Browsing by Author "Lopes, Ana Paula"
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- A Análise do Processo Comunicativo Aplicada aos Contextos Forenses de Interação: uma perspetiva multimodalPublication . Lopes, Ana PaulaNuma interação face a face, além das mensagens passadas através da fala, cada indivíduo comunica também informação através dos movimentos do corpo que executa (Kendon, 2013, p. 7). Na perspetiva dos Estudos do Gesto, os movimentos das mãos (gestos), da cabeça, do tronco e dos membros inferiores são diferentes modalidades que possuem um papel de igual importância no processo comunicativo (Lopes, 2020). Estes movimentos cinésicos transmitem dois terços das mensagens que cada falante passa numa interação (Aghayeva, 2011). Por isso, ignorá-los numa possível análise do processo comunicativo significa não ter em conta uma quantidade considerável de informação (Jones e LeBaron, 2002, p. 512). Na situação específica de uma interação face a face ocorrida em contextos forenses – interações em sede de Tribunal e de Órgãos das Forças de Segurança –, se se analisar, para fins de investigação judicial, apenas o que foi verbalizado pelos falantes, a quantidade e relevância da informação que se desperdiça é inegável. Até ao momento, os movimentos do corpo não têm sido considerados quando importa analisar o que um suspeito ou um arguido, por exemplo, está a transmitir (Lopes, 2020). Porém, através de uma microanálise multimodal de interações face a face – na qual todos os movimentos do corpo, bem como a fala, são estudados – é possível obter informação que de outra forma de perderia. A microanálise desenvolvida anteriormente (Lopes, 2020) evidenciou que estes movimentos podem transmitir informação não comunicada oralmente (Lopes, 2020). Foi igualmente demonstrado que esta informação adquire uma grande importância no contexto de análise de um processo judicial, tendo-se verificado ainda a necessidade da colaboração de peritos linguistas na análise das interações ocorridas em contextos forenses, bem como a gravação em vídeo das interações face a face ocorridas nestes contextos (Lopes, 2020).
- Aprendizagem da matemática através de e-conteúdos: um estudo de casoPublication . Ferreira, Fernanda; Soares, Filomena Baptista; Lopes, Ana Paula; Nunes, PaulaApesar de todos os cursos de licenciatura da Escola Superior de Hotelaria e Turismo (ESHT) do Politécnico do Porto (P.PORTO) possuírem o termo Gestão nas suas designações, as áreas do Ensino Secundário admitidas para a entrada nestes cursos são as mais variadas, indo de Ciências e Tecnologias às Artes e Humanidades. Verifica-se, assim, que as competências dos estudantes são muito heterogéneas e essa heterogeneidade apresenta um impacto significativo, complexo e contraproducente, quando se trabalham temas específicos relacionados com a Matemática e com o raciocínio lógico-dedutivo que esta ciência envolve e desenvolve. Neste trabalho, descreve-se sucintamente o processo de entrada no Sistema de Ensino Superior Português, em particular na ESHT do P.PORTO, bem como os objetivos gerais e específicos e competências esperadas da unidade curricular de Métodos Quantitativos (MQ). Apresentam-se, seguidamente, os diferentes recursos desenvolvidos especificamente para a unidade curricular de MQ, do 1º semestre do 1º ano curricular (um curso de Matemática Elementar para Gestão), disponibilizados através da plataforma Moodle institucional, e a forma de interação pretendida e planeada. Seguidamente, analisa-se o impacto da utilização dos vários recursos e e-conteúdos, e a existência (ou não) de diferentes resultados (impacto da metodologia desenvolvida) em função das áreas de estudo dos estudantes, tendo como base a avaliação e os resultados de aprendizagem. Para concluir, apresentam-se os resultados da avaliação como ferramenta de apoio à aprendizagem, realizada pelos estudantes, cruzando-se estes resultados com o sucesso dos estudantes nesta unidade curricular. Esta análise sugere que a metodologia utilizada neste estudo poderia contribuir para melhorar o desempenho de aprendizagem dos estudantes.
