Leveraging data to enable business growth through different market channels

Project Work presented as the partial requirement for obtaining a Master's degree in Data Driven Marketing, specialization in Digital Marketing and AnalyticsThe shift from mechanical and analog technology to digital electronics leading to the "Second Digital Revolution."With the rise of the Data Economy, companies need to redefine their role in this economy by evaluating their engagement. Data has become a valuable asset that can be monetized, and companies are leveraging it to scale their businesses. Schneider Electric, a top energy management company, uses innovative technologies and solutions to drive digital transformation. This project was created to answer challenges faced by Schneider Electric in giving visibility to partners, monetizing data, and sharing data securely. As part of the project deployment, qualitative analysis methods were used, including semi-structured interviews and use case analysis. Semi-structured interviews were conducted with service partners at different project stages to gather insights and requirements. Use case analysis was employed to define user interactions within the system. The interviews revealed service partners' need for tools to record and display inventory, access comprehensive product information, and receive proactive notifications. The use cases were developed based on these insights and aimed to address the partners' pain points while aligning with Schneider Electric's business objectives. Overall, these methods helped gather valuable input for the project and shape the solution design. The project successfully improved the customer journey for all types of customers through the mySchneider portal, providing convenient access to customer information, service maintenance contracts, service visits, and reports. The methodology employed in the project can be applied to other initiatives and future enhancements, aiming to enhance customer satisfaction and increase business revenue. The project also has theoretical implications for marketing and customer relationship management, empowering businesses to develop effective strategies and cultivate stronger customer relationships. Agile project methodology was effective in navigating budget and timeline constraints. The implementation of the project will support Schneider Electric's global offices and their services growth strategies through partnerships

Cabo Verde’s Poaceae Flora: A Reservoir of Crop Wild Relatives Diversity for Crop Improvement

Africa is home to important centers of origin and diversity of crop wild relatives (CWR), including many species adapted to adverse agroecological conditions, namely drought and poor soils. Plant genetic resources from Cabo Verde Islands have been poorly explored for their potential to supplement the genetic pool of cultivated species. In this paper we identify Cabo Verde's CWR from the Poaceae family and provide a checklist of priority CWR taxa, highlighting those of particular conservation concern and the areas which should be the focus of the most intensive conservation efforts in these islands. Our results revealed that Cabo Verde archipelago is an important center of CWR diversity of West African crop millets, namely fonio (e.g., white fonio, Digitaria exilis, and black fonio, Digitaria iburua) and other African millets [e.g., pearl millet (Cenchrus americanus = Pennisetum glaucum), teff millet (Eragrostis tef), finger millet (Eleusine coracana), barnyard millet (Echinochloa colona), proso millet (Panicum miliaceum), and foxtail millet (Setaria italica)], which represent a diverse group of cereal crops, and important components in agriculture and food security of this country. Also, hotspot areas of diversity for in situ conservation were identified in Cabo Verde, as well as several populations occurring under extreme habitats conditions that are well adapted to drylands and poor soils. The evaluation of their potential for new ecologically important adaptive characteristics associated with tolerance to abiotic stresses is discussed. The survey of international Germplasm Banks revealed that very few accessions from Cabo Verde are conserved, contributing to the loss of genetic diversity of plant genetic resources in this archipelago. Particularly, the diversity of millets and the associated indigenous knowledge are critical for the food security and cultural identity of many poor farmers in Cabo Verde.info:eu-repo/semantics/publishedVersio

A curricular approach to develop autonomies from the mathematics and scientific education

