Browsing by Author "Oliveira, A. M."
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- Development and characterization of a ewe’s creamy cheese with aromatic plantsPublication . Guiné, R. P. F.; Teixeira-Lemos, Edite; Ribeiro, P.; Ferreira, M.; Oliveira, A. M.; Teixeira, A. R.; Castro, B.; Rodrigues, R.; Santos, S.; Rodrigues, A.; Santos, A.This work aimed at developing a new dairy product, made of ewe’s milk that cannot be used for making the Serra da Estrela cheese (with Protected Designation of Origin) for not filling the exact specifications. In this way are allied economic with environmental advan- tages. Because this unusable milk represents econom- ic loss for the producers while at the same time increas- ing the volume of effluents that need treatment, this alternative usage allies economic with environmental advantages. A total of 19 samples were produced, and these de- veloped creamy cheeses were evaluated according to formulation and conservation properties, and then submitted to a sensory evaluation and finally analysed in terms of physico-chemical microbiological and nu- tritional properties. The 19 formulations were tested to optimize formulations that would be acceptable in organoleptic terms as well as conservation capac- ity, under refrigeration, for an observational period of 3 weeks. This essay allowed selecting 5 versions of the product that showed best conservation capacity, which were then submitted to sensory evaluation. The sensory analyses involved two types of tests: de- scriptive sensory profile and preference test, and the obtained results allowed selecting the 2 best formu- lations as those most appreciated and with potential for commercialization: a control cheese and one with oregano, which were then analysed. Microbiological analyses were undertaken to verify if the products met the legally established microbiological limits, name- ly for assessing the presence of coagulase-positive staphylococci (Staphylococcus aureus) and Escherichia coli. Moisture, protein, lipids, salt and carbohydrates were analysed by Fourier transform near-infrared (FT- NIR) spectroscopy method and antioxidant activity was evaluated by reaction with the 2,2-diphenyl-1-pic- rylhydrazyl (DPPH) radical. Chemical composition revealed two similar products, but the sample with oregano had higher antioxidant activity as compared with control (70.96 ± 0.36 and 64.99 ± 2.74 mg/L TE, respectively). From the microbi- ological point of view both products were considered safe, with values of staphylococci and E. coli under the applicable regulation limits. In terms of nutritional val- ue, both sample shave high protein content (11.9 and 11.4 g/100 g, respectively for control and sample with oregano) but also high fat (13.9 and 12.3 g/100 g, re- spectively for control and sample with oregano) while being low in sugars (3.4 and 3.8 g/100 g), fiber (< 1%) or salt (< 1%). Energy of both samples was found to be 186 kcal/100 g for the control and 172 g/100g for sam- ple with oregano. In conclusion, in nutritional terms the samples could be considered safe High Protein content foods. More- over, as dairy products contain almost all the essential nutrients, the developed creamy cheeses should be consumed as part of a balanced diet. Finally, the production of these products allows the utilization of the milk that otherwise would have to be discarded, so bringing economic profit while at the same time mini- mizing the need to process it as effluent.
- El humor en clases de matemática puede ser cosa seria?Publication . Menezes, Luís; Flores, Pablo; Balula, João Paulo; Ribeiro, António Augusto Gaspar; Gomes, Helena Margarida dos Santos Vasconcelos; martins, ana patrícia; Oliveira, A. M.; Delplancq, Véronique; Matos, Isabel Aires de; Viseu, Floriano; Guitart, MónicaEn este texto presentamos algún trabajo desarrollado en el proyecto HUMAT (Humor in Mathematics Teaching) que se inició con la pregunta que sirve de título a este póster: ¿el humor en clases de matemáticas puede ser cosa seria? Para responder a esta pregunta, se definieron líneas de acción: (1) Conocer el uso que los profesores hacen del humor para enseñar matemáticas; (2) Desarrollar recursos didácticos, en forma de tareas matemáticas, basadas en humor gráfico; y (3) Comprender el impacto en el aprendizaje de las Matemáticas del empleo de tareas matemáticas basadas en humor gráfico. En este póster presentamos algunos de los principales resultados ya obtenidos de los dos primeros.
