The effect on the performance of listed family and non-family firms

Purpose: The purpose of this paper is to examine whether the ownership of public firms is related to accounting and market performance, comparing family and non-family listed firms. Design/methodology/approach: We use regression analysis, considering a sample of Portuguese family and non-family firms for the period between 1999 and 2010. Findings: Overall, the results show that family firms are older, are more indebted and have higher debt costs than non-family firms. However, they present lower levels of risk. The evidence suggests that family firms outperform non-family firms when we consider a market performance measure. The market performance of family-controlled firms is more sensitive to the crisis periods and age, compared to their counterparts. The empirical findings suggest that under economic adversity, the performance is especially compromised by the firms’ age. Research limitations/implications: A limitation of this study is the small size of the sample, which derives from the small size of the Portuguese stock market, the Euronext Lisbon. Originality/value: This paper offers some insights on the ownership of public firms and firm performance by investigating a small European economy. The study also contributes to the stream of firm performance, considering new independent variables as determinants of firm performance, such as operational risk. Finally, the study examines the interaction between ownership and performance under both steady and adverse economic conditions, giving the opportunity to analyze whether firm performance differs according to market conditions.

Moving together – conditions for intercultural development at a highly diverse Swedish school

This thesis is a case study of a primary school in a highly diverse urban neighbourhood in Sweden. Basic pre-conditions for intercultural school development are studied by examining the overall organisation of teaching, learning and opportunities for collaboration in the investigated case. The study focuses on the targeted support measures to enhance learning for students with an immigrant background: Mother tongue instruction, Swedish as a Second Language, and tutoring in the mother tongue, as well as looking at pedagogical support provided by the school library. The latter has a mission to promote learning and inclusion, where non-native speakers of Swedish are a prioritised group. Communities of practice linked to the work organisation at a meso-level are investigated, and the collaborative relationships between professional groups at the school involved in the various support measures. Teacher relationships and categorisations implied by support measures impact the learning spaces that are shaped for students and the teaching spaces within which teachers work. Collaborative opportunities and convergence of concerns in the teaching spaces combine to shape the overall space for intercultural development. The raw data for the case study consists of interviews, national policy documents and additional information on local work organisation gained through documents and observations. Four articles resulted from the case study, each focusing a specific support measure. An overarching analysis is then made of findings from these articles and the other dimensions of the investigation. The analysis describes the organisation in terms of monocultural or intercultural school cultures, pointing to significant characteristics of the landscapes of practice, with respect to their overall implications for the spaces of school development. In the discussion, findings are considered in relation to research on professional development in education, collaboration, democracy and inclusive schooling. The relative positioning of languages and cultures is given particular attention, to ascertain if the school culture is monocultural or intercultural in the sense given by Lahdenperä (2008), and to what extent it could enable intercultural development. Such positioning plays a role interms of affordances for identity, participation and engagement discussed by Wenger (1998). This case study should be understood against the wider background of recent social developments in Europe linked to globalisation and technological changes. It is argued that looking at the concrete specifics which facilitate or obstruct school development, and simultaneously reflecting on how the different forms of teaching interrelate in the overall organisation and in policy may provide a useful vantage point from which structural changes can be contemplated.The discussion underlines the importance of the physical localisation of activities, continuity in personal contacts and time available for joint pedagogical reflection, as basic conditions for effective intercultural dialogue in the organisation. Finally, the impact of policy is considered, looking at connections between levels of policy, expressed in official steering documents, and conditions for teaching and learning at the level of an individual school.