The purpose of this work is to highlight how the current Spanish education system supports the development of both scientific and mathematic competences. We understand these competences as the set of skills and capabilities needed to use mathematics or science when the situation requires. For that purpose, we have carried out a curricular didactic analysis of the current regulations in Andalusia. This analysis intends to reveal how the new educational systems emphasize the development of the formative character of teaching-learning processes, which has been overshadowed by the functional and the instrumental characters in Science and Mathematics Education. The findings of the research show that the objectives set out in the law are aimed at developing in students a number of attributes such as personal autonomy, creativity, tolerance, empathy, critical spirit, etc. From our point of view, all of these attributes contribute to developing the students' formative character. Besides, the analysis shows that course contents are not presented as an end in itself, but as a means for students to acquire these attributes and be whole human beings. Finally, it can be inferred from the analysis that both the methodological guidance and the evaluation criteria highlight the need to educate citizens to be capable of adapting to the environment and positively transforming it. Ultimately, promoting teaching-learning processes where scientific and mathematic competences are developed, educating students to be intellectually, socially and morally autonomous.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech.“Criterios e instrumentos de evaluación de unidades de enseñanza y aprendizaje” (PPIT.UMA.B1.2017/16) financiado por la Universidad de Málaga en la convocatoria de 2017-2018

Bilinguismo e educação : um novo currículo para a formação de professores

Educational systems of most European countries seem to be unable to respond adequately to the growing migration-induced multilingualism. None of the European member states has developed an integrated approach to address linguistic diversity in teacher education programmes. “Compartmentalised” language support, as it is presently offered, does not suitably respond to the demands of inclusion, equity, and social justice for all learners. There is thus a need to move to “mainstreamed” approaches where second language instruction is integrated across school years and subjects in the regular school curriculum. This paper discusses the adaptation to a Portuguese context of a European proposal for a teacher education curriculum aimed at preparing them to work with pupils with a migration background in mainstream classrooms with a focus on the issue of academic language teaching. After a contextualization of the issue of social and linguistic needs of these students, the authors present a brief overview on the project, followed by a discussion of the implementation caveats for Portugal. The authors conclude that this European proposal responds to pressing necessities in Portugal for the education of these students and constitutes a viable response to their language needs, in spite of the many constraints in its application

Teacher education curriculum for teaching immigrant students in Portuguese schools

Educational systems of most European countries seem to be unable to respond adequately to the growing migration-induced multilingualism. None of the European member states has developed an integrated approach to address linguistic diversity in teacher education programmes that will respond to the demands of inclusion, equity, and social justice for all learners. This paper presents a European proposal for a second language teacher education curriculum and the process of its adaptation for the Portuguese context. This curriculum intends to prepare content teachers to work with immigrant pupils in mainstream classrooms with a focus on academic language. After the contextualization of the issue of social and linguistic needs of these immigrant students, the authors present a brief overview of the European project curriculum for Inclusive Academic Language Teaching, followed by a discussion of the Portuguese proposal and its implementation caveats. The authors propose a module on Portuguese as a Non-Native Language (PNN L), which covers the issues of second language acquisition in the schooling project, didactical issues of teaching and learning (inclusive) academic language, inclusive academic language and school organization issues. A national proposal for Portugal also embraces the concept of the teacher as a critical reflective practitioner and of school as a learning community. The authors conclude that this European proposal responds to pressing necessities in Portugal for the education of these students and constitutes a viable response to their language needs, in spite of the many constraints in its application

Processo de cuidados do enfermeiro e enfermeiro de reabilitação em unidades de convalescença

