An electrochromic paper-based device as a diagnostic test for Cystic Fibrosis

Cystic Fibrosis (CF) is an inherited disorder affecting more than 70000 people worldwide, especially Caucasian populations with a carrier prevalence of 1/3000. Currently, it has no cure but an early diagnosis remains a critical issue. Sweat chloride test has been the gold standard to diagnose CF since the affected present sweat chloride concentrations ≥ 60 mM. In this work, a planar electrochromic “point-of-care” device, based on tungsten trioxide nanoparticles produced by microwave assisted hydrothermal synthesis, was developed as a first approach for CF diagnostic testing especially in resource-limited environments. For electrodes patterning, a CO2 laser technology was used in a PET/ITO sheet. The device presents a design that allows the NaCl-based electrolyte deposition, used as artificial sweat, only on time of usage directly on the nanoparticles or in a paper pad. By applying an operating voltage of -3 V, the nanoparticles change their optical properties according to NaCl concentration, presenting a blue colouration with different intensities for different NaCl concentrations. The device was able to differentiate between a positive and negative diagnosis, with a colouration time of only 1 min, using an RGB analysis with a B/R ratio of 1.37±0.03 for 60 mM of NaCl, and a low power consumption

Validity and reliability of the reduced Portuguese version of the web based learning environment inventory

A utilização de instrumentos padronizados de avaliação, traz consigo uma dimensão de fidelidade e validade estatística que permitem um outro olhar sobre diversos aspectos relacionados com a avaliação de ambientes de aprendizagem, complementando e enriquecendo as abordagens de carácter mais qualitativo. Nesse sentido, têm sido desenvolvidos e validados em vários países, inquéritos por questionário, com o objectivo de recolher informações para avaliação dos ambientes virtuais de aprendizagem. Em pesquisas anteriores foi já debatida a inexistência de um instrumento desta natureza, validado na língua portuguesa. Este estudo pretende colmatar esta lacuna, sendo apresentado em detalhe o processo de tradução, adaptação e validação da versão reduzida do Web Based Learning Environment Inventory.The use of standardized assessment instruments, brings a dimension of reliability and validity that allows a different view on various aspects related to the assessment of learning environments, complementing and enriching the more qualitative character of other approaches. In this topic, questionnaire surveys, have been developed and validated in several countries, with the aim of collecting information for evaluation of virtual learning environments. It has already been discussed, in previous works, the absence of such an instrument, validated for the Portuguese language. This study aims to fill this gap, presenting in detail the process of translation, adaptation and validation of the Portuguese reduced version of the Web Based Learning Environment Inventory