On L2 grammar and processing: the case of oblique relative clauses and the Null-Prep phenomenon

This dissertation investigates the acquisition of oblique relative clauses in L2 Spanish by English and Moroccan Arabic speakers in order to understand the role of previous linguistic knowledge and its interaction with Universal Grammar on the one hand, and the relationship between grammatical knowledge and its use in real-time, on the other hand. Three types of tasks were employed: an oral production task, an on-line self-paced grammaticality judgment task, and an on-line self-paced reading comprehension task. Results indicated that the acquisition of oblique relative clauses in Spanish is a problematic area for second language learners of intermediate proficiency in the language, regardless of their native language. In particular, this study has showed that, even when the learners’ native language shares the main properties of the L2, i.e., fronting of the obligatory preposition (Pied-Piping), there is still room for divergence, especially in production and timed grammatical intuitions. On the other hand, reaction time data have shown that L2 learners can and do converge at the level of sentence processing, showing exactly the same real-time effects for oblique relative clauses that native speakers had. Processing results demonstrated that native and non-native speakers alike are able to apply universal processing principles such as the Minimal Chain Principle (De Vincenzi, 1991) even when the L2 learners still have incomplete grammatical representations, a result that contradicts some of the predictions of the Shallow Structure Hypothesis (Clahsen & Felser, 2006). Results further suggest that the L2 processing and comprehension domains may be able to access some type of information that it is not yet available to other grammatical modules, probably because transfer of certain L1 properties occurs asymmetrically across linguistic domains. In addition, this study also explored the Null-Prep phenomenon in L2 Spanish, and proposed that Null-Prep is an interlanguage stage, fully available and accounted within UG, which intermediate L2 as well as first language learners go through in the development of pied-piping oblique relative clauses. It is hypothesized that this intermediate stage is the result of optionality of the obligatory preposition in the derivation, when it is not crucial for the meaning of the sentence, and when the DP is going to be in an A-bar position, so it can get default case. This optionality can be predicted by the Bottleneck Hypothesis (Slabakova, 2009c) if we consider that these prepositions are some sort of functional morphology. This study contributes to the field of SLA and L2 processing in various ways. First, it demonstrates that the grammatical representations may be dissociated from grammatical processing in the sense that L2 learners, unlike native speakers, can present unexpected asymmetries such as a convergent processing but divergent grammatical intuitions or production. This conclusion is only possible under the assumption of a modular language system. Finally, it contributes to the general debate of generative SLA since in argues for a fully UG-constrained interlanguage grammar.

Dimensão intercultural da linguagem não-verbal em contexto de sala de aula: um estudo com uma turma de espanhol

O presente relatório tem como principal objetivo desenvolver a competência da interculturalidade no âmbito da linguagem não-verbal de alunos portugueses, do 3º ciclo do ensino básico, com frequência à disciplina de Espanhol. A Linguagem não-verbal tem um contributo preponderante na comunicação e, quando há a pretensão de se conhecer outra cultura, é forçoso que se interpretem os diferentes sistemas onde cada indivíduo se integra e interage, porque comunicar eficazmente com o outro implica um conhecimento das estruturas simbólicas e dos códigos culturais intrínsecos, não só à cultura de um outro específico, mas também ao seu próprio contexto sociocultural, histórico-cultural e económico-cultural. Este trabalho faz apologia de um ensino intercultural que promova o diálogo entre culturas, sabendo-se de antemão que há representações que devem ser desconstruídas, bem como uma linguagem não-verbal específica que pode interferir na pragmática da interculturalidade. Trata-se de uma investigação-ação demarcada por dois momentos distintos: um primeiro estudo vocacionado para a consciencialização dos alunos de que a comunicação não-verbal é uma competência que se ensina e se aprende e um segundo estudo dedicado a aspetos culturais diferenciadores, entre Espanha e Portugal, na linguagem não-verbal , com enfoque nos gestos culturais e no tratamento do tempo. Os dados a analisar são: a transcrição de uma aula gravada, onde foram aplicados vários recursos audiovisuais e escritos consentâneos com as unidades programáticas, e as respostas a um questionário dirigido à turma de intervenção e a uma turma de nacionalidade espanhola que com ela colaborou. A implementação destas atividades/estratégias didáticas permitiu concluir que, por um lado, os alunos interpretam os diferentes códigos não -verbais à luz de uma perspetiva universal, por outro, há uma forte influência de estereótipos herdados e filtrados, a partir de diferentes marcos histórico-temporais. Este estudo sobre o não- verbal também se traduziu num alicerce bastante hábil para motivar à aprendizagem em geral e para enriquecer o conhecimento sobre a cultura do outro e a sua própria cultura, através da aquisição de códigos não- verbais comunicativo-funcionais.

