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Dissertação de mestrado em Administração Pública (especialização em Gestão Pública e Políticas Públicas), A descentralização da educação tem sido ao longo dos anos um assunto presente na agenda política. Este processo de descentralização de competências entre a Administração Central e o Poder Local acorre a partir de meados dos anos 80 do Séc. XX e prolonga-se no tempo até aos dias de hoje, em que se vê um Estado com um papel cada vez menos “Educador”, enquanto o Poder Local assume um papel cada vez mais reforçado ao nível das políticas públicas inclusive da Educação. Quando estamos a falar em descentralização de competência entre a Administração Central e o Poder Local, estamos na verdade a falar da transição de um sistema centralizado, em que todas as atribuições administrativas se encontram por Lei conferidas ao Estado, para um sistema descentralizado: a função administrativa deixa de estar confinada apenas á administração central, para passar a estar a cargo também de outras pessoas coletivas territoriais, como é o caso das autarquias locais e mais especificamente, os municípios. Num período de reformas do poder local que têm por base a transferência de competências para as autarquias locais e para as entidades intermunicipais, considera-se relevante o estudo sobre o impacto financeiro que a descentralização de competências no setor da educação terá a nível municipal, assim como verificar que a transferência de competências ao nível da educação não se limita a uma transferência de competência pontuais de tarefas para o município, mas sim que estejam garantidos os princípios da subsidiariedade e da eficácia e eficiência da gestão pública. Mais concretamente, e relativamente ao processo de negociação entre a Administração Central e a Administração Local poderemos questionar “quem ganha” e “quem perde” com a distribuição de responsabilidades e a delegação de competências entre os diferentes níveis da administração (central, intermunicipal, municipal e escolas)., The decentralization of education has been a subject on the political agenda over the years. This process of decentralization of competences between central and local government takes place from the mid-1980s and extends in time to these days, in which a State with an increasingly less "Educative" role is seen, while the Local Government assumes an increasingly reinforced role in terms of public policies, including Education. When we talk about decentralization of competence between the Central Administration and the Local Government, we are actually talking about the transition of a centralized system, in which all administrative tasks are conferred on the State, to a decentralized system: the administrative function is no longer confined only to the central administration, to be also in charge of other territorial legal persons, as is the case with local authorities and more specifically, municipalities. In a period of local government reforms based on the transfer of competences to local authorities and inter-municipal authorities, the study on the financial impact that the decentralization of skills in the education sector will have at municipal level is considered relevant. As well as verifying that the transfer of competences at education level is not limited to a one-off transfer of competence of tasks to the municipality, but that the principles of subsidiarity and the effectiveness and efficiency of public management are guaranteed. More specifically, and in relation to the negotiation process between the Central Administration and the Local Administration, we may question "who wins" and "who loses" with the distribution of responsibilities and the delegation of competences between the different levels of administration (central, inter municipal, municipal and schools).