- Assessment experiences in a math coursePublication . Soares, Filomena Baptista; Nunes, Paula; Lopes, Ana PaulaThe role of a teacher, as knowledge promoter and learning facilitator, is frequently opposed to the simultaneously inherent “validation” tasks, as far as grading and assessing are concerned, fundamentally from the students’ point of view, but, sometimes, even from our own. The generalised Math “trauma” is a difficult start-up invisible barrier that we must overcome every single semester, by implementing different strategies, developing new materials, motivating with digital and technological resources (using students’ digital skills), among many other tactics and schemes. But, in the end, the numerical grade – the knowledge and skills construction validation – must appear posted in the “system”. As Math lecturers in a Higher Education Institution, for more than twenty years, these problems are a daily challenge we face, and the issues we intend to analyse here, emerge as a consequence of a certain "emptiness" we feel regarding the assessment we have to carry out, in the sense that we still don’t have an answer to the following question: “Is it legitimate to "close your eyes" to the basic errors (some severe) when assessing learning outcomes in advanced subjects?” We teach at "end of the line", as far as General Mathematics is concerned, since our students are, essentially, from Management and Accounting Bachelor degrees. This paper will be structured in four distinct parts, starting with the Specific and General Outcomes and skills in the Math course in question, giving also a global vision of all its syllabus components and the teaching Methodologies implemented. Subsequently, we will refer to the coherence between teaching methods and the course learning objectives as well as their connection to the syllabus items. Finally, we will go through a section of small questions and answers, with their respective detailed analysis, in order to provide an objective reading material, trying to promote a fruitful and open discussion on the subject
- Assessment experiences in a math course-grading questions and dilemmasPublication . Soares, Filomena Baptista; Nunes, Maria Paula; Lopes, Ana PaulaSimultaneously inherent “validation” tasks, as far as grading and assessing are concerned, fundamentally from the students’ point of view, but, sometimes, even from our own. The generalised Math “trauma” is a difficult start up invisible barrier that we must overcome every single semester, by implementing different strategies, developing new materials, motivating with digital and technological resources (using students’ digital skills), among many other tactics and schemes. But, in the end, the numerical grade – the knowledge and skills construction validation – must appear posted in the “system”. As Math lecturers in a Higher Education Institution, for more than twenty years, these problems are a daily challenge we face, and the issues we intend to analyse here, emerge as a consequence of a certain "emptiness" we feel regarding the assessment we have to carry out, in the sense that we still don’t have an answer to the following question: “Is it legitimate to "close your eyes" to the basic errors (some severe) when assessing learning outcomes in advanced subjects?” We teach at "end of the line", as far as General Mathematics is concerned, since our students are, essentially, from Management and Accounting Bachelor degrees. This paper will be structured in four distinct parts, starting with the Specific and General Outcomes and skills in the Math course in question, giving also a global vision of all its syllabus components and the teaching Methodologies implemented. Subsequently, we will refer to the coherence between teaching methods and the course learning objectives as well as their connection to the syllabus items. Finally we will go through a section of small questions and answers, with their respective detailed analysis, in order to provide an objective reading material, trying to promote a fruitful and open discussion on the subject.
- Audit quality and earnings management: evidence from PortugalPublication . Lopes, Ana PaulaAccounting manipulation is a current problem, reported in many different contexts. Several audit quality studies indicate that there is a relationship between the quality of the audit and the manipulation of the results. These also show that accruals reduce when the auditor is independent or the audit company is large, and suggest that Big 4 Audit Firms present higher levels of audit quality, when compared with other companies. The aim of this paper is to examine if there is a relationship between the manipulation of results and the quality of the audit, based on the study of the behavior of discretionary accruals in Portuguese non-listed companies. Collected on the SABI (Iberian Balance sheet Analysis System) database, the sample is composed of 4723 companies from 2013 to 2015. The empirical model of this study consists of a multiple linear regression in order to explain the relationship between the discretionary accruals and the firm size, debt, volume business and profitability, based on the Modified Jones Model. The results suggest that there is a relationship between audit quality and earnings manipulation. The level of earnings management is significantly lower among companies contracting a Big 4 audit firm, as compared to companies using a non-Big 4 audit firm.
- Behind video lectures in a MOOCPublication . Soares, Filomena Baptista; Lopes, Ana Paula; Vieira, IsabelThe year 2012 was the “boom year” in MOOC and all its outstanding growth until now, made us move forward in designing the first MOOC in our Institution (and the third in our country, Portugal). Most MOOC are video lectured based and the learning analytic process to these ones is just taking its first steps. Designing a video-lecture seems, at a first glance, very easy: one can just record a live lesson or lecture and turn it, directly, into a video-lecture (even here one may experience some “sound” and “camera” problems); but developing some engaging, appealing video-lecture, that motivates students to embrace knowledge and that really contributes to the teaching/learning process, it is not an easy task. Therefore questions like: “What kind of information can induce knowledge construction, in a video-lecture?”, “How can a professor interact in a video-lecture when he is not really there?”, “What are the video-lectures attributes that contribute the most to viewer’s engagement?”, “What seems to be the maximum “time-resistance” of a viewer?”, and many others, raised in our minds when designing video-lectures to a Mathematics MOOC from the scratch. We believe this technological resource can be a powerful tool to enhance students' learning process. Students that were born in digital/image era, respond and react slightly different to outside stimulus, than their teachers/professors ever did or do. In this article we will describe just how we have tried to overcome some of the difficulties and challenges we tackled when producing our own video-math-lectures and in what way, we feel, videos can contribute to the teaching and learning process at higher education level.
