Internacionalização de uma born global

Trabalho de Projeto apresentado ao Instituto de Contabilidade e Administração do Porto para a obtenção do grau de Mestre em Internacionalização e Empreendedorismo, sob orientação da Professora Doutora Maria Clara Dias Pinto Ribeiro Esta versão não contém as críticas e sugestões dos elementos do júri.

Mercados bolsistas

O intenso intercâmbio entre os países, resultante do processo de globalização, veio acrescer importância ao mercado de capitais. Os países em desenvolvimento procuram abrir as suas economias para receber investimentos externos. Quanto maior for o grau de desenvolvimento de uma economia mais ativo será o seu mercado de capitais. No entanto, tem-se verificado uma tendência de substituição de enfoque económico, que antes era mais dirigido ao planeamento empresarial para metas mais ligadas ao meio ambiente. O mercado de capitais é um sistema de distribuição de valores mobiliários cujo objectivo é proporcionar liquidez a títulos emitidos pelas empresas, com a finalidade de viabilizar o processo de capitalização desses papéis. O mercado de capitais é composto pelas bolsas de valores, sociedades corretoras e outras instituições financeiras que têm autorização da Comissão de Valores dos Mercados Mobiliários (CMVM). O mercado bolsista insere-se no mercado de capitais. Nesses mercados, é importante conseguir conjuntamente a maximização dos recursos (retornos) e minimização dos custos (riscos). O principal objectivo das bolsas de valores é promover um ambiente de negociação dos títulos e dos valores mobiliários das empresas. Muitos investidores têm a sua própria maneira de investir, consoante o perfil que cada um tem. Além do perfil dos investidores, é também pertinente analisar a questão do risco. Vaughan (1997) observa que, nos dias atuais, a questão da administração do risco está presente na vida de todos. Este trabalho tem o propósito de demonstrar a necessidade da utilização de ferramentas para a seleção de ativos e para a mensuração do risco e do retorno de aplicações de recursos financeiros nesses activos de mercados de capitais, por qualquer tipo de investidor, mais especificamente na compra de ações e montagem de uma carteira de investimento. Para isso usou-se o método de Elton e Gruber, analisou-se as rentabilidades, os riscos e os índices de desempenho de Treynor e Sharpe. Testes estatísticos para os retornos das ações foram executados visando analisar a aleatoriedade dos dados. Este trabalho conclui que pode haver vantagens na utilização do método de Elton e Gruber para os investidores propensos a utilzar ações de empresas socialmente responsáveis.

Intraday volatility

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

Obama's law : analysis of a breakthrough law on healthcare access and lessons for the Portuguese health system management

ABSTRACT - The Patient Protection and Affordable Care Act shook the foundations of the US health system, offering all Americans access to health care by changing the way the health insurance industry works. As President Obama signed the Act on 23 March 2010, he said that it stood for “the core principle that everybody should have some basic security when it comes to their health care”. Unlike the U.S., the Article 64 of the Portuguese Constitution provides, since 1976, the right to universal access to health care. However, facing a severe economic crisis, Portugal has, under the supervision of the Troika, a tight schedule to implement measures to improve the efficiency of the National Health Service. Both countries are therefore despite their different situation, in a conjuncture of reform and the use of new health management measures. The present work, using a qualitative research methodology examines the Affordable Care Act in order to describe its principles and enforcement mechanisms. In order to describe the reality in Portugal, the Portuguese health system and the measures imposed by Troika are also analyzed. The intention of this entire analysis is not only to disclose the innovative U.S. law, but to find some innovative measures that could serve health management in Portugal. Essentially we identified the Exchanges and Wellness Programs, described throughout this work, leaving also the idea of the possibility of using them in the Portuguese national health system.

How differently do our non-large companies listed on the Portuguese Stock Exchange perform?

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

Buy, sell and chatter: A case analysis of a Lisbon flea market

This thesis aims explore the sociocultural as well as economic significance of the modern-day flea market, as a form of alternative marketplace system. More specifically, the main goal of the research is to determine the motivation for participation in flea markets of different participants, from vendors to consumers, using an interactionist perspective. By studying these groups in details, I seek to explore the embeddedness of social aspects in economic activity and vice versa. The basic assumption is to put aside the previous notions of the flea market as a second-order system with implied inferiority, and to explore the potential of the flea market to both challenge and complement more formal marketplace systems, by comparing and contrasting the flea market with market venues that belong to the formal sector. Feira da Ladra in Lisbon, Portugal, the oldest a hugely successful flea market in Europe, was chosen to be the research site, where its economic participants were studied in details in various exchanges, using naturalistic observations, semi-structured interviews and a sociocultural perspective.

