Outcomes of communication competence: A study on a Portuguese restaurant chain

A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics

Voting and Peer Effects: Experimental Evidence from Mozambique*

Voter education campaigns often aim to increase voter particpation and political accountability. We follow randomized interventions implemented nationwide during the 2009 Mozambican elections using a free newspaper, leaflets, and text messaging. We investigate whether treatment effects were transmitted through social networks (kinship and chatting) and geographical proximity. For individuals personally targeted by the campaign, we estimate the reinforcement effect of proximity to other targeted individuals. For untargeted individuals, we estimate the diffusion of the campaign depending on a proximity to targeted individuals. We find evidence for both effects, similar across the different treatments and across the different connectedness measures. We observe that the treatments worked through the networks by raising the levels of information and interest about the election, in line with the average treatment effects of voter education on voter participation. We interpret this result as a free riding effect, likely to occur for costly actions

Stratification and peer effects: An analysis of Lisbon public schools

Educational stratification has been a difficult subject to deal with having yet no study shown a quantitative measure of it. Using the idea of distribution comparison a measure based on parents’ education is built for the primary schools in Lisbon. Upon the confirmation that Lisbon is stratified, I use the measure of peer effects based on stratification and determine its impact on test scores, concluding that the existence of stratification improves scores of students in schools with more educated parents and decreases scores of students in schools with less educated parents. Moreover, using fixed effects I derive the conclusion that the measure of peers’ characteristics helps explain most of differences among schools.

Auto-conceito no pré- escolar : Comparação das auto-percepções das crianças e as heteropercepções dos pais e educadores

Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário

Peer interaction and learning opportunities in cohesive and less cohesive L2 classrooms

The present study investigates peer to peer oral interaction in two task based language teaching classrooms, one of which was a self-declared cohesive group, and the other a self- declared less cohesive group, both at B1 level. It studies how learners talk cohesion into being and considers how this talk leads to learning opportunities in these groups. The study was classroom-based and was carried out over the period of an academic year. Research was conducted in the classrooms and the tasks were part of regular class work. The research was framed within a sociocognitive perspective of second language learning and data came from a number of sources, namely questionnaires, interviews and audio recorded talk of dyads, triads and groups of four students completing a total of eight oral tasks. These audio recordings were transcribed and analysed qualitatively for interactions which encouraged a positive social dimension and behaviours which led to learning opportunities, using conversation analysis. In addition, recordings were analysed quantitatively for learning opportunities and quantity and quality of language produced. Results show that learners in both classes exhibited multiple behaviours in interaction which could promote a positive social dimension, although behaviours which could discourage positive affect amongst group members were also found. Analysis of interactions also revealed the many ways in which learners in both the cohesive and less cohesive class created learning opportunities. Further qualitative analysis of these interactions showed that a number of factors including how learners approach a task, the decisions they make at zones of interactional transition and the affective relationship between participants influence the amount of learning opportunities created, as well as the quality and quantity of language produced. The main conclusion of the study is that it is not the cohesive nature of the group as a whole but the nature of the relationship between the individual members of the small group completing the task which influences the effectiveness of oral interaction for learning.This study contributes to our understanding of the way in which learners individualise the learning space and highlights the situated nature of language learning. It shows how individuals interact with each other and the task, and how talk in interaction changes moment-by-moment as learners react to the ‘here and now’ of the classroom environment.

Community indentification in peer-t-peer collaborative consumption services

Even though collaborative consumption (CC) is gaining economic importance, research in CC is still in its infancy. Consumers’ reasons for participating have already been investigated but little research on consequences of participation has been conducted. This article examines whether interactions between customers in peer-to-peer CC services influence the willingness to coproduce service outcomes. Drawing on social exchange theory, it is proposed that this effect is mediated by consumers’ identification with the brand community. Furthermore, continuance intention in CC is introduced as a second stage moderator. In a cross-sectional study, customers of peer-to-peer accommodation sharing are surveyed. While customer-to-customer interactions were found to have a positive effect on brand community identification, brand community identification did not positively affect co-production intention. Surprisingly, the effect of brand community identification on co-production intention was negative. Moreover, continuance intention of customers did not moderate this relationship. Bearing in mind current challenges for researchers and companies, theoretical and managerial implications are discussed.

