Changing Road Signs in Israel: Production and Perception

In Palestine/Israel the struggle to control the land and the people is not merely conducted through physical violence. More subtle attempts for controlling the region and labeling it as belonging for one side rather than the other are implemented. This paper focuses on an Israeli suggestion to change the orthography of city names on road signs so that they are transliterations of the Hebrew name of the city. This one event, the Israeli suggestion to change city names on road signs, is represented to the public by two competing, and mostly opposing, discourses. This paper uses critical discourse analysis to analyze four articles, two of which are written by Arabic media sources, and the other two are written by Israeli ones. This analysis is paired with a quantitative and a qualitative analysis of the reactions of participants of different political affiliations to chosen excerpts of the articles. The paper aims at showing how one event is represented differently through different discourses, and how people who are affected be specific discourses react to them.

Beyond hope: Rhetorics of mobility, possibility, and literacy

When writing teachers enter the classroom, they often bring with them a deep faith in the power of literacy to rectify social inequalities and improve their students’ social and economic standing. It is this faith—this hope for change—that draws some writing teachers to locations of social and economic hardship. I am interested in how teachers and theorists construct their own narratives of social mobility, possibility, and literacy. My dissertation analyzes the production and expression of beliefs about literacy in the narratives of a diverse group of writing teachers and theorists, from those beginning their careers to those who are published and widely read. The central questions guiding this study are: How do teachers’ and theorists’ narratives of becoming literate intersect with literacy theories? and How do such literacy narratives intersect with beliefs in the power of literacy to improve individuals’ lives socially, economically, and personally? I contend that the professional literature needs to address more fully how teachers’ and theorists’ personal histories with literacy shape what they see as possible (and desirable) for students, especially those from marginalized communities. A central focus of the dissertation is on how teachers and theorists attempt to resolve a paradox they are likely to encounter in narratives about literacy. On one hand, they are immersed in a popular culture that cherishes narrative links between literacy and economic advancement (and, further, between such advancement and a “good life”). On the other hand, in professional discourse and in teacher preparation courses, they are likely to encounter narratives that complicate an assumed causal relationship between literacy and economic progress. Understanding, through literacy narratives, how teachers and theorists chart a practical path through or around this paradox can be beneficial to literacy education in three ways. First, it can offer direction in professional development and teacher education, addressing how teachers negotiate the boundaries between personal experience, theory, and pedagogy. Second, it can help teachers create spaces wherein students can explore the impact of paradoxical views about the role of literacy on their own lives. Finally, it can offer direction in public policy discourse, extending awareness of what we want—and need—from English language arts education in the twenty-first century. To explore these issues, I draw on case studies and ethnographic observation as well as narrative inquiry into teachers’ and theorists’ published literacy narratives. I situate my findings within three interrelated frames: 1) the narratives of new teachers, 2) the published works of literacy educators and theorists, and 3) my own literacy narrative. My first chapter, “Beyond Hope,” explores the tenuous connections between hope and critique in literacy studies and provides a methodological overview of the study. I argue that scholarship must move beyond a singular focus on either hope or critique in order to identify the transformative potential of literacy in particular circumstances. Analyzing literacy narratives provides a way of locating a critically informed sense of possibility. My second chapter, “Making Teachers, Making Literacy,” explores the intersection between teachers’ lives and the theories they study, based on qualitative analysis of a preservice course for secondary education English teachers. I examine how these preservice English teachers understood literacy, how their narratives of becoming literate and teaching English connected—and did not connect—with theoretical and pedagogical positions, and how these stories might inform their future work as practitioners. Centering primarily on preservice teachers who resisted Nancie Atwell’s pedagogy of possibility because they found it too good to be true, this research concentrates on moments of disjuncture, as expressed in class discussion and in one-on-one interviews, when literacy theories failed to align with aspiring teachers’ understandings of their own experiences and also with what they imagined as possible in disadvantaged educational settings. In my third and fourth chapters, I analyze the narratives of celebrated teachers and theorists who put forth an agenda that emphasizes possibilities through literacy, examining how they negotiate the relationship between their own literacy stories and literacy theories. Specifically, I investigate the narratives of three proponents of critical literacy: Mike Rose, Paulo Freire, and Myles Horton, all highly respected literacy teachers whose working-class backgrounds influenced their commitment to teaching in disenfranchised communities. In chapter 3, “Reading Lives on the Boundary,” I demonstrate how Mike Rose’s 1989 autobiographical text, Lives on the Boundary, juxtaposes rhetorics of mobility with critiques of such possibility. Through an analysis of work