Uma viagem ao "Soho do Porto" - processos de criação identitária e gentrificação do comércio urbano em Miguel Bombarda

Numa altura em que o consumo parece funcionar como o motor das sociedades contemporâneas, e que as actividades terciárias desempenham um papel fundamental na economia de qulauer país, pensar nas actuais tendências de recomposição do comércio urbano revela-se da maior importância. Tendo em atenção as metamorfoses que os padrões consumistas sofreram nas últimas década, com este trabalho procura-se perceber o lugar que o comércio especializado em torno das indústrias criativas ocupa nas estratégias de reabiliatação urbana. Utilizando como pano de fundo a cidade do Porto e em particular a zona de Miguel Bombarda, procura-se perceber se a aposta na concentração de ncihos de mercado, iniciativas tendencialmente concertadas pelos "novos intermediários culturais", fomentam a reconfiguração física, socieconómica e identitária do espaço urbano, originando processos de gentrificação comercial e estetização do contexto urbano

Portuguese primary and secondary education in times of COVID-19 Pandemic: an exploratory study on teacher training and challenges

The discussion about the use of digital technologies in education is not new. However, the COVID-19 pandemic and the total closure of schools around the world, that forced millions of students to attend their classes from home, has demonstrated the importance of this discussion. It has highlighted the need to revisit debates about the interactions between technology and education, and the added value of digital resources to enhance the educational process. This article, based on an exploratory analysis, aims to understand how the transition from face-to-face to digital was accomplished in Portuguese primary and secondary education, namely regarding teacher training and the difficulties experienced during the emergency remote education period. The data analysed in this article were collected through an online questionnaire, disseminated through online social networks, and answered by 136 Portuguese primary and secondary education teachers. The questions focused on this article were open-ended, and the information collected was analysed using content analysis methodology. The results show how teachers have been forced to modify their pedagogical work, the importance of training, and the inherent challenges and critical reflections associated with the process, as well as the opportunities presented in a post-pandemic educational reality.This paper was published with the support of the Portuguese Government, through the Strategic Funding of the RD Unit UIDB/03126/2020.info:eu-repo/semantics/publishedVersio

O público vai ao teatro : um projeto de investigação-ação

Challenged by Teatro Municipal de Lisboa, independent theatre companies from Porto were invited to organize that institution's programming throughout a month. "The public goes to the theatre" was the ironic response of a young company from Porto to the challenge. This project aimed to promote a performance, a folk parody excursion that would lead the provincial public of Porto to the capital, a journey preceded by several workshops to help them familiarize with theatrical language codes. Via research-action-oriented ethnographic methods, the sociological research intended to analyze and mediate the recruited individual's relationship with culture and theater institutions. Thus the research strategy was based on the articulation of participant observation with visual procedures, individual and collective interviews. This article draws a preliminary assessment of the project, a diagnosis based on the population’s representations and theater relation approach

Well-being and academic achievement in secondary school pupils: The unique effects of burnout and engagement

The main goal of this study was to examine the relationship among burnout, engagement, well-being, and academic performance in Portuguese secondary school pupils. The existence of gender related differences in these relationships was also investigated. The sample was composed of 489 pupils who attended an academic track at secondary school. Results of multi-group structural equation modelling indicated that higher levels of cynicism towards studies were associated with lower academic achievement. Exhaustion was not uniquely related to the adolescents' academic achievement or well-being. However, higher levels of engagement, namely dedication and vigour, were related to higher levels of wellbeing. Moreover, vigour was also uniquely associated with academic achievement. The results were similar for boys and girls. Implications for intervention and future research are discussed. (C) 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.This study was partially conducted at Psychology Research Centre (UID/PSI/01662/2013), University of Minho, and supported by the Portuguese Foundation for Science and Technology and the Portuguese Ministry of Science, Technology and Higher Education, through national funds, and co-financed by FEDER, through COMPETE2020, under the PT2020 Partnership Agreement (POCI-01-0145-FEDER-007653). The first author is also supported by grant SFRH/BPD/102549/2014 from the Portuguese Foundation for Science and Technology.info:eu-repo/semantics/publishedVersio

Feeding ecology of sicydium bustamantei (Greeff 1884, Gobiidae) post-larvae: the little fish of São Tomé Island