- Ensinar as línguas estrangeiras no ensino superior na era digital: uma experiência de inovação pedagógicaPublication . Costa Lopes, Ana Maria; Oliveira, A. M.; Rego, Belmiro; Fidalgo, Susana; Delplancq, Véronique; Amante, Susana; Relvas, SusanaIntrodução: A aprendizagem das Línguas Estrangeiras (LE) no Ensino Superior (ES) não se limita à transmissão de saberes linguísticos. Deve preparar os aprendentes para o contacto intercultural e proporcionar experiências bem-sucedidas e inovadoras que favoreçam a motivação e a inserção profissional. Numerosas publicações sublinham a importância das LE nos processos de recrutamento, na criação de oportunidades de emprego com perspetivas de maior responsabilidade e remuneração e na progressão na carreira. Os recursos digitais, de acesso fácil e rápido, revolucionaram a educação e criaram novos desafios para o ensino, nomeadamente no ES. O contexto de aprendizagem torna-se mais dinâmico, permitindo uma aproximação à realidade do mundo do trabalho. A utilização da internet e a exploração de recursos on-line são práticas educativas bem instaladas hoje. No sentido de estimular a aprendizagem ativa, o confronto dos estudantes com as realidades linguísticas e profissionais pode ser realizado recorrendo às redes sociais e a um método de trabalho ao “menu”, implicando-os como atores que interagem na sala de aula e com o exterior, mobilizando competências transversais a Unidades Curriculares (UC) nucleares do curso. Métodos: As experiências de trabalho que nos propomos apresentar centram-se na UC de “LE aplicadas aos novos media e ao ciberespaço”, com o francês e o inglês como línguas-alvo trabalhadas em conjunto, uma UC do 2.º ano da Licenciatura em Comunicação Social da ESEV/IPV (Portugal), cursada em 2016/17 e 2017/18. Conclusões: A progressão dos aprendentes torna-se evidente através das novas ideias que surgem e da melhor organização dos trabalhos, da maior facilidade e rigor em redigir textos e propor produções orais, da atitude em geral e da aquisição de mais autonomia na procura do desenvolvimento de competências.
- Humor in mathematics teachingPublication . Menezes, Luís; Ribeiro, António; martins, ana patrícia; Santos vasconcelos gomes, Helena; Delplancq, Véronique; Balula, João Paulo; Matos, I. A.; Oliveira, A. M.; Viseu, F.; Flores, P.HUMOR: OUR VIEW FOR MATHEMATICS TEACHING Our assumptions and context. Process humor and be able to produce is clearly a sign of intelligence, revealing, when done well, complex reasoning. Humor has an important social role, assuming as a cognitive experience that as well as creating a sense of well-being, predisposes people to work and can improve the productivity of that work. Mathematics is a discipline in which the reasoning occupies a very prominent place, both as a science as a school area. At the same time, students' interest for mathematics is not always the same and some have initially not very favorable feelings (Toh, 2009; Wanzer, Frymier & Irwin, 2010). Recent curriculum changes to the teaching of mathematics have been, in most countries of the world, showing the need for students to develop skills of critical nature, such as communication, thinking and problem solving along with the acquisition of mathematical knowledge. Also in Portugal, it is claimed the importance of promoting learning that combine the construction of mathematical knowledge with its use, when performing mathematical tasks and communicating mathematical ideas and mathematical reasoning. In the early years of schooling, corresponding to primary education in many countries, the use of texts such as short stories or comics, from which we can develop challenging mathematical tasks, is reported in the literature as having potential to promote learning specified in curricular documents (Wanzer, Frymier., & Irwin, 2010). In particular, some texts focus on mathematical topics in a humorous way and to be understood, students must develop their mathematical competence. The development of mathematical tasks from stories and other humorous presents big challenges to teachers (Flores & Moreno, 2011). Our questions. In this context, we put some questions: Primary teachers use in their classes tasks or situations that present, in a humorous way, mathematical ideas? What resources do they use? Also: How to select, adapt or build texts and tasks which have, in a humorous way, mathematical ideas with didactic potential for education in the early years of schooling? If the resources for this purpose have been produced and if teachers have been sensitized for their use, are they able to integrate them in their classes? Our intentions. This research project seeks to address these questions, focused on: (i ) assessment of teachers’ practices and underlying knowledge, resources available for the use of texts with mathematical ideas presented in a humorous way; (ii) selection, adaptation and construction of mathematical tasks from texts that present, in a humorous way, mathematical ideas with didactic potential in education for the early years of schooling; and ( iii ) integration and use, by primary school teachers, of texts that present , in a humorous way, contexts for the teaching of mathematics. So, the project is organized into three tasks and as a methodological design that combines qualitative elements with quantitative elements, the first one prevailing.
