“Salvem el poble!” un joc de rol a l'aula : proposta d'innovació per la unitat didàctica de els riscos geològics de 3r d'ESO

Màster Universitari de Formació del Professorat de Secundària Obligatòria i Batxillerat, Facultat d'Educació, Universitat de Barcelona, Curs: 2018-2019, Tutora: Maite Garcia VallèsEl joc Salvem el poble! és una innovació, basada en els jocs de rol, per la unitat didàctica de Els Riscos Geològics a 3r d’ESO de l’assignatura de Biologia i Geologia. En aquest els alumnes són els protagonistes de la història i organitzats en grups, cada un situat en un poble afectat per un fenomen natural diferent (volcà, terratrèmol, esllavissada o inundació), han de recaptar informació d’aquest per afrontar una prova final, on s’ha d’explicar el fenomen natural i la proposar de mesures per disminuir el risc al poble (mesures de prevenció, predicció i protecció). Per arribar a aquest objectiu, internament els grups s’organitzen en personatges (alcalde, geòleg, agent de protecció civil o corresponsal de premsa) els quals tenen unes responsabilitats concretes. Aquests han d’anar passant els diferents nivells del joc (realitzant tasques guiades) per tal d’anar recaptant tota la informació necessària amb la tutorització del professor.The game Save the people! is an innovation, based on role-plays games, for Geological Risks didactic unit in 3rd grade of Biology and Geology subject. In this the students are the protagonists of the story and organized in groups, each one located in a town affected by a different natural phenomenon (volcano, earthquake, landslide or flood), they must collect information from this one to face a final test, where the natural phenomenon must be explained and to propose measures to reduce the risk to the residents (measures of prevention, prediction and protection). To achieve this goal, internally all groups are organized into characters (mayor, geologist, civil protection agent or press correspondent) who have specific responsibilities. These have to go through the different levels of the game (performing guided tasks) in order to collect all the necessary information with the tutoring of the teacher

Prática de Ensino Supervisionada em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico

O presente relatório foi realizado no âmbito da Unidade Curricular de Prática de Ensino Supervisionada, integrada no curso de Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico. Com este relatório pretendemos apresentar as experiências de ensino-aprendizagem que consideramos relevantes e representativas do trabalho desenvolvido com as crianças durante a Prática de Ensino Supervisionada, em ambos os contextos. A Prática de Ensino Supervisionada desenvolvida em contexto de Ensino Pré-Escolar decorreu num jardim-de-infância de rede pública com dezanove crianças, no 1.º Ciclo do Ensino Básico desenvolveu-se numa escola de rede pública com um grupo de catorze crianças. A nossa investigação baseou-se no contributo da horta pedagógica para a sensibilização ambiental das crianças. Partimos da questão problema: Qual o contributo da horta pedagógica para a sensibilização ambiental das crianças? e, debruçamo-nos sobre uma intervenção pedagógica, traçando como objetivos: i) conhecer as perceções das crianças acerca da natureza; ii) sensibilizar as crianças para a importância do ambiente, em particular da horta pedagógica; e iii) desenvolver atividades que promovam a sensibilização ambiental. A fundamentação deste relatório assenta numa revisão de literatura, e na descrição e análise das atividades práticas desenvolvidas ao longo da Prática de Ensino Supervisionada, e que dão conta da importância das hortas pedagógicas na sensibilização ambiental das crianças. Sustentamos a nossa ação no terreno, utilizando como métodos e técnicas de recolha de dados a observação participante, os registos fotográficos, as produções das crianças e as notas de campo. A partir dos resultados obtidos podemos inferir que os espaços exteriores são espaços educativos, desta forma, o espaço da horta pedagógica mostrou-se apropriado para a aprendizagem das crianças, pois proporcionou grandes vivências e experiências. Cabe ao educador aproveitar tais potencialidades que os espaços ao ar livre oferecem, uma vez que estes possibilitam a vivência de situações educativas intencionalmente planeadas e a realização de atividades informais. Desta forma, podemos concluir que o desenvolvimento de experiências de ensino-aprendizagem no exterior, nomeadamente a criação de hortas pedagógicas contribuem para a sensibilização ambiental das crianças.This report was carried out within the scope of the Curricular Unit of Supervised Teaching Practice, integrated in the Master Course in Pre-school Education and Teaching of the 1st Cycle of Basic Education. With this report we intend to present the teaching-learning experiences that we consider relevant and representative of the work developed with the children during the Supervised Teaching Practice in both contexts. The Supervised Teaching Practice was developed in a context of Pre-School Education, held in a kindergarten of public network with nineteen children, and in context of 1st Cycle of Basic Education, also in a public network school with a group of fourteen children. Our research was based on the contribution of the pedagogical garden to children's environmental awareness. We start from the problem question What is the contribution of the pedagogical garden to children's environmental awareness? and, we focus on a pedagogical intervention, outlining as objectives: i) to know children's perceptions about nature; ii) to make children aware of the importance of the environment, in particular the pedagogical garden; and iii) develop activities that promote environmental awareness. The basis of this report is based on a literature review, and on the description and analysis of the practical activities developed throughout the Supervised Teaching Practice, and which account for the importance of pedagogical gardens in the environmental awareness of children. We sustain our action on the ground, using participant observation methods, photographic records, children's productions and field notes as methods and techniques of data collection. From the results obtained we can infer that the outer spaces are educational spaces, in this way, the space of the pedagogic garden proved to be appropriate for the children's learning, because it provided great experiences and experiences. It is up to the educator to take advantage of such potentialities that the open spaces offer, since these enable the experience of intentionally planned educational situations and the accomplishment of informal activities. In this way, we can conclude that the development of teaching-learning experiences abroad, namely the creation of pedagogical gardens contributes to children's environmental awareness

