Promoting entrepreneurship among informatics engineering students: insights from a case study     

João M. Fernandes  Paulo Afonso  Victor Fonte  Victor Alves  António Nestor Ribeiro 《European Journal of Engineering Education》2017,42(1):91-108

ABSTRACT

Universities seek to promote entrepreneurship through effective education approaches, which need to be in permanent evolution. Nevertheless, the literature in entrepreneurship education lacks empirical evidence. This article discusses relevant issues related to promoting entrepreneurship in the software field, based on the experience of a 15-European Credit Transfer and Accumulation System course. This course seeks to instil in the students the recognition of the need to reconcile technical and business visions, organisational and commercial aspects, most of which have never been addressed previously. A series of semi-structured interviews made it possible to obtain relevant insights about the teaching–learning process underlying this course and its evolution over a seven-year period. Materials related with this course have been analysed, namely guidelines produced by the teachers and deliverables produced by the students. This article discusses the dimensions that were identified as fundamental for promoting entrepreneurship skills in the field of software, namely teamwork, project engagement, and contact with the market.  相似文献   

A Biopsychosocial Evaluation Method and the International Classification of Functioning,Disability, and Health (ICF)     

Ana Fontes  Amália Botelho  Ana Fernandes 《Educational gerontology》2013,39(9):686-699

This study evaluated the significant contents and concepts of the Biopsychosocial Assessment Method (MAB) as they relate to the International Classification of Functioning, Disability, and Health (ICF) and the connection between the Geriatric Core Set (GCS) and the different issues of the MAB. We linked the 56 items of the MAB to ICF and GCS categories according to published rules. The most significant concepts included in the MAB enabled the connection of 83 items to the ICF's categories. It was possible to establish a connection with all the components of the ICF except the Body Structures component. Of the 123 categories in the GCS, about 30% did not establish connections with MAB items. The results of this study show that—much like the ICF—the MAB is a tool based on the biopsychosocial model, allowing for a comprehensive and integrated assessment of the different components of functioning. Now, the MAB is the most utilized tool for the evaluation of the geriatric population in Portugal. Thus, it is of the utmost importance that we analyze its results in order to enhance its capabilities. It can then contribute to the creation of a shortened Core Set by the World Health Organization (WHO).  相似文献   

The Writing on the Wall: A Content Analysis of College Students' Facebook Groups for the 2008 Presidential Election     

Juliana Fernandes  Magda Giurcanu  Kevin W. Bowers  Jeffrey C. Neely 《Mass Communication and Society》2013,16(5):653-675

This study looks at student Facebook groups supporting the 2008 presidential candidates, John McCain and Barack Obama, from largest land-grant universities in seven battleground states. The findings of a content analysis of wall posts show that students are using Facebook to facilitate dialog and civic political involvement. In opposition to pro-McCain groups, pro-Obama groups have wider time frame coverage and demonstrate substantively higher site activity. Political discussions related to the political civic process, policy issues, campaign information, candidate issues, and acquisition of campaign products dominate across groups and election seasons. An examination of the content of wall posts based on the four categories of the Michigan Model of voting behavior (partisanship, group affiliation, candidate image, and political/campaign issues) reveals that in the primary season, pro-Obama groups focus mostly on short-term topics (candidate image and campaign issues), whereas pro-McCain groups focus mostly on long-term topics (partisanship and group affiliation). The overall findings of this study suggest that youth online communities actively follow campaigns and post comments that foster the political dialog and civic engagement.  相似文献   

Effects of 10-week eccentric overload training on kinetic parameters during change of direction in football players     

Moisés de Hoyo  Borja Sañudo  Luis Carrasco  Jesús Mateo-Cortes  Sergio Domínguez-Cobo  Orlando Fernandes 《Journal of sports sciences》2016,34(14):1380-1387

ABSTRACT

The aim of the current study was to analyse the effect of 10-week eccentric overload training on kinetic parameters during change of direction (COD) in U-19 football players. The outcome measured included relative peak braking (rPB) and propulsive force (rPF), contact time (CT), time spent during braking (BT) and propulsive phase (PT), relative total (rTOT_IMP), braking (rB_IMP) and propulsive (rP_IMP) impulses. Between-group results showed a substantial better improvement (likely) in CT (ES: 0.72) and BT (ES: 0.74) during side-step cutting, and in rPB (ES: 0.84) and rB_IMP (ES: 0.72) during crossover cutting, in the experimental group (EXP) in comparison to control group (CON). Within-group analysis showed a substantially better performance (likely to almost certain) in CT (ES: 1.19), BT (ES: 1.24), PT (ES: 0.70), rPB (ES: 0.75), rPF (ES: 0.68), rTOT_IMP (ES: 0.48) and rB_IMP (ES: 0.50) in EXP during side-step cutting. Regarding crossover cutting, within-group analysis showed a substantial better performance (likely to almost certain) in CT (ES: 0.75), rPB (ES: 0.75), rPF (ES: 1.34), rTOT_IMP (ES: 0.61), rB_IMP (ES: 0.76) and rP_IMP (ES: 0.46) in EXP. In conclusion, the eccentric overload-based programme led to an improvement in kinetic parameters during COD football tasks.  相似文献   

Yo-Yo Intermittent Endurance Test-Level 1 to monitor changes in aerobic fitness in pre-pubertal boys     

Luís Fernandes  Peter Krustrup  Gustavo Silva  Antonio Rebelo  José Oliveira 《European Journal of Sport Science》2016,16(2):159-164