published in professional journals, I offer a reception history of Rose’s narrative, focusing specifically on how teachers have negotiated the tension between hope and critique. I follow this analysis with three case studies, drawn from a larger sampling, that inquire into the personal connections that writing teachers make with Lives on the Boundary. The teachers in this study, who provided written responses and participated in audio-recorded follow-up interviews, were asked to compare Rose’s story to their own stories, considering how their personal literacy histories influenced their teaching. My findings illustrate how a group of teachers and theorists have projected their own assessments of what literacy and higher education can and cannot accomplish onto this influential text. In my fourth chapter, “Horton and Freire’s Road as Literacy Narrative,” I concentrate on Myles Horton and Paulo Freire’s 1990 collaborative spoken book, We Make the Road by Walking. Central to my analysis are the educators’ stories about their formative years, including their own primary and secondary education experiences. I argue that We Make the Road by Walking demonstrates how theories of literacy cannot be divorced from personal histories. I begin by examining the spoken book as a literacy narrative that fuses personal and theoretical knowledge, focusing specifically on its authors’ ideas on theory. Drawing on Bakhtin’s notion of the chronotope—the intersection of time and space within narrative—I then explore the literacy narratives emerging from the production process of the book, in a video production about Horton and Freire’s meeting, and ultimately in the two men’s reflections on their childhood years (Dialogic). Interspersed with these accounts is archival material on the book’s editorial production that illustrates the value of increased dialogue between personal history and theories of literacy. My fifth chapter is both a reflective analysis and a qualitative study of my work at a men’s medium-high security prison in Illinois, where I conducted research and served as the instructor of an upper-level writing course, “Writing for a Change,” in the spring of 2009. Entitled “Doing Time with Literacy Narratives,” this chapter explores the complex ways in which literacy and incarceration are configured in students’ narratives as well as my own. With and against students’ stories, I juxtapose my own experiences with literacy, particularly in relation to being the son of an imprisoned father. In exploring the intersections between such stories, I demonstrate how literacy narratives can function as a heuristic for exploring beliefs about literacy between teachers and students both inside and outside of the prison-industrial complex. My conclusion pulls together the various themes that emerged in the three frames, from the making of new teachers to the published literacy narratives of teachers and theorists to my own literacy narrative. Writing teachers encounter considerable pressure to align their curricula with one or another theory of literacy, which has the effect of negating the authority of knowledge about literacy gleaned from experience as readers and writers. My dissertation contends that there is much to be gained by finding ways of articulating theories of literacy that encompass teachers’ knowledge of reading and writing as expressed in personal narratives of literacy. While powerful cultural rhetorics of upward social mobility often neutralize the critical potential of teachers’ own narratives of literacy—potential that has been documented by scholars in writing studies and allied disciplines—this is not always the case. The chapters in this dissertation offer evidence that hopeful and critical positions on the transformational possibilities of literacy are not mutually exclusive.

The New Silk Road, a Glimpse to China's Regime?

China's Silk Road Economic Belt plan is a part of One Belt, One Road initiative that aims to create trade routes from China all the way to Europe. Despite the potential benefits, there are also problems along the way. In this research I am examining the adverse effects of one part of the Silk Road Economic Belt with my focus on Xinjiang Uyghur minority and their rights and Central Asian regional stability. Moreover, I suggest that China's past commitments in the international society as well as her actions in relations to the undertaking can give an insight into a regime where China would be the dominant power in international society. I have used qualitative analysis to study the topics. My most important methodological tools to examine the topics are as follows. I utilise conceptual analysis to borrow concepts from international relations field. I use method of situation analysis when I am describing the current circumstances in China's Xinjiang and Central Asia. Inductive analysis is the overall method since I suggest that the content I have examined could give an insight to how China regards and relates to international law in the future. Moreover, my theoretical framework of the research sees international law as a tool that a state can use to gain more power but at the same time international law restricts state's behaviour. Based on the findings of this research, in case of Xinjiang the New Silk Road is likely to worsen Uyghurs situation because of Beijing's worries and harsh actions to prevent any disturbance. However, the New Silk Road could bring stability and maintain regional security in Central Asia when the states could see it beneficial to unite for cooperation which can result with greater benefits. China's potential future regime will emphasize sovereignty and non-interference to states’ domestic matters. Moreover, there will be no room for minority rights in China's concept of human rights. Human rights are meant to protect rights of masses but are of secondary importance since development and security will be more important goals to pursue. In the field of cooperation, China is increasingly using multilateral forums to discuss the matters but reserves bilateral negotiations for executing the plans.