Children's play and leisure : connections with emotional competence

O jogo e o lazer são elementos importantes para o desenvolvimento das crianças. O objetivo geral desta tese foi o de investigar o modo como o jogo e o lazer estão relacionados com diferentes aspetos das competências emocional e social das crianças e jovens. Nesta tese foram investigados três aspetos do jogo: o tempo, a forma e o nível social, diferentes formas de lazer, e vários elementos chave do funcionamento sócio-emocional, através da combinação de observações naturalistas, tarefas, questionários e de um método inovador de mensuração, baseado em Identificação por Rádio-Frequência. O panorama que surge dos estudos incluídos nesta tese é que o jogo e o lazer estão relacionados com o funcionamento sócio-emocional, embora de formas distintas, e por vezes inesperadas. Os estudos no recreio revelaram que as crianças envolvem-se predominantemente no jogo de atividade física. Contudo, enquanto que uma forma de jogo de atividade física, o jogo de exercício, foi associado a melhor competência social, a outra forma, o jogo de luta-e-perseguição, foi associado à agressividade. O facto de o jogo de faz-de-conta, em estudos anteriores, ter sido maioritariamente estudado em espaços interiores, pode explicar o porquê das associações negativas encontradas entre o jogo de faz-de-conta, quer em grupo, quer solitário (nas raparigas) e a competência sócio-emocional, que contrastam com a literatura. De facto, as crianças que não conseguem juntar-se aos seus pares no jogo de exercício podem optar por esta alternativa, o que sugere que crianças socialmente competentes poderão retirar maior vantagem das oportunidades existentes, adaptando melhor os seus comportamentos de jogo. As crianças mais velhas têm geralmente mais liberdade de decisão sobre o seu tempo de lazer. Quando perguntámos às crianças mais velhas e aos adolescentes como passavam a sua semana, as atividades de ecrã destacaram-se. Contudo, as atividades de ecrã e as atividades intelectuais foram relacionadas a mais problemas de saúde mental, enquanto que as atividades desportivas foram associadas a melhor saúde mental. Concluindo, diferentes formas de jogo e de lazer podem ter diferentes funções, de uma forma positiva ou negativa, dependendo da situação em que a criança se encontra.

Erkennung und Vermeidung von unkooperativem Verhalten in Peer-to-Peer-Datenstrukturen

Peer-to-Peer, reputation, trust

On the design of peer punishment experiments

We discuss how technologies of peer punishment might bias the results that are observed in experiments. A crucial parameter is the “fine-to-fee” ratio, which describes by how much the punished subjects income is reduced relatively to the fee the punishing subject has to pay to inflict punishment. We show that a punishment technology commonly used in experiments embeds a variable fine-to-fee ratio and show that it confounds the empirical findings about why, whom, and how much subjects punish.

System analysis of a Peer-to-Peer Video-on-Demand architecture: Kangaroo

Architectural design and deployment of Peer-to-Peer Video-on-Demand (P2PVoD) systems which support VCR functionalities is attracting the interest of an increasing number of research groups within the scientific community; especially due to the intrinsic characteristics of such systems and the benefits that peers could provide at reducing the server load. This work focuses on the performance analysis of a P2P-VoD system considering user behaviors obtained from real traces together with other synthetic user patterns. The experiments performed show that it is feasible to achieve a performance close to the best possible. Future work will consider monitoring the physical characteristics of the network in order to improve the design of different aspects of a VoD system.

Hemispheric competence for auditory spatial representation.

