Providing industry 4.0 technologies: The case of a production technology cluster     

Gustavo Dalmarco  Filipa R. Ramalho  Ana C. Barros  Antonio L. Soares 《The Journal of High Technology Management Research》2019,30(2):100355

The concept of industry 4.0 (i4.0) encompasses the integration of different technologies into an autonomous, knowledge- and sensor-based, self-regulating production system. Our objective is to synthesize which are the challenges and opportunities of adopting i4.0 from the perspective of technology provider companies. A single-case research was conducted with ten companies at the Portuguese Production Technologies Cluster. Based on i4.0 technologies – Augmented reality; Additive Manufacturing; Big Data; Cloud Computing; Cyber-Physical Systems; Cybersecurity; Smart Robotics; Simulation; and System Integration – interviewees mentioned that the main adoption challenges are the analysis of data generated, integration of new technologies with available equipment and workforce, and computational limitations. The main opportunities are improvements in: efficiency; flexibility; productivity; cybersecurity; quality of products and services; and decision process due to data analysis. Interviewees have also foreseen changes in company's business model through the integration of internal resources with complementary activities of their partners and other cluster companies.  相似文献   

A qualitative analysis of the factors determining the quality of relations between a novice physical education teacher and his students’ families: implications for the development of professional identity     

Gustavo González-Calvo 《Sport, Education and Society》2018,23(5):491-504

The purposes of this study were: (a) to analyze the factors determining the quality of relationships between a novice physical education (PE) teacher and his students’ families and (b) understand the implications of these relationships for his professional identity. The data stemmed from detailed teacher’s diaries written by the participant throughout his first five years of teaching. The data analysis followed several rounds of cyclical inductive-deductive processes in order to identify and classify the patterns related to the aforementioned purposes. The results, presented in two sections, show two distinct sets of factors, which, respectively, had very different implications for the development of the teacher’s professional identity. On the one hand, in the first three years of teaching, there appeared 11 specific ‘struggle factors’ (6 socio-cultural and structural factors and 5 family prejudices toward PE) that threatened the teacher’s initial pedagogical passion and lead to a great deal of hesitation and discouragement on his part; on the other hand, in the fourth and fifth years, due to the teacher’s ongoing commitment and (self-)reflective practice, there emerged eight ‘success factors’ (one from the families and seven from the teacher) that transformed his previous discouragement into hope and self-confidence. Besides the detailed analysis of all these factors and their implications, some additional recommendations for PE teacher education programs and further research are provided.  相似文献   

Energy expenditure and EPOC between water-based high-intensity interval training and moderate-intensity continuous training sessions in healthy women     

Gustavo Zaccaria Schaun  Stephanie Santana Pinto  Aline Borges de Carvalho Praia  Cristine Lima Alberton 《Journal of sports sciences》2018,36(18):2053-2060

The present study compared the energy expenditure (EE) during and after two water aerobics protocols, high-intensity interval training (HIIT) and moderate continuous training (CONT). A crossover randomized design was employed comprising 11 healthy young women. HIIT consisted of eight 20s bouts at 130% of the cadence associated with the maximal oxygen consumption (measured in the aquatic environment) with 10s passive rest. CONT corresponded to 30 min at a heart rate equivalent to 90–95% of the second ventilatory threshold. EE was measured during and 30 min before and after the protocols and excess post-exercise oxygen consumption (EPOC) was calculated. Total EE during session was higher in CONT (227.62 ± 31.69 kcal) compared to HIIT (39.91 ± 4.24 kcal), while EE per minute was greater in HIIT (9.98 ± 1.06 kcal) than in CONT (7.58 ± 1.07 kcal). Post-exercise EE (64.48 ± 3.50 vs. 63.65 ± 10.39 kcal) and EPOC (22.53 ± 4.98 vs.22.10 ± 8.00 kcal) were not different between HIIT and CONT, respectively. Additionally, oxygen uptake had already returned to baseline fifteen minutes post-exercise. These suggest that a water aerobics CONT session results in post-exercise EE and EPOC comparable to HIIT despite the latter supramaximal nature. Still, CONT results in higher total EE.  相似文献   

Aerobic exercise training performed by parents reduces mice offspring adiposity     

Paulo Vitor da Silva Romero  Débora Alves Guariglia  Francielli Ferreira Da Rocha  Caroline de Carvalho Picoli  Gustavo Renan Gilio  Gabriel Sergio Fabricio 《Journal of sports sciences》2018,36(14):1578-1585

The present study aimed to determine the effects of physical training performed by parents on mice offspring adiposity. Male and female parents underwent an aerobic training protocol for 7 weeks. The trained and sedentary parents were allowed to mate and the resultant offspring divided in: S (Offspring from Sedentary Parents), T (Offspring from Trained Parents), ST (Offspring from Sedentary Father and Trained Mother) and TS (Offspring from Trained Father and Sedentary Mother). After weaning, offspring was euthanized, blood collected and samples of mesenteric and inguinal fat pads used to isolate adipocytes for morphologic and histological analyses. Lee index, mesenteric fat pad, sum of visceral fat and total fat weight of female T was reduced in comparison to the other groups (p < 0.05). Periepididymal and sum of visceral fat in male T group was also reduced when compared to the other groups (p < 0.05). The diameter of mesenteric and inguinal adipocytes of T group was smaller compared to all groups comparisons for both sexes (p < 0.05). In summary, exercise training performed by parents reduced visceral offspring adiposity, the diameter of subcutaneous adipocytes and improved metabolic parameters associated to metabolic syndrome.  相似文献   

Neuromuscular adaptations to sixteen weeks of whole-body high-intensity interval training compared to ergometer-based interval and continuous training     

