Os processos de regulação educativa no programa alimentar : um estudo de caso na autarquia de Cascais

Relatório de estágio de mestrado, Educação (Área de especialização Administração Educacional), Universidade de Lisboa, Instituto de Educação, 2015

The attractive female body weight and female body dissatisfaction in 26 countries across 10 world regions: results of the International Body Project I

This study reports results from the first International Body Project (IBP-I), which surveyed 7,434 individuals in 10 major world regions about body weight ideals and body dissatisfaction. Participants completed the female Contour Drawing Figure Rating Scale (CDFRS) and self-reported their exposure to Western and local media. Results indicated there were significant cross-regional differences in the ideal female figure and body dissatisfaction, but effect sizes were small across high-socioeconomic-status (SES) sites. Within cultures, heavier bodies were preferred in low-SES sites compared to high-SES sites in Malaysia and South Africa (ds = 1.94-2.49) but not in Austria. Participant age, body mass index (BMI), and Western media exposure predicted body weight ideals. BMI and Western media exposure predicted body dissatisfaction among women. Our results show that body dissatisfaction and desire for thinness is commonplace in high-SES settings across world regions, highlighting the need for international attention to this problem.

A participação das crianças em lares de infância e juventude: representações e práticas. um estudo de caso.

Dissertação de 2º Ciclo conducente ao grau de Mestre em Ciências da Educação - especialização em Educação Social e Intervenção Comunitária

Proposta de modelo de avaliação de desempenho das marcas no facebook

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

Utilização das ferramentas da web 2.0 em contexto educativo nas escolas do 2º e 3º ciclos

Dissertação apresentada à Escola Superior de Comunicação Social como parte dos requisitos para obtenção de grau de mestre em Audiovisual e Multimédia.

Comics carnet : the graphic novelist as global nomad

An interdisciplinary approach is used to identify a new graphic novel genre, 'comics camet', and its key features. The study situates comics camet in a historical context and shows it to be the result of a cross-pollination between the American and French comics traditions. Comics camet incorporates features from other literary genres: journalism, autobiography, ethnography and travel writing. Its creators, primarily European rriales, document their experiences visiting countries that Europe has traditionally defined as belonging to the 'East'. A visual and narrative analysis, using theoretical perspectives derived from cultural and postcolonial studies, examines how comics camet represents the non-European other and identifies the genre's ideological assumptions. Four representative texts are examined: Joe Sacco's Palestine (2001), Craig Thompson's, Camet de Voyage (2004), Guy Delisle's Pyongyang (2005) and Mrujane Satrpi's Persespolis 2 (2004). The study concludes that the comics camet genre simultaneously reinforces and challenges stereotypical assumptions about non-European people and places.

Smith Hall, Chapman College, Orange, California

Smith Hall, 215 E. Palm St., Chapman College, Orange, California. This building was completed in 1913 as the Science Building for Orange Union High School and was acquired by Chapman in 1954. In 1988 it was named in honor of former president G.T. (Buck) Smith and his wife, Joni. Buck Smith served as president of the university from 1977 to 1988. This building (2 floors, basement, 15,263 sq.ft.) houses the Psychology Department and is listed in the National Registry for Historical Buildings.

Smith Hall, Chapman University, Orange, California

Entrance to Smith Hall, Chapman College, Orange, California. This building was completed in 1913 as the Science Building for Orange Union High School and was acquired by Chapman in 1954. In 1988 it was named in honor of former president G.T. (Buck) Smith and his wife, Joni. Buck Smith served as president of the university from 1977 to 1988. This building (2 floors, basement, 15,263 sq.ft.) houses the Psychology Department and is listed in the National Registry for Historical Buildings.

Smith Hall, Chapman University, Orange, California

Looking south to Smith Hall, Chapman College, Orange, California. This building was completed in 1913 as the Science Building for Orange Union High School and was acquired by Chapman in 1954. In 1988 it was named in honor of former president G.T. (Buck) Smith and his wife, Joni. Buck Smith served as president of the university from 1977 to 1988. This building (2 floors, basement, 15,263 sq.ft.) houses the Psychology Department and is listed in the National Registry for Historical Buildings.

Smith Hall, Chapman University, Orange, California

Looking south to front of Smith Hall, Chapman College, Orange, California. This building was completed in 1913 as the Science Building for Orange Union High School and was acquired by Chapman in 1954. In 1988 it was named in honor of former president G.T. (Buck) Smith and his wife, Joni. Buck Smith served as president of the university from 1977 to 1988. This building (2 floors, basement, 15,263 sq.ft.) houses the Psychology Department and is listed in the National Registry for Historical Buildings.

Smith Hall, Chapman University, Orange, California

Smith Hall, Chapman College, Orange, California, looking southwest. This building was completed in 1913 as the Science Building for Orange Union High School and was acquired by Chapman in 1954. In 1988 it was named in honor of former president G.T. (Buck) Smith and his wife, Joni. Buck Smith served as president of the university from 1977 to 1988. This building (2 floors, basement, 15,263 sq.ft.) houses the Psychology Department and is listed in the National Registry for Historical Buildings.

Smith Hall, Chapman University, Orange, California

View across lawn of Smith Hall, Chapman College, Orange, California. This building was completed in 1913 as the Science Building for Orange Union High School and was acquired by Chapman in 1954. In 1988 it was named in honor of former president G.T. (Buck) Smith and his wife, Joni. Buck Smith served as president of the university from 1977 to 1988. This building (2 floors, basement, 15,263 sq.ft.) houses the Psychology Department and is listed in the National Registry for Historical Buildings.

Broyer du noir. Manifestations et répression policière au Québec.

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Análisis de las actitudes lingüísticas hacia el slang mexicano : usos y valoración de la palabra güey

L’étude des attitudes linguistiques, entreprise par la sociolinguistique et la psychologie sociale, a permis de confirmer que toutes les variétés linguistiques ne reçoivent pas le même traitement. La langue standard, étant en règle générale la langue du groupe de prestige, bénéficie d’une reconnaissance sociale en comparaison avec les variétés non-standards ou minoritaires, qui, au contraire, suscitent généralement des attitudes plus négatives. Dans ce mémoire, nous analysons les attitudes linguistiques des mexicains à l’égard du slang mexicain. La méthodologie du projet comporte deux parties principales. Dans un premier temps, des conversations spontanées et naturelles entre locuteurs de slang sont enregistrées. Des fragments de ces enregistrements sont ensuite écoutés par un groupe de sujets qui, simultanément, remplit un questionnaire évaluant leurs attitudes linguistiques dirigées envers l’usage du slang ainsi qu’envers les individus qui le parle. L’analyse statistique des résultats permet de faire quelques constats : Il y a une différence très significative entre la façon dont les dimensions de solidarité et de prestige sont jugées, les pointages donnés aux aspects tels que l’intelligence et le succès des locuteurs de slang s’avérant beaucoup plus bas que ceux accordés aux aspects reliés à leur personnalité, comme la bonté et la générosité. Aussi, les variables de l’âge et du sexe ont une influence sur les attitudes linguistiques : les femmes ainsi que la génération plus âgée s’avèrent plus sévères dans leur évaluation du slang. Ce mémoire se divise en cinq chapitres. Les deux premiers explorent les concepts théoriques sur lesquels se basent le projet, soit les attitudes linguistiques et le slang comme phénomène linguistique et social. Les trois chapitres suivants se consacrent au projet en soit : la méthodologie, l’analyse des résultats et l’interprétation de ceux-ci.