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- Seasonal Variability Of Mode-1 And Mode-2 Internal Solitary Waves Off The Amazon Shelf Observed From Modis/Terra Sunglint ImagesPublication . Macedo, Carina Regina de; Koch-Larrouy, Ariane; Silva, José Carlos B. da; Lentini, 3 Carlos Alessandre D.; Magalhães, Jorge Manuel; Tran, Trung Kien; Rosa, Marcelo Caetano B.; Vantrepotte, VincentThis study focuses on the Amazon ISWs occurrence, their velocity/wavelength, and variability at seasonal cycles. The analysis is based on a data set composed of 71 MODIS/TERRA images, where more than 250 internal solitary wave (ISW) signatures were identified in the sun glint area. ISWs packets separated by typical mode-1 and mode-2 internal tides (ITs) wavelengths have been identified and mapped coming from sites A, and B. In area B, the mode-1 and mode-2 ISWs seem to have lower wavelengths than the ones in area A. Mode-1 ISWs from site A showed higher wave velocity/wavelength during the boreal summer/fall, with higher diversity in terms of propagation velocities. Calculations of the IT velocities using the Taylor-Goldstein equation supported our results of shorter-scale ISWs associated with mode-2 IT wavelengths in the study area and additionally into the ISW/IT seasonal variability.
- Teaching and learning laboratories as form of building knowledge and developing skillsPublication . Batista, Manuela; Gonçalves, Fernando; Chkoniya, Valentina
- Preliminary analysis of the fishing activity in PortugalPublication . Lotovskyi, E.; Teixeira, A. P.; Silveira, P.; Torrão, E.Despite more than 3000 national fishing vessels land daily in Portuguese waters, the fishing activity and the spatial-temporal patterns of this fleet are still poorly characterised and documented. This poses some difficulties to a rational approach for maritime operation planning, control, monitoring, safety and security of the fishing activity. This paper conducts a preliminary analysis of the fishing activity in Portugal. First, the most used fishing gears and a portrait of the Portuguese licensed fishing fleet are presented. Current monitoring systems used to support control and surveillance tasks are described and their limitations discussed. The trajectories of fishing vessels in a selected area are then analysed using Automatic Identi-fication System data. The vessels’ trajectories are grouped by practiced fishing gear and a preliminary characterization of the phases and of the motion patterns per group is conducted
- Shipping in Portugal. A structured guide to shipping laws in PortugalPublication . Pimentel, Ana Cristina
- The Challenge of Raising Awareness of Interference Using ICTPublication . Silva, Isabel Fernandes; Teixeira, Ana LuísaConsidering that interference is a major concern for second language teachers and that new teaching and learning strategies are in need, this study aims at assessing the validity of extra activities carried out online(ICT-based activities) to students evidencing a higher awareness of interference. This concept encompasses various phenomena, which have been object of ongoing studies, both in terms of empirical research as well as in terms of pedagogical processes. Language transfer manifests itself at phonological, morphological, syntactic, and semantic levels. However, culture and cultural differences are at the core of these occurrences. Thus, false friends may be adequately understood as significant examples of semantic interference. Conducted at two higher education institutions in Portugal, this project was developed along distinct phases. Firstly, lecturers discussed false friends with students in three different classes, providing examples and eliciting their previous knowledge on the subject. Secondly, two of these classes (class A and class B) had to do a worksheet on the false friends discussed in class, as well as other common false friends; the remaining class (Class C) did not do this worksheet. Thirdly, classes A and C alone solved specifically created online exercises on the same group of false friends included in the referred paper worksheet. These online exercises had to be solved within two weeks. Finally, after this period of time, all three classes were tested by means of a small quiz. Only those students that attended the class where false friends were discussed, did the online exercises (in the cases of Classes A and C) and did the test were considered for this study. Expected results are that students who completed the extra exercises using ICT resources perform better than those who did not.
- Implementing a blended learning approach to Maritime EnglishPublication . Wet, Mercia Christine deIn this paper I present the new blended learning approach we’ve implemented for Maritime English I at Escola Nautica Infante D. Henrique, with great success. Over the last few years we’ve identified a need to overhaul our Maritime English I course materials to achieve a number of objectives, namely to: • establish a fully integrated foundational ME course within which students acquire the relevant technical vocabulary whilst building upon their spoken and written fluency so that they are prepared to advance into the subsequent more specialized ME courses • find a way to combine the benefits of the practices and methodologies found in other types of ESP teaching with our special requirements • try to reach every student in a class where the proficiency levels range from level A1 to B2 • engage the millennial learner by modernizing course content and incorporating multimedia • let students access lectured course materials anytime, anywhere, and establish a channel of communication between lecturer and student, and between students themselves The answer lay in the development of an e-book, together with an online video lecture series, amongst others. The e-book attempts to bring ME to life for the millennial student, to contextualize maritime language through traditional text, and also through embedded quizzes, animations, and video and audio files. The e-book was developed with level A2-B1 in mind, and therefore contains the relevant grammar exercises, and conversation, reading comprehension, and listening activities that you’ll find in any ESP textbook, but they are always integrated with maritime language. The video lecture series is based on the book, with comprehensive explanations of the content. All the students can therefore access detailed lectures for self-study, and can do additional quizzes and exercises using this platform, which is available on any computer or mobile device in the form of a downloadable app. The result of this blended approach is an ME course which is comprehensive, engaging, and highly accessible.
- Simulation and role‐playing ‐ an interface between Maritime English classroom and seafarer’s real lifePublication . Bandeira, ElisaMaritime English learning cannot only focus on linguistic knowledge (Xue-qing You, IMEC, 2012) but should foster the student’s communicative competence. The present paper aims to present Maritime English teaching materials resulting from research work carried out on board vessels and in port terminals both related to shipping and seafaring. Following guidelines from STCW 95, IMO Model Course 3.17 and SMCP, considering true relationship between seafarers’ communication skills and Safety at Sea, the author has developed a teaching approach relying on simulation of realistic situations on board. Having been tested for 2 years it proved to be satisfactory relying on students’ feedback. In Portugal, there has been a predominance of traditional teaching in Maritime English classes, mostly based on learning technical/marine terminology and grammar, with no definition of language levels. Presently, the 4 modules of Maritime English range from levels A2 to C1, according to EFRL. The higher levels (B2 to C1) of Maritime English, are a cross-reference of language skills consolidation and specific subjects such as Navigation and Seamanship. Role-playing is then the backbone of the ME lessons. The author agrees that learning takes place when activities are engaging and memorable (Ladousse, 1987). Simulation and role-playing in ESP learning presents significant advantages namely motivation, integrated learning, use of the language and rehearsal oportunities whereas the teacher’s role can be of a Facilitator, a Spectator and a Participant In addition, Error Correction (self-correction / peer correction) by watching video recording of role-playing sessions is highly instructive for students.