Embodying Self-Determination: Re-placing Food Sovereignty through Everyday Geographies of Indigenous Resurgence

Thesis (Ph.D.)--University of Washington, 2015

Da infância para o mundo: as leituras que educam para os valores e formam o carácter

Neste artigo pretende-se reflectir sobre a importância da leitura de contos para o desenvolvimento moral e ético na infância. Partindo da confusão entre valores e opiniões e das dificuldades em educar para os valores num mundo anti-ético, comenta-se a relevância do ritual da ―Hora do Conto‖ – tanto à hora de dormir como durante o dia – e da terapia através dos contos. Defende-se ainda que a reflexão e a consciencialização que advêm da leitura de alguns contos – de que se sugerem exemplos – permitem a aquisição de referências sólidas no âmbito duma ―ética de salvaguarda‖: de si, dos outros, da natureza e do mundo.

Dinamização da hora do conto: recursos e estratégias

Relatório da Prática Profissional Supervisionada Mestrado em Educação Pré-Escolar

Aprendendo naturalmente: a importância da oralidade na aquisição da língua inglesa

Mestrado em Ensino Precoce do Inglês

Projeto de conceito e estrutura de website para o combate ao abandono animal em Portugal

Trabalho de projeto apresentado à Escola Superior de Comunicação Social como parte dos requisitos para obtenção de grau de mestre em Publicidade e Marketing.

Narrative Bifurcation, Cloud Computing Interfaces and Hitchcok

From a narratological perspective, this paper aims to address the theoretical issues concerning the functioning of the so called «narrative bifurcation» in data presentation and information retrieval. Its use in cyberspace calls for a reassessment as a storytelling device. Films have shown its fundamental role for the creation of suspense. Interactive fiction and games have unveiled the possibility of plots with multiple choices, giving continuity to cinema split-screen experiences. Using practical examples, this paper will show how this storytelling tool returns to its primitive form and ends up by conditioning cloud computing interface design.

Narrative Memory in Hyperfiction and Games

The aim of this paper is to address some theoretical issues concerning the narrative practice in cyberspace. From a narratological perspective it intends to clarify the functioning of time and space in storytelling. For that purpose it traces the concept(s) of memory inherited from rhetoric; the use of memory as a narrative device in traditional accounts; the adaptations imposed by hyperfiction. Using practical examples (including two Portuguese case studies - InStory 2006, and Noon 2007) it will show how narrative memory strategies can be helpful in game literacy. The main purpose is to contribute to serious game research and (trans)literary studies.

InStory – The Making of na Interactive Digital Narrative

Em cooperação com Glorianna Davenport do M.I.T. Media Lab

Do print para o tablet. Estudo de caso da Revista Proteste

Actualmente o contacto com uma notícia é feito em rede e através de diversos media, o Papel, a Internet, a Televisão, os Telemóveis e os Tablets. Como dispositivo técnico de leitura de notícias os Tablets são uma plataforma que apresenta os conteúdos da notícia de uma revista de forma diferente. A informação é apresentada através de soluções visuais e com uma nova narrativa, diferente das revistas tradicionais. Os conteúdos estão mais fragmentados, o leitor pode ver um vídeo, ouvir uma música, seleccionar uma informação através de um sistema de “árvore de decisão” carregando num simples botão, aceder a um hyperlink ou simplesmente visualizar um slideshow. Todos estes recursos interativos estão disponíveis. Os números de venda de Tablets induzem a que muitas editoras se adaptem a esta inovação e que desenvolvam os seus produtos editoriais neste novo suporte. A revista Proteste, o principal produto da linha generalista que abrange todos os domínios do equipamento e os serviços destinados ao consumidor, da Editora DecoProteste Editores para a defesa do consumidor, LDA, necessita de migrar para estes dispositivos para cativar novos públicos. A presença desta revista nos Tablets está actualmente disponível através de um pdf com interação diminuta. Esta limitação será o ponto de partida deste trabalho de Projeto. A proposta terá um novo layout, que será estruturado com base na revista tradicional em papel, o objetivo é privilegiar a fácil usabilidade e apreensão dos conteúdos pelo leitor. A aplicação será concebida através de software compatível com o utilizado na produção da revista. Serão seleccionados conteúdos já publicados e identificadas as respectivas fontes. O projecto centrar-se-á no design de uma aplicação na qual serão criados todos os elementos interactivos de forma a introduzir uma nova narrativa/storytelling na publicação onde o consumidor possa interagir. A identificação com a revista em papel será muito forte através de uma nomenclatura que nos remeterá para os conteúdos disponibilizados em papel, nomeadamente as rubricas, os testes comparativos com designação de uma Escolha Acertada, que define a melhor relação “qualidade/preço”, bem como a selecção dos produtos e serviços com melhor desempenho. Os estudos de preços, outro dos sectores fundamentais da informação disponível em papel, também serão abordados. O modo como consumimos informação mudou. Com boas “histórias” em mãos e através dos meios tecnológicos disponíveis é a altura ideal para poder contá-las.

