Browsing by Author "Ribeiro, Maria"
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- CLIL no Ensino Superior Português: uma experiência pedagógica inovadoraPublication . Morgado, Margarida; Coelho, Margarida; Ribeiro, Maria; Moreira Silva, Manuel; Gonçalves, Ana178 no contexto do ensino não superior a partir dos 4 Cs–Conteúdo, Cognição, Comunicação e Cultura, a abordagem CLIL coloca o enfoque pedagógico em saber gerir conteúdos e informação, usar capacidades cognitivas para entender e processar essa informação, saber comunicá-la com eficácia em diversos contextos e em diversos ambientes multi-e interculturais. De um ponto de vista pedagógico, CLIL é uma abordagem integrada de ensino e aprendizagem de uma língua estrangeira e de conteúdos não linguísticos, que desloca o foco da aprendizagem de uma língua per sie para contextos académicos e científicos específicos, ao mesmo tempo que sublinha que aprender e ensinar por intermédio de uma língua estrangeira requer um conhecimento aprofundado da língua em si e também dos repertórios científico-culturais a ela associados. O grande desafio a que a abordagem CLIL responde concerne um aspeto muitas vezes invisível na relação pedagógica: que o conhecimento se constrói de modos diversos em línguas/culturas diferentes (Wilkinson & Walsh, 2015; Boroditsky, 2011).
- Discrepância cito-histológica: estudo de caso em citologia do canal analPublication . Silva, Andreia; Teixeira, Catarina; Seabra, Rosária; Freitas, Cristina; Ribeiro, MariaO cancro anal é raro mas a sua incidência tem vindo a aumentar na população, essencialmente em indivíduos HIV positivo, nos quais a infeção por HPV tem maior persistência. A infeção por HPV de alto risco está associada à presença e progressão de lesões displásicas, precursoras de cancro anal. Por esta razão, os indivíduos HIV positivos são considerados um grupo de risco, devendo ser encaminhados para realização de rastreio de lesões do canal anal. No presente artigo, é relatado o caso clínico de um homem de 53 anos, HIV positivo, com diagnósticos cito-histológicos discrepantes em que a avaliação citológica resultou na atribuição de diagnósticos de lesões de grau superior comparativamente às da histologia. Este estudo de caso pretende alertar para a importância da realização de rastreios citológicos do canal anal, principalmente em indivíduos pertencentes a grupos de risco, e da avaliação de resultados discrepantes entre a citologia e a histologia.
- Machine learning models based on clinical indices and cardiotocographic features for discriminating asphyxia fetuses—Porto retrospective intrapartum studyPublication . Ribeiro, Maria; Nunes, Inês; Castro, Luísa; Costa-Santos, Cristina; Henriques, Teresa S.Perinatal asphyxia is one of the most frequent causes of neonatal mortality, affecting approximately four million newborns worldwide each year and causing the death of one million individuals. One of the main reasons for these high incidences is the lack of consensual methods of early diagnosis for this pathology. Estimating risk-appropriate health care for mother and baby is essential for increasing the quality of the health care system. Thus, it is necessary to investigate models that improve the prediction of perinatal asphyxia. Access to the cardiotocographic signals (CTGs) in conjunction with various clinical parameters can be crucial for the development of a successful model. This exploratory work aims to develop predictive models of perinatal asphyxia based on clinical parameters and fetal heart rate (fHR) indices. Single gestations data from a retrospective unicentric study from Centro Hospitalar e Universitário do Porto de São João (CHUSJ) between 2010 and 2018 was probed. The CTGs were acquired and analyzed by Omniview-SisPorto, estimating several fHR features. The clinical variables were obtained from the electronic clinical records stored by ObsCare. Entropy and compression characterized the complexity of the fHR time series. These variables' contribution to the prediction of asphyxia perinatal was probed by binary logistic regression (BLR) and Naive-Bayes (NB) models. The data consisted of 517 cases, with 15 pathological cases. The asphyxia prediction models showed promising results, with an area under the receiver operator characteristic curve (AUC) >70%. In NB approaches, the best models combined clinical and SisPorto features. The best model was the univariate BLR with the variable compression ratio scale 2 (CR2) and an AUC of 94.93% [94.55; 95.31%]. Both BLR and Bayesian models have advantages and disadvantages. The model with the best performance predicting perinatal asphyxia was the univariate BLR with the CR2 variable, demonstrating the importance of non-linear indices in perinatal asphyxia detection. Future studies should explore decision support systems to detect sepsis, including clinical and CTGs features (linear and non-linear).
- Teacher training forCLIL in Higher Education: challenges in blended learningPublication . Moreira Silva, Manuel; Ribeiro, Maria; Morgado, Margarida; Coelho, MargaridaResearchers and foreign language teachers of ReCLes.pt (the Network Association of Language Centers in Higher Education in Portugal) would like to share recent research on a blended learning format for teacher training for CLIL (Content and Language Integrated Learning), based on a course carried out in the 2nd semester of 2016/2017 for teachers at four geographically disperse polytechnic instituts in Portugal. The course was implemented in these four different educational environments and had as trainees teachers of other subjects, representing specialty areas such as Experimental and Exact Sciences, Technology, Engineering, and Management. Together, the trainers from each of the four schools designed and carried out the teacher training, online and in loco, with initial face-to-face (F2F) sessions to establish a community of practice and a common objective – to learn to create conditions for learning that simultaneously promote the proposed subject and the foreign language through which it is taught. The framework of the b-learning course is the widely-used CLIL Training Guide (Morgado et al. 2015), available at http://recles.pt/, which includes techniques for scaffolding to build new concepts upon previously acquired competences and terminologically-inspired approaches and instruments for acquiring the much-needed specialist terminology of each subject. Also covered are the principles of how to teach effectively through English, activating and consolidating linguistic competences, considering aspects of classroom management and student learning styles. The assynchronous and F2F sessions also consisted of individual orientation and tutorial work with the teacher trainees, followed by classroom observation of the resulting CLIL module and interviews with the students and the teacher trainees. By ensuring the best possible application of the teachers’ new teaching competences, we aim to better understand just how students in higher education are receiving this new approach to learning through a foreign language. Overall, the present experience will serve for further national and international editions of this valuable opportunity to be trained in CLIL for higher education as it has allowed for reflection on the potential and the challenges for blended learning – ranging from the cohesion, distribution, and relevance of the topics covered to management of time for executing the assignments and to issues related to personal learning spaces. Learner satisfaction (for the teacher trainers and the students of these higher education CLIL modules) is high although realistic expectations about time are a consistent difficulty to be negotiated.