- Humor in mathematics teaching: tasks for the classroomPublication . Menezes, Luís; Gomes, Helena Margarida dos Santos Vasconcelos; Ribeiro, António Augusto Gaspar; martins, ana patrícia; Flores, Pablo; Viseu, Floriano; Oliveira, A. M.; Balula, João Paulo; Delplancq, VéroniqueThis book, Humour in Mathematics Teaching: tasks for the classroom, is a corollary of Humat Research Project (Humour in Mathematics Teaching), developed by the Higher School of Education of Viseu (Portugal), in partnership with the University of Minho (Portugal), the University of Granada (Spain) and the University of Mendoza (Argentina), with the support of the Polytechnic Institute of Viseu (Portugal) and of the CI&DETS. The project rests upon two fundamental assumptions. On the one hand, it assumes that humour plays a crucial role in creating a learning environment that can boost the students’ motivation and encourage them to learn mathematics. On the other hand, it assumes that the understanding of humour and the learning of Mathematics are two activities that require a good reasoning capacity. It also recognises that the exploratory teaching of mathematics, based on the work of the students leading to the completion of challenging mathematical tasks, provides a high potential for learning. All those considerations led to the birth of this book that offers mathematical tasks with a humorous twist and whose main goal is to fulfil these two functions: to persuade students to learn and make them think about humorous situations that involve mathematical concepts. To achieve this goal, the book is organised into two sections. The first is devoted to a brief introduction to the concept of humour and the other concepts that are associated to it approaches the concept initially in a broader sense, then focusing on the teaching of Mathematics. The largest section of the book, the second, is devoted to the presentation of mathematical tasks that are based on panels or comic strips involving humorous and witty content. The tasks suggested were planned for an exploratory-type teaching of mathematics and therefore they generally have an open nature. Almost invariably, we start by asking the student to describe the situation presented and to say whether or not they consider it funny. After this first request, we present others of a more specific nature. The selected tasks focus on mathematical topics that are taught in basic education. Our proposals can be used in two different circumstances. Some were designed to introduce new topics and others to consolidate previously learned knowledge. Tasks can be used and explored at different school levels, as long as we adapt the questions’ instructions or the way we guide the students’ work. The tasks are different according to the kind of reaction they are meant to trigger in students. Some tasks value affective/emotional aspects as they seek to seize the students’ attention and keep them engaged in their learning, thinking about an unexpected situation presented. Other tasks are focused on the development of cognitive and intellectual aspects. With those tasks, the students’ work goes far beyond the mere focus on learning. It represents challenges that arise from the cognitive ruptures that were conveyed by the proposed situations/tasks. For each task, we present a brief description of the situation and then we come up with didactic considerations about the several questions involved.
- As Neurociências ao serviço da linguagemPublication . Oliveira, A. M.A linguagem humana, com a emergência das Ciências Cognitivas, vem contribuir, de maneira decisiva, para a abertura da área interdisciplinar que já se considera transversal, as Neurociências. Tudo o que diz respeito ao tratamento da informação da linguagem ocupa, agora, o seu espaço na exploração e na interpretação de diversos processos em curso, nomeadamente, o da aquisição e o da aprendizagem, assim como os processos que implicam lesões da linguagem. O cérebro constitui o centro de interpretação que permite, de agora em diante, a qualquer investigador aprofundar e compreender o porquê de sistemas tão complexos como, por exemplo, o da leitura e o do discurso.A presente discussão deve contribuir para o debate dos fundamentos teóricos e metodológicos da organização neuro-funcional da linguagem no cérebro