In this paper, an innovative approach for monitoring home electric power quality indicators is presented. Using an electric power analysis device (for this work purpose it will be a smart-meter) and a personal computer it is proved that it is possible to monitor and register electric power quality anomalies, such as long interruptions, voltage dips/swells and frequency oscillations. Through an application developed in Java, a user can view real-time electric parameters, check for electric power quality anomalies and assess load diagram of previous days. Experimental results regarding the application performance are also presented with the respective conclusions.

The present paper aims to examine the potential of the Applied Element Method (AEM) in simulating the blast effects in RC panels. The numerical estimates are compared with the results obtained in an experimental campaign designed to investigate the effectiveness of fibre grout for strengthening full scale RC panels by comparing the effects that a similar blast load produces in a reference and the strengthened panel. First, a numerical model of the reference specimen was created in the software Extreme Loading for Structures and calibrated to match the experimental results. With no further calibration, the fibre reinforced grout strengthening was added and the resulting numerical model subjected to the same blast load. The experimental blast effects on both reference and strengthened panels, despite the lack of high speed measurement equipment (pressure, strains and displacements sensors), compare well with the numerical estimates in terms of residual and maximum displacements, showing that, once calibrated, the AEM numerical models can be successfully used to simulate blast effects in RC panels.

The Late Jurassic Lourinhã Formation is known for its abundant remains of dinosaurs, crocodylomorphs and other vertebrates. Among this record are nine localities that have produced either dinosaur embryos, eggs or eggshell fragments. Herein, we describe and identify the first crocodiloid morphotype eggs and eggshells from the Lourinhã Formation, from five occurrences. One clutch from Cambelas, composed of 13 eggs, eggshell fragments from Casal da Rola and Peralta, one crushed egg and eggshells from Paimogo North, and four crushed eggs as well as eggshell fragments from Paimogo South. We observed and confirmed diagnostic morphological characters for crocodiloid eggshells and which are consistent with a crocodylomorph affinity, such as the ellipsoidal shape, wedge-shaped shell units, triangular extinction under cross-polarized light, and tabular ultrastructure. This material is distinctive enough to propose two new ootaxa within the oofamily Krokolithidae, Suchoolithus portucalensis, oogen. and oosp. nov., for the material from Cambelas, the most complete clutch known for crocodiloid eggs, and Krokolithes dinophilus, oosp. nov., for the remaining material. These are the oldest crocodylomorph eggs known, extending the fossil record for this group to the Late Jurassic. Furthermore, except for the clutch from Cambelas, the material was found with theropod eggs and nests, in the other four occurrences, which seem to suggest some form of biological relationship, still unclear at this point.

The teacher’s knowledge has long been viewed as a strong influence on the students’ learning. Several authors have sought to develop procedures to assess this knowledge, but this has proved to be a complex task. In this paper I present an outline of a conceptualization to analyze the teacher's knowledge, based on the model of the Knowledge for Teaching Mathematics with Technology (KTMT) and a set of tasks. These tasks are chosen by the teacher taking into account the potential of the tasks to take advantage of the technology’s potential. The analysis of the teacher’s KTMT is based on the characteristics of the tasks chosen by the teacher; the balance established between the representations provided by the technology that the tasks advocate; the way how the tasks pay attention to the new issue of seeking for a suitable viewing window; and also the way how the tasks take into account the expectable difficulties of the students in the process of looking for the window.

n/a

The cyclic shift graph of a monoid is the graph whose vertices are elements of the monoid and whose edges link elements that differ by a cyclic shift. For certain monoids connected with combinatorics, such as the plactic monoid (the monoid of Young tableaux) and the sylvester monoid (the monoid of binary search trees), connected components consist of elements that have the same evaluation (that is, contain the same number of each generating symbol). This paper discusses new results on the diameters of connected components of the cyclic shift graphs of the finite-rank analogues of these monoids, showing that the maximum diameter of a connected component is dependent only on the rank. The proof techniques are explained in the case of the sylvester monoid.