A aprendizagem da leitura : Concepções sobre a funcionalidade da linguagem escrita e o sucesso na leitura no final do 1º ano de escolaridade

A Aprendizagem da Leitura é um desafio para as crianças que iniciam o primeiro ano de escolaridade tomando-se, para algumas, difícil de alcançar e influenciando negativamente todo o seu percurso escolar. O objectivo deste estudo é procurar perceber qual a relação entre os conhecimentos/concepções que as crianças do primeiro ano de escolaridade possuem, no início do ensino básico, sobre os objectivos/funções da leitura e o sucesso na sua aprendizagem no final do ano lectivo. A amostra foi constituída por 59 crianças, de nacionalidade portuguesa, que no ano lectivo 2006/2007 frequentaram pela primeira vez o primeiro ano de escolaridade, nas Escolas Básicas do 1o Ciclo do Agrupamento de Escolas de Arraiolos e que ainda não saibam ler no início do ano lectivo. A recolha de dados foi feita em dois momentos: no início e no final do ano lectivo. No primeiro momento, em Setembro e Outubro de 2006, foi feita às crianças uma entrevista individual semi-directiva (Alves Martins, 2000), que permitiu conhecer as suas concepções funcionais da leitura e foi também aplicada a Prova de Linguagem Técnica da Leitura/Escrita (Alves Martins, Mata, Peixoto & Monteiro, 2000), para avaliar os conhecimentos de linguagem técnica das crianças; no segundo momento, em Junho de 2007, foi aplicada uma Prova de Leitura (Alves Martins, 2000), para avaliar o desempenho em leitura no final do ano lectivo. Para o tratamento dos dados, a metodologia que utilizámos combinou a análise qualitativa e a análise quantitativa Relativamente à entrevista recorremos à análise qualitativa - análise de conteúdo, quanto à Prova de Linguagem Técnica da Leitura/Escrita e à Prova de Leitura foi feita uma análise quantitativa, seguindo o tratamento estatístico a metodologia proposta pelos autores das provas. ABSTRACT; The Learning of the Reading is a challenge to children who begin the first school year, becoming, for some of them, difficult to achieve and influencing in a negative way their entire school itinerary. The purpose of this study is to try to understand what the relation is between the knowledge/conceptions children in the first school year possess, at the beginning of the elementary education, about the purposes/functions of reading and the success of their learning at the end of the school year. The sample was constituted by 59 children, of Portuguese nationality, that in the school year of 2006/2007 attended for the first time the first school year, in the Elementary Schools of the 1st Cycle of the Assemblage of Schools of Arraiolos and that could not read in the beginning of the school year. The joining of data was made in two moments: in the beginning and in the end of the school year. ln the first moment, in September and October 2006, an individual semi­directive interview (Alves Martins, 2000) was made to the children, which allowed to know their functional conceptions of reading and was also made the Proof of Technical Language of Reading/Writing (Alves Martins, Mata, Peixoto & Monteiro, 2000), in order to evaluate the children's knowledge of technical language; in the second moment, in June 2007, a Proof of Reading (Alves Martins, 2000) was made, to evaluate the performance in reading at the end of the school year. For data treatment, the method we used combined the qualitative analysis and the quantitative analysis. About the interview, we used the qualitative analysis-content analysis, about the Proof of Technical Language of Reading/Writing and the Proof of Reading was made a quantitative analysis, having the statistic treatment followed the method proposed by the authors of the proofs.

