Physical Connectivity Between the NE Atlantic Seamounts

Within the Portuguese Exclusive Economic Zone, the Great Meteor and Madeira-Tore complexes are highly productive areas, which are likely to be classified as marine protected areas (MPAs) due to their ecological vulnerability. This was the main focus of the BIOMETORE project and, framed on it, the aim of the present study was to investigate the physical connectivity between both seamount complexes. Using the HYbrid Coordinate Ocean Model coupled with the Connectivity Modeling System (CMS) (a Lagrangian tool), a series of experiments was conducted in order to determine the influence of the main oceanographic phenomena governing the area in: (i) the origin of the particles that reach each complex, (ii) their capacity to capture and retain incoming particles, and (iii) the physical connectivity between them as well as the intra-connectivity within each seamount system. Due to the geographical location of both groups of seamounts, the Azores Current (AzC) and its associated eddies were identified as the main transport pathways, its influence being stronger at intermediate waters and decreasing with depth. Notwithstanding, the Great Meteor and the MadeiraTore were mainly affected by the AzC southward and eastward branches, respectively, resulting in a non-significant connectivity between the two groups. Meanwhile, the inter-connectivity between seamounts slightly varied with depth at the Great Meteor complex while increasing at Madeira-Tore. In addition, the Plateau, Irving, and Cruiser (PIC) seamounts from the Great Meteor complex and Gorringe and Coral from the Madeira-Tore complex proved to incorporate the regional connectivity routes. Although containing the three smallest seamounts, Madeira-Tore showed the higher capturing capacity per square kilometer, highlighting the influence of the "sticky water effect." In the Great Meteor complex, the "seamount effect" seems to be the main phenomenon responsible for the greater retention and self-recruitment abilities of these seamounts. The presented results provide valuable information for the design of a MPA to preserve these vulnerable habitat

Impacts of the Proposals For Tariff Reductions in Non-Agricultural Market Access (Nama)

O Estudo Visa Avaliar os Impactos de Propostas Alternativas de Redução da Proteção Tarifária de Bens Não-Agrícolas Sobre a Economia Brasileira Usando um Modelo de Equilíbrio Geral Computável. Foram Simulados os Impactos da Implementação de Cortes Tarifários de Acordo com Diferentes Coeficientes para a Fórmula Suíça. as Simulações Foram Realizadas com o Modelo Gtap e Todos os Choques Tarifários Foram Calculados a Partir de Informações da Base de Dados Macmap. Além de Analisar Resultados Macroeconômicos e Setoriais, Também foi Testada a Sensibilidade dos Resultados em Relação ao Aumento das Elasticidades de Armington e À Ocorrência de uma Simultânea Liberalização de Tarifas Sobre Bens Agrícolas.

Student’s views of assessment in project-led engineering education: findings from a case study in Portugal

According to the demands of the Bologna process, new educational methods and strategies are needed in order to enhance student-centred learning. Project work is one of those approaches. This paper aims to evaluate the impact of project-led education (PLE) on students’ learning processes and outcomes, within the context of a first-year engineering programme. It explores students’ perceptions about assessment procedures and processes. Data collection was based on individual surveys at the end and the beginning of each PLE edition and through focus groups, after a period of six months. Findings are presented according to emerging themes from the data analysis, focusing mainly on students’ perspectives of learning and assessment, the role of formative and summative assessments in PLE and their impact on learning. Implications for improving assessment practices are discussed

A aprendizagem baseada em projectos interdisciplinares: avaliação do impacto de uma experiência no ensino de engenharia

Neste artigo apresentamos dados de um projecto de investigação mais vasto que pretende avaliar o impacto de uma experiência de Aprendizagem Baseada em Projectos Interdisciplinares no Mestrado Integrado de Engenharia e Gestão Industrial (MIEGI). Para tal, foi utilizado o Modelo de Avaliação CIPP (Context, Input, Process, Product) de Stufflebeam (2003) como quadro de referência para a avaliação do projecto nas suas várias dimensões. O design da investigação caracterizou-se por uma metodologia eminentemente qualitativa, com recurso a alguns métodos quantitativos. Os resultados da investigação de que damos conta neste artigo baseiam-se, sobretudo, nas percepções dos estudantes sobre o processo de implementação e avaliação desta experiência. No que diz respeito ao seu impacto nos resultados e processos de aprendizagem dos alunos, ele surge associado a uma maior compreensão e aplicação dos conteúdos e ao desenvolvimento de um conjunto de competências transversais, tais como a capacidade de comunicação, de trabalho em equipa, de resolução de problemas, de gestão de conflitos e, ainda, o sentido de responsabilidade

Contributos para uma análise dos planos curriculares de formação no ensino superior. O caso da engenharia e gestão industrial em Portugal

