Effects of corporate social responsibility on brand reputation and brand identification with children

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

Effects of corporate social responsibility on brand reputation and brand identification with children

This study aims to understand children‟s perceptions of Corporate Social Responsibility (CSR) initiatives and its effect on the brand, namely Reputation and Identification. Moreover, it analyzes if the use of Cartoons helps to increase these effects. Differences among gender, age and social class, will also be considered. 292 children from the 3rd and 6th grades from 5 schools with different social backgrounds participated in this study. The research made use of a real brand targeting children. Drawings and questionnaires were used as the main research tools. Results suggest that CSR actions have a positive effect on Reputation and Identification and that Cartoons do not lead to greater positive effects.

A educação pré-escolar e a promoção da interculturalidade : o papel dos contos tradicionais

Relatório de Estágio apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico.

Notes on children's drawings, ed.by Elmer E.Brown.

Mode of access: Internet.

Children's understanding of pictorial and mental representations

Two studies demonstrate dissociation between children's understanding of pictorial representations (photos and drawings) and mental representations (beliefs). In Study 1, 37 preschoolers were tested on false belief, appearance-reality, false photo, and false drawing tasks. The false picture tasks were significantly easier, and no correlation was found between children's performances on false belief and false picture tasks. Ln Study 2, 30 children who failed a false belief pretest were randomly assigned to 3 training groups: Belief (trained on false belief tasks), Picture (trained on false picture tasks), or Control (trained on number conservation tasks). Training was conducted in 2 sessions over the course of 2 weeks, tasks were presented and feedback was provided. All children were posttested on theory of mind tasks, false picture tasks, and a number conservation task. The posttest results showed differential patterns of performance, with the Belief group scoring highest on the theory of mind posttests, the Picture group scoring highest on the false picture posttests, and the Control group scoring highest on the number conservation posttest. Results are discussed with respect to competing models of theory of mind development.

Drawing insight from pictures: The development of concepts of false drawing and false belief in children with deafness, normal hearing, and autism

Theory-of-mind concepts in children with deafness, autism, and normal development (N = 154) were examined in three experiments using a set of standard inferential false-belief tasks and matched sets of tasks involving false drawings. Results of all three experiments replicated previously published findings by showing that primary school children with deafness or autism, aged 6 to 13 years, scored significantly lower than normal-developing 4-year-old preschoolers on standard misleading-container and unseen-change tests of false-belief understanding. Furthermore, deaf and autistic children generally scored higher on drawing-based tests than on corresponding standard tests and, on the most challenging of the false-drawing tests in Experiment 2, they significantly outperformed the normal-developing preschoolers by clearly understanding their own false intentions and another person's false beliefs about an actively misleading drawing. In Experiment 3, preschoolers; outperformed older deaf and autistic children on standard tasks, but did less well on a task that required the drawing of a false belief. Methodological factors could not fully explain the findings, but early social and conversational experiences in the family were deemed likely contributors.

Development Process and Cognitive Testing of CARATkids - Control of Allergic Rhinitis and Asthma Test for Children

Background: Allergic rhinitis and asthma (ARA) are chronic inflammatory diseases of the airways that often coexist in children. The only tool to assess the ARA control, the Control of Allergic Rhinitis and Asthma Test (CARAT) is to be used by adults. We aimed to develop the Pediatric version of Control of Allergic Rhinitis and Asthma Test (CARATkids) and to test its comprehensibility in children with 4 to 12 years of age. Methods: The questionnaire development included a literature review of pediatric questionnaires on asthma and/or rhinitis control and two consensus meetings of a multidisciplinary group. Cognitive testing was carried out in a cross-sectional qualitative study using cognitive interviews. Results: Four questionnaires to assess asthma and none to assess rhinitis control in children were identified. The multidisciplinary group produced a questionnaire version for children with 17 questions with illustrations and dichotomous (yes/no) response format. The version for caregivers had 4-points and dichotomous scales. Twenty-nine children, 4 to 12 years old, and their caregivers were interviewed. Only children over 6 years old could adequately answer the questionnaire. A few words/expressions were not fully understood by children of 6 to 8 years old. The drawings illustrating the questions were considered helpful by children and caregivers. Caregivers considered the questionnaire complete and clear and preferred dichotomous over the 4-points scales. The proportion of agreement between children and their caregivers was 61%. The words/expressions that were difficult to understand were amended. Conclusion: CARATkids, the first questionnaire to assess a child’s asthma and rhinitis control was developed and its content validity was assured. Cognitive testing showed that CARATKids is well-understood by children 6 to 12 years old. The questionnaire’s measurement properties can now be assessed in a validation study.

