Carlos Alberto Ferreira

Uma abordagem à avaliação das aprendizagens na formação de professores no contexto de Bolonha

Com o Processo de Bolonha no ensino superior europeu, o ensino centra-se na aprendizagem e no trabalho autonomos dos futuros professores do 1o ciclo do ensino basico, de que decorre a necessidade da pratica da avaliacao formativa dos seus diferentes percursos de aprendizagem. Com a finalidade de caraterizarmos as praticas de avaliacao das aprendizagens de futuros professores do 1o ciclo do ensino basico, fizemos uma analise dos pontos sobre a avaliacao das aprendizagens dos programas das unidades curriculares dos cursos de 2o ciclo de formacao daqueles professores da Universidade de Tras-os-Montes e Alto Douro. Foi-nos possivel concluir que as praticas de avaliacao programadas sao, sobretudo, de natureza sumativa, apesar de nalgumas unidades curriculares se encontrarem alguns elementos da pratica da avaliacao formativa.

A Process Mining Approach for Discovering ETL Black Points

ETL tasks are quite complex often leading to a very complex network of working processes. Many difficulties of their development come from the number of sources of information we need to work, the heterogeneity and dispersion of data, and from the complexity of the tasks to implement, in order to populate appropriately a data warehouse. Thus, it is not difficult to occur some undesirable situations related to ETL system design errors or to the implementation of faulty or inefficient tasks. Many of these situations are only detectable at run time. In this paper, we discuss in particular the case of ETL bottleneck situations - ETL black points -, which can occur during the execution of an ETL system, identifying them and characterizing them using process mining. Based on the process mining results analysis, it is possible to develop alternative implementations for inefficient tasks and improve the overall system performance.

Minilaparoscopic Versus Conventional Laparoscopic Sacrocolpopexy: A Comparative Study

INTRODUCTION AND AIMS We aim to compare clinical and surgical outcomes between minilaparoscopic sacrocolpopexy (MLSC) and conventional laparoscopic sacrocolpopexy (LSC). As far as we know, no comparative study exists between these two minimal invasive procedures to correct vaginal prolapse. DESIGN AND SETTING An observational and comparative study with 20 individuals submitted to vaginal vault prolapse correction between June and December of 2014 in our tertiary referral unit. Nine women were submitted to 3-mm MLSC and the others were approached by a standard 5-mm laparoscopic technique. MATERIALS AND METHODS Womens demographic data and prolapse grade were evaluated preoperatively using the Pelvic Organ Prolapse Quantification score. Operative parameters (surgical time, blood loss, and complications under Satava and Clavien-Dindo classification) and length of hospitalization were also compared. Postoperative pain and surgical scar satisfaction were measured using Visual Analog Pain Scale and Patient and Observer Scar Assessment Questionnaire, respectively. RESULTS MLSC took approximately the same time as LSC (P > .05). No significant differences in operative time, blood loss, length of hospitalization, and complications (Satava, Clavien-Dindo) were observed between both groups. Pain score after surgery was similar in MLSC and LSC (P > .05). Surgical scar monitoring at 3 months established that MLSC produced better overall results than LSC (P < .05). Anatomic cure rate was 100%. CONCLUSION Minilaparoscopy is a feasible and attractive approach for sacrocolpopexy as it enhances cosmetics, keeping the low morbidity associated with the classical laparoscopic approaches.

Percepções de estagiários sobre as suas práticas de avaliação das aprendizagens

A avaliacao das aprendizagens tem de constituir, sobretudo, uma pratica realizada para promover as aprendizagens nos alunos. Deste modo, foi nossa intencao aceder as percepcoes dos estagiarios do 1o ciclo do ensino basico da Universidade de Tras-os-Montes e Alto Douro sobre as suas praticas de avaliacao das aprendizagens. Para isso foi administrado um questionario de questoes abertas a totalidade dos estagiarios no fim do estagio do ano letivo de 2016/2017. Da analise de conteudo feita as respostas escritas, foi possivel perceber que, tendo eles uma percepcao da avaliacao das aprendizagens numa logica formativa, afirmaram ter realizado praticas de avaliacao formativa pontuais e continuas, o que lhes possibilitou elaborar um diagnostico dos processos de aprendizagem dos alunos, dar-lhes feedback e regular esses processos.

A novel method of full-thickness bladder closure with an endoscopic suturing machine: a survival porcine study

To assess the feasibility of a pure endoscopic closure method for vesical perforations using fully absorbable material.

Novel method of full-thickness bladder closure with an endoscopic suturing machine: a survival study in a porcine model.

To assess the feasibility of a pure endoscopic closure method for vesical perforations using fully absorbable material.

Práticas de regulação das aprendizagens de estagiários do 1º ciclo do ensino básico de Portugal

O estudo sobre as praticas de regulacao das aprendizagens de estagiarios do 1o ciclo do ensino basico permitiu-nos concluir que, resultante da pratica da avaliacao formativa continua, a regulacao incide, sobretudo, nas dificuldades de aprendizagem dos alunos. Utilizam estrategias de regulacao corretivas, mas tambem, de regulacao interativa. Mais condicionadas foram as estrategias de regulacao dos diferentes ritmos de trabalho e de aprendizagem dos alunos. Palavras-chave : regulacao das aprendizagens; estrategias corretivas; estrategias interativas

A avaliação na metodologia de trabalho de projecto: uma experiência na formação de professores

In the present article we describe and reflect on an experience in primary school teacher training about the learning and projects assessment practices in the context of working project methodology use implemented in the classroom.