Malo Clinic : paths for an international expansion

The main goal of this dissertation is to develop a business case study on MALO CLINIC, a Portuguese health service provider in the dentistry segment. The company also provides services in other medical areas with a focus in diagnosis and treatments in the aesthetics segment. Currently, the company is present in several foreign countries. The dilemma faced by the company is based on the choice of what entry mode to adopt in each new country and the correct timing for investing given the company’s financial constraints. Following the case study, a Literature Review is developed. The topics in this section are directly connected with the case itself, such as industry, service and internationalization, with a special focus on entry modes, which is the main topic of this dissertation. The topics approached in the Literature Review constitute a basis for the analysis in the Teaching Note section. The Teaching Note presents several personal considerations about the case, aligned with a possible way to use the case study in a classroom. The application of strategic concepts intends to provide a better understanding of the company’s current situation, and to suggest some recommendation for the future as well. From the detailed analysis, it is possible to find a possible path for the next steps of the clinic’s internationalization process. Without losing the focus on the entry modes, different suggestions are offered for the locations where the clinic wants to be present.O principal objetivo desta dissertação é desenvolver um case study sobre a MALO CLINIC, uma empresa portuguesa que oferece serviços de saúde, na área dentária. A empresa também dispõe de serviços noutras áreas da medicina com um enfoque no diagnóstico e tratamentos no segmento da estética. Atualmente, a empresa está presente em vários países estrangeiros. O dilema que a empresa enfrenta é baseado na escolha dos entry modes a adotar em cada novo país e qual o tempo correto para o investimento, dados os constrangimentos financeiros da empresa. Após o case-study, é desenvolvido um capítulo com a revisão da literatura. Os tópicos abordados nesta secção estão diretamente relacionados com o caso em estudo, tais como a indústria, os serviços e a internacionalização, com um especial enfoque para os Entry Modes que se assumem como um dos principais tópicos desta dissertação. Os tópicos abordados na revisão da literatura constituem uma base para as análises na secção da Teaching Note. A Teaching Note apresenta algumas considerações pessoais sobre o caso, alinhadas como uma possível forma de abordar o case-study numa aula. A aplicação de conceitos de estratégia pretende providenciar um melhor entendimento sobre a atual situação da empresa, assim como sugerir algumas recomendações para o futuro. Através de uma análise detalhada do caso, é possível encontrar um caminho para os próximos passos a serem seguidos no processo de internacionalização da clinica. Sem perder o foco nos Entry Modes, várias sugestões são oferecidas para as localizações onde a empresa pretende estar presente

Comportamentos interactivos das educadoras de infância em salas de creche em função do tipo de actividades e das características estruturais do contexto

O presente artigo pretende examinar a quantidade, qualidade e adequação dos comportamentos interactivos das educadoras em salas de creche, em actividades livres e estruturadas, investigando a sua relação com aspectos de estrutura destes contextos. Participaram neste estudo 30 responsáveis por salas de creche da Área Metropolitana do Porto (incluindo 5 auxiliares de acção educativa). Os comportamentos interactivos das educadoras foram avaliados com a Escala de Interacção Educador-Criança (Farran, & Collins 1995). Os resultados obtidos sugerem que as educadoras exibem maior quantidade de comportamentos interactivos no decurso de actividades estruturadas (r = .65) e que a adequação destes comportamentos é superior quando estes profissionais têm bacharelato ou licenciatura (rь=.57), quando auferem salários superiores (r = .42) e quando despendem menos horas de trabalho directo com as crianças (r = -.37). A qualidade dos comportamentos interactivos está relacionada com o salário auferido (r = .43). As implicações práticas dos resultados obtidos são discutidas com o objectivo de analisar formas possíveis de alcançar níveis de excelência em contextos de educação de infância.Abstract: This study aims to investigate the quality, quantity, and appropriateness of early childhood teachers’ interactive behaviors in toddler child care classrooms, during free play and structured activities, while also analyzing its relationship with