A aprendizagem cooperativa no ensino do inglês : um estudo experimental no 1º ciclo do Ensino Básico

Tese de Doutoramento, Educação (Desenvolvimento Curricular), 14 de Junho de 2013, Universidade dos Açores.

Construção de uma Comunidade de Práticas para a Promoção da Leitura

Trabalho de projeto apresentado à Escola Superior de Educação de Paula Frassinetti para obtenção do grau de Mestre em Ciências da Educação Especialização em Animação da Leitura

O apoio pedagógico e educacional a crianças e jovens hospitalizados: A escola nos hospitais

O presente estudo teve como objectivo, partindo de uma análise comparativa entre dois hospitais, descrever e identificar aspectos que pudessem comprovar que as actividades escolares desenvolvidas no contexto hospitalar podem contribuir para amenizar o sofrimento de crianças hospitalizadas assim como contribuem para o seu desenvolvimento integral. As bases de assistência à criança hospitalizada têm vindo a modificar-se nas últimas décadas derivado aos resultados de pesquisas nas áreas das ciências médicas, humanas e sociais. Tendo estas concepções como base, criam-se então, perspectivas de como apoiar melhor a criança no processo de hospitalização que tem de enfrentar, esclarecendo e auxiliando também os profissionais que têm como objectivo primordial o bem-estar da criança, a todos os níveis: físico, pedagógico, social, afectivo e psicológico. A inserção da escola nos hospitais, adequada às necessidades e situação de cada criança, recupera a socialização desta por um processo de inclusão, dando continuidade à sua escolarização e valorizando as suas novas aprendizagens. Para a realização desta investigação, muito contaram as participações, tanto do Instituto de Português de Oncologia de Lisboa, como do Hospital do Espírito Santo de Évora, EPE, que me deram acesso aos seus respectivos serviços de Pediatria, assim como permitiram o meu contacto com todos os actores envolvidos. Foi realizada uma análise qualitativa tanto da recolha bibliográfica como das comunicações recolhidas através das entrevistas realizadas e das observações efectuadas nos contextos de pesquisa. Obtive consideráveis informações que me permitiram ratificar a considerável importância e eficácia das actividades pedagógicas e educacionais no desenvolvimento da criança em situação de hospitalização, permitindo assim também amenizar esta fase menos boa da vida destas crianças. ABSTRACT; This study aims to, by way of a comparative analysis between two hospitais, describe and identify aspects that are able to prove that the school activities developed in hospitals can help to ease the suffering of hospitalized children as well as contribute to their full development. Over the last decades, the type of support given to hospitalized children has been changing due to the influence of studies conducted in the medical, human and social sciences fields. With these conceptions as a basis, perspectives have been created regarding how to provide better support to children during their stay at the hospital, clarifying and helping the professionals whose fundamental goal is the child's welfare at all levels: physical, pedagogical, social, emotional and psychological. Within the hospital walls, a classroom suited to the needs and situation of each child greatly benefits their socialization recovery through a process of inclusion, thereby permitting a continuation of the learning process. ln carrying out this research, the participation of the Portuguese Institute of Oncology and of the Évora Hospital was essential, wherein I was granted access to their pediatric services and to all the persons involved in this context. A qualitative analysis was conducted using data extracted from bibliographic research as well as from speeches gathered during interviews performed within the research framework. The substantial amount of information allows me to ratify the considerable importance and success of the pedagogic and educational activities in the development of hospitalized children, allowing, as was said before, to ease this difficult stage of children’s.

