Percorrer por autor "Santos, Miguel"
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- Antibacterial activity of ionic liquids based on betalactamantibiotics against resistant bacteriaPublication . Dias, Vitorino; Santos, Miguel; Prudêncio, Cristina; Noronha, João P.; Grilo, Inês R.; Sobral, Rita G.; Dias, Ana Rita; Branco, Luís C.; Ferraz, RicardoThe cases of antibiotic resistance are increasing and becoming more and more common, giving rise to a new problem for public health. Therefore, the discovery of new antibiotics is important and necessary.
- A avaliação das necessidades de apoio no desenvolvimento de planos individuais de transiçãoPublication . Santos, Miguel; Sanches-Ferreira, Manuela; Silveira-Maia, Mónica; Martins, Susana; Alves, Sílvia; Lopes-dos-Santos, PedroUma sociedade inclusiva assenta na garantia e defesa dos direitos humanos e é caracterizada pela participação de todos os cidadãos nas várias dimensões e contextos da vida. Neste ensaio, demonstraremos como a avaliação das necessidades de apoio dos jovens com incapacidade intelectual, e especificamente a avaliação através da Supports Intensity Scale (SIS - Escala de Intensidade de Apoios), constitui um passo essencial no desenvolvimento de Planos Individuais de Transição numa perspetiva centrada na pessoa, que pragmatiza os princípios de uma sociedade inclusiva.
- DEHB DEGERLENDIRME SÜRECIPublication . Sanches-Ferreira, Manuela; Santos, Miguel; Lopes-dos-Santos, Pedro; Vale, Maria do Carmo
- Etidronate-based ionic liquids: in vitro effects on bone metabolismPublication . Teixeira, Sónia; Santos, Miguel; Branco, Luís; Fernandes, Maria Helena; Costa-Rodrigues, JoãoThe Bisphosphonates have been used for various purposes since the middle of the 19th century, but the propriety that elicited more curiosity was their ability to regulate bone mineralization. This characteristic made this drug the elite choice for treatments of several pathologies associated to increased bone resorption.
- Green zero-valent iron in soil remediation and impact on Raphanus sativus L. germination, seedling growth and antioxidant system responsePublication . Fernandes, Filipe; Santos, Miguel; Carvalho, Susana; Cruz, Agostinho; Delerue-Matos, Cristina; Grosso, Clara; MichalaK, Izabela; Cruz, AgostinhoNano zero-valent iron (nZVI) is the most widely used nanoparticle for remediation in Europe and the USA. Despite this, its impacts on plant growth and soil mi-crobiome are not fully understood [1]. To ensure the sustainable and safe use of this technology, the im-pacts and mechanisms must be fully elucidated. Here, the phytotoxicity of nZVI synthesized from agrifood wastes (spent coffee grounds and Cistus ladanifer L.post-distillation wastes) on radish ((Raphanus sativusL.) cv. Pharaoh obtained from WerbAna Sp. z o.o. (Warsaw, Poland)) germination and seedling growth was assessed in Petri dishes at concentrations rang-ing from 5 to 400 mg/L. Next, nZVI (500 mg/kg) were applied for the remediation of soils contaminated with venlafaxine and glyphosate (2 mg/kg). Afterwards, radish germination and seedling growth on the con-taminated and remediated soils was assessed, along with biometric plant growth parameters, chlorophyll content, reactive oxygen species (ROS) and antioxi-dant system response. The nZVI did not show signifi-cant impacts on germination and plant growth, but the levels of ROS (superoxide radical and hydrogen per-oxide) and the activity of some antioxidant enzymes (superoxide dismutase and ascorbate peroxidase) was slightly higher, indicating oxidative stress caused by nZVI exposure. Concerning contaminants, glyphosate caused a decrease in chlorophyll content, compared to the control plants. This study helps in understand-ing the potential impact of nZVI on plant growth after remediation strategies are employed.
- How individualised are the Individualised Education Programmes (IEPs): an analysis of the contents and quality of the IEPs goalsPublication . Sanches-Ferreira, Manuela; Lopes-dos-Santos, Pedro; Alves, Sílvia; Santos, Miguel; Silveira-Maia, MónicaIt is widely accepted that students with additional support needs benefit substantially from the implementation of individualised, intentional and planned interventions (e.g. Pretti-Frontczak and Bricker 2000; Wolery 2000). These interventions are usu- ally reported in the Individualised Education Programme (IEP) that constitutes the educational map for students with disabilities (Ruble et al. 2010) and contributes to ‘bridge (…) “what is” and “what can be”’ in students’ life (Thompson et al. 2009, 138). These geographical metaphors are pertinent because they suggest a parallel between a journey and the three central dimensions of an IEP (Bateman and Herr 2006; Lee-Tarver 2006): (a) a specific departure point – the child’s present level of performance; (b) a personal destination – measurable goals; (c) an individualised route and vehicle – needed supports and services. Individualisation, therefore, has been described as the nuclear factor for intervention effectiveness (Wolery 2000).