Ensino Estratégico da Gramática na Aula de Português Língua Não Materna

Esta investigação incide sobre o treino de Estratégias de Aprendizagem a estudantes universitários zimbabueanos aprendentes da Língua Portuguesa (LP) como Língua Estrangeira que revelaram, na sua maioria, problemas gramaticais relativos à Concordância Nominal em textos escritos de provas de exame realizadas entre os anos 1999 e 2011. Desenvolve-se, por um lado, uma Gramática Pedagógica que consiste no ensino de aspetos gramaticais problemáticos apresentados pelos estudantes com base na Abordagem Comunicativa de Ensino de uma Língua Não Materna e, por outro, ensinam-se as Estratégias de Aprendizagem orientadas para a aquisição da Gramática à luz dos subsídios da Instrução Baseada nas Estratégias de Aprendizagem no tratamento dos aspetos gramaticais desviantes em relação ao Português Europeu. Avaliam-se os produtos destes ensinamentos com base em instrumentos apropriados como testes de avaliação da aprendizagem da gramática e um questionário da tendência de aplicabilidade das Estratégias de Aprendizagem. O corpus é constituído de cerca 2224 “erros” gramaticais isolados com base numa grelha tipológica envolvendo 4 áreas - Léxico, Léxico-Sintaxe, Sintaxe e Morfo-Sintaxe, recolhidos nos 3 anos académicos do Curso de BAA general com a LP. Faz-se uma caracterização da população-alvo, em função de um questionário com cerca de 27 perguntas preenchido por 44 estudantes do Curso de BAA general com a LP nos anos académicos mecionados, de forma a termos uma noção em relação a (i) situação sociolinguística; (ii) visão em relação à aplicação da aprendizagem LP na vida social; (iii) opinião em relação à aprendizagem da LP na Universidade do Zimbabué.

A comunicação intercultural ao nível da intervenção pedagógica no ensino do português como língua estrangeira a alunos chineses na China

A globalização aproxima os povos: o mundo chinês e o mundo português nunca tiveram uma relação tão estreita como a atual. Apesar de os portugueses terem ido os primeiros ocidentais a entrar na China com a chegada de Jorge Álvares a uma ilha chinesa, em 1513, e os últimos ocidentais a deixar o governo de um território chinês, com a transferência da administração portuguesa de Macau para a China a 20 de dezembro de 1999, nunca haviam sido registados, nos últimos séculos, grandes contatos ou intercâmbios comerciais e culturais entre a China e Portugal e entre o mundo chinês e o mundo lusófono, em comparação com os contatos entre o mundo chinês e outros mundos ocidentais: como o inglês, o francês, o alemão e o espanhol. Os objetivos gerais desta investigação são três: 1 - Reconhecer o papel do desenvolvimento da competência omunicativa intercultural no contexto do ensino-aprendizagem do português como LE na China. 2 - Promover o desenvolvimento da competência comunicativa intercultural dos alunos chineses no processo de aprendizagem da língua portuguesa na China. 3 - Analisar os métodos pedagógicos e de integração curricular para apoiar e desenvolver um ensino mais eficaz do português como LE na China. O desenvolvimento do nosso trabalho articula-se em duas áreas científicas: Ciências da Linguagem e Ciências da Educação. A abordagem metodológica utilizada é o estudo de caso, com recolha de dados primários realizada através de questionários, entrevistas e observação participante em profundidade, que permitiu a confirmação e/ou refutação das hipóteses levantadas, privilegiando a metodologia qualitativa. Os resultados permitem estabelecer uma relação significativa, do ponto de vista pedagógico, entre a comunicação intercultural na educação e as práticas pedagógicas desenvolvidas no ensino do português como língua estrangeira na China. Contudo e de acordo com a nossa pesquisa, o maior problema que impede as práticas pedagógicas para desenvolver as competências comunicativas no ensino, é a falta de materiais didáticos com estrutura para elaborar um programa de atividades coerentes e complementares nas aulas.