Plurilingualism vs multilingualism in early years of schooling: The rise of a critical cultural awareness in primary school

Since early 80s the Council of Europe has taken a great approach to teaching and learning of languages by encouraging plurilingual practices instead of multilingual practices, being these understood as the coexistence of several languages within a given society. In this context, we believe that once one learns many languages, one values one's native language, allowing one to understand it more clearly and to communicate with others on an equal footing and, more importantly, one also learns about other cultures. This is an issue of great importance in order to value and respect one's own and other cultures in the context of European integration. Considering this, in this article, we present two linked projects: a) the “PrimaLang” project, related teaching practices multilingual promoting critical cultural awarenessl in the 1st cycle of Portuguese Primary School System; b) the “Plurilingual” project, which refers to the design of a coursebook which stimulates the development of a plurilingual competence in the 1st cycle of Portuguese Primary School System. At the same time, we analyze some materials made by students and teachers in the projects to better understand their contribution under the InterNetwork Comenius Project

Development of a framework to create plugins in Android Apps

The present work aims to allow developers to implement small features on a certain Android application in a fast and easy manner, as well as provide their users to install them ondemand, i.e., they can install the ones they are interested in. These small packages of features are called plugins, and the chosen development language to develop these in was JavaScript. In order to achieve that, an Android framework was developed that enables the host application to install, manage and run these plugins at runtime. This framework was designed to have a very clean and almost readable API, which allowed for better code organization and maintainability. The implementation used the Google’s engine “V8” to interpret the JavaScript code and through a set of JNI calls made that code call certain Android methods previously registered in the runtime. In order to test the framework, it was integrated with the client’s communication application RCS+ using two plugins developed alongside the framework. Although these plugins had only the more common requirements, they were proven to work successfully as intended. Concluding, the framework although successful made it clear that this kind of development through a non-native API has its set of difficulties especially regarding the implementation of complex features.

Relatório no âmbito da unidade curricular prática de ensino supervisionada, realizada no Agrupamento de Escolas de Reguengos de Monsaraz

Este relatório surge no âmbito da unidade curricular Prática de Ensino Supervisionada, inserida no Mestrado em Ensino do Português no 3.º Ciclo do Ensino Básico e Ensino Secundário e de Espanhol no Ensino Básico e Secundário, orientado pelo Professor Doutor Paulo Lampreia Costa. A nossa Prática de Ensino Supervisionada decorreu durante o ano letivo 2015-2016, no Agrupamento de Escolas de Reguengos de Monsaraz. Neste trabalho destacamos e refletimos sobre documentos e legislação fundamentais para a profissão docente, em Portugal. Relatamos as práticas operacionalizadas na planificação, condução de aulas e avaliação das aprendizagens, incidindo, sobretudo, em duas turmas, o 7.º E e o 11.º A/B, nas disciplinas de Português e Espanhol, respetivamente, e analisando-as criticamente. Descrevemos e comentamos a nossa participação na escola, relativamente à preparação e operacionalização de atividades extraletivas. Finalmente, refletimos sobre o nosso desenvolvimento profissional enquanto futuros professores; Abstract: Report within the scope of Supervised Teaching Practice curricular unit This report appears within the scope of Supervised Teaching Practice curricular unit, included in the Master’s Degree in Portuguese Language Teaching for the 3rd stage of Basic Education and Secondary Education and Spanish Language Teaching for Basic and Secondary Education, under the supervision of PhD Professor Paulo Lampreia Costa. Our Supervised Teaching Practice took place during the 2015-2016 school year, in the group of schools of Reguengos de Monsaraz. In this work we emphasize and reflect over fundamental documents and legislation that regulate the teaching activity in Portugal. We report our teaching activity practices which concerns planning, developing classroom activities, assessing learning, addressing, mainly, two classes, 7.th E and 11.th A/B, in Portuguese and Spanish as a Foreign Language II, respectively, and analyse them. We describe and comment our school participation, which concerns the planning and implementation of extra-curricular activities. Finally, we reflect over our professional development as future teachers.