The rivers of São Tomé Island are colonized by Sicydium bustamantei (Greeff 1882), an amphidromous fish that spawns in those areas. After hatching, larvae drift to the ocean with the river flow. In the marine realm, the planktonic larvae develop and migrate to freshwater as post-larvae. The migrations of post-larvae support important local fisheries at the mouth of rivers in tropical volcanic islands. Amphidromous post-larvae rely on plankton as their main source of organic matter. However, the biology and ecology of S. bustamantei in the West African islands are understudied, despite its importance for local fisheries. Thus, this study aimed to start bridging this gap by studying its feeding ecology. Our objectives were to identify the main prey of S. bustamantei post-larvae, combining gut content with stable isotope analyses. The gut contents included zooplankton (Chaetognatha, Ostracoda, and unidentified crustaceans), debris from plant and/or macroalgae-derived material, and microplastics (including microfibers). The stable isotopes analysis indicated that zooplankton and macroalgae detritus were the main sources of organic matter assimilated by this species. We also demonstrated that S. bustamantei post-larvae are omnivorous and secondary consumers. These data provide pioneering information that can be used in management plans that still need to be developed.info:eu-repo/semantics/publishedVersio

Hybrid learning scenarios and the design of virtual communities in higher education

A evolução das tecnologias digitais e das redes de comunicação propiciaram o surgimento de uma sociedade reticular marcada por mudanças acentuadas na economia e no mercado de trabalho, impulsionando o nascimento de novos paradigmas, modelos, processos de comunicação educacional e novos cenários de ensino e de aprendizagem. Esta realidade, exige, pois, que se pense, urgentemente, em criar e desenvolver estruturas que respondam a estas mudanças, com instituições digitalmente inovadoras, capazes de transformar a realidade educativa. Com efeito, integrar tecnologias audiovisuais em contexto educativo pode ser uma estratégia muito adequada para revitalizar a experiência educacional, e é precisamente, a criação de cenários híbridos de aprendizagem enriquecidos com a presença do audiovisual que pretendemos analisar, descrevendo o seu impacto na construção de uma comunidade virtual, a partir da análise qualitativa das perceções de vinte estudantes a frequentar o Ensino Superior, a nível de pós-graduação, tendo como referencial os modelos pedagógicos desenvolvido por Garrison e colaboradores (2000) e Moreira (2017). Os resultados revelam que a criação destes cenários híbridos, de um ecossistema de educação digital enriquecido com tecnologias audiovisuais, ancorado nos modelos referenciados, pode ter efeitos muito positivos na criação e desenvolvimento de comunidades virtuais de aprendizagem.The evolution of digital technologies and communication networks has led to the emergence of a reticular society marked by significant changes in the economy and the labor market, driving the birth of new paradigms, models, educational communication processes, and new teaching and learning scenarios. This reality, therefore, demands urgent thought to create and develop structures that respond to these changes, with digitally innovative institutions capable of transforming the educational reality. Integrating audiovisual technologies in an educational context may be a very appropriate strategy to revitalize the educational experience, and it is precisely the creation of hybrid learning scenarios enriched with the presence of the audiovisual that we intend to analyze, describing its impact on the design of a virtual community. For that, we use the qualitative analysis of the perceptions of twenty students attending Higher Education, at postgraduate level, having as reference the pedagogical models developed by Garrison, Anderson & Archer (2000) and Moreira (2017). The results reveal that the creation of these hybrid scenarios, of a digital education ecosystem enriched with audiovisual technologies, anchored in the referenced models, can have very positive effects on the creation and development of virtual learning communities.info:eu-repo/semantics/publishedVersio

Endoscopic ultrasonography - emerging applications in hepatology

The inspection of the liver is a valuable part of the upper endoscopic ultrasonography (EUS) studies, regardless of the primary indication for the examination. The detailed images of the liver segments provided by EUS allows the use of this technique in the study of parenchymal liver disease and even in the diagnosis and classification of focal liver lesions. EUS has also emerged as an important tool in understanding the complex collateral circulation in patients with portal hypertension and their clinical and prognostic value. Recently, EUS-guided portal vein catheterization has been performed for direct portal pressure measurement as an alternative method to evaluate portal hemodynamics. In this review, the authors summarize the available evidence regarding the application of EUS to patients with liver diseases and how we can apply it in our current clinical practice.info:eu-repo/semantics/publishedVersio

Caracterização de um programa de intervenção nas dificuldades iniciais na aprendizagem da leitura/escrita

