Bringing together harmonized EUNIS seabed habitat geospatial information for the European Seas

The EUNIS-compliant information on Seabed Habitats that is currently available from the EMODNET portal covers only about half of the European Union (EU) waters in the Northeast Atlantic and adjacent Seas with EU outermost regions in other parts of the Atlantic or in the Indian Ocean still remaining out of the exercise. These gaps limit the geographical comprehensiveness of any studies on seabed-related Ecosystem Functions and Services. However, separate broad-scale seabed habitat mapping sources offer complementary seabed-related geospatial information that can be straightforwardly or, after some basic GIS processing, translated into EUNIS classes. This work focused on expeditiously obtaining a comprehensive coverage of permanently submerged seabed habitats (i.e., EUNIS classes A3 to A6) throughout most of the EU marine waters. This was achieved by bringing in, and harmonizing where need, complementary EUNIS-compliant broad-scale geospatial information from the UNEP’s Global Seafloor Geomorphic Features Map (GSGFM). The new geospatial dataset obtained, a polygon shapefile, extends for approximately 8.7 million km2 and more than doubles the coverage of EUNIS seabed habitat classes when compared to the datasets available from the EMODNET Seabed Habitats portal. The new information details more than 90% of the EU waters down to EUNIS level 2 and 3, improving EMODNET datasets by populating the deep-sea and offshore areas with previously disregarded geomorphic-based EUNIS habitat classes. Conversely, it is acknowledged that the GSGFM data could did not bring in any relevant information concerning EUNIS shelf habitats. The methodology and some area-based statistics on seabed habitat are presented, including overall and basin-specific mapped extents. It is noted that the mapping and quantification of several habitat extents are still geographically biased and underestimate the actual extent of the habitat. A comprehensive and homogeneous coverage of all EU seabed is expected in 2016 from the EMODNET Seabed Habitats programme. Until then, the current synthesis may constitute a valuable dataset for assessing the distribution of many EUNIS seabed habitat classes in EU waters and pursuing spatially-explicit analysis of seabed-related Functions and Services.JRC.H.1-Water Resource

Projektno učenje v začetnem izobraževanju učiteljev: praksa treh visokošolskih zavodov na Portugalskem

Future teachers first come into contact with diversified teaching strategies, such as Project-Based Learning, in initial teacher education programmes. Such strategies contrast with the type of methods that they experienced throughout their own schooling, which are essentially teacher centred. The present research aims to understand how Project-Based Learning is being integrated into the curriculum of primary school teachers’ initial teacher education programmes. The participants were three higher education institutions located in different regions of Portugal, all of which offer initial teacher education programmes for primary school teachers that include Project-Based Learning at some point. The data were collected through document analysis of the programmes’ curricula, as well as through semi-structured interviews with the programme coordinators in each institution. The results show that the institutions value Project-Based Learning and make an effort to include it in their programmes, whether in theoretical, didactical or practical terms. However, they encounter some difficulties in promoting more significant experiences that would enable the students to feel confident to use this strategy in their Supervised Teaching Practice internships. (DIPF/Orig.

Music performance anxiety among classical musicians: strategies for improving performance and applications for classical guitarists

