Instituto Politécnico de Lisboa
RCIPL Repositório Científico do Instituto Politécnico de LisboaNot a member yet
3726 research outputs found
Sort by
Critical appraisal of dyslipidaemia clinical practice guidelines: a scoping review
Get PDFBackground information: Dyslipidaemia, the unbalanced level of lipoproteins and triglycerides, contributes to or aggravates cardiovascular diseases. In 2019, high LDL-c levels were responsible for 5 million deaths worldwide. Several clinical practice guidelines (CPG) about dyslipidaemia aiming at guiding healthcare professionals towards more assertive decisions exist. However, previous studies reported low quality of the clinical content and evidence supporting recommendations provided by CPGs in different areas, and a lack of involvement of multi-professional experts and stakeholders, such as pharmacists, in their development. This may lead to inconsistencies and risk of bias in decision-making and negatively impact patients’ outcomes. The quality of CPG can be assessed through Appraisal of Guidelines, Research and Evaluation (AGREE) tools as the AGREE II (methodological assessment) and AGREE REX (clinical recommendations). Purpose: We aim to evaluate the quality of available CPG on dyslipidaemia and assess the extent of involvement of stakeholders using AGREE II and AGREE REX appraisal tools.info:eu-repo/semantics/publishedVersio
Perguntas: projetos de criação artística dos alunos de Teatro, ramo de Design de Cena Licenciatura + Mestrado
Get PDFO projeto PERGUNTAS assenta na convicção de que o ensino artístico é um ensino experimental, que encontra a sua metodologia no regime laboratorial. É um projeto de criação artística dos estudantes de teatro, ramo de Design de Cena Licenciatura + Mestrado.Projecto financiado no âmbito da 6ª edição do concurso de projectos de Investigação, Desenvolvimento, Inovação e Criação Artística (IDI&CA) financiados pelo Instituto Politécnico de Lisboa IPL/2021/ECCIC_ESTC.info:eu-repo/semantics/publishedVersio
Financial literacy among portuguese higher education students
No full textObjective – This paper addresses the financial literacy issue in different countries and contexts, comparing it with the financial Literacy of Portuguese Higher Education Institutions (HEI) students. The objective is to identify the growing need for knowledge in this area and to correct the population's attitude and behavior. This study identifies the main conditioning variables of the financial Literacy of this group of individuals, contributing to developing conditions and procedures that would improve the financial Literacy of European students as an essential element of their personal and professional success.
Methodology –This study was based on a survey using a sample of 1017 students from 18 institutions. Ordinal regression was used to determine the predictors of financial Literacy.
Findings – The literature review shows different results of structural aspects of the same central questions related to financial Literacy among HEI students. The conclusions of the study are in line with the literature review. Nevertheless, empirical research shows that Portuguese students' financial Literacy is lower than students from other countries, highlighting the need to improve their knowledge in this area by correcting the focus group's attitude and behavior. The study identifies the main conditioning variables of the financial Literacy of this group of individuals.