Microfinance – A Theoretical and Empirical Assessment

Dissertação de Mestrado em Métodos de Apoio à Decisão EmpresarialThis master thesis consists in two chapters addressing the topic of Microfinance. Since the emergence, in the 1970s, of Grameen Bank by the hand of Muhammad Yunus, Microfinance industry has gained a space that results from a path that we can analyse theoretically and empirically. The first chapter scrutinizes the theoretical framework on the Microfinance topic. Heeding the call for more research on the role of microfinance for achieving social, economic, and financial inclusion, this paper provides a systematic literature review of the growing research domain depicts the current state of this dynamic setting in which scholars and policy makers investigate and develop microfinance practices—especially in relation to entrepreneurial finance. Using a bibliometric analysis, we identify three main dimensions of microfinance that guide academic research: (1) social considerations, (2) economic effects, and (3) the performance of microfinance institutions (MFIs). The study evidences that most literature continues to concentrate on developing countries, reflecting the success of microfinance as an instrument to promote social and economic development, mainly through microcredit programs. In addition, a keyword co-occurrence analysis reveals that despite growing interest in both financial inclusion and entrepreneurship domains, these areas remain underexplored empirically. The results provide promising opportunities for further research, as well as potential routes to extend current theoretical and empirical analyses of microfinance research to developed countries, according to an entrepreneurial finance context. The second chapter investigates the role of entrepreneurial motivation and repayment performance on credit terms’ in the context of Portuguese microcredit industry. Using data from the organization which first promoted and most consistently developed MC in Portugal – ANDC, covering 2,060 micro-loans granted to micro-entrepreneurs/micro-enterprises between 1999 and 2015, our results show that Portuguese microcredit industry tend to lend higher amounts of credit with longer maturities to entrepreneurs who have lower likelihood of repayment (entrepreneurs moved by necessity). The focus on these riskier entrepreneurs led us to confirming the argument that MC is a prosocial instrument, following its initial belief.Esta dissertação de mestrado é composta por dois capítulos que abordam o tópico da Microfinança. Desde o surgimento, na década de 1970, do Grameen Bank, pela mão de Muhammad Yunus, a indústria da microfinança tem conquistado um espaço que resulta de um caminho que podemos analisar teórica e empiricamente. O primeiro capítulo examina o referencial teórico sobre o tópico da Microfinança. Atendendo ao apelo por mais pesquisas sobre o papel da microfinança no alcance da inclusão social, económica e financeira, este artigo fornece uma revisão sistemática da literatura sobre o crescente domínio da pesquisa, descrevendo o estado atual deste cenário dinâmico no qual estudiosos e formuladores de políticas investigam e desenvolvem práticas de microfinança - especialmente em relação ao financiamento empresarial. Utilizando uma análise bibliométrica, os autores identificam três dimensões principais da microfinança que orientam a pesquisa académica: (1) considerações sociais, (2) efeitos económicos e (3) desempenho de instituições de microfinança (MFIs). O estudo evidencia que a maior parte da literatura continua concentrada nos países em desenvolvimento, refletindo o sucesso da microfinança como um instrumento para promover o desenvolvimento social e económico, principalmente por meio de programas de microcrédito. Além disso, uma análise de coocorrência de palavras-chave revela que, apesar do crescente interesse nos domínios da inclusão financeira e do empreendedorismo, essas áreas permanecem pouco exploradas empiricamente. Os resultados fornecem oportunidades promissoras para pesquisas adicionais, bem como possíveis rotas para estender as análises teóricas e empíricas atuais da pesquisa em microfinança aos países desenvolvidos, de acordo com um contexto financeiro empresarial. O segundo capítulo investiga o papel da motivação empreendedora e do desempenho do reembolso em termos de crédito no contexto da indústria microcrédito portuguesa. Utilizando dados da organização que primeiro promoveu e desenvolveu mais consistentemente o microcrédito em Portugal - ANDC, abrangendo 2.060 micro empréstimos concedidos a micro empreendedores / microempresas entre 1999 e 2015, os resultados mostram que a indústria portuguesa de microcrédito tende a emprestar maiores quantidades de crédito com vencimentos mais longos a empreendedores com menor probabilidade de reembolso (empreendedores movidos pela necessidade). O foco nesses empreendedores mais arriscados confirma o argumento de que o microcrédito é um instrumento pró-social, seguindo a sua crença inicial.N/

Pharmacy professionals as providers of rapid testing for HIV infection screening

Portugal continues to have one of the highest HIV rates in the European Union. More than 20% of the infected population is unaware of the state of their infection and may unknowingly contribute to the spread of the disease. In addition, those who are not aware that they are infected, loose the opportunity to receive treatment that prolongs life at the onset of infection, and helps to reduce HIV / AIDS-related racial / ethnic health disparities. The inclusion of rapid HIV screening tests in community pharmacies may improve the detection of undiagnosed infections. Pharmacies are valuable partners in health promotion efforts. They can be an accessible health resource for the inclusion of HIV testing, increasing the availability, convenience, and accessibility of these testing services. However, concerns have been raised, by the public and health professionals, regarding the readiness of community pharmacies to provide such tests and the willingness and preparation of pharmacy professionals to act as providers of rapid testing for HIV infection screening.info:eu-repo/semantics/publishedVersio

Implementação de metodologias blended-learning no ensino da farmacoterapia baseado em simulações