O presente estudo teve como objetivo conhecer o processo de cuidados desenvolvido pelos enfermeiros, generalistas e de reabilitação, em Unidades de Convalescença, da RNCCI, a partir do relato de experiências destes profissionais de enfermagem. Optou-se por um estudo exploratório descritivo, com uma abordagem qualitativa. A amostra foi não probabilística intencional, constituída por dez enfermeiros generalistas e seis enfermeiros de reabilitação. Para a recolha de dados optou-se pela entrevista semi-estruturada e para o tratamento de dados efetuamos a análise de conteúdo, segundo Bardin (2009). A finalidade deste estudo consiste em conhecer os contributos do trabalho dos enfermeiros, generalistas e de reabilitação, em UCs, e perceber a influência destes na reconstrução da autonomia do autocuidado, da pessoa com dependência funcional. Decorrente da análise dos discursos, emergiram cinco categorias: métodos de prestação de cuidados, recursos na recolha de informação, planear um turno de trabalho, capacitação para o autocuidado e desocultar o papel do enfermeiro de reabilitação. Realçamos neste estudo, que os métodos de prestação de cuidados nestas unidades de cuidados se inscrevem no método individual e de enfermeiro responsável. Destacamos que, os instrumentos de medida preconizados pela RNCCI, para avaliar a pessoa com dependência no autocuidado, são pouco direcionados para a ação dos enfermeiros generalistas, enfatizando a terminologia da CIPE para estratificar os graus de dependência da pessoa nos autocuidados. Os enfermeiros de reabilitação utilizam escalas, que avaliam a força muscular, o tónus muscular e, o equilíbrio corporal, as quais evidenciam a capacidade funcional da pessoa, complementando a avaliação de enfermagem. Os enfermeiros, generalistas e de reabilitação, planeiam o trabalho de um turno com base na passagem de turno e dos planos de cuidados. Já os enfermeiros de reabilitação recorrem às suas anotações pessoais para guiarem a sua ação num turno de trabalho. No cerne na ação destes enfermeiros está a capacitação para o autocuidado, que descreve a capacitação da pessoa dependente e do prestador de cuidados, para o autocuidado, através dos processos de ajudar, envolver a família, ensinar, instruir, treinar, orientar e informar, avaliar, validar e referenciar. O papel do enfermeiro de reabilitação nestas UCs, para além da prática especializada de cuidados de Enfermagem de Reabilitação, é evidenciado o seu papel de formador em contexto de trabalho, e de perito e conselheiro dos enfermeiros generalistas, na prática de cuidados

Le rôle de l’investissement dans l’éducation sur la croissance selon différentes spécifications du capital humain: une étude appliquée à l’échantillon de pays riverains de la Méditerranée

Notre objectif principal est tester l’importance de l’investissement en capital humain/éducation comme variable explicative du niveau de productivité d’équilibre d’état stationnaire et du processus de convergence potentiel des pays de nos deux échantillons (8 pays riverains de la Méditerranée: l’Algérie, l’Egypte, la Chypre, l’Israël, le Malte, la Syrie, la Tunisie, la Turquie; ces pays-là plus les pays de l’UE ) tout en contrôlant la qualité de la proxy du capital humain. En effet, la plus part des études de croissance qui incluent la variable capital humain utilisent comme proxy le nombre moyen des années de scolarité, or cette proxy se heurte à un certain nombre de critiques. Elle ne tient pas en compte l’hypothèse de rendements décroissants dans le secteur éducatif ni la différente qualité des différents systèmes éducatifs. Ainsi nous utiliserons une des proxies mentionnée par Wössmann (2000), une spécification à la Mincer du capital humain avec des rendements décroissants. Notre cadre d’analyse a comme point de départ un modèle de croissance exogène, néoclassique, unisectoriel avec capital humain du type Mankiw, Romer et Weil (1992). Les équations de productivité et de convergence serons estimées selon plusieurs méthodes économétriques.Our main goal is to ascertain the importance of human capital accumulation through education for the long run steady state productivity levels and a potential convergence process in two samples (8 Mediterranean countries: Algeria, Egypt, Cyprus, Israel, Malta, Syria, Tunisia, Turkey; the former countries plus 17 European countries) controlling for the quality of the human capital proxy. Most of the economic growth studies consider as a proxy for human capital the average schooling years of the population. But this proxy presents several problems. One of these problems is the fact that it does not take into account the diminishing returns to education nor the quality of the different educational systems. In order to take this into account we are going to use a proxy mentioned by Wössmann (2000). We depart from a neoclassical growth model like that of Mankiw, Romer and Weil (1992). The different equations will be estimated using different estimation procedures