Caregiver's interpret infants' early gestures based on shared knowledge about referents

Gestures are the first forms of conventional communication that young children develop in order to intentionally convey a specific message. However, at first, infants rarely communicate successfully with their gestures, prompting caregivers to interpret them. Although the role of caregivers in early communication development has been examined, little is known about how caregivers attribute a specific communicative function to infants' gestures. In this study, we argue that caregivers rely on the knowledge about the referent that is shared with infants in order to interpret what communicative function infants wish to convey with their gestures. We videotaped interactions from six caregiver-infant dyads playing with toys when infants were 8, 10, 12, 14, and 16 months old. We coded infants' gesture production and we determined whether caregivers interpreted those gestures as conveying a clear communicative function or not; we also coded whether infants used objects according to their conventions of use as a measure of shared knowledge about the referent. Results revealed an association between infants' increasing knowledge of object use and maternal interpretations of infants' gestures as conveying a clear communicative function. Our findings emphasize the importance of shared knowledge in shaping infants' emergent communicative skills.

Les temporalités des médicaments : trajectoires en soins palliatifs à l'hôpital

A partir d'un terrain ethnographique réalisé au sein d'une équipe mobile de soins palliatifs d'un hôpital universitaire, cette thèse de doctorat porte sur les médicaments dans le contexte de la fin de vie. Au carrefour d'une socio-anthropologie de la maladie grave, du mourir et des médicaments, elle interroge les rapports à la morphine, ainsi qu'à certains psychotropes et sédatifs utilisés en soins palliatifs. Entre temporalité vécue et temporalité institutionnelle, les manières d'investir le temps lorsqu'il est compté, y sont centrales. Dans une dimension microsociale, les résultats montrent que l'introduction de certains médicaments comme la morphine et l'entrée en scène d'une équipe mobile de soins palliatifs sont des points de repère et peuvent sonner comme une annonce, sorte de sanction, dans la trajectoire incertaine de la personne malade. En outre, les médicaments permettent d'agir sur « le temps qui reste » en plus de soulager les symptômes lorsque la maladie grave bascule en maladie incurable. Ils font l'objet d'usages détournés du but initial de soulagement des symptômes pour repousser, altérer ou accélérer la mort dans une perspective de maîtrise de sa fin de vie. Dans une dimension mésosociale, ce travail considère les médicaments à la base d'échanges entre groupements professionnels sur fond d'institutionnalisation des soins palliatifs par rapport à d'autres segments de la médecine actifs dans la gestion de la fin de vie. Dans une médecine caractérisée par l'incertitude et les décisions -avec une teinte toute particulière en Suisse où le suicide assisté est toléré - les médicaments en soins palliatifs peuvent être considérés comme des instruments de mort, qu'ils soient redoutés ou recherchés. Interrogeant les risques de reproduire un certain nombre d'inégalités de traitements à l'approche de la mort, qui s'accentuent dans un contexte de plus en plus favorable aux pratiques euthanasiques, ce travail se propose, en définitive, de discuter le temps contraint de la mort dans les institutions hospitalo-universitaires, entre acharnement et abstention thérapeutique.¦-¦Based on ethnographie fieldwork conducted within a palliative care mobile team in an academic hospital, this doctoral thesis focuses on medicines used in end of life contexts. At the intersection of a socio-anthropology of illness, dying and pharmaceuticals, the relations to morphine, as well as to some psychotropic and sedative drugs used in palliative care are questioned. Between "lived" experiences of temporality and institutional temporality, the ways by which actors invest time when it is counted, appeared to be central. In a microsocial dimension, the results showed that introducing drugs such as morphine, as well as the arrival of a palliative care mobile team, are landmarks and sound like an announcement, a sort of sanction, during the uncertain trajectory of the ill person. In addition, medicines can act on "the remaining time" when severe illness shifts into incurable illness. Indeed, medicines are being diverted from the initial aim of symptom relief in order to defer, alter or hasten death in a perspective of control over one's death. In a mesosocial dimension, pharmaceuticals are seen as core to professional exchanges and to palliative care institutionalisation compared to other active medical segments in end of life care. In a medical context characterised by uncertainty and decision-taking-with a special shade in Switzerland where assisted suicide is tolerated - palliative medicines can be seen as instruments of death, whether sought or feared. Questioning the risks of reproducing treatment inequalities at the approach of death, which are accentuated in a context increasingly favorable to euthanasia practices, this study aims, ultimately, at discussing death's constrained time in academic hospitals, between therapeutic intervention and abstention.