Apesar da escrita ter, habitualmente, uma maior expressão no ensino da Matemática que a própria oralidade, os alunos não estão habituados a explicitar raciocínios e a utilizar linguagem matemática apropriada. A comunicação matemática escrita tem algumas particularidades que podem ser diretamente trabalhadas com os alunos. Por exemplo, a escrita ajuda os alunos a dar sentido à Matemática e a melhorar o próprio discurso. As produções dos alunos transportam informações para o professor contribuindo para a planificação e concretização da sua prática profissional. Assim, e apesar de frequentemente ser descurada, a escrita matemática pode ser trabalhada na sala de aula, em particular, com futuros professores. Este artigo reporta parte de uma experiência realizada com uma turma da Licenciatura em Educação Básica, tendo por base a resolução em grupo de um problema de Geometria e o registo escrito do processo de resolução elaborado pelos alunos. Pretendeu-se desta forma caraterizar a comunicação escrita dos alunos e identificar contributos desta para a compreensão por parte do professor dos conhecimentos dos alunos. A análise da escrita matemática dos alunos, tendo por base um conjunto de critérios previamente definidos, permitiu identificar a preferência destes pelo recurso à representação verbal, dificuldades em fundamentar adequadamente as respostas apresentadas e uma forte tendência para desvalorizar as abordagens prévias que não conduziram à resposta ao problema. Permitiu ainda identificar uma tendência para não explicitar o entendimento das questões que lhes eram colocadas. A forma como os conceitos matemáticos surgem nas repostas escritas permite identificar aspetos relevantes do conhecimento dos alunos.

Precast concrete sandwich panels started being used as cladding for buildings, together with the rise of industrial prefabrication, during the mid-20th century. Since then, society and industry have become increasingly aware of energy efficiency in all fields, for both affordability and sustainability consciousness. As such, buildings have been subject to increasingly stringent requirements with the technology of sandwich panels kept continually at the forefront.
Nowadays, sandwich panels have reached the highest standards of functional performance as structural efficiency, flexibility in use, the speed as well as of aesthetic appeal. These combine in building construction with the well-known advantages of prefabrication; such as construction, quality consciousness, durability and sustainability. Sandwich panels have gained more and more important in their field, thus representing quite a significant application within the industry of prefabrication and an important share of the market.
The Commission ‘Prefabrication’ is keen to promote the development of all precast structural concrete products and to transfer the knowledge to practical design and construction. Now filling a strategic gap, by issuing this Guide to Good Practice, which includes design considerations, structural analysis, building physics, use of materials, manufacturing methods, equipment, field performance, and provides a comprehensive overview of the information currently available worldwide. The Commission is particularly proud that this document is a result of close cooperation with PCI and that it will be published by both fib and PCI. This cooperation started six years ago, first with comparing the different approaches to several issues, then progressively integrating up to producing common documents, like this one, that wasn’t yet treated in a specific Guide by either body.

AbstractThe behaviour of standard boltedsteel connections submitted to monotonic loads, through the use of numerical models, is presented in the current paper.The bolted connections allow speed up constructive processes in an increasingly competitive and globalized world in which the costs are a decisive factor in the development of a project. The use of computational tools in the analysis of bolted connections becomes determinant, mainly for new solutions or solutions less explored in terms of design codes.Throughout the years, bolted connections have been suffering transformations resulting from research activities performed by many authors. Rivets have been replaced by bolts, the main achievement being the pre-stressed bolts. Methodologies based on finite element analyses were proposed for double shear bolted connection. The non-linear behaviour of these connections is investigated and their performances are compared. In the numerical modelling of the bolted connection, linear elastic and elastoplastic analyzes reveal that there are two slip levels associated with local non-linearities caused by the contact pairs, which vary with clamping stresses.

The teacher's knowledge of the mathematical fidelity of technology and the impact it has on the teacher’s practice is the focus of this article. Based on the conceptualization of Knowledge for Teaching Mathematics with Technology (KTMT), and involving the teaching of Functions at the 10th grade, we analyze: the situations of lack of mathematical fidelity considered by the teacher in the classes, the way how the teacher manages students' contact with this kind of situations, and how the teacher supports students when they are faced with a lack of mathematical fidelity. The conclusions reached point to: some devaluation of the situations of lack of mathematical fidelity, with only one type of situation being explicitly addressed; a careful selection of tasks, in order to ensure that these situations do not occur too soon; a focus on the identification by the students of this type of situation, suggesting what they can do to confirm the suspicion but without effective implementation of the process. As a consequence, knowledge of mathematical fidelity does not necessarily have a relevant impact on teacher’s practice and it is not easily transformed into a deep teacher’s KTMT.