Novelty – HEI students who study finance present a higher level of financial knowledge and relatively more confidence in managing their money, the same for working students. No significant gender differences are observed, and these facts align with some authors. However, it is noteworthy to mention that several researchers observe alternative conclusions. This study shows an evolution of the situation followed twelve years earlier, with the same population, but confirms HEI students' low financial literacy level. This research also contributes to the main study promoted by OECD and included on the 2030 agenda of the United Nations (U.N.).N/
O concerto para violoncelo e orquestra de Joseph Haydn, op. 101: a criação de duas cadências a partir do estudo e contextualização de seis edições
No full textRelatório de Projeto Artístico apresentado à Escola Superior de Música de Lisboa, do Instituto Politécnico de Lisboa, para cumprimento dos requisitos à obtenção do grau de Mestre em Música, conforme o Decreto-Lei n.º 107/2008, de 25 de junho.O Concerto para Violoncelo e Orquestra em Ré maior, Hob. VIIb:2, Op. 101, de Joseph Haydn foi escrito em 1783 para James Cervetto tendo em conta as suas virtudes como violoncelista. A obra foi composta durante o período no qual o compositor trabalhava para o príncipe Nikolaus Esterházy I em Eisenstadt. Atualmente, encontramos as edições de Johann André de 1804 e de Servais/Gevaert de 1890 entre as mais relevantes, bem como a Cadência de Maurice Gendron. Este projeto teve como principal objetivo a composição de duas Cadências, uma para o primeiro andamento e outra para o segundo. Para tal, aprofundaram-se questões em torno da origem e evolução da Cadência como secção de um Concerto e dos métodos a utilizar na sua composição. Paralelamente, abordaram-se temas como o período da vida do compositor no qual a obra foi composta, para quem foi escrita, bem como as principais Edições e Cadências realizadas. Como resultado deste processo, surgiram duas Cadências para o Concerto, uma para o primeiro andamento e outra para segundo.ABSTRACT - Joseph Haydn’s Cello Concerto in D major, Hob. VIIb:2, Op. 101 was written for James Cervetto in 1783 and fashioned according to his own cellist virtues. The piece was composed whilst in Eisenstadt, during Haydn´s job composing for the prince Nikolaus Esterházy I. The Johann André’s 1804 and Servais/Gevaert’s 1890 editions are the most relevant today, as well as Maurice Gendron’s Cadence. The main goal of this project was the composition of two Cadences, one for the fist and other for the second movements. As such, questions about the origin and evolution of the Concerto’s Cadence and it’s composing methods were explored. At the same time, themes such as the Haydn’s life’s period whilst composing, to whom the piece was written, as well as its main Editions and Cadences were approached. As a result of this process, two Cadences were composed, one for the first movement and one for the second.N/
The role of higher education towards sustainable consumption behavioural change: topics discussed in sustainable consumption education
Get PDFMany factors have contributed to the urgency of adopting sustainable consumption patterns. The main challenges related to sustainable consumption include respecting our planet in all its complexity and diversity, taking care of communities and life and, to this end, adopting consumption and production patterns that protect human rights and the well-being of communities. The theme of education for sustainable consumption is multidisciplinary with elements from different curriculum topics and addresses all aspects of everyday life. Establishing a common understanding of sustainable consumption education will create a shared understanding of the topic and improve the necessary cooperation between educators and students, making sustainable consumption education an established and more understandable topic. The objective of this study is to identify the main topics within sustainable consumption education teaching and learning, the main barriers and propose some actions that contribute to a sustainable behavioural change in higher education. A literature review was carried out to categorize the main topics related to teaching and learning processes in higher education environments to fill the gap in this underrepresented research topic of education for sustainable consumption. The review allowed the collection of information reported in this new millennium and the identification, selection and critical evaluation of research related to education for sustainable consumption.info:eu-repo/semantics/publishedVersio
Linking corporate social responsibility, brand activism, and corporate reputation: the portuguese case
No full textCorporate social responsibility (CSR) and, more recently, brand activism have become important topics in business strategies, with companies playing an increasingly prominent role in socio-political life and addressing a wide range of social issues. However, the legitimacy of spending capital for investments in CSR and activism actions is not yet fully accepted by the business and academic world, with several companies and authors considering these expenses unnecessary. As such, this chapter aims to highlight Portuguese empirical research that demonstrates how companies' social and environmental responsibility actions can impact their corporate reputation, based on a quantitative investigation carried out to 613 consumers of a company in the Portuguese energy sector. The results showed that CSR is one of the factors that has the greatest positive impact on corporate reputation, thus contributing to a better understanding of how companies' social investments can be a source of competitive advantage and benefit corporate performance.info:eu-repo/semantics/publishedVersio