Effects of hyperglycemia on glucose metabolism before and after oral glucose ingestion in normal men.

The plasma glucose excursion may influence the metabolic responses after oral glucose ingestion. Although previous studies addressed the effects of hyperglycemia in conditions of hyperinsulinemia, it has not been evaluated whether the route of glucose administration (oral vs. intravenous) plays a role. Our aim was to determine the effects of moderately controlled hyperglycemia on glucose metabolism before and after oral glucose ingestion. Eight normal men underwent two oral glucose clamps at 6 and 10 mmol/l plasma glucose. Glucose turnover and cycling rates were measured by infusion of [2H7]glucose. The oral glucose load was labeled by D-[6,6-2H2]glucose to monitor exogenous glucose appearance, and respiratory exchanges were measured by indirect calorimetry. Sixty percent of the oral glucose load appeared in the systemic circulation during both the 6 and 10 mmol/l plasma glucose tests, although less endogenous glucose appeared during the 10 mmol/l tests before glucose ingestion (P < 0.05). This inhibitory effect of hyperglycemia was not detectable after oral glucose ingestion, although glucose utilization was increased (+28%, P < 0.05) due to increased nonoxidative glucose disposal [10 vs. 6 mmol/l: +20%, not significant (NS) before oral glucose ingestion; +40%, P < 0.05 after oral glucose ingestion]. Glucose cycling rates were increased by hyperglycemia (+13% before oral glucose ingestion, P < 0.001; +31% after oral glucose ingestion, P < 0.05) and oral glucose ingestion during both the 6 (+10%, P < 0.05) and 10 mmol/l (+26%, P < 0.005) tests. A moderate hyperglycemia inhibits endogenous glucose production and contributes to glucose tolerance by enhancing nonoxidative glucose disposal. Hyperglycemia and oral glucose ingestion both stimulate glucose cycling.

Litteracitet i fem högstadieungdomars en-till-en-datorpraktiker

The study focuses on five lower secondary school pupils’ daily use of their one-toone computers, the overall aim being to investigate literacy in this form of computing. Theoretically, the study is rooted in the New Literacy tradition with an ecological perspective, in combination with socio-semiotic theory in a multimodal perspective. New Literacy in the ecological perspective focuses on literacy practices and place/space and on the links between them. Literacy is viewed as socially based, in specific situations and in recurring social practices. Socio-semiotic theory embodying the multimodal perspective is used for the text analysis. The methodology is known as socio-semiotic ethnography. The ethnographic methods encompass just over two years of fieldwork with participating observations of the five participants’ computing activities at home, at school and elsewhere. The participants, one boy and two girls from the Blue (Anemone) School and two girls from the White (Anemone) School, were chosen to reflect a broad spectrum in terms of sociocultural and socioeconomic background. The study shows the existence of a both broad and deep variation in the way digital literacy features in the participants’ one-to-one computing. These variations are associated with experience in relation to the home, the living environment, place, personal qualities and school. The more varied computer usage of the Blue School participants is connected with the interests they developed in their homes and living environments and in the computing practices undertaken in school. Their more varied usage of the computer is reflected in their broader digital literacy repertoires and their greater number and variety of digital literacy abilities. The Blue School participants’ text production is more multifaceted, covers a wider range of subjects and displays a broader palette of semiotic resources. It also combines more text types and the texts are generally longer than those of the White School participants. The Blue School girls have developed a text culture that is close to that of the school. In their case, there is clear linkage between school-initiated and self-initiated computing activities, while other participants do not have the same opportunities to link and integrate self-initiated computing activities into the school context. It also becomes clear that the Blue School girls can relate and adapt their texts to different communicative practices and recipients. In addition, the study shows that the Blue School girls have some degree of scope in their school practice as a result of incorporating into it certain communicative practices that they have developed in nonschool contexts. Quite contrary to the hopes expressed that one-to-one computing would reduce digital inequality, it has increased between these participants. Whether the same or similar results apply in a larger perspective, on a more structural level, is a question that this study cannot answer. It can only draw attention to the need to investigate the matter. The study shows in a variety of ways that the White School participants do not have the same opportunity to develop their digital literacy as the Blue School participants. In an equivalence perspective, schools have a compensational task to perform. It is abundantly clear from the study that investing in one-to-one projects is not enough to combat digital inequality and achieve the digitisation goals established for school education. Alongside their investments in technology, schools need to develop a didactic that legitimises and compensates for the different circumstances of different pupils. The compensational role of schools in this connection is important not only for the present participants but also for the community at large, in that it can help to secure a cohesive, open and democratic society.