Music performance anxiety (MPA) is experienced in varying degrees of intensity by most, if not all, musicians. It is particularly heightened in a classical music environment and if not addressed properly, it may cause significant harm to the careers and even wellbeing of individuals. Performers and teachers usually develop their own valid coping strategies through years of practical experience, but often lack a theoretical understanding of MPA and its mechanisms, considering it to be an insurmountable and career ending affliction. There are several articles and books addressing different aspects of this subject, and this knowledge can be utilized to develop practice and coping strategies, that incorporate practical and scientific information. This integration should be of special interest to the classical musician community in several aspects of performance and pedagogy, and particularly, for the future generations of musicians who often feel are not being adequately prepared for the reality of a performing career. Differentiating factors such as personality, age and gender are related to the way individuals perceive and experience performance anxiety. Another, somewhat understudied relation, is how the specificities of each instrumentalist affect, and are affected by MPA. By characterizing classical guitarists and their particularities, it is possible to ascertain if this sub-group of musicians has specific needs, and which are the best approaches for them to address music performance anxiety issues. This dissertation attempts to improve classical musicians’ understanding of MPA and will hopefully contribute to a more effective approach to this issue within the community; Resumo: Ansiedade na performance musical dos músicos eruditos: Estratégias para melhorar a performance e aplicações para guitarristas clássicos - A ansiedade na performance musical (APM) é sentida em vários graus de intensidade pela maioria, senão a totalidade, dos músicos. É particularmente elevada no ambiente da música erudita e, quando não é abordada de forma adequada, pode causar danos significativos nas carreiras e até na saúde das pessoas. Intérpretes e professores normalmente desenvolvem as suas próprias estratégias de coping através de anos de experiência prática, mas frequentemente carecem de uma compreensão da APM e dos seus mecanismos, considerando-a como uma condição insuperável que pode ditar o fim de uma carreira. Existem diversos artigos e livros dedicados a uma grande quantidade de aspectos associados a este tema, e este conhecimento facilita o desenvolvimento de estratégias para o estudo da música e para coping, incorporando informação prática e científica. Esta integração deve ser de particular interesse para a comunidade dos músicos eruditos em diversos aspectos da performance e da pedagogia, e particularmente, para as futuras gerações de músicos que frequentemente sentem não estar a ser adequadamente preparados para a realidade de uma carreira como intérpretes. Factores diferenciadores tais como personalidade, idade e sexo estão relacionados com a forma como os indivíduos interpretam e experienciam a ansiedade. Outra relação, algo negligenciada, é a de como as especificidades de cada instrumento afectam e são afectadas pela APM. Ao caracterizar os guitarristas clássicos e as suas particularidades, torna-se possível aferir se este sub-grupo de músicos possui necessidades específicas e quais são as melhores abordagens para resolver problemas relacionados com a ansiedade na performance musical. Esta dissertação tenciona melhorar a compreensão da APM por parte dos músicos eruditos e contribuir para que este assunto seja abordado de uma forma mais eficaz pela comunidade

On some interesting opisthobranchs (Mollusca, Gastropoda) from the Azores

The nudibranch Eubranchus farrani Alder and Hancock, 1844 is recorded from the Azores for the first time. The presence of the sacoglossan Placida cremoniana (Trinchese, 1892) in the Azores is confirmed. Pleurobranchus sp. from the Azores, Madeira and the Canary Islands is compared with P. garciagomesi Cervera et al. 1996; it probably is an undescribed species.info:eu-repo/semantics/publishedVersio

Mapping the impact of alien species on marine ecosystems: the Mediterranean Sea case study

Aim. To develop a standardized, quantitative method for mapping cumulative impacts of invasive alien species on marine ecosystems. Location. The methodology is applied in the Mediterranean Sea but is widely applicable. Methods. A conservative additive model was developed to account for the Cumulative IMPacts of invasive ALien species (CIMPAL) on marine ecosystems. According to this model, cumulative impact scores are estimated on the basis of the distributions of invasive species and ecosystems, and both the reported magnitude of ecological impacts and the strength of such evidence. In the Mediterranean Sea case study, the magnitude of impact was estimated for every combination of 60 invasive species and 13 habitats, for every 10 9 10 km cell of the basin. Invasive species were ranked based on their contribution to the cumulative impact score across the Mediterranean. Results. The CIMPAL index showed strong spatial heterogeneity. Spatial patterns varied depending on the pathway of initial introduction of the invasive species in the Mediterranean Sea. Species introduced by shipping gave the highest impact scores and impacted a much larger area than those introduced by aquaculture and the Suez Canal. Overall, invasive macroalgae had the highest impact among all taxonomic groups. These results represent the current best estimate of the spatial variation in impacts of invasive alien species on ecosystems, in the Mediterranean Sea. Main Conclusions. A framework for mapping cumulative impacts of invasive alien species was developed. The application of this framework in the Mediterranean Sea provided a baseline that can be built upon with future improved information. Such analysis allows the identification of hotspots of highly impacted areas, and prioritization of sites, pathways and species for management actions

“Horror… is the sinews of the fable”: Giraldi Cinthio’s works and Elizabethan tragedy