Learning Activities with Semantic. Hypermedia in Higher Education

The increasing use of information and communication technologies (ICT) in diverse professional and personal contexts calls for new knowledge, and a set of abilities, competences and attitudes, for an active and participative citizenship. In this context it is acknowledged that universities have an important role innovating in the educational use of digital media to promote an inclusive digital literacy. The educational potential of digital technologies and resources has been recognized by both researchers and practitioners. Multiple pedagogical models and research approaches have already contributed to put in evidence the importance of adapting instructional and learning practices and processes to concrete contexts and educational goals. Still, academic and scientific communities believe further investments in ICT research is needed in higher education. This study focuses on educational models that may contribute to support digital technology uses, where these can have cognitive and educational relevance when compared to analogical technologies. A teaching and learning model, centered in the active role of the students in the exploration, production, presentation and discussion of interactive multimedia materials, was developed and applied using the internet and exploring emergent semantic hypermedia formats. The research approach focused on the definition of design principles for developing class activities that were applied in three different iterations in undergraduate courses from two institutions, namely the University of Texas at Austin, USA and the University of Lisbon, Portugal. The analysis of this study made possible to evaluate the potential and efficacy of the model proposed and the authoring tool chosen in the support of metacognitive skills and attitudes related to information structuring and management, storytelling and communication, using computers and the internet.

Glonate your inspiring journey with impact

This work project serves as the very first milestone for my own future social start-up GLONATE. The idea is to create a social giving and storytelling platform that connects donors, messengers and recipients through social interaction. The platform will enable potential donor`s to connect to messengers in order to mutually contribute to a social cause. An innovative donation chain that does not only help the needy people but also at the same time creates and shares emotional stories among all participants. The objective of this paper is to analyse the feasibility of this social giving platform and to demonstrate value proposition. Key words Social Entrepreneurship,

Learning English as an adult: a narrative of women's improvised and empowered lives /

This thesis is a narrative inquiry of learning English as an adult. It stories the journey of 7 women, including me, and unravels lived experiences that serve as learning models. Learning English as an adult presents challenges and results in lifelong implications both in personal and professional life. Every learner's experience is imique and, when reflected upon, each experience is a valuable source of knowledge for constructing meanings and forging new identities. The stories are testimony to the participants' lives: interrupted yet improvised, silenced yet roused, dependent yet independent, intimidated yet courageous, vulnerable yet empowered. The personal experiences elucidate the passion, the inner voices, the dreams, and the rewards that compel persistence in learning a new language and releaming new social roles. The stories provide encouragement and hope to other women who are learning or will learn English in their adult years, and the lived experiences will offer insights for English language teachers. This thesis employs the phenomenology methodology of research with heuristic (discovery) and hermeneutical (interpretative) approaches using the reflective-responsivereflexive writing and interviewing methods for data gathering and unravelling. The narrative inquiry approach reaffirms that storytelling is an important tool in conducting research and constructing new knowledge. This thesis narrates a new story about sharing experiences, interconnecting, and continuing to learn.

Remembering Lessons Learned: knowledge management techniques for building generational memory

A presentation made at the CAUT Librarians Conference in Ottawa, Ontario in October 2005.

A demonstration of educational craft : an outdoor educator's autoethnography

Ellis (2004) argues that auto ethnography is a methodology that begins with the researcher as the site of study. Employing a qualitative storytelling structure shows, instead of tells. As the audience reads, they are encouraged to relate the research to their experiences, provoking reflective knowledge development. As an outdoor educator, I began to question the nature of my craft and how it was being shaped by my personal educational philosophy. So, drawing on a reflective journal I kept while employed as an outdoor educator in 2007, three outdoor educators published narratives, and a historical review of newspaper articles about Ontario-based outdoor education, conducted an autoethnographic inquiry and built a fictional story about my craft. I exposed five faultlines or areas of ideological tension, shaping my views about outdoor education and my craft.

Perennial negotiations/elemental encounters autoethnographic perspectives on approaching food sovereignty

This thesis uses a multifaceted process to engage with the topic of food sovereignty in California. It employs diverse methods, including critical and creative prose, photography, autoethnographic mixed media, storytelling and poetry. I am particularly concerned with the " " challenges of approaching food sovereignty, a radical praxis that combines subsistence practices with anti-capitalist resistance, while in my own "skin," which is thoroughly embedded in white, urban, middle classed culture and in corltextualizing ecological relationshipslkinships via cultural, historical and economic trajectories. The project utilizes a processual methodlology drawing substantially from the work of Brian Massumi to explore these issues through four creative narrative pieces which coalesce around the elemental metaphors of air, fire, water and earth. Following Deleuze and Guatarri's concept ofrhizomatic plateaus, the thesis narratives are comprised of many non-hierarchical layers and can be read from many angles. Each is offered "in process" rather than as a finished piece, thus practically validating the concept of the ongoing work of research and suggesting the equally omnipresent possibility of change and mutation in the formation relationally based knowledges. Cultivating ecological ethic and healing on multisensory levels, as well as commitment to emergent and re-productivist worldviews are goals of this project's research.