Some common fallacies about learning and teaching English as a Lingua Franca

Over the past decades, English language teachers have become familiar with several terms which attempt to describe the role of English as a language of international communication. Presently, the term English as a lingua franca (ELF) seems to be one of the most favoured and adopted to depict the global use of English in the 21st century. Basically, the concept of ELF im-plies cross-cultural, cross-linguistic interactions involving native and non-native speakers. Conse-quently, the ELF paradigm suggests some changes in the language classroom concerning teachers’ and students’ goals as far as native speaker norms and cultures are concerned. Based on Kachru’s (1992) fallacies, this article identifies thirteen misconceptions in ELT regarding learning and teach-ing English varieties and cultures, suggesting that an ethnocentred and linguacentred approach to English should be replaced by an ELF perspective which recognizes the diversity of communicative situations involving different native and non-native cultures and varieties of English

O corpo e seus textos : o estetico, o politico e o pedagogico na dança

Universidade Estadual de Campinas. Faculdade de Educação Física

Corpo-movimento-deficiencia : as formas dos discursos da/na dança em cadeira de rodas e seus processos de significação

Universidade Estadual de Campinas. Faculdade de Educação Física

Fungal pathogens as classical biological control agents against arthropods

Fungal entomopathogens have been used more frequently than other types of pathogens for classical biological control. Among 136 programs using different groups of arthropod pathogens, 49.3% have introduced fungal pathogens (including both the traditional fungi and microsporidia). The most commonly introduced species was Metarhizium anisopliae (Metschnikoff) Sorokin, with 13 introductions, followed by Entomophaga maimaiga Humber, Shimazu & Soper, which was released seven times. The majority of introduction programs have focused on controlling invasive species of insects or mites (70.7%) rather than on native hosts (29.4%). Almost half of the introductions of traditional fungi targeted species of Hemiptera and 75% of the microsporidia introduced have been introduced against lepidopteran species. The United States was the country where most introductions of fungi took place (n = 24). From 1993 to 2007, no arthropod pathogens were released in the US due to the rigorous regulatory structure, but in 2008 two species of microsporidia were introduced against the gypsy moth, Lymantria dispar (L.). Establishment of entomopathogenic fungi in programs introducing traditional fungi was 32.1% and establishment was 50.0% for programs introducing microsporidia. In some programs, releases have resulted in permanent successful establishment with no non-target effects. In summary, classical biological control using fungal entomopathogens can provide a successful and environmentally friendly avenue for controlling arthropod pests, including the increasing numbers of invasive non-native species.

Acquisition of the English article system in SLA and the Missing Surface Inflection Hypothesis

This paper examines the article system in interlanguage grammar focusing on Japanese learners of English, whose native language lacks articles. It will be demonstrated that for the acquisition of the English article system, count/mass distinctions and definiteness are the crucial factors. Although Japanese does not employ the article system to encode these aspects, it will be argued that they are nevertheless syntactically encoded through its classifier system. Hence, the problem for these learners must be to map these features onto the appropriate surface forms as the Missing Surface Inflection Hypothesis predicts (Prévost & White 2000). This suggestion will further be supported empirically by a fill-in-the article task. It will be concluded that these Japanese learners understand the English article system fairly well, possibly due to their native language, yet have problems with realizing the relevant features (i.e. count/mass distinctions and definiteness) in the target language.