Cette communication examine les écrits théoriques de G. B. Giraldi Cinthio et sa pièce la plus célèbre, Orbecche (1541), à la lumière du « sénéquisme » italien. Le récit que Cinthio fait de la première représentation de sa tragédie montre qu’il était conscient de la nécessité de séduire le public en satisfaisant ses goûts. Il voyait également la futilité d’un respect strict et irréfléchi aux règles fixées par Aristote. L’article soutient que l’intérêt de Cinthio pour la scène dans son écriture dramatique et son exploration de la fonction dramatique de l’horreur montrent qu’il a plus en commun avec les Élisabéthains qu’avec ses compatriotes. Une comparaison entre les moments clefs dans Orbecche et les scènes des pièces élisabéthaines (The Tragedie of Tancred and Gismund, Gorboduc, 2 Henry vi, Titus Andronicus) fait ressortir des similitudes dans le traitement de leurs sources sénéquiennes communes qui sont inattendues dans l’Italie des années 1540. Orbecche et le débat théorique que la pièce suscita en Italie contribuèrent à façonner l’écriture dramatique de la seconde moitié du xvie siècle. Le processus d’influence croisée entre les œuvres des dramaturges européens et de celles de leurs homologues élisabéthains appelle d’autres études. Dans ce cadre, Giraldi mérite certainement plus d’attention qu’il n’en reçut jusqu’ici.The paper examines the theoretical writings of G. B. Giraldi Cinthio and his most famous play, Orbecche (1541) in the light of Italian Senecanism. Cinthio’s account of the first performance of his tragedy shows that he was aware of the necessity of winning over the audience by catering to its tastes. He also saw the futility of strict, unthinking adherence to the rules supposedly laid down by Aristotle. The paper argues that his stage-oriented approach to theatrical writing and his exploration of the dramatic function of horror show that he has more in common with the Elizabethans than with his countrymen. A comparison of key moments in Orbecche with scenes from Elizabethan plays (The Tragedie of Tancred and Gismund, Gorboduc, 2 Henry vi, Titus Andronicus) highlights similarities in the treatment of their common Senecan sources which are unexpected in 1540s Italy. Orbecche and the theoretical debate that it triggered in Italy contributed to shaping continental playwrighting in the second half of the 16th century. The process of cross-fertilization between the works of European dramatists and those of their Elizabethan counterparts is well worth further study. Within this framework, Giraldi certainly deserves more attention than he has commanded until now

Additions to the marine molluscs of the Formigas Islets, Azores.

A fauna malacológica dos ilhéus das Formigas foi abordada por Ávila & Azevedo (1997). A presente lista vem completar e corrigir aquele documento. Seis novos taxa são dados para os Açores: Vitreolina curva (Monterosato, 1874), Nassarius cf. ovoideus (Locard, 1886), Mangelia coarctata (Forbes, 1840), Raphitoma leufroyi (Michaud,1838), Coryphela sp. and Pseudochama gryphina (Lamarck, 1819). O número total de moluscos marinhos das águas pouco profundas dos ilhéus das Formigas ascende agora a 88 taxa (1 Polyplacophora, 66 Gastropoda, 20 Bivalvia e 1 Cephalopoda).ABSTRACT: The Formigas islets were surveyed for its molluscan fauna in 1990 during the "Santa Maria & Formigas 1990" scientific expedition. Preliminary results were published by Avila & Azevedo (1997). That earlier list is here complemented with new records and some corrections. Species determination, synonymy and the ordination of families follows the CLEMAM database (http://www.mnhn.fr/base/malaco.html). Six new taxa are reported to the Azores: Vitreolina curva (Monterosato, 1874), Nassarius cf. ovoideus (Locard, 1886), Mangelia coarctata (Forbes, 1840), Raphitoma leufroyi (Michaud,1838), Coryphela sp. and Pseudochama gryphina (Lamarck, 1819). The total number of shallow-water marine molluscs from Formigas islets is now of 88 taxa (1 Polyplacophora, 66 Gastropoda, 20 Bivalvia and 1 Cephalopoda)

A geometria na formação inicial de professores: Contributos para a caracterização do conhecimento dos estudantes

Este estudo pretende proporcionar contributos para a caraterização dos conhecimentos factuais e relacionais em geometria dos estudantes da licenciatura em Educação Básica de uma Escola Superior de Educação do centro do país. Tendo como questão central perceber quais os conhecimentos em geometria que os estudantes em formação inicial de professores possuem, o estudo consistiu na criação, implementação e análise de resultados de um teste centrado nos conceitos essenciais para o ensino da geometria na educação básica. A metodologia quantitativa utilizada, permitiu recolher um número elevado de dados e interpretar os resultados obtidos, enquadrando-os na realidade e contexto em que se inserem. Os resultados do estudo revelam que os estudantes possuem conhecimentos errados em diversas áreas da geometria, permitindo levantar hipóteses sobre a sua origem esoluções e conduzindo à necessidade de refletir acerca da formação inicial, tendo em conta os conhecimentos e ideias generalizadas dos estudante