Recueil de pièces.

Contient : 1 « Discours de la venue de l'empereur Charles IIIIme en France, en l'année 1377, et des receptions, entrées, festins et autres grandes magnificences qui lui furent faictes par le roy Charles Vme ; 2 « Lectres de paix d'Arras, entre le roy de France Charles VIme et le duc de Bourgoigne, 1414 » ; 3 « Edict du roy CHARLES VIIme, donné à Compiegne, le 22 aoust 1429, pour le restablissement de ceulx qui avoyent suivy son parti en leurs terres, benefices, maisons et autres biens, et lectres patentes confirmatives d'iceluy edict, données à Montbazon, le 28 octobre 1450 » ; 4 « Traité d'alliance entre le roy et les seigneurs des ligues, faite par mons. de Lameth, 1521 » ; 5 « Discours de l'exequution à mort que feit faire souz couleur de justice le duc de Milan de l'escuyer Merveille, à Milan » ; 6 « Ce qui fust dict au conseil privé du roy à Taverne, chancelier du duc de Milan, pour le faict de Merveille » ; 7 « Protestations du roy FRANÇOYS [Ier] touchant les duché de Milan, conté d'Ast et seigneurie de Genes, contre les traitez de Madrit et Cambray à luy extorquez par force » ; 8 « Instruction baillée au Sr d'Espercieu apres la mort du duc de Milan [François-Marie] Sforce, par le Sr DE VELY, ambassadeur du roy pres l'Empereur, touchant ses derniers propos et negociation avec ledict Empereur en l'année 1535 » ; 9 « Double de ce que les ambassadeurs des roy des Romains et duc de Savoye avoient à impetrer envers les ligues à une journée tenue à Badde en Suisse, juin 1536 » ; 10 « Proposition de l'ambassadeur du duc de Savoye, faicte à la journée du compte annuel, à Badde, en juin 1536 » ; 11 « Articles de la neutralité du pape Paul, delivrés à Cauves et Granvelles, le jour qu'ilz partirent de Rome pour suivre l'Empereur. 26 avril 1536 » ; 12 « Instruction à l'evesque de Tarbe et au bailly de Troies pour Angleterre. 1536, en avril » ; 13 « Negociation du bailly de Troyes en Angleterre. 1536, en avril » ; 14 « Ce que mons. de Langey, revenant d'Alemagne, 1536, proposa aux Suysses de la part du roy » ; 15 « Memoire et instruction à l'evesque de Rhodes, ambassadeur du roy à Venise, et au sieur Livio Crotto, commissaire de ses guerres, de ce qu'ilz ont à faire à Venise touchant une practique sur Cremone, du 26 juin 1537 » ; 16 « Instruction aux dessus dicts et au Sr Piere Fregoze, Sr de Noue, de ce qu'ilz ont à faire et conclurre touchant le faict de Genes, desdicts jour et an » ; 17 « Double des lectres de la treve et abstinance de guerre faicte par monseigneur le cardinal de Tournon avec ceulx du pays et duché d'Aouste... 21 juin 1537 » ; 18 « Copie du recepissé faict par les deputez de la royne de Hongrie de la ratification faicte par le roy sur le faict de la treve... 1537 » ; 19 « Ce qui a esté advisé par les commis et deputés tant du roy que de l'Empereur, pour la ratification de la treve... 1537 » ; 20 « Memoire baillé par les deputez de l'Empereur à ceulx du roy à la journée tenue à Cambray, le 24 oct. 1537, touchant une prise faicte sur mer contre le saufconduict de l'amiral de France » ; 21 « Treve pour trois mois entre le roy et l'Empereur, publiée le 18 may 1538 » ; 22 « Responce du seigneur marquis DEL WAST, sur ce que luy a dict et proposé le Sr Dandoyns, de par le sieur de Langé, 25 may 1542 » ; 23 « Responsio CAROLI V, imperatoris, ad litteras Pauli tertii convocatorias concilii Tridentini celebrandi » ; 24 « Response faicte par le roy touchant le faict du concile et la repulsion du Turc sur les repliques de l'Empereur » ; 25 « Traicté de Noion entre le roy et le roy catholicque, 13 aoust 1516 » ; 26 « Les Articles de la paix traictée entre messieurs des Cinq Quantons des anciennes ligues du pays de Suisse, d'une part, et messieurs de Berne et Surich, d'autre. 25 novembre 1531 » ; 27 « Traicté de la trefve generalle et communicative faicte à Nice pour dix ans, entre les pays et subjectz du roy et de l'Empereur, 18 juin 1538 » ; 28 « Harangue faicte par l'Empereur aux princes et electeurs de l'Empire, les exhortant à la guerre pour le recouvrement des terres du duc de Savoye contre le roy, et leur promettant le concile » ; 29 « Traicté entre le roy Françoys [Ier] et Maximilian Sforce, touchant le duché de Milan, 14 octobre 1515 » ; 30 « Traicté de paix faict à Crespy, entre le roy et l'Empereur, 18 septembre 1544 » ; 31 « Traicté de treve entre le roy, d'une part, et l'Empereur et le roy d'Espaigne, son filz, d'autre, à Vausselles, le Ve fevrier 1555. Ensemble les pouvoirs des deputez, les accords des rançons des prisonniers, diverses instructions et memoires concernans ce faict, et les lectres missives du roy et de mons le conestable à mons. l'admirail pendent le temps de cette negotiation, avec celles du conte de Lalain et de Renard, deputez de l'Empereur » ; 32 « Traicté de paix entre le pape Paul IIIIe et le roy d'Espagne, passé à Cavi, le 15 septembre 1557 » ; 33 « Traicté de paix entre le roy et le roy d'Espagne, faict à Chasteau en Chambresis. Du 3 avril 1559 »

