Predição da criatividade e saúde mental

A criatividade tem sido mencionada desde há muito tempo pela literatura. A forma de a conceptualizar tem dependido em muito dos investigadores e da sua visão sobre o que é criatividade, porém as suas potencialidades têm tomado cada vez mais interesse pela comunidade científica. Os seus benefícios estendem-se a diversas áreas da vida humana, como sentimentos de satisfação, bem-estar e saúde mental. A investigação aqui apresentada procura encontrar modelos preditivos de comportamentos criativos, pressupondo que estes poderão ser de grande auxílio para o desenvolvimento de um melhor bem-estar psicológico. Assim a investigação comportou o uso de quatro variáveis: a pessoa, o processo, o produto e o ambiente criativo. A amostra contou com 215 estudantes universitários e os resultados revelaram o encontro de quatro modelos preditivos de comportamentos criativos, com uma maior ênfase nas artes visuais e manuais. Conclui-se com a ideia de que a predição de produtos criativos é possível e que tal poderá ser preponderante para um bom desenvolvimento da saúde mental.

Emotional competences and promotion of school success: Preliminary data of an intervention programme with teachers

Teachers’ emotional competences and well-being are fundamentally important to developing and maintaining positive relationships in the classroom, which can contribute to improving pedagogical action. References to several intervention programmes are found in the literature with the purpose of changing the practices, attitudes, and beliefs of teachers, who show evidence of a significant improvement in personal competences and school success. Therefore, an intervention with teachers integrating a broader line of research was carried out, involving parents and students as well. It consists of a programme which promotes personal (well-being and emotional intelligence) and professional (acquiring differentiated pedagogical strategies) competences over a period of six months, followed by a focus group to assess the contribution of an empowerment programme with the intention of promoting school success. The preliminary action-research study involved 10 teachers of two classes with students who show disruptive behaviour in the 7th year in a school in the central region of Portugal. The teachers, of both genders, are aged between 44 and 52, and belong to several recruitment groups. The main research question was: “To what extent does an intervention programme, intended for training, contribute to developing personal and professional competences in teachers of the 3rd cycle of basic education?” The teachers revealed a rather favourable view of their participation in the programme, considering that it helped them perceive some behaviours and practices which are less adjusted to their action in the classroom with these students (shouting, scolding, etc.). From the pretest to the posttest, statistically significant differences were found in assessing their own emotions and in their use. Signs of improvement in positive affections and satisfaction with life were also found, though with a marginal significance. The preliminary data in this empowerment programme for these educational agents points towards the importance of teachers’ awareness in what concerns their pedagogical action, as well as the need to change traditional pedagogical practices that contribute to discouraging students towards learning. The need to establish closer and systematic contact with the students and their families in order to meet their needs and expectations was also highlighted.

Perceção de in/segurança em estudantes universitários do Pólo de Asprela e o desenho urbano como preventor do crime

Projeto de Graduação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de licenciada em Criminologia

2005-2006 Annual Accountability Report

York Technical College reports to the Office of State Budget its annual accountability report that includes a discussion and analysis of major accomplishments, organizational profile, elements of Malcolm Baldridge criteria, strategic planning and performance measurement.

2006–2007 State Accountability Report

York Technical College reports to the Office of State Budget its annual accountability report that includes a discussion and analysis of major accomplishments, organizational profile, elements of Malcolm Baldridge criteria, strategic planning and performance measurement.

2007–2008 State Accountability Report

York Technical College reports to the Office of State Budget its annual accountability report that includes a discussion and analysis of major accomplishments, organizational profile, elements of Malcolm Baldridge criteria, strategic planning and performance measurement.

2008–2009 State Accountability Report

York Technical College reports to the Office of State Budget its annual accountability report that includes a discussion and analysis of major accomplishments, organizational profile, elements of Malcolm Baldridge criteria, strategic planning and performance measurement.

2009–2010 State Accountability Report

York Technical College reports to the Office of State Budget its annual accountability report that includes a discussion and analysis of major accomplishments, organizational profile, elements of Malcolm Baldridge criteria, strategic planning and performance measurement.

2010–2011 State Accountability Report

York Technical College reports to the Office of State Budget its annual accountability report that includes a discussion and analysis of major accomplishments, organizational profile, elements of Malcolm Baldridge criteria, strategic planning and performance measurement.

2011–2012 State Accountability Report

York Technical College reports to the Office of State Budget its annual accountability report that includes a discussion and analysis of major accomplishments, organizational profile, elements of Malcolm Baldridge criteria, strategic planning and performance measurement.

2012–2013 State Accountability Report

York Technical College reports to the Office of State Budget its annual accountability report that includes a discussion and analysis of major accomplishments, organizational profile, elements of Malcolm Baldridge criteria, strategic planning and performance measurement.

BUDGET AND CONTROL BOARD ACCOUNTABILITY REPORT 2005-2006

The Technical College of the Lowcountry reports to the State Budget and Control Board its annual accountability report that includes an executive summary, a description of the leadership system, customer focus and satisfaction and other performance criteria, mission, and program descriptions and budgets.

BUDGET AND CONTROL BOARD ACCOUNTABILITY REPORT 2006-2007

The Technical College of the Lowcountry reports to the Budget and Control Board its annual accountability report that includes an executive summary, a description of the leadership system, customer focus and satisfaction and other performance criteria, mission, and program descriptions and budgets.

SOUTH CAROLINA STATE BUDGET AND CONTROL BOARD ACCOUNTABILITY REPORT 2007-2008

The Technical College of the Lowcountry reports to the Budget and Control Board its annual accountability report that includes an executive summary, a description of the leadership system, customer focus and satisfaction and other performance criteria, mission, and program descriptions and budgets.

SOUTH CAROLINA STATE BUDGET AND CONTROL BOARD ACCOUNTABILITY REPORT 2008-2009

The Technical College of the Lowcountry reports to the Budget and Control Board its annual accountability report that includes an executive summary, a description of the leadership system, customer focus and satisfaction and other performance criteria, mission, and program descriptions and budgets.