Ecology of the invertebrate macrofauna of a Ria Formosa lagoon salt marsh

Tese de doutoramento, Ecologia, Faculdade de Ciências do Mar e do Ambiente, Universidade do Algarve, 2003

Argyrosomus regius (Asso, 1801) fishery and ecology in portuguese waters, with reference to its relationships to other european and african populations

Tese de doutoramento, Biologia (Biologia Marinha e Aquacultura), Universidade de Lisboa, Faculdade de Ciências, 2014

Biology and ecology of the white prawn Palaemon longirostris H. Milne Edwards, 1837 (Crustacea, Decapoda, Palaemonidae) in the Mira River, Portugal

Tese de doutoramento, Biologia (Ecografia), Universidade de Lisboa, Faculdade de Ciências, 2014

Ecology of the common octopus "Octopus vulgaris" (Cuvier, 1797) in the Atlantic Iberian coast : life cycle strategies under different oceanographic regimes

Tese de doutoramento, Biologia (Biologia Marinha e Aquacultura), Universidade de Lisboa, Faculdade de Ciências, 2015

Stories and Statistics: Describing a Mixed Method Study of Effective Classroom Practice

The Effective Classroom Practice project aimed to identify key factors that contribute to effective teaching in primary and secondary phases of schooling in different socioeconomic contexts. This article addresses the ways in which qualitative and quantitative approaches were combined within an integrated design to provide a comprehensive methodology for the research purposes. Strategies for the study are discussed, followed by the challenges of combining complex statistics with individual stories, particularly in relation to the ongoing iteration between these different data sets, and issues of validity and reliability. The findings shed new light on the meanings and measurement of teachers’ effective classroom practice and the complex nature of, and relationships with, professional life phase, teacher identities, and school context.

Teachers’ Constructs Of Effective Classroom Practice: Variations Across Career Phases.

This paper outlines a theoretical framework which offers an explanation of the complexity of how teachers define their effectiveness in relation to their classroom practice. The research from which this framework emerged was a two-year, mixed method study of 81 primary and secondary school teachers. The use of repertory grid interviews combined with a number of other methods is unique in a study of teachers’ practice and, from the elicited constructs, seven key themes emerged. These themes, analysed in relation to three broad career phases, indicate a number of issues important for teachers as they transfer from early-to-late career.

Interpersonal Relationships in the Primary Classroom: an Analysis of Social and Affective Outcomes

Recent research regarding the quality of relationships in primary classrooms has focused largely on the enhancement and development of cognitive skills. The study reported here focused on a range of social and affective outcomes with the intention of broadening our understanding of the classroom as an interactive system, from the child's perspective. This paper provides empirical evidence on children's perceptions at Key Stage 2 (pupil age 7-11 years) of their relationships with teachers, other adults and children. Data were collected via an attitudinal questionnaire survey in nine primary schools in England. Results indicate that, in addition to the development of social skills, children also valued academic confidence, learning and the involvement of their parents in homework, and that these were associated with the interactions and routines established within the primary classroom settings. Some variations in terms of pupil age, teacher career phase, and the socio-economic context of the school were identified; however, the importance of the relationship between pupil and teacher remained consistent across schools.

Walls of Indifference: Arizona and the Ecology of Militarization

Thesis (Ph.D.)--University of Washington, 2013

Environmental ethics: philosophy, ecology and other species

Pressure on the environment has increased in step with economic growth and the mass consumption that fueled rising gross domestic product throughout the twentieth century. Both growth and ecological crises have attained a global reach, challenging our established notions of cause and effect, and our framing of problems and solutions. Accordingly, global environmental politics has witnessed major changes and significant "rescaling" in its "locus, agency and scope" (Andonova and Mitchell2010: 257). Both dimensions of global environmental politics - politics and governance, and the ecological problems that are the subject matter of global environmental politics - are being reinterpreted due to increasing complexity, interconnectedness and interdependence. Accordingly, the range of actors and disciplines that infom1 global environmental politics and contribute to framing global environmental problems is widening, in an acknowledgment of inescapable pluralism.

The BBC's role in the changing production ecology of pre-school television in Britain

This paper examines the changing production ecology of British pre-school television in light of developments since the mid-1990s and the specific role played by the BBC. Underpinning the research is the perception that pre-school television is characterised by a complex set of industry relationships and dependencies that demands content which needs to satisfy a wide range of international circumstances and commercial prerogatives. For the BBC this has created tension between its public service goals and commercial priorities. Pre-school programming began in Britain in 1950, but it was not until the mid-1990s that Britain emerged as a leading producer of pre-school programming worldwide with government/industry reports regularly identifying the children’s production sector as an important contributor to exports. The rise of pre-school niche channels (CBeebies, Nick Junior, Playhouse Disney), audience fragmentation and the internationalisation and commercialisation of markets have radically altered the funding base of children’s television and the relationships that the BBC enjoys with key players. The international success of much of its pre-school programming is based on the relationships it enjoys with independent producers who generate significant revenues from programme-related consumer products. This paper focuses on the complex and changing relationships between the BBC, independent producers, and financiers, that constitute the production ecology of pre-school television and shape its output. Within the broader setting of cultural production and global trends the paper investigates the following questions: 1) In the light of changes to the sector since the mid-1990s, what makes pre-school television significant both generally and as an ideal public service project? 2) What is the nature of the current funding crisis in British children’s television and what implications does this crisis have for the BBC’s involvement in pre-school television? 3) How is the Corporation reacting to and managing the wider commercial, cultural, regulatory and technological forces that are likely to affect its strategies for the commissioning, production and acquisition of pre-school content?