Collaborative reflection : supporting one practitioner's development of online learning communities /

This is a study of one participant's reflective practice as she worked to develop online communities in a face-to-face science course. Her process of reflective practice was examined in order to address factors that influenced her learning path, and the benefits and challenges of collaborative action research. These research goals were pursued using a collaborative action research methodology, initially chosen for its close match with Schon's (1983) model of reflective practice. The participant's learning fit vnth Mezirow's (1991) model of transformative learning. She began with beliefs that matched her goals, and she demonstrated significant learning in three areas. First, she demonstrated instrumental learning around the constraints of workload and time, and achieving online learning community indicators. Second, she demonstrated communicative learning that helped her to see her own needs for feedback and communication more clearly, and how other process partners had been a support to her. Third, her emancipatory learning saw her revisiting and questioning her goals. It was through the reflective conversation during the planned meetings and the researcher's reframing and interrogation of that reflection that the participant was able to clarify and extend her thinking, and in so doing, critically reflect on her practice as she worked to develop online learning communities. In this way, the collaborative action research methodology was an embodiment of co-constructivism through collaborative reflective practice. Schon's (1983) model of reflective practice positions a lone practitioners moving through cycles ofplan-act-observe-reflect. The results fi"om this study suggest that collaboration is an important piece of the reflective practice model.

Exploring the experiences of parents with children who have communication delays, as a population at risk for the development of behavioural concerns

Existing research identifies preschoolers with communication delays as a population at risk for the development of behavioural concerns. This risk increases when additional environmental factors such as parental stress and family conflict are also present. Research has also shown that behavioural concerns can be stable over time when they develop early. However, early intervention has been shown to be effective in addressing these concerns. The effectiveness of early intervention in addressing both child and family outcomes increases when interventions are delivered in a family-centred approach. This research project made use of data related to child behaviour and parenting, gathered through the Family Resource Project which explored the parenting experiences and resource access and allocation decisions of families who have preschool children with and without communication delays. Cluster analysis was used to explore whether there were identifiable clusters of children and families within each sample. Interview data fi"om each identified family cluster was then explored further, to identify how parents described their child's behaviour and their experience of parenting. Results show that, within this sample, parents of preschoolers with communication delays described their child's behaviour and their experience of parenting differently than did parents of children without communication delays. Results also showed that within this sample parents experiencing parental stress and/or family conflict described their child's behaviour and their experience of parenting differently than did parents from other clusters. Results suggest support for early intervention and the use of family-centred intervention, particularly for families of children with communication delays.