Contributos da metodologia de trabalho de projeto para o desenvolvimento profissional dos professores do 1.º ciclo do ensino básico

Durante o seu percurso académico na formação inicial, os futuros professores entram em contacto com metodologias ativas de ensino diversificadas, tais como a Metodologia de Trabalho de Projeto, que contrastam com o tipo de metodologias essencialmente centradas no professor, que experienciaram na sua escolaridade. Devido ao confronto com as suas experiências pessoais, os estudantes demonstram algumas dificuldades na apropriação e implementação destas metodologias durante a sua prática de ensino supervisionada e nos primeiros anos de serviço docente, enquanto professores. Este estudo tem como objetivo perceber de que modo a Metodologia de Trabalho de Projeto, abordada na formação inicial, se reflete nas práticas e no desenvolvimento profissional dos professores do 1.º Ciclo do Ensino Básico, já que se traduz numa metodologia contrastante com as conceções dos estudantes em formação inicial e promotora do desenvolvimento de competências e aprendizagens dos alunos. Procura perceber a natureza e aplicação da abordagem desta metodologia na formação inicial, de que forma os futuros professores e professores em início de carreira a mobilizam no contexto das suas práticas educativas e quais os contributos para o seu desenvolvimento profissional. O estudo utiliza uma abordagem metodológica qualitativa e situa-se no paradigma interpretativo-fenomenológico, utilizando o design de estudo de caso múltiplo. As principais técnicas de recolha de dados são a entrevista semiestruturada, a entrevista em grupo focal e a análise documental. Os resultados mostram que as instituições de ensino superior se preocupam com a integração da Metodologia de Trabalho de Projeto na formação inicial de professores, embora a sua abordagem seja insuficiente para que os futuros professores e professores em início de carreira a implementem nas suas práticas educativas com confiança. Revelam também a necessidade de um maior acompanhamento das instituições durante a fase de indução dos professores, de modo a apoiar os mesmos durante os constrangimentos desta etapa, incentivando a utilização de metodologias ativas de ensino e contribuindo para uma fase inicial do seu desenvolvimento profissional.During their academic path in initial teacher education programs, future teachers come into contact with diversified active teaching methods, such as Project-based learning, which contrast with the essentially teacher-centred type of methods they have experienced in their own schooling. Due to the contrast with their personal experiences, students demonstrate some difficulties in the appropriation and implementation of these methods during their supervised teaching practice and in the first years of teaching ervice, as teachers. This study aims to understand how Project-based learning, addressed in initial teacher education programs, is reflected in the practices and professional development of elementary school teachers, as it is a method that contrasts with students' conceptions about teaching and promotes the development of pupils’ skills and knowledge. It seeks to understand the nature and application of this method in initial teacher education programs, how future teachers and beginning teachers mobilize it in the context of their educational practices and what are the contributions to their professional development. The study uses a qualitative methodological approach and is situated in the interpretive-phenomenological paradigm, using a multiple case study design. The main data collection techniques are semi-structured interviews, focus group interviews and document analysis. The results show that higher education institutions are concerned with the integration of Project-based learning in initial teacher education programs, although its approach is insufficient for future teachers and beginning teachers to implement it with confidence in their educational practices. Data also reveal the need for greater monitoring by initial teacher education institutions during teachers' induction phase, in order to support them during the constraints of this stage, encouraging the use of active teaching methods and contributing to an early stage of their professional development

Competências em língua portuguesa à saída da licenciatura: o caso da licenciatura em Educação Básica da ESELx (2010-11)

O presente artigo tem como objetivo geral analisar o desempenho dos alunos da licenciatura em Educação Básica da Escola Superior de Educação de Lisboa na prova de língua portuguesa de acesso ao 2º Ciclo de estudos, no ano letivo de 2010-11. Em concreto, procurar-se-á: (i) caracterizar os candidatos; (ii) identificar as áreas de maior (in)sucesso no âmbito das competências em avaliação (leitura, escrita e conhecimento linguístico).Abstract The main goal of this paper is to analyze how graduates in Basic Education from the Higher Education College of Lisbon performed the exam of Portuguese that provides access to the 2nd Cycle of higher education in the 2010-11 school year. The specific goals are: (i) to characterize the candidates; (ii) to identify the strengths and weaknesses of the skills under examination (reading, writing and linguistic knowledge)