Product communication strategies: Emotional versus rational communication strategies and attitude change on children consumers

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

Imagining migration: Placing children's understanding of 'moving house' in Malawi and Lesotho

Research pertaining to children's geographies has mainly focused on children's physical experiences of space, with their 'imagined geographies' receiving far less attention. The few studies of children's imagined geographies that exist tend to focus on children's national identities and their understanding of distant places. However, children's lives are not necessarily static and they often move between places. Research has not so far considered children's images of these transitional spaces or how such images are constructed. Through an examination of over 800 thematic drawings and stories, regarding 'moving house, produced by children aged 10-17 years in urban and rural communities of Lesotho and Malawi, this paper explores southern African children's representations of migration. The research considers how ideas of migration are culturally-constructed based on notions of family, home and kinship, particularly in relation to the fluid family structure characteristic of most southern African societies. The results suggest that most children imagine migration as a household rather than an individual process.. rarely including micro -migrations between extended family households in their drawings. Further, children's images of migration are place-rooted in everyday life experiences. Their representations concentrate on the reasons for migration, both negative and positive, which are specifically related to their local social and environmental situations and whether house moves take place locally or over longer distances. The paper concludes by exploring the implications of these conceptualisations of moving house for children's contemporary migration experiences, particularly in light of changing family structures due to the effects of the HIV/AIDS pandernic. (c) 2005 Elsevier Ltd. All rights reserved

Imagining migration: Placing children's understanding of 'moving house' in Malawi and Lesotho

Research pertaining to children's geographies has mainly focused on children's physical experiences of space, with their 'imagined geographies' receiving far less attention. The few studies of children's imagined geographies that exist tend to focus on children's national identities and their understanding of distant places. However, children's lives are not necessarily static and they often move between places. Research has not so far considered children's images of these transitional spaces or how such images are constructed. Through an examination of over 800 thematic drawings and stories, regarding 'moving house, produced by children aged 10-17 years in urban and rural communities of Lesotho and Malawi, this paper explores southern African children's representations of migration. The research considers how ideas of migration are culturally-constructed based on notions of family, home and kinship, particularly in relation to the fluid family structure characteristic of most southern African societies. The results suggest that most children imagine migration as a household rather than an individual process.. rarely including micro -migrations between extended family households in their drawings. Further, children's images of migration are place-rooted in everyday life experiences. Their representations concentrate on the reasons for migration, both negative and positive, which are specifically related to their local social and environmental situations and whether house moves take place locally or over longer distances. The paper concludes by exploring the implications of these conceptualisations of moving house for children's contemporary migration experiences, particularly in light of changing family structures due to the effects of the HIV/AIDS pandernic. (c) 2005 Elsevier Ltd. All rights reserved

Explaining history to children: Otto and Marie Neurath’s work on the ‘Visual history of mankind’

This essay traces the development of Otto Neurath’s ideas that led to the publication of one of the first series of children’s books produced by the Isotype Institute in the late 1940s, the Visual History of Mankind. Described in its publicity material as ‘new in content’ and ‘new in method’, it embodied much of Otto Neurath’s thinking about visual education, and also coincided with other educational ideas in the UK in the 1930s and 1940s. It exemplified the Isotype Institute’s approach: teamwork, thinking about the needs of younger readers, clear explanation, and accessible content. Further, drawing on correspondence, notes and drawings from the Otto and Marie Neurath Isotype Collection at the University of Reading, the essay presents insights to the making of the books and the people involved, the costs of production and the influence of this on design decisions, and how the books were received by teachers and children.

‘I like playing on my trampoline; it makes me feel alive’ valuing physical activity: perceptions and meanings for children and implications for primary schools

This study investigated perceptions that children aged 6–10 years (n = 83) have of what it means to be physically active. Ideographic research was conducted utilising drawings and interviews to understand values that are placed on participating in physical activity (PA). The article questions the idea that whilst it may be commonly accepted by academics that there is a need to be active for health, little research has considered what this may actually mean for the child. Drawing on Bourdieu, the article utilises key concepts within the analysis of ‘capital' to frame an understanding of how children experience PA. Findings suggest that central to children's experiences is the place of social interaction and reciprocation. The article investigated the production and transference of forms of capital: physical, cultural and social. The potential for such concepts to be exploited by schools is discussed with reference to physical education and opportunities offered during free play.

Effect of the Various Degrees of Stress on Childrens Art Expression Through Drawings

One of the aims of this project was to understand the way in which external environment or situation affects children's behaviour. Emotional experiences are developed and acquired under the influence of the environment, and a good family relationship is necessary for young people to grow, develop and socialise at all ages. Stress causes specific negative emotions, including concern, anxiety, sorrow and hostility. A pathologic environment in childhood forces the development of special abilities, both creative and destructive, It supports the development of an abnormal state of mind in which the usual relations between body and mind, reality and imagination, knowledge and memory are changed. Here the environment considered was that of the war and aggression in Bosnia & Herzegovina, where children, particularly those from Podrinje, witnessed arrests, killing, deforming and slaughtering of adults and children, in many cases members of their immediate families. Sehovic analysed the content of drawings by children exposed to various degrees of stress, to discover how these indicate various degrees of stress with the aim of using these as a projective technique in diagnostic work with children. The sample included around 600 children expelled from their homes, of both sexes aged between 6 and 12.

Plat of topographical survey of grounds of convalescent home for crippled children ... for Mrs. William J. Chalmers; Wheaton, Illinois

Ink on linen. Topographical lines, elevations; buildings, roads, trees, children's home by Howard Shaw. Signed. 106 cm. x 87 cm. Scale: 1"=50' [from photographic copy by Lance Burgharrdt]