- A inclusão do aprendente com distúrbio de hiperactividade e défice de atenção: um estudo de casoPublication . Cruz, Mário; Santos, MiguelOs alunos com Distúrbio Hiperactivo e Défice de Atenção (DHDA) revelam um comportamento imprevisível e inconstante, resultante da inibição de impulsos. A par deste tipo de comportamento, demonstram uma enorme imaturidade para a idade, no que se refere a relações sociais na escola, em casa e em diferentes contextos da comunidade de que fazem parte (Garcia, 2001). Esta investigação tem como objectivo principal analisar quais as representações que professores do 3o Ciclo do Ensino Básico duma turma com um aluno diagnosticado com DHDA têm relativamente: a) ao perfil comportamental do mesmo; b) às estratégias que usam no processo de ensino- aprendizagem. Utilizando questionários como instrumentos de recolha de dados, procurámos realizar uma análise estatística descritiva de forma a inventariar quais das estratégias assinaladas pelos docentes são promotoras inclusão escolar do aluno com DHDA.
- A Model for trainning parents and teachers of children with special needsPublication . Sanches-Ferreira, Manuela; Silveira-Maia, Mónica; Santos, Miguel; Chiffari, Antonella; Chiazzese, GiuseppeThis paper presents an integrated training model designed to promote networked community-based interventions for children with Attention Deficit Hyperactivity Disorder (ADHD). The article begins with discussion of a multimodal approach to the care process and a description of some important theoretical assumptions. This is followed by a description of the training program, its structure, distinctive features and methodology. Finally, preliminary results are reported and discussed in three areas: the training model’s effectiveness for promoting an integrated view of children’s behaviors; improvements in parents’ and teachers’ management of challenging behaviors; and experience with the WHAAM application used.
- Monitoring, Evaluating & Assessment of ADHDPublication . Santos, Miguel; Sanches-Ferreira, Manuela; Lopes-dos-Santos, Pedro; Vale, Maria do CarmoDespite the existence of relatively clear diagnostic guidelines (APA, 1994), establishing a diagnosis is a difficult matter (Anastopoulos & Schaffer, 2001; Neul, Applegate & Drabman, 2003). Children with Attention Deficit Hyperactivity Disorder (ADHD) are generally characterized by their inattention, impulsivity, and hyperactivity. Nevertheless, these characteristics may vary a lot, according to the child, the situation and the circumstances. They may occur in different degrees of severity, affecting students in different ways, and may be associated with other disorders. The authors conclude that any assessment of ADHD must be comprehensive and multidimensional in nature, to capture variations and differences in all situations and settings. To identify any co-morbid features and the impact on home, school and social functioning (op. cit, 2001). There is, to date, no single diagnostic test to identify ADHD. Professionals should rely on a battery of measures and data to diagnose ADHD and to organise an intervention plan. This battery varies according to different authors. Wright (2002) proposes that the battery should consist of documentation of general educational interventions, parent and teacher interviews, behaviour rating scales and classroom observations. Resnick (2005) suggests that evaluation of ADHD should be based on the following sources: (a) Psychological, developmental, and social history, including employment and educational history for adults; (b) School records, including report cards, achievement tests, teacher/school reports, and special services / special education testing along with Individual Education Plans (IEP’s); (c) Teacher ratings; (d) Parent ratings; (e) Computerized Assessment Tests, measuring inattention, distractibility, and impulsivity (ex: Conner’s Continuous Performance Test); (f) Mental Status Exam, observing the person for symptoms of ADHD while ruling out other diagnoses. We are going to review some of the data sources mentioned above, paying special attention to measures that should be obtained in school or at home, and that are particularly important to the organisation of a behavioural intervention plan. Specifically, we are going to talk about: Interviews, Behaviour Rating Scales, Clinic-based Measures and Direct Observation. We are going to pay special attention to a method called Functional Behaviour Assessment, very useful for understanding behavioural sequences that are affecting the behaviour of the child.
- Para que a vida valha a pena: a avaliação das necessidades de apoio na planificação centrada na pessoaPublication . Santos, Miguel; Sanches-Ferreira, Manuela