Structure determination of the three disulfide bond isomers of alpha-conotoxin GI: A model for the role of disulfide bonds in structural stability

The three possible disulfide bonded isomers of alpha-conotoxin GI have been selectively synthesised and their structures determined by H-1 NMR spectroscopy. alpha-Conotoxin GI derives from the venom of Conus geographus and is a useful neuropharmacological tool as it selectively binds to the nicotinic acetylcholine receptor (nAChR), a ligand-gated ion channel involved in nerve signal transmission. The peptide has the sequence ECCNPACGRHYSC-NH2, and the three disulfide bonded isomers are referred to as GI(2-7;3-13), GI(2-13;3-7) and GI(2-3;7-13). The NMR structure for the native isomer GI(2-7;3-13) is of excellent quality, with a backbone pairwise RMSD of 0.16 Angstrom for a family of 35 structures, and comprises primarily a distorted 3(10),, helix between residues 5 to 11. The two non-native isomers exhibit multiple conformers in solution, with the major populated forms being different in structure both from each other and from the native form. Structure-activity relationships for the native GI(2-7;3-13) as well as the role of the disulfide bonds on folding and stability of the three isomers are examined. It is concluded that the disulfide bonds in alpha-conotoxin GI play a crucial part in determining both the structure and stability of the peptide. A trend for increased conformational heterogeneity was observed in the order of GI(2-7;3-13) < GI(2-13;3-7) < GI(2-3;7-13). It was found that the peptide bond joining Cys2 to Cys3 in GI(2-3;7-13) is predominantly trans, rather than cis as theoretically predicted. These structural data are used to interpret the varying nAChR binding of the non-native forms. A model for the binding of native GI(2-7;3-13) to the mammalian nAChR is proposed, with an alpha-subunit binding face made up of Cys2, Asn4, Pro5, Ala6 and Cys7 and a selectivity face, comprised of Arg9 and His10. These two faces orient the molecule between the alpha and delta subunits of the receptor. The structure of the CCNPAC sequence of the native GI(2-7;3-13) is compared to the structure of the identical sequence from the toxic domain of heat-stable enterotoxins, which forms part of the receptor binding region of the enterotoxins, but which has a different disulfide connectivity. (C) 1998 Academic Press Limited.

Hepatitis Delta virus genotype 8 infection in Northeast Brazil: Inheritance from African slaves?

Hepatitis Delta virus (HDV) is endemic worldwide, but its prevalence varies in different geographical areas. While in the Brazilian Amazon, HDV is known to be endemic and to represent a significant public health problem, few studies have assessed its prevalence in other regions in the country. This study evaluated the seroprevalence of HDV among HBsAg chronic carriers from Maranhao state, a region located in the Northeast of Brazil. Among 133 patients, 5 had anti-HD, of whom 3 had HDV RNA. HDV genotypes were characterized by Bayesian phylogenetic analysis of nucleotide sequences from the HDAg coding region. HDV-3 was identified in one patient who lives in Maranhao, but was born in Amazonas state (Western Amazon basin). Phylogenetic analysis shows that this HDV-3 sequence grouped with other HDV-3 sequences isolated in this state, which suggests that the patient probably contracted HDV infection there. Surprisingly, the other two patients were infected with HDV-8, an African genotype. These patients were born and have always lived in Urbano Santos, a rural county of Maranhao state, moreover they had never been to Africa and denied any contact with people from that continent. This is the first description of the HDV-8 in non-native African populations. This genotype may have been introduced to Brazil through the slaves brought to the country from the West Africa regions during the 16-18th centuries. Our results indicate that the need of clinical and epidemiological studies to investigate the presence of this infection in other areas in Brazil. (C) 2011 Elsevier B.V. All rights reserved.

On the discovery of business processes orchestration patterns

COORDINSPECTOR is a Software Tool aiming at extracting the coordination layer of a software system. Such a reverse engineering process provides a clear view of the actually invoked services as well as the logic behind such invocations. The analysis process is based on program slicing techniques and the generation of, System Dependence Graphs and Coordination Dependence Graphs. The tool analyzes Common Intermediate Language (CIL), the native language of the Microsoft .Net Framework, thus making suitable for processing systems developed in any .Net Framework compilable language. COORDINSPECTOR generates graphical representations of the coordination layer together with business process orchestrations specified in WSBPEL 2.0