Definição da identidade da marca para o medronho

Numa economia global sujeita a mudanças nas dinâmicas de mercado e a uma concorrência crescente, o papel das marcas nunca foi tão importante como agora. As marcas servem de mapa orientador para comportamento de compra e, quando geridas de forma correta, resultam geralmente num valor significativo para os seus detentores. Pretende-se com este trabalho desenvolver uma marca para o medronho, fruto nacional ainda pouco comercializado em fresco. Procurou criar-se uma identidade de marca forte, tendo em atenção os vários elementos de marca de modo a contribuir positivamente para a construção de capital de marca (brand equity). Na metodologia privilegia-se a análise qualitativa, com a realização de uma entrevista e um questionário, com o intuito de aprofundar respetivamente o conhecimento da empresa e a perceção dos consumidores em relação ao fruto. Neste sentido, e depois de uma análise cuidada da literatura, este projeto reflete a aplicação dos modelos de construção de marcas e dos critérios para a escolha dos elementos da marca definidos por Keller (2005). Deste trabalho resulta uma proposta de construção dos elementos da marca, a ser utilizada pelo centro de excelência para a valorização dos recursos mediterrâneos (CEVRM); Definition of the Brand Identity for the arbutus Abstract: In a global economy subject to changes in market dynamics and increasing competition, the role of brands has never been as important as now. Trademarks serve advisor map to buying behavior and, when managed correctly, often result in significant value for its owners. The aim of this work is to develop a brand for the arbutus, national fruit poorly marketed fresh. Sought to create is a strong brand identity, taking into account the various mode brand elements to contribute positively to building brand equity (brand equity). The methodology emphasizes the qualitative analysis, conducting an interview and a questionnaire, in order to deepen respectively the company's knowledge and perception of consumers in relation to the fruit. In this sense, and after a careful analysis of the literature, this project reflects the application of model building brands and criteria for the choice of brand elements defined by Keller. This work results in a proposal to build the brand elements to be used by the CEVRM.

The Impact of a Simulated Clinical Experience on CEGEP Nursing Students’ Perceptions of Self-Efficacy and Achievement

Abstract : Providing high-quality clinical experiences to prepare students for the complexities of the current health-care system has become a challenge for nurse educators. Additionally, there are concerns that the current model of clinical practice is suboptimal. Consequently, nursing programs have explored the partial replacement of traditional in-hospital clinical experiences with a simulated clinical experience. Despite research demonstrating numerous benefits to students following participation in simulation activities, insufficient research conducted within Québec exists to convince the governing bodies (Ordre des infirmières et des infirmiers du Québec, OIIQ; Ministère de L’Éducation supérieur, de la Recherche, de la Science et de la Technologie) to fully embrace simulation as part of nurse training. The purpose of this study was to examine the use of a simulated clinical experience (SCE) as a viable, partial pedagogical substitute for traditional clinical experience by examining the effects of a SCE on CEGEP nursing students’ perceptions of self-efficacy (confidence), and their ability to achieve course objectives. The findings will contribute new information to the current body of research in simulation. The specific case of obstetrical practice was examined. Based on two sections of the Nursing III-Health and Illness (180-30K-AB) course, the sample was comprised of 65 students (thirty-one students from section 0001 and thirty-four students from section 0002) whose mean age was 24.8 years. With two sections of the course available, the opportunity for comparison was possible. A triangulation mixed method design was used. An adapted version of Ravert’s (2004) Nursing Skills for Evaluation tool was utilized to collect data regarding students’ perceptions of confidence related to the nursing skills required for care of mothers and their newborns. Students’ performance and achievement of course objectives was measured through an Objective Structured Clinical Examination (OSCE) consisting of three marked stations designed to test the theoretical and clinical aspects of course content. The OSCE was administered at the end of the semester following completion of the traditional clinical experience. Students’ qualitative comments on the post -test survey, along with journal entries served to support the quantitative scale evaluation. Two of the twelve days (15 hours) allocated for obstetrical clinical experience were replaced by a SCE (17%) over the course of the semester. Students participated in various simulation activities developed to address a range of cognitive, psychomotor and critical thinking skills. Scenarios incorporating the use of human patient simulators, and designed using the Jeffries Framework (2005), exposed students to the care of families and infants during the perinatal period to both reflect and build upon class and course content in achievement of course objectives and program competencies. Active participation in all simulation activities exposed students to Bandura’s four main sources of experience (mastery experiences, vicarious experiences, social persuasion, and physiologic/emotional responses) to enhance the development of students’ self-efficacy. Results of the pre-test and post-test summative scores revealed a statistically significant increase in student confidence in performing skills related to maternal and newborn care (p < .0001) following participation in the SCE. Confidence pre-test and post-test scores were not affected by the students’ section. Skills related to the care of the post-partum mother following vaginal or Caesarean section delivery showed the greatest change in confidence ratings. OSCE results showed a mean total class score (both sections) of 57.4 (70.0 %) with normal distribution. Mean scores were 56.5 (68.9%) for section 0001 and 58.3 (71.1%) for section 0002. Total scores were similar between sections (p =0.342) based on pairwise comparison. Analysis of OSCE scores as compared to students’ final course grade revealed similar distributions. Finally, qualitative analysis identified how students’ perceived the SCE. Students cited gains in knowledge, development of psychomotor skills and improved clinical judgement following participation in simulation activities. These were attributed to the « hands on » practice obtained from working in small groups, a safe and authentic learning environment and one in which students could make mistakes and correct errors as having the greatest impact on learning through simulation.