- Blendeed learning & MOOCPublication . Soares, Filomena Baptista; Lopes, Ana PaulaThe word MOOC (Massive Open Online Courses) has its origins in an experience carried out by George Siemens and Stephen Downes in 2008 based on the theory of connectivism and social constructivism. This worldwide phenomenon appeared as an evolution of the Open Educational Resources (OER) movement. They are a new style of online classes that allow any person with web access, anywhere, usually free of charge, to participate through video lectures, computer graded tests and discussion forums which have been taking the attention of many higher education institutions around the world. The purpose of this paper is to give us an overview of how MOOCs and Blended Learning can be used with as an educational strategy in a Mathematics Course of “non Mathematic” degree programs. The pedagogical strategy embraced in this venture, was to combine the potentialities of some, already available, “good” OER, with a blended working scheme established side by side with the course development, regarding fundamental issues considered as prerequisites to it. We will explain the specific contents involved, as well as the general and specific objectives and outcomes, the evaluation procedures established for the course support and development, finishing with a summary of the complete results. We did not want to discover the “wheel”, it is from common knowledge for decades, but to present alternative ways to make a good use of it.
- Book of Abstracts of the First International Conference - Building Bridges in STEAM Education in the 21st CenturyPublication . Soares, Filomena Baptista; Lopes, Ana Paula; Pinto, Carla; Mendonça, JorgeThe International Conference BBC'22 aims to provide an opportunity for all academic and non-academics to share their personal experiences and projects, presenting their contributions and getting feedback from other attendees.
- Challenges in the creation and development of a mathematics MOOCPublication . Lopes, Ana Paula; Soares, Filomena Baptista; Vieira, IsabelThe fast development of distance learning tools such as Open Educational Resources (OER) and Massive Open Online Courses (MOOC or MOOCs) are indicators of a shift in the way in which digital teaching and learning are understood. MOOC are a new style of online classes that allow any person with web access, anywhere, usually free of charge, to participate through video lectures, computer graded tests and discussion forums. They have been capturing the attention of many higher education institutions around the world. This paper will give us an overview of the “Introduction to Differential Calculus” a MOOC Project, created by an engaged volunteer team of Mathematics lecturers from four schools of the Polytechnic Institute of Oporto (IPP). The MOOC theories and their popularity are presented and complemented by a discussion of some MOOC definitions and their inherent advantages and disadvantages. It will also explore what MOOC mean for Mathematics education. The Project development is revealed by focusing on used MOOC structure, as well as the quite a lot of types of course materials produced. It ends with a presentation of a short discussion about problems and challenges met throughout the development of the project. It is also our goal to contribute for a change in the way teaching and learning Mathematics is seen and practiced nowadays, trying to make education more accessible to as many people as possible and increase our institution (IPP) recognition.
- CINtec PLUS cytology as a cervical cancer screening test at the IPO of PortoPublication . Alves, Ana; Lopes, Ana Paula; Granja, Sara; Quintela Vieira, Filipa; Silva, Regina AugustaCervical squamous cell carcinoma of the cervix is the fourth most common cancer between women and seventh globally. There are many women undergoing colposcopy without real need, so more effective screening tests are needed to decide who among HPV-positive women should receive additional diagnostic evaluation to avoid unnecessary colposcopies. So, this study is intended to evaluate CINtec PLUS cytology as a screening test for cervical cancer in the IPO-FG of the Port of women with hpv test positive other than 16/18, improving the referral for colposcopy. CINtec PLUS cytology is an immunocytochemistry kit that simultaneously detects p16 and Ki-67 proteins. The presence of these proteins in the same cell indicates a deregulation of the cell cycle, and may be a marker of the persistence of HPV infections, their greater probability of progression and the severity of lesions secondary to the infection. An experimental research was carried out, in which the immunostaining of 73 non-16/18 HPV cervico-vaginal hpv samples was performed from 73 women integrated in cervical cancer screening in the North region carried out at the IPO-FG of Porto. The results obtained in CINtec PLUS were compared with those of cytology. 2 samples present unsatisfactory cytology for evaluation, being excluded. Cintec Plus cytology would reduce by 17% the number of women sent for colposcopy (7 (about 10%) by Cintec Plus vs 19 (about 27%) by cytology). Of the 52 NILM samples, 3 (about 6%) were positive for Cintec Plus, so they should have been referred for colposcopy and were not. Of the 10 ASC-US samples 100% are negative for Cintec Plus, as well as 5 LSIL 4 (80%) are negative, of the 3 HSIL 2 (about 67%) are negative. So, 16 women (about 23%) made colposcopy unnecessarily. In conclusion, Cintec Plus cytology would be an interesting tool as a second screening test in non-16/18 hpv cases in place of cytology, decreasing the number of women sent for colposcopy.