A intervenção precoce nos alunos que apresentam dificuldades iniciais na aprendizagem da leitura e da escrita apresenta-se como uma das variáveis preditoras do sucesso das intervenções educativas. Neste poster apresenta-se um programa de intervenção estruturado construído visando crianças com dificuldades específicas na aprendizagem da leitura/escrita sinalizadas numa fase precoce. O programa foi aplicado ao longo de 15 sessões com a duração aproximada de 60 minutos. A descodificação leitora foi trabalhada a partir da exploração de livros, procurando associar descodificação e compreensão leitora. Cada sessão incluía a audição de uma música baseada nas sílabas trabalhadas na sessão, a leitura e exploração de uma história, o treino da leitura e escrita de sílabas, o registo do desempenho leitor de cada aluno e um jogo tradicional, que exigia a discriminação auditiva das sílabas trabalhadas na sessão. Gradualmente foi introduzido o treino da leitura e escrita de palavras constituídas pelas sílabas trabalhadas anteriormente e frases formadas por estas palavras. O treino das competências de leitura e escrita baseou-se em diferentes procedimentos: Utilização de uma metodologia multissensorial, que possibilita a interacção das diferentes modalidades sensoriais como forma de fortalecer a aprendizagem (Defior, 1996; Thomson, 1992); recurso ao método das leituras repetidas.The early intervention on students who have difficulties in the initial learning of reading and writing presents as a predictive variables of the success of educational interventions. In this poster we present a structured intervention program built for children with specific difficulties in learning to read and write, identified in early stage. The program was implemented over of 15 sessions, with a duration of approximately 60 minutes. The decoding was worked by exploitation of books, in intend to associate decoding and comprehension. Each session included the hearing of a song based on syllables worked in the session, the reading and exploration of a story, the training of reading and writing of syllables, the individual record of performance in a reading task, and a traditional game, which required the auditory discrimination of the syllables worked in the session. Gradually, we introduce the training of reading and writing words formed by previously worked syllables and phrases formed by these words. The training of reading and writing was based on different procedures. We use a multissensorial methodology, which enables the interaction of different sensory modalities as a way of strengthening the learning (Defior, 1996; Thomson, 1992) and a method of reading repeated. The dimension of the comprehensive reading was contemplated by reading stories. The literature has referenced this activity as crucial in the promotion of cognitive, language and emotional capacities (Morais, 1997; Viana, 2001). Moreover, research shows a positive relationship between the reading of stories and learning of reading and writing (Villas-Boas, 2002).Fundação para a Ciência e a Tecnologia (FCT

Dificuldades iniciais de aprendizagem de leitura/escrita: caracterização das competências e avaliação dos efeitos de um programa de intervenção

Neste poster apresentam-se os resultados da avaliação de um projecto de intervenção destinado a alunos do 1º ano do ensino básico sinalizados pelos respectivos professores como apresentando atrasos na aprendizagem da leitura e escrita. O projecto de intervenção foi implementado num grupo de 5 alunos, dos quais 2 são do sexo feminino e os restantes do sexo masculino. Na avaliação dos alunos utilizaram-se as provas: nomeação verbal e definição verbal (Sim-Sim, 2004), Prova de reconhecimento e escrita de letras, Prova de reconhecimento e escrita de sílabas, Prova de reconhecimento e escrita de palavras e frases, Bateria de Provas Fonológicas (Silva, 2002). Na avaliação dos efeitos recorreu a um design de medidas repetidas no tempo. Foram realizadas 15 sessões de intervenção com os alunos, com a duração aproximada de 60 minutos, durante o horário lectivo. Na apreciação dos resultados consideraram-se os resultados médios do grupo nos vários momentos de avaliação, assim como a análise dos perfis individuais. Os resultados obtidos indicam um padrão diferencial em relação às percentagens de ganhos alcançados por cada um dos sujeitos, sendo as percentagens de ganhos mais elevadas nas variáveis de leitura e escrita de palavras e frases e leitura de ditongos. Os ganhos são significativos para todas as variáveis, com excepção da leitura e escrita de vogais, leitura de sílabas, escrita de vogais e frases.In this poster we present the results of the evaluation of an intervention project design for students of the first year of basic education, identified by their teachers as presenting delays in learning to read and write. The project was implemented in a group of five students (two girls and three boys). In the assessment of children’s we used the measures: verbal designation verbal and verbal definition (Sim-Sim, 2004), reading and writing of letters, reading and writing of syllables, reading and writing of words, reading and writing of phrases, test of phonological awareness (Silva 2002). In the assessment of the effects were used the design of repeated measures in time. Were held 15 sessions of intervention with the students, with the approximate duration of 60 minutes, during school hours. In analysis of the results we considered the average performance of the group as well as the analysis of individual profiles. The results indicate a differential pattern on percentages of gains of each participant. The major gains where he in the variables of reading and writing of words and phrases and reading diphthongs. The gains are significant in all variables, except for the reading and writing of vowels, reading syllables, vowels and writing of sentences.Fundação para a Ciência e a Tecnologia (FCT