Efeitos do contexto educativo nas concepções, atitudes e comportamentos políticos dos jovens - comparando o ensino secundário regular com o ensino profissional de aprendizagens em alternância

This paper presents the results of a study conducted with 349 students from two distinct educational contexts: academic and vocational schools. Differences are analysed in terms of citizenship conceptions, political interest, political efficacy, future political activity, and political experiences. Results indicate that students from vocational schools present higher levels of political efficacy and Internet use as a way of political participation, comparing with students from academic schools. On the other hand, the latter present higher levels of general political participation.Este artigo apresenta os resultados de um estudo levado a cabo junto de 349 jovens provenientes de dois contextos educativos distintos: o ensino secundário regular e a formação profissional de aprendizagem em alternância. São analisadas as diferenças ao nível das concepções de cidadania, interesse político, eficácia política, actividade política futura e experiências políticas. Os resultados indicam que os formandos da aprendizagem em alternância apresentam níveis superiores de eficácia política e utilizam mais a Internet enquanto meio de participação política, em comparação com os estudantes do ensino secundário. Por outro lado, estes apresentam níveis superiores de participação política em geral

Daily grass reference evapotranspiration with Meteosat Second Generation shortwave radiation and reference ET products

This study assesses the accuracy of estimating daily grass reference evapotranspiration (PM-ETo) using daily shortwave radiation (Rs) and reference evapotranspiration (ETREF) products provided by the Meteosat Second Generation (MSG) geostationary satellite delivered by the Satellite Applications Facility on Land Surface Analysis (LSA-SAF) framework. The accuracy of using reanalysis ERA5 shortwave radiation data (Rs ERA5) provided by the European Center for Medium-Range Weather Forecasts (ECMWF) is also evaluated. The assessments were performed using observed weather variables at 37 weather stations distributed across continental Portugal, where climate conditions range from semi-arid to humid, and 12 weather stations located in Azores islands, characterized by humid, windy and often cloudy conditions. This study’s use of data from a variety of climate conditions contributed to a unique and innovative assessment of the usability of LSA-SAF and ERA5 products for ETo estimation. The first assessment focused on comparing LSA-SAF estimates of Rs (Rs LSA-SAF) against ground stations (Rs ground). The results showed a good matching between the two Rs data sets for continental Portugal but a tendency for Rs LSA-SAF to under-estimate Rs ground in the cloudy islands of Azores. ETo values computed using Rs LSA-SAF data and observed temperature, humidity and wind speed (ETo LSA-SAF) were then compared with PMETo estimates with ground-based data, which were used as benchmark; input data of temperature and humidity needed for PM-ETo were quality checked for surface aridity effects. It was observed that ETo LSA-SAF is strongly correlated with PM-ETo (R2 > 0.97) for most locations in continental Portugal, with regression coefficient of a linear regression forced to the origin ranging between 0.95 and 1.05, mean root mean square error (RMSE) of 0.13 mm d 1, and Nash and Sutcliff efficiency of modeling (EF) above 0.95. For most Azores locations, ETo LSA-SAF over-estimated PM-ETo. This is likely a consequence of the high spatio-temporal heterogeneity of weather conditions that occur in these oceanic islands together with the different footprints of satellite (averaged over the pixel) and station observations. Reanalysis ERA5 shortwave radiation data presented similar behavior to the LSA-SAF products, however with slightly lower accuracy. The daily LSA-SAF ETREF product (ETREF LSA-SAF) was assessed and