Literacia em saúde: capacitação equitativa para tomada de decisões promotoras de bem-estar e de saúde
No full textA literacia em saúde é um processo dinâmico que reúne um conjunto de motivações e competências (conhecimento, capacidades e atributos) adquiridas e desenvolvidas pelos indivíduos, organizações e sociedades, com vista à capacitação equitativa para tomada de decisões promotoras de bem-estar e de saúde, e para a prevenção e gestão adequada da doença, ao longo do ciclo de vida. O nível de literacia em saúde implica a capacidade crítica e ativa do indivíduo e comunidade em obter, compreender, aplicar e utilizar informação e recursos em saúde. Este é influenciado pelas características biopsicossociais, o estado de saúde individual e da comunidade e o contexto sócio-político-cultural, assim como pelas relações estabelecidas com as organizações. O investimento em literacia em saúde pelos diferentes agentes da sociedade, na resposta aos desafios, nomeadamente digitais, contribui para um acesso facilitado à informação e aos serviços, para o combate à desinformação e para uma gestão racional e consequente sustentabilidade dos recursos em saúde na comunidade, promovendo uma melhor qualidade de vida individual e comunitária.info:eu-repo/semantics/publishedVersio
O contributo da literatura para a infância para a desconstrução de estereótipos de género
No full textRelatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino BásicoO presente relatório foi elaborado no âmbito da Unidade Curricular Prática de Ensino Supervisionada II, do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico. Na primeira parte, é realizada uma descrição analítica e reflexiva da prática pedagógica desenvolvida nos contextos do 1.º e do 2.º Ciclo do Ensino Básico. No 1.º Ciclo, a prática pedagógica decorreu numa turma de 4.º ano de escolaridade e no 2.º Ciclo em duas turmas do 6.º ano. Na segunda parte do relatório, é apresentado um estudo empírico realizado numa turma de 4º ano. Este estudo emergiu, essencialmente, das potencialidades e das fragilidades dos alunos, tendo como objetivo geral desenvolver a competência textual de alunos do 4.º ano ao nível da produção de texto expositivo e como questão de investigação «Qual o efeito que uma intervenção centrada no modelo de sequência didática tem no desenvolvimento de competências de escrita dos alunos ao nível da produção de texto expositivo?» Os objetivos específicos delineados são: (i) mobilizar estratégias de seleção e tratamento de informação; (ii) planificar textos expositivos respeitando o plano de texto; (iii) textualizar o texto expositivo mobilizando as características de macro e microestrutura; (iv) rever textos expositivos recorrendo a grelhas de revisão. O desenho do estudo contemplou uma diagnose inicial (pré-teste), uma intervenção didática (com recolha de uma produção intermédia) e a uma avaliação final (pós-teste). Adotou-se uma metodologia de natureza qualitativa, recorrendo-se a dados quantitativos para complementar a análise. As produções escritas dos alunos foram analisadas com base num conjunto de indicadores, que permitiram verificar um expressivo desenvolvimento da competência de escrita de textos expositivos, nomeadamente ao nível da apresentação de uma introdução e uma conclusão, na organização do texto por parágrafos e na utilização de conectores.ABSTRACT
This report was prepared within the scope of the Supervised Teaching Practice II, part of the Master in Teaching the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education. In the first part, an analytical and reflective description of the pedagogical practice developed in the contexts of the 1st and 2nd Cycle of Basic Education is carried out. In the 1st cycle, the pedagogical practice took place in a 4th grade class and in the 2nd cycle in two 6th grade classes. In the second part of the report, an empirical study carried out in a 4th grade class is presented. This study emerged, essentially, from the potentialities and weaknesses of students, with the general objective of developing the textual competence of 4th year students in terms of producing expository texts and as a research question «What effect does an intervention centered on the didactic sequence model have on the development of students' writing skills at the level of expository text production?» The specific objectives outlined are: (i) to mobilize information selection and treatment strategies; (ii) plan expository texts respecting the text plan; (iii) textualize the expository text by mobilizing the characteristics of macro and microstructure; (iv) review expository texts using review grids. The study design included an initial diagnosis (pre-test), a didactic intervention (with collection of an intermediate production) and a final evaluation (post-test). A qualitative methodology was adopted, resorting to quantitative data to complement the analysis. The written productions of the students were analyzed based on a set of indicators, which allowed to verify a significant development of the competence of writing expository texts, namely in terms of presenting an introduction and a conclusion, in the organization of the text by paragraphs and in the use of connectors.N/