A incorporação de actividades de formação à distância por instituições de ensino superior é considerada um importante contributo para a criação de novas oportunidades de ensino tanto ao nível de formação inicial como da formação contínua. No campo da educação e formação clínica, os educadores e os clínicos vêm progressivamente reconhecendo o potencial das TIC para efeitos de aprendizagem, prática e avaliação de conhecimentos. Na Medicina e na Enfermagem, são prolíficos os trabalhos que ilustram a adaptação das componentes tecnológicas e dos métodos pedagógicos, contudo, tanto quanto foi possível indagar na área da Farmácia, os exemplos internacionais são escassos, e nulos a nível nacional. Nesse sentido este projecto destina-se a avaliar as necessidades subjacentes à implementação de um modelo de b-learning no ensino da Farmacoterapia baseada em Simulações, criá-lo, implementá-lo e por fim avaliar o desempenho do aluno e a sua motivação.The incorporation of distance learning activities by institutions of higher education is considered an important contribution to creating new opportunities for teaching at both initial and continuing training. In the field of and clinical training and education, educators and clinicians are increasingly recognizing thepotential of ICT for learning practices and assessment. In Medicine and Nursing, the works that illustrate the adaptation of technological components and teaching methods are prolific, however, when we look at the Pharmaceutical Education area, the international examples are scarce, and void at the national level. In that sense this project is intended to assess the needs underlying the implementation of amodel of blended learning in the teaching of pharmacotherapy based on simulations, create it, implement it and finally evaluate student performance and motivation

Case Based Learning Digital: estratégias de avaliação e colaboração online

A adoção de atividades de formação a distância em modalidade de e-learning por instituições de ensino superior, cuja área de intervenção tem sido essencialmente presencial, é considerada um importante contributo para a diversificação da oferta formativa nomeadamente em termos de flexibilidade de gestão dos momentos e espaços de aprendizagem por parte dos estudantes. Contudo, a adesão dos professores à incorporação de práticas de e-learning nas suas atividades não é alheia a dificuldades. A esse nível é recorrente a existência de preocupações relacionadas com a avaliação das aprendizagens e da colaboração online. Neste contexto considera-se relevante divulgar práticas já em curso, partilhando experiências adquiridas e disseminando o conhecimento neste domínio. É nosso objetivo com este texto contribuir para uma aproximação dos educadores a esta problemática, através da partilha da nossa experiência na avaliação e colaboração online num contexto de ensino e aprendizagem da Farmácia e das Ciências Farmacêuticas.The adoption of e-learning activities by higher education institutions, whose area of focus has primarily been face to face instruction, is considered an important contribution to the diversification of the training provision, particularly in terms of flexibility and management of time and learning spaces. However, the willingness of teachers to incorporate practices of e-learning in their activities is no stranger to hardship. Recurring concerns are expressed, regarding online assessment and collaboration. In this context it´s relevant to promote practices already underway, sharing experiences and disseminating knowledge in this field. It is our goal with this paper, to contribute to an approximation of educators to this problem, by sharing our experience in with online assessment and collaboration in the teaching and learning context of Pharmacy and Pharmaceutical Sciences.La adopción de actividades de e-learning por las instituciones de educación superior, cuya área de enfoque ha sido sobre todo los cursos presenciales, se considera una importante contribución a la diversificación de la oferta formativa, en particular en términos de flexibilidad de gestión del tiempo y de los espacios de aprendizaje de los estudiantes. Sin embargo, la voluntad de profesores para incorporar prácticas de e-learning en sus actividades no es ajeno a las dificultades. Preocupaciones recurrentes se expresan, a respecto de la evaluación y colaboración en línea. En este contexto, se considera relevante promover prácticas ya en marcha, el intercambio de experiencias y la difusión de conocimientos en este campo. Nuestro objetivo con este trabajo, es contribuir para una aproximación de los educadores a este problema, al compartir nuestra experiencia en la evaluación y colaboración en línea en la enseñanza y el aprendizaje de Farmacia y Ciencias Farmacéutica

