05), in both years, indicating that teamwork and peer-instruction were important to achieve a greater understanding of the subject. The perception of the students about TBL was collected by an end of class questionnaire. For 81% of the students, TBL methodology was better than teacher centred classes. Another point to be highlighted was the use of Information Technology tools for feedback, approved by 100% of the students who answered the inquiry. As suggestions for future improvements emerged the need to improve the didactic material for pre-class studies.This work has been supported by FCT – Fundação para a Ciência e Tecnologia within the Project Scope UIDCEC003192019

Acceptance of fish and fish products by Portuguese young consumers: an exploratory study based on mothers’ evaluation

Portugal is one of the major fish consuming countries in the World, from where one may collect experiences in order to improve fish consumption in other countries. The aim of this research is to explore the factors that influence the consumption of fish and seafood among 8-14 year old children from the Oporto metropolitan area. A focus group was conducted with mothers of children to gain insights into their knowledge, attitudes and perceptions regarding the inclusion of fish and fish products as a regular part of their children’s diet. Narrative analysis was conducted based on Bardin content analysis. Findings indicated that children eat fish regularly, integrated into the family meal, and that mothers feel confident about their fish buying and preparation skills, leading them to incorporate fish regularly into family meals, with a choice of tastier easy to eat options.info:eu-repo/semantics/publishedVersio