Plant species richness in the Cape Verde islands - ecogeographical determinants

Plant species richness in the Cape Verde archipelago is examined relative to island eco-geographical factors. Species-area and species-area-habitat relationships are analysed using the classical species-area model and the recently proposed species-choros model. The number of Xoristic zones (used to estimate the choros parameter) provides an adequate estimate of the potential habitat diversity, and the species-choros model achieved a better Wt with both total Xora and endemic species. In addition to area and habitat diversity, longitude also emerges as an important determinant of species diversity, whereas latitude, minimum distance to the nearest island, and total rural population do not display any correlation. As in other insular ecosystems, the species richness (about 140 per 100 km2) is lower than in nearby mainland regions; the proximity to the desert areas of the Sahel can also be seen as related with this low value. The Xoristic heterogeneity in Cape Verde is high, as is usual in island ecosystems. In a comparative analysis of the species richness on the diVerent islands (using -values), Brava stands out as having the highest total Xora species densities, while for endemic Xora Brava and São Nicolau jointly occupy the leading position. The high diversity for both total and endemic species on Santo Antão, São Vicente, São Nicolau, Fogo and Brava reinforces their importance in conservation terms - in the case of most of them, something that is already recognized in the established network of protected area

O género como espartilho: moda e feminismo(s)

Anexos para consulta na Biblioteca - TCD 3953Esta investigação propõe um triângulo teórico e empírico entre moda, feminismo(s), e género. Numa das primeiras utilizações da palavra como conceito sociológico que é feita por Ann Oakley1 em 1972, ela descrevia o género como sendo uma matéria de cultura, referindo-se à classificação social em masculino e feminino. Enquanto construção em relação ao outro (sexo), o conceito de género é indispensável à compreensão de todos os domínios da vida social, tendo ao mesmo tempo a sua própria história. Se há normas para o género, a moda não imporá uma delas, medida da sua própria medida, como um espartilho? Como é que o fenómeno social da moda reflecte e/ou contribui para a construção de género, ao mesmo tempo que concorre para a desconstrução do «eu»? Qual é afinal a função da moda no desempenho de género? Várias linhas de pensamento concorrem para a investigação de uma realidade que é múltipla: porque vestem as mulheres como vestem, diferença e repetição; valorização da memória oral das mulheres, histórias pessoais e comparação da experiência de vida, reflexividade e pensamento; percepção da pluralidade e dos vários quotidianos do corpo; identidade e (re)configuração dos papéis sociais das mulheres no dualismo privado/público; consumo, e gosto. A moda como fenómeno social (total) é o nosso laboratório sociológico, onde se ensaiam os géneros, através de uma ritualização (feminilidade/ masculinidade) da apresentação de si, que vai atravessando idades de vida, gerações, e lugares. Enfim, partimos à descoberta de algo novo sobre nós, unidades humanas, actores e actrizes sociais, a quem desde o nascimento, ou mesmo antes dele, é atribuído um primeiro papel, o de género.This research proposes a theoretical and empirical triangle between fashion, feminism, and gender. In one of the first uses of the word as a sociological concept that is made by Ann Oakley in 1972, she described gender as being a matter of culture, referring to masculine and feminine social classification. While construction in relation to another (sex), the concept of gender is essential to the understanding of all areas of social life, whilst its own history. If there are standards for gender, fashion doesn't impose one of them, as their own measure, like a corset? How does the social phenomenon of fashion reflects and/or contributes to the construction of gender, while competing for the deconstruction of self? What is the function of fashion in the gender as performance? Various schools of thought are competing for the investigation of a reality that is multiple: why women wear like they do, difference and repetition; enhancement of oral memory of women, personal stories and life experience comparison, reflexivity and thought; perception of plurality and of various everyday of the body; identity and (re)configuration of the social roles of women in the private/public dichotomy; consumption, and taste. The fashion as (total) social phenomenon is our sociological laboratory, where everybody practice gender, through a ritualized fashion (of femininity/masculinity) presentation of self, that goes across ages of life, generations, and places. Anyway, we leave to the discovery of something new about us, human units, social actors and actresses, who from birth, or even before it, is assigned the first role of gender

Imunolocalização de proteínas arabinogalactânicas no pistilo de Amaranthus hypochondriacus L.

Dissertação de Mestrado em Biologia apresentada à Faculdade de Ciências da Universidade do Port