Case based, learner centered aproach to pharmacotherapy

The incorporation of real problems into health education is seen as an effort to prepare future health professionals to meet the challenging demands of the profession, in particular, the provision of quality patient care. The foundation of this methodology can be traced back to Dewey. The author suggested that students should be presented with real life problems in order to discover the information required to solve them. With the introduction of the Bologna Process in Portugal, the School of Allied Health Sciences of Oporto, saw this opportunity to put in practice Dewey´s axiom. This paper represents a small part in the process of integrating a Case Based, Learner Centered approach to Pharmacotherapy. Since 2008, Pharmacotherapy is no longer taught in a lecture based model. With the implementation of Bologna Process in the Pharmacy Degree, some basic science curricular units maintained their lecture based approach, only to serve as mediators to a more student-centered approach in the applications of knowledge to real life situations. Pharmacology and Pharmacotherapy,are good examples of this dichotomy. Normally the students have to attend lectures on pharmacology topics during one week, then in the next week, they will have to collaborative solve a real problem (relating to the previous week Pharmacology topics) during a pre-established time, in the presence of a tutor. The cases are in paper format, and they are adapted or based in real life situations. They are normally ill-defined so that the students can discover what course of action to pursue. For all cases there are some orientations that are provided by the tutor, that are previously constructed under Bloom’s Taxonomy. The tutor himself, must have certain characteristics that permit him/her to be in this situation. Normally for tutor selection we endorse that besides the pedagogical background, he/she has an active role in professional activities outside the School. The class is divided in casestudy groups of about 4 students. Normally there are 4 groups in each class. At the end of the case study, each case-study group is interviewed by the tutor. Evaluation and assessment is divided in case study grading, mini-test grading and examination grading. Results show that gradings tend to increase from second year to the third year in the bachelor degree, despite the raised level of complexity, which can demonstrate that a student centered approach is a favorable mean to promote reflexive thinking and develop complex epistemic beliefs

A B-learning strategy for Therapeutics at the Bachelor Level

Background Information:The incorporation of distance learning activities by institutions of higher education is considered an important contribution to create new opportunities for teaching at both, initial and continuing training. In Medicine and Nursing, several papers illustrate the adaptation of technological components and teaching methods are prolific, however, when we look at the Pharmaceutical Education area, the examples are scarce. In that sense this project demonstrates the implementation and assessment of a B-Learning Strategy for Therapeutics using a “case based learning” approach. Setting: Academic Pharmacy Methods:This is an exploratory study involving 2nd year students of the Pharmacy Degree at the School of Allied Health Sciences of Oporto. The study population consists of 61 students, divided in groups of 3-4 elements. The b-learning model was implemented during a time period of 8 weeks. Results:A B-learning environment and digital learning objects were successfully created and implemented. Collaboration and assessment techniques were carefully developed to ensure the active participation and fair assessment of all students. Moodle records show a consistent activity of students during the assignments. E-portfolios were also developed using Wikispaces, which promoted reflective writing and clinical reasoning. Conclusions:Our exploratory study suggests that the “case based learning” method can be successfully combined with the technological components to create and maintain a feasible online learning environment for the teaching of therapeutics

EC2 model applied to the prediction of mechanical properties of soil cement based on test results at early ages

O modelo analítico proposto pelo Eurocódigo 2 (EC2) para a previsão das propriedades mecânicas do betão ao longo do tempo tem mostrado resultados bastante satisfatórios quando adaptado a formulações laboratoriais de Jet Grouting (JG) e de Cutter Soil Mixing (CSM). No entanto, apresenta com principal limitação o facto de estar dependente da realização de ensaios experimentais aos 28 dias de cura para a quantificação das respetivas propriedades, o que limita a sua aplicabilidade em fases mais avançadas do projeto, nomeadamente para fins de controlo de qualidade. No presente artigo o modelo analítico proposto pelo EC2 para a previsão da resistência e rigidez do betão é adaptado a formulações laboratoriais de JG e CSM. Em particular, a abordagem do EC2 é adaptada no sentido de considerar resultados laboratoriais a idades jovens, nomeadamente aos 3, 7 e 14 dias de cura, em substituição dos convencionais 28 dias. Os resultados obtidos mostram que o desempenho do modelo do EC2 aumenta proporcionalmente à idade dos resultados experimentais considerados. Contudo, observou-se também apenas uma ligeira diferença entre o desempenho do modelo do EC2 considerando resultados experimentais aos 14 e aos 28 dias, o que permite fazer um balanceamento entre a precisão do modelo e o tempo/custos totais do projeto.The Eurocode 2 (EC2) approach for strength and stiffness prediction of concrete has been successful adapted to soil-cement laboratory formulations for Jet Grouting (JG) and Cutter Soil Mixing (CSM) technologies. However, its dependence of 28 days test result represents an important limitation. Accordingly, in the present work EC2 approach is modified in order to use laboratory reference data at early ages (e.g. 3, 7 or 14 days) and the achieved results are compared with the conventional 28 days time of cure. As expected, the achieved results show a decrease in EC2 approach performance when reference data at early ages are used. However, it is also observed just a slightly difference in EC2 approach performance when test data at 14 days or 28 days are used. This observation allows us to balance the model prediction accuracy and time consuming in the final project and construction work costs