The present study aimed to examine the performance and heart rate responses during the Yo-Yo Intermittent Endurance Test-Level 1 (Yo-Yo IE1) in children under the age of 10. One hundred and seven male children (7–9 years) performed the Yo-Yo IE1 at the beginning (M₁), middle (M₂) and end (M₃) of the school year. Data from individual heart rate curves of the Yo-Yo IE1 were analysed in order to detect the inflection point between an initial phase of fast rise in heart rate values and a second phase in which the rise of the heart rate values is much smaller. The distance covered in the Yo-Yo IE1 improved from M₁ to M₃ (884 ± 496 vs. 1032 ± 596 m; p < 0.05; d = 0.27), with intermediate values for M₂ (962 ± 528 m). Peak heart rate (HR_peak) decreased from M₁ to M₂ and M₃ (204 ± 9, 202 ± 9 and 200 ± 9 bpm, respectively; p < 0.05; d = 0.25–0.42). The 7th shuttle of the test (280 m), corresponding to 2.5 min, was identified as the inflection point between the two phases. Also, absolute heart rate at the 7th shuttle decreased progressively throughout the year (185 ± 9, 183 ± 10, and 179 ± 10 bpm; p < 0.05; d = 0.31–0.61). The present study provides evidence of the usefulness of a maximal as well as a submaximal version of Yo-Yo IE1 as a tool to monitor changes in aerobic fitness in pre-pubertal children.  相似文献   

Lexical and sublexical orthographic knowledge: relationships in an orthography of intermediate depth     

Querido  Luís  Fernandes  Sandra  Verhaeghe  Arlette  Marques  Catarina 《Reading and writing》2020,33(10):2459-2479

It is widely accepted that orthographic knowledge comprises two components: word-specific orthographic knowledge, also termed lexical orthographic knowledge, and general orthographic knowledge, or sublexical orthographic knowledge. Until now, the study of the relationship between these components throughout literacy development has been somehow neglected. In this study, we examined how they are related at an early stage of literacy development in European Portuguese, an orthography of intermediate depth. Children followed from Grade 2–3 performed two of the most common tasks of orthographic knowledge—the Orthographic Choice Task and the Orthographic Awareness Task. Crossed-lagged structural equation modeling showed significant mutual contributions between the two components of orthographic knowledge, providing thus preliminary evidence of bidirectional relations over time. Results are discussed in the context of theories of reading development taking into account the influence of orthography consistency.

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The impact of polytechnic institutes on the local economy     

Alves  João  Carvalho  Luísa  Carvalho  Renato  Correia  Florbela  Cunha  Jorge  Farinha  Luís  Fernandes  Joana  Ferreira  Manuela  Lucas  Eugénio  Mourato  Joaquim  Nicolau  Ana  Nunes  Sara  Nunes  Sandra  Oliveira  Pedro  Pereira  Cristina  Pinto  Sandra  Silva  José 《Tertiary Education and Management》2015,21(2):81-98

Tertiary Education and Management - Higher education institutions and, particularly, polytechnic institutes in Portugal are, generally speaking, recognized as the key stakeholders in regional...  相似文献   

Challenges of curricular contextualisation: teachers’ perspectives     

Carlinda Leite  Preciosa Fernandes  Carla Figueiredo 《The Australian Educational Researcher》2018,45(4):435-453

Curriculum contextualisation and the role of teachers as curriculum makers are important for student learning. Building on this idea, this study was developed to understand if teachers from well-ranked schools are motivated to contextualise the curriculum and are using this strategy in their daily classroom routines. Data were gathered through focus group interviews with teachers from three Portuguese secondary schools that were well placed in the national exam ranking. The data analysis showed that teachers are motivated to contextualise the national curriculum in their daily teaching and learning practices to promote their students’ academic success and full development. However, teachers also identified constraints related to the existence of a mandatory national curriculum to be fulfilled, which is necessary for the national exams, and the length of the subject programmes. Despite the constraints, teachers recognised the positive outcomes of curricular contextualisation, mostly regarding the promotion of students’ motivation to learn.  相似文献   

The role of gestures in the mathematical practices of those who do not see with their eyes     

Lulu Healy  Solange Hassan Ahmad Ali Fernandes 《Educational Studies in Mathematics》2011,77(2-3):157-174

In this paper, we aim to contribute to the discussion of the role of the human body and of the concrete artefacts and signs created by humankind in the constitution of meanings for mathematical practices. We argue that cognition is both embodied and situated in the activities through which it occurs and that mathematics learning involves the appropriation of practices associated with the sets of artefacts that have historically come to represent the body of knowledge we call mathematics. This process of appropriation involves a coordination of a variety of the semiotic resources??spoken and written languages, mathematical representation systems, drawings, gestures and the like??through which mathematical objects and relationships might be experienced and expressed. To highlight the connections between perceptual activities and cultural concepts in the meanings associated with this process, we concentrate on learners who do not have access to the visual field. More specifically, we present three examples of gesture use in the practices of blind mathematics students??all involving the exploration of geometrical objects and relationships. On the basis of our analysis of these examples, we argue that gestures are illustrative of imagined reenactions of previously experienced activities and that they emerge in instructional situations as embodied abstractions, serving a central role in the sense-making practices associated with the appropriation of mathematical meanings.  相似文献   

Educational assessment in Portugal   总被引：2，自引：2，他引：0  

Domingos Fernandes 《Assessment in Education: Principles, Policy & Practice》2009,16(2):227-247

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