O presente relatório, tem como finalidade descrever a minha experiência que se desenvolveu no ano letivo 2020/2021, no âmbito do programa de estágio pedagógico do Mestrado em Ensino da Educação Física nos Ensinos Básico e Secundário. Este, contempla a minha visão, manifestando a evolução das competências desenvolvidas, de uma forma temporal, do início ao fim do programa de estágio. O contacto com o quotidiano da vida docente, permitiu-me a tomada de consciência para o dia-a-dia do professor nas áreas de organização e gestão das aprendizagens, no desenvolvimento de projetos escolares, na participação escolar relacionada com o desenvolvimento de atividades como o DE e na relação com a comunidade. A vivência deste contexto real, permitiu-me experienciar diariamente um conjunto de desafios, que me levaram a uma reflexão constante, assim como a uma busca pela implementação de estratégias para criar um bom ambiente pedagógico. Com o finalizar do programa de estágio, é-me agora possível um olhar avaliativo no reconhecimento objetivo de necessidades de desenvolvimento pessoal, atuais mas também que decorram no futuro. Sobre a disciplina de Educação Física (EF), as suas áreas de extensão, desenvolvidas nos programas oficiais, foram claramente promotoras do desenvolvimento motor, mas também intelectual, combatendo a iliteracia motora, promovendo hábitos de vida saudáveis que se alastram para além da vida escolar. Por fim, o desenvolvimento dos alunos no aspeto social e humano, a aquisição de valores sociais e cívicos, que resultam da qualidade prática da disciplina de EF, a entreajuda proporcionada pelas diferentes matérias (coletivas e individuais), capazes de fomentar o crescimento dos alunos enquanto cidadãos responsáveis, respeitadores e autónomos. The purpose of this report is to describe my experience that developed in the academic year 2020/2021, within the scope of the pedagogical internship program of the Master in Physical Education Teaching in Basic and Secondary Education. This one contemplates my vision, showing the evolution of the skills developed, in a temporal way, from the beginning to the end of the internship program. The contact with the daily life of teachers, in the process of raising awareness of the development of the day-to-day teacher in the areas of learning and management of student activities for the development of projects, in the organization for the development of student participation as the School Sport and in the relationship with the community. The experience of this real context, in particular my experiencing a daily challenge, which led me to a constant reflection, as well as a search for the implementation of strategies for a good pedagogical environment. With the end of the internship program, it is now possible for me to take an evaluative look at the objective recognition of personal development needs, current but also that may arise in the future. About the Physical Education discipline, its extension areas, developed in the official programs, were clearly promoters of motor development, both in terms of their physical and intellectual abilities, fighting motor illiteracy, promoting healthy lifestyle habits that spread beyond school life. Finally, the development of students in the social and human aspect, the acquisition of social and civic values, which result from the practical quality of the PE, the mutual help provided by the different sports pratice (collective and individual), capable of promoting the growth of students, responsible, respectful and autonomous citizens.

Content generation is a heavy task in virtual worlds design. Procedural content generation techniques aim to agile this process by automating the 3D modelling with some degree of parametrisation. The novelty of this work is the procedural generation of the marine alga (Asparagopsis armata), taking into consideration the underwater environmental factors. The depth and the occlusion were the two parameters in this study to simulate how the alga growth is influenced by the environment where the alga grows. Starting by building a prototype to explore different L-systems categories to model the alga, the stochastic L-systems with parametric features were selected to generate different alga plasticities. Qualitative methods were used to evaluate the designed grammar and alga’s animation results by comparing videos and images of the Asparagopsis armata with the computer-generated versions.

Rigorous clinical trials suggest ketamine is safe and well-tolerated in patients with treatment-resistant depression (TRD). There is a paucity of data on the safety and tolerability of ketamine in community-based clinics treating patients with TRD. Retrospective data was analyzed from 203 patients with TRD who received repeat-dose IV ketamine. Safety was operationalized as hemodynamic changes. Tolerability was evaluated through the reporting of adverse events and dissociation symptom severity, as measured by the Clinician-Administered Dissociative States Scale. Ketamine was well-tolerated, with less than 5% of patients withdrawing due to tolerability concerns. Blood pressure significantly increased during infusion, with 44.3% meeting criteria for treatment-emergent hypertension (i.e., blood pressure ≥ 165/100 mmHg). 12% of patients exhibiting hypertension required pharmacological intervention. The most frequently reported adverse events included drowsiness (56.4%), dizziness (45.2%), dissociation (35.6%), and nausea (13.3%). Dissociation severity significantly attenuated after the first infusion, but plateaued for subsequent infusions. Intravenous ketamine was safe and well-tolerated. Hypertension was commonly observed and was often transient. Dissociation was most frequently reported after the first infusion but remained a consistent but not treatment-limiting adverse event thereafter. No patients exhibited psychosis, mania, or new onset suicidality with IV ketamine.

Book review from: SOUZA, Jessé. A elite do atraso: da escravidão à Lava Jato. São Paulo: LeYa, 2017. Resenha de: SOUZA, Jessé. A elite do atraso: da escravidão à Lava Jato. São Paulo: LeYa, 2017.

This repository contains the published versionof the article "3D Printed Biomodels for Flow Visualization in Stenotic Vessels: An Experimental and Numerical Study" by Carvalho, V., Rodrigues, N., Ribeiro, R., Costa, P., Lima, R., Teixeira, S., published inMicromachines11, 6(2020).https://doi.org/10.3390/mi11060549