A confiança interorganizacional nas compras

This research is part of the field of organizational studies, focusing on organizational purchase behavior and, specifically, trust interorganizational at the purchases. This topic is current and relevant by addressing the development of good relations between buyer-supplier that increases the exchange of information, increases the length of relationship, reduces the hierarchical controls and improves performance. Furthermore, although there is a vast literature on trust, the scientific work that deal specifically at the trust interorganizational still need further research to synthesize and validate the variables that generate this phenomenon. In this sense, this investigation is to explain the antecedents of trust interorganizational by the relationship between the variable operational performance, organizational characteristics, shared values and interpersonal relationships on purchases by manufacturing industries, in order to develop a robust literature, most consensual, that includes the current sociological and economic, considering the effect of interpersonal relationships in this phenomenon. This proposal is configured in a new vision of the antecedents of interorganizational trust, described as significant quantitative from models Morgan and Hunt (1994), Doney and Cannon (1997), Zhao and Cavusgil (2006) and Nyaga, Whipple, Lynch (2011), as well as qualitative analysis of Tacconi et al. (2011). With regard to methodological aspects, the study assumes the form of a descriptive, survey type, and causal trace theoretical and empirical. As for his nature, the investigation, explicative character, has developed a quantitative approach with the use of exploratory factor analysis and structural equation modeling SEM, with the use of IBM software SPSS Amos 18.0, using the method of maximum verisimilitude, and supported by technical bootstraping. The unit of analysis was the buyer-supplier relationship, in which the object under investigation was the supplier organization in view of the purchasing company. 237 valid questionnaires were collected among key informants, using a simple random sampling developed in manufacturing industries (SIC 10-33), located in the city of Natal and in the region of Natal. The first results of descriptive analysis demonstrate the phenomenon of interorganizational trust, in which purchasing firms believe, feel secure about the supplier. This demonstration showed high levels of intensity, predominantly among the vendors that supply the company with materials that are used directly in the production process. The exploratory and confirmatory factor analysis, performed on each variable alone, generated a set of observable and unobservable variables more consistent, giving rise to a model, that needed to be further specified. This again specify model consists of trajectories was positive, with a good fit, with a composite reliability and variance extracted satisfactory, and demonstrates convergent and discriminant validity, in which the factor loadings are significant and strong explanatory power. Given the findings that reinforce the model again specify data, suggesting a high probability that this model may be more suited for the study population, the results support the explanation that interorganizational trust depends on purchases directly from interpersonal relationships, sharing value and operating performance and indirectly of personal relationships, social networks, organizational characteristics, physical and relational aspect of performance. It is concluded that this trust can be explained by a set of interactions between these three determinants, where the focus is on interpersonal relationships, with the largest path coefficient for the factor under study

Ferramentas de apoio à implementação da sustentabilidade na gestão da cadeia de abastecimento