results have shown a good accuracy of this product, with acceptable RMSE and high EF values, for continental Portugal but a low accuracy for the Azores islands. A simplified bias correction approach was shown to improve both ETo derived from the LSA-SAF products, namely for Azores stations, which seem to be representative of smaller areas. The use of the FAO-PM temperature approach (PMT) was also assessed using the Rs LSA-SAF and Rs ERA5 data, which showed a superiority of the LSA-SAF product for ETo estimations (ETo PMT LSA-SAF). No significant differences (p < 0.05) were observed in terms of the median value of the RMSE when adopting ETo PMT and ETREF LSA-SAF. Differently, results showed that using the Rs LSA-SAF in the PMT approach (ETo PMT LSA-SAF) produces significantly better RMSE results than ETo PMT and ETREF LSA-SAF. Overall, the performed assessment allows concluding that the use of Rs LSA-SAF, and to a lesser extent the use of the Rs ERA5, highly improves the accuracy of computation of ETo when Rs observations are not available, including when only temperature data are accessible. The use of the ETREF LSA-SAF product is a good alternative when observed weather data are not availableinfo:eu-repo/semantics/publishedVersio

Rainfall patterns and critical values associated with landslides in Povoação County (São Miguel Island, Azores): relationships with the North Atlantic Oscillation

São Miguel Island (Azores) has been affected by hundreds of destructive landslide episodes in the last five centuries, triggeredeither by earthquakes, volcanic eruptions or rainfall episodes, which were responsible for many deaths and very importanteconomic losses.Among the instability causes, meteorological factors are of primary importance on Povoação County, namely the highrecurrence rate of calamitous rainfall triggering landslides. The most recent catastrophic episode took place on the 31st October 1997 when almost 1000 soil slips and debris flows were triggered, and 29 people died in the Ribeira Quente village.The role of rainfall on regional landslide activity was analysed applying cumulative rainfall methods. The method comprisesthe reconstruction of both absolute and calibrated antecedent rainfalls associated with each major landslide event. Thecritical rainfall combination (amount-duration) responsible for each landslide event was assessed and a rainfall criticalthreshold for landslide occurrence was calculated. Rainfall-triggered landslides in the study area are ruled by the functionID144Ð06D 0Ð5551, and they are related both to short duration precipitation events (1 – 3 days) with high average intensity(between 78 and 144 mm/day) and long-lasting rainfall episodes (1 – 5 months) with a lower intensity (between 9 and22 mm/day).The impact of the North Atlantic Oscillation (NAO) on the regional precipitation regime was evaluated. It is shown thatthe monthly precipitation of S ̃ao Miguel is largely modulated by the NAO mode presenting a significant negative correlationwith the NAO index. This result arises from the NAO control on the travelling latitude of most storm tracks that cross theNorthern Atlantic Ocean.info:eu-repo/semantics/publishedVersio

Information systems project management success

This paper aims to provide new insights into information systems (IS) project management success. Even though many studies found in the literature show results of software development projects, few studies address the success of IS (socio-technical) projects. Responses to an international survey, regarding 472 projects in total, showed that IS project management is achieving high levels of success; yet, only a minority of projects end without changes in scope, schedule or cost. Furthermore, the results show that changes in scope, schedule or cost are frequent in this kind of project and do not significantly affect the perception of success. These results provide researchers and practitioners with a better understanding of IS project management success evaluation.- (undefined