Special issue on advances in multimedia interaction and visualization
No full textInformation Visualization is the field of study concerned with the development of methods for transforming abstract, complex data into visual representations in order to make that data more easily communicable and understandable. Technological advances enable information visualization in many areas, such as Visual Analytics, social media, geo-sociology, health, business, security and more. Interactivity and visualization increase the engagement with users, as they place them at the core of processes of access, dialogue, and relation with data providing visualization models for easy-to-use interactive systems. The use of interactive visualization in multimedia provides a powerful means for investigating, exploring, and imagining new communication modalities we will use in the near future. This special issue collected emerging contributions in the area of multimedia interaction and its applications for information visualization with different types of data. It includes a selection of the best papers presented at iV 2019, the 23rd International Conference on Information Visualizations. The conference took place in two different locations: 02–05 July 2019 in Paris (France) and 16–19 July 2019 in Adelaide, Australia. Participants included 70+ researchers from more than 23 countries.info:eu-repo/semantics/publishedVersio
O conhecimento sobre raciocínio matemático de futuros professores e professores dos primeiros anos no contexto de uma tarefa de geometria
Get PDFContexto: O conhecimento dos professores sobre o raciocínio matemático e a forma como promovê-lo influencia a maneira como planificam e conduzem as aulas. Em geometria, implica desenvolver a visualização e a estruturação espacial. Objetivos: Este artigo aborda o conhecimento dos professores e futuros professores do ensino básico sobre os processos de raciocínio, nomeadamente a forma como os relacionam, na resolução de uma tarefa didática envolvendo geometria. Design: O estudo seguiu uma abordagem qualitativa-interpretativa, adotando uma modalidade de investigação baseada em design. Ambiente e Participantes: As experiências de formação foram desenvolvidas com 31 futuros professores e 19 professores em exercício (1º ao 6º ano). Os participantes não foram selecionados pois eram as únicas turmas em formação na instituição. Coleta e análise de dados: Os dados foram coletados através de gravações áudio e vídeo das aulas, observação participante e registos escritos dos futuros professores. Utilizamos a análise de conteúdo dos dados recorrendo ao quadro de análise que elaborámos anteriormente sobre o conhecimento dos processos de raciocínio. Resultados: Os futuros professores identificaram o processo de generalizar, relacionando-o com processos de comparar e exemplificar. Em relação ao justificar, os participantes associaram-no à compreensão do porquê de uma relação funcionar como critério de seleção daquele processo. Já para os professores, a distinção entre justificar e generalizar pareceu ser mais difícil. Conclusões: O trabalho colaborativo em tarefas didáticas suportadas por tarefas matemáticas relevantes e episódios reais de sala de aula constituem cenários promissores para desenvolver o conhecimento de professores e futuros professores sobre o raciocínio matemático.ABSTRACT
Background: Teachers’ knowledge of mathematical reasoning and how to foster it in pupils influence the way they plan and conduct their lessons. In geometry, it implies developing visualisation and spatial structuring. Objectives: This article addresses the knowledge of the preservice and in-service primary teachers about reasoning processes, namely the way they relate several reasoning processes, when solving a didactical task involving geometry. Design: The study reported here followed a qualitative-interpretative approach, adopting a design-based research modality. Setting and Participants: The teacher education experiments were developed with 31 preservice primary teachers and 19 in-service teachers of grades 1 to 6. The participants were not selected since they were the unique classes of pre and in-service primary teachers in the institution. Data collection and analysis: Data were collected by audio and video records of lessons, participant observation and the collection of written records of the preservice teachers. We used content analysis of the data using the framework we elaborated before concerned with knowledge of reasoning processes. Results: The preservice teachers identified the process of generalising, relating it with comparing and exemplifying processes. Regarding the process of justifying, participants used the association to the understanding of why a relationship works as a selection criterion for that process. On the contrary, the distinction between justifying and generalising appeared to be more difficult for in-service teachers. Conclusions: Collaborative work on didactical tasks that are supported by relevant mathematical tasks and real classroom episodes are promising scenarios to develop teachers’ knowledge about mathematical reasoning.info:eu-repo/semantics/publishedVersio