O presente trabalho tem como principal objetivo contribuir para o desenvolvimento de um modelo de gestão da cadeia de abastecimento sustentável, posteriormente operacionalizado num conjunto de empresas. O principal elemento diferenciador do modelo apresentado é o seu cariz operacional, focado na fase da implementação com a integração de um conjunto de práticas de apoio à sustentabilidade. Para responder às pressões da conjuntura económica atual, das alterações climáticas, da escassez de recursos e das desigualdades sociais é necessário desenvolver de forma consolidada e abrangente um novo paradigma de gestão nas empresas. Muitas destas pressões fazem-se sentir nas atividades da Gestão da Cadeia de Abastecimento. O grande desafio é conseguir que as empresas obtenham bons resultados económicos, sociais e ambientais. A sustentabilidade tem sido abordada como a área de estudo donde deverá emergir este novo paradigma de gestão. Atendendo a esta problemática, a principal questão de investigação do presente trabalho é “Como se implementa a Sustentabilidade na Gestão da Cadeia de Abastecimento?” A metodologia de investigação partiu da revisão da literatura que permitiu estruturar um conjunto de pressupostos teóricos, estruturados num modelo conceptual sobre a implementação da sustentabilidade na Gestão da Cadeia de Abastecimento. O modelo foi aplicado em dois grupos de estudos empíricos: Análise Qualitativa de Relatórios de Sustentabilidade publicados por seis empresas com atividade em Portugal (Sonae; Lipor, Galp; EDP; Portucel e AutoEuropa); e o desenvolvimento de dois Estudos de Caso nas empresas Bosch Termotecnologia e Gestamp Aveiro. Os resultados permitiram o desenvolvimento de um Modelo Teórico de Implementação da Sustentabilidade na Gestão da Cadeia de Abastecimento. Bem como, um modelo de classificação das ferramentas de apoio à implementação da sustentabilidade adequadas a cada etapa que constitui o modelo de implementação. No desenvolvimento deste trabalho, acreditou-se que o caminho da sustentabilidade é possível e tangível. Os modelos desenvolvidos explicam que a integração da sustentabilidade se enceta pela estruturação da área da sustentabilidade na organização, prosseguindo com o processo de implementação constituído por quatro etapas: Envolvimento, Execução, Monitorização e Comunicação. A implementação necessita de ser abrangente a toda a cadeia de valor e apoiada num conjunto de ferramentas adequadas a cada fase de implementação.

Corrective feedback in oral interaction: A comparison of a CLIL and an EFL classroom

[EN] Since Long's Interaction Hypothesis (Long, 1983) multiple studies have suggested the need of oral interaction for successful second language learning. Within this perspective, a great deal of research has been carried out to investigate the role of corrective feedback in the process of acquiring a second language, but there are still varied open debates about this issue. This comparative study seeks to contribute to the existing literature on corrective feedback in oral interaction by exploring teachers' corrective techniques and students' response to these corrections. Two learning contexts were observed and compared: a traditional English as a foreign language (EFL) classroom and a Content and Language Integrated Learning (CLIL) classroom .The main aim was to see whether our data conform to the Counterbalance Hypothesis proposed by Lyster and Mori (2006). Although results did not show significant differences between the two contexts, a qualitative analysis of the data shed some light on the differences between these two language teaching settings. The findings point to the need for further research on error correction in EFL and CLIL contexts in order to overcome the limitations of the present study.

Quem estabelece prioridades? Um estudo sobre a natureza do trabalho de investigação na polícia federal

Dissertação (mestrado)—Universidade de Brasília, Instituto de Ciências Sociais, Departamento de Sociologia, 2015.

Porosity imaged by a vector projection algorithm correlates with fractal dimension measured on 3D models obtained by microCT

International audience

Relações entre mecanismos de coordenação e controle com desempenho organizacional: um estudo nas instituições públicas de ensino médio de Natal

This research aimed at relating coordination and control forms to organizational performance. The multicase study was applied in two public high schools: Centro Federal de Educação Tecnológica do Rio Grande do Norte and Floriano Cavalcanti. In order to accomplish these objectives, it was developed a qualitative analysis and considered coordination and control forms of several authors. Also was considered Sander´s (1984) model of organizational performance. The mentioned model considers two criteria to analyze organizational performance: one instrumental (efficiency and efficacy) and other substantive (effectiveness e relevance). The research attempts to show the importance of balancing these criteria in a way that effectiveness and relevance becomes more important at schools. It was proven that the use of bureaucratic coordination forms has the power to influence the evaluation on the instrumental technique. At the same time, it was observed that the use of mechanisms based on the autonomy of the school is related to efficiency and efficacy. The object of this research can be considered successful