A reorganização curricular constituiu uma das mudanças mais significativas no âmbito do Processo de Bolonha. Esta comunicação, que decorre de um projecto de investigação mais vasto, incide na análise dos planos curriculares dos cursos de Engenharia e Gestão Industrial em Portugal. Partindo dos planos curriculares de três cursos, analisam-se os ciclos de estudo / distribuição de ECTS, as questões da diversidade curricular e da componente prática do currículo, bem como o perfil profissional / competências técnicas. A análise do currículo da formação implica aspectos que vão para além da sua estrutura e organização, incluindo o estudo das práticas curriculares se se pretende estudar as mudanças efectivamente ocorridas no âmbito do processo de Bolonha

The role of project-based learning in engineering curriculum: the case of the industrial engineering and management program at the University of Minho

One of the key questions arising from literature in Higher Education is the mismatch between curriculum and professional practice. This work presents an analysis of an engineering program, based on a model of curriculum development that includes three dimensions: professional profile, curriculum elements and framework of competences. These dimensions were considered in the methodological approach that involves a case study of the Industrial Engineering and Management (IEM) program at the University of Minho, Portugal. Data were collected through a combination of methods, including a survey, narratives, interviews and focus group. The aim was to get to know the perceptions of students and teachers of IEM program and professionals working in this engineering field. The findings highlight the relevance of projectbased learning within the engineering curriculum in so far as it provides students with opportunities to develop both technical and transversal competences related to their professional practice. This implies developing learning situations in which it is possible to solve engineering problems, linking theory and practice based upon an interdisciplinary approach. Furthermore, the implementation of project-based learning have implications for curriculum development, namely in regard to the definition of the assessment (e.g. milestones, feedback, etc.), coordination and communication between the faculty, content selection according to the problem to be solved, amongst other issues with impact in teaching practice.CIEC - Centro de Investigação em Estudos da Criança, IE, UMinho (UI 317 da FCT), PortugalFundos Nacionais através da FCT (Fundação para a Ciência e a Tecnologia) e cofinanciado pelo Fundo Europeu de Desenvolvimento Regional (FEDER) através do COMPETE 2020 – Programa Operacional Competitividade e Internacionalização (POCI) com a referência POCI-01-0145-FEDER-007562info:eu-repo/semantics/publishedVersio

Developing professional competencies through projects in interaction with companies : a study in Industrial Engineering and Management Master Degree

This paper draws upon a part of a research project aiming to analyze curricula elements and competencies related to professional practice, in order to contribute to the improvement of the quality of the training program in engineering courses. Data were collected through a general survey to students, teachers and professionals. This paper focus on professionals’ perspectives and the results show the relevance that PBL experiences assumed in professional situations. Four main topics emerged from data, were analyzed, and discussed, namely technical competencies, transversal competencies, curriculum organization and interaction with companies. The results of the professionals’ survey point to the relevance of PBL experiences in professional situations. The findings also highlight the importance of project-learning approach for the quality of engineering curriculum and the development of both technical and transversal competencies.Fundação para a Ciência e a Tecnologia (FCT

Project approaches in interaction with industry for the development of professional competences

The engineering education involves the development of professional competences. For this purpose, it is necessary to understand the specific engineering field and to identify the specific professional needs of future engineers. Further, it is important to develop the adequate educational approaches that will foster the development of these competences. This paper aims to contribute to identifying the education needs in the field of Industrial Engineering and Management (IEM) based on the professionals perspectives, articulated with internship students and a group of university teachers. It also aims to reflect on two cases of interdisciplinary project approaches of the IEM program at the University of Minho, Portugal, which directly involves the interaction with industrial companies. One of the cases involves courses of semester seven of the IEM program and the other involves four different engineering programs. The triangulation of data from interviews with professionals, focus groups with university teachers and narratives from internship students contributed to identifying competence needs and the contribution of project-based learning in articulation with companies for students’ professional competences development. The analysis of professional needs points to the importance of practicing the professional practice at the level of education and training. Furthermore, the reflection on the results also stresses the relevance of these kinds of approach from the point of view of all the stakeholders, namely students, university teachers and professionals.(undefined

Teachers' and students' perspectives about curriculum development in engineering education: Implications for academic work

This study had the financial support of Research Centres ALGORITMI and CIEC, by the Strategic Project UID-CEC-00319-2013and UID-CED-00317-2013, through the FCT (Foundation for Science and Technology) Portuguese National Funds, and projects POCI-01-0145-FEDER-007043and POCI-01-0145-FEDER-007562, by European Regional Development Funds (FEDER) through the Competitiveness and Internationalization Operational Program (POCI).ICCS - International Council for Canadian Studies (UID-CEC-00319-2013