Gustavo Zaccaria Schaun  Stephanie Santana Pinto  Bruno Brasil  Gabriela Neves Nunes  Cristine Lima Alberton 《Journal of sports sciences》2019,37(14):1561-1569

The neuromuscular adaptations between ergometer-based high-intensity interval training (HIIT-T; n = 15), whole-body high-intensity interval training (HIIT-WB; n = 12) and moderate-intensity continuous training (MICT; n = 14) were compared in forty-one healthy men randomized to 16 weeks of training (3x per week). Two-way repeated measures analysis of variance (ANOVA) showed countermovement (CMJ) and squat (SJ) jump height (HIIT-T: 8.5 ± 13.3%; 3.1 ± 9.7%, HIIT-WB: 6.4 ± 9.8%, 10.4 ± 16.1% and MICT: 2.2 ± 9.5%; 4.4 ± 12.1%, respectively), SJ peak power (HIIT-T: 1.7 ± 3.9%; HIIT-WB : 6.4 ± 7.9%; MICT: 0.5 ± 6.5%) and CMJ rate of force development (HIIT-T: 58.1 ± 50.5%; HIIT-WB: 36.9 ± 54.2%; MICT: 38.4 ± 64.3%) improved similarly in all training groups (all p < 0.05). CMJ peak power increased only after HIIT-T (4.3 ± 5.5%) and HIIT-WB (4.5 ± 5.2%), while no differences were observed in both the rectus femoris and vastus lateralis maximal electromyographic amplitude. Finally, marked improvements were also observed in the number of repetitions in the HIIT-WB protocol at the eighth week, with no further improvement at the sixteenth week. These data suggest that 16 weeks of HIIT-WB is capable to improve neuromuscular function to a similar extent as HIIT-T and MICT.  相似文献   

Scholarly Communities at the Crossroads: Internationalizing Sociological Networks in Valparaíso,Chile (2003–2019)     

Koch  Tomás  Blanco-Wells  Gustavo  Ayala  Ricardo A. 《Minerva》2021,59(1):99-122

Minerva - Achievements and tensions derived from the internationalization of national scholarly communities have attracted extensive attention. However, very little is hitherto known about the...  相似文献   

A systematic companion to “neoclassical” philosophy of science     

Gustavo Cevolani 《Metascience》2015,24(2):295-299

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The Relations of Children's Dispositional Prosocial Behavior to Emotionality, Regulation, and Social Functioning   总被引：4，自引：0，他引：4  

Nancy Eisenberg  Richard A. Fabes  Mariss Karbon  Bridget C. Murphy  Marek Wosinski  Lorena Polazzi  Gustavo Carlo  Candy Juhnke 《Child development》1996,67(3):974-992

The purpose of this study was to examine the relations of a measure of children's dispositional prosocial behavior (i.e., peer nominations) to individual differences in children's negative emotionality, regulation, and social functioning. Children with prosocial reputations tended to be high in constructive social skills (i.e., socially appropriate behavior and constructive coping) and attentional regulation, and low in negative emotionality. The relations of children's negative emotionality to prosocial reputation were moderated by level of dispositional attentional regulation. In addition, the relations of prosocial reputation to constructive social skills and parent-reported negative emotionality (for girls) increased with age. Vagal tone, a marker of physiological regulation, was negatively related to girls' prosocial reputation.  相似文献   

Integrative assessment of Evolutionary theory acceptance and knowledge levels of Biology undergraduate students from a Brazilian university     

Gustavo Medina Tavares  Vera Lucia Bobrowski 《International Journal of Science Education》2018,40(4):442-458

The integrative role that Evolutionary theory plays within Biology is recognised by most scientific authors, as well as in governmental education policies, including Brazilian policies. However, teaching and learning evolution seems problematic in many countries, and Brazil is among those. Many factors may affect teachers’ and students’ perceptions towards evolution, and studies can help to reveal those factors. We used a conceptual questionnaire, the Measure of Acceptance of the Theory of Evolution (MATE) instrument, and a Knowledge test to assess (1) the level of acceptance and understanding of 23 undergraduate Biology students nearing the end of their course, (2) other factors that could affect these levels, including course structure, and (3) the most difficult topics regarding evolutionary biology. The results of this study showed that the students, on average, had a ‘Very High Acceptance’ (89.91) and a ‘Very Low Knowledge’ (59.42%) of Evolutionary theory, and also indicated a moderate positive correlation between the two (r?=?0.66, p?=?.001). The most difficult topics were related to the definition of evolution and dating techniques. We believe that the present study provides evidence for policymakers to reformulate current school and university curricula in order to improve the teachers’ acceptance and understanding of evolution and other biological concepts, consequently, helping students reduce their misconceptions related to evolutionary biology.  相似文献   

The Hourglass Approach: Analysing Science Classroom Discursive Interactions Through Intercontextual Lens     

Franco  Luiz Gustavo  Munford  Danusa 《Research in Science Education》2021,51(1):13-33

One of the challenges for analysing science classroom discourse is a better understanding of intercontextual relationships in the learning process. In this paper, we used orientations from ethnography in education to organise and propose an analytical metaphor called the hourglass approach. It involves three phases of analysis that correspond to the parts of the hourglass. The first phase involves obtaining a continuous cross section of classroom history and the intersections between sociocultural contexts and the science learning contexts, throughout this track record. The second phase involves discourse analysis of few selected events is the vertex of the hourglass. Finally, in the third phase, the analysis of interactions is focused on intercontextual relationships for the interpretation of science learning opportunities. We illustrate this approach based on interactions during science lessons in a first-grade class. In particular, we discuss, in greater detail, how a meaningful intercontextual element in the participants’ group (i.e. the gender norm), intermingled with the engagement of students in practices from the conceptual, epistemic and social domains of scientific knowledge.

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