Sound localization relies on the analysis of interaural time and intensity differences, as well as attenuation patterns by the outer ear. We investigated the relative contributions of interaural time and intensity difference cues to sound localization by testing 60 healthy subjects: 25 with focal left and 25 with focal right hemispheric brain damage. Group and single-case behavioural analyses, as well as anatomo-clinical correlations, confirmed that deficits were more frequent and much more severe after right than left hemispheric lesions and for the processing of interaural time than intensity difference cues. For spatial processing based on interaural time difference cues, different error types were evident in the individual data. Deficits in discriminating between neighbouring positions occurred in both hemispaces after focal right hemispheric brain damage, but were restricted to the contralesional hemispace after focal left hemispheric brain damage. Alloacusis (perceptual shifts across the midline) occurred only after focal right hemispheric brain damage and was associated with minor or severe deficits in position discrimination. During spatial processing based on interaural intensity cues, deficits were less severe in the right hemispheric brain damage than left hemispheric brain damage group and no alloacusis occurred. These results, matched to anatomical data, suggest the existence of a binaural sound localization system predominantly based on interaural time difference cues and primarily supported by the right hemisphere. More generally, our data suggest that two distinct mechanisms contribute to: (i) the precise computation of spatial coordinates allowing spatial comparison within the contralateral hemispace for the left hemisphere and the whole space for the right hemisphere; and (ii) the building up of global auditory spatial representations in right temporo-parietal cortices.

Unionism and Peer-Referencing

This study assesses the 'fair-wage-effort' hypothesis, by examining (a) the relationship between relative wage comparisons and job satisfaction and quitting intensions, and (b) the relative ranking of stated effort inducing-incentives, in a novel dataset of unionised and non-unionised European employees. By distinguishing between downward and upward-looking wage comparisons, it is shown that wage comparisons to similar workers exert an asymmetric impact on the job satisfaction of union workers, a pattern consistent with inequity-aversion and conformism to the reference point. Moreover, union workers evaluate peer observation and good industrial relations more highly than payment and other incentives. In contrast, non-union workers are found to be more status-seeking in their satisfaction responses and less dependent on their peers in their effort choices The results are robust to endogenous union membership, considerations of generic loss aversion and across different tenure profiles. They are supportive of the individual egalitarian bias of collective wage determination and self-enforcing effort norms.

Confidence and Competence in Communication

This paper studies information transmission between an uninformed decision maker (receiver) and an informed player (sender) who have asymmetric beliefs ("con fidence") on the sender s ability ("competence") to observe the state of nature. We fi nd that even when the material payoffs of are perfectly aligned, the sender s over- and underconfi dence on his information give rise to information loss in communication, although they do not by themselves completely eliminate information transmission in equilibrium. However, an underconfi dent sender may prefer no communication to informative communication. We also show that when the sender is biased, overconfi dence can lead to more information transmission and welfare improvement.

Peer-Practual: una tutoria entre iguals interprofessional als estudis de magisteri i psicopedagogia

Es presenten els resultats d’un projecte d’innovació didàctica consistent en la realització conjunta de pràctiques professionals entre estudiants de Magisteri d’educació Infantil i Educació Primària, i estudiants de Psicopedagogia. Aquests estudiants van treballar en parelles i van realitzar un conjunt d’activitats, pròpies de les seves futures funcions professionals, amb el suport del company. Concretament la pràctica va consistir en la planificació, desenvolupament i avaluació d’una unitat didàctica sobre un tema curricular. Mentre l’estudiant de Magisteri preparava els materials i activitats corresponents, la seva parella, l’estudiant de Psicopedagogia, l’assessorava en cada una de les fases d’instauració. Per afavorir aquesta dinàmica, els estudiants van comptar en diferents suports i instruments: - Els tutors de la universitat, corresponents a cadascun dels estudis implicats, - Una plataforma Moodle específicament organitzada per tal que els estudiants poguessin analitzar tot el procés conjuntament. En aquest espai podien utilitzar des de recursos per a la programació de la unitat, eines per realitzar un diari personal, un calendari d’activitats conjuntes o esquemes gràfics, fins a altres per editar vídeos gravats de les sessions de classe i per afavorir la seva comunicació. El projecte pretenia contribuir a millorar, tant algunes competències professionals relatives ambdós tipus d’estudiants, com modificar determinades concepcions i actituds entre mestres i psicopedagogs. Els resultats mostren que ambdós objectius van esser assolits amb escreix i que, a més d’aprendre determinades competències professionals, certs prejudicis i actituds sobre les dificultats i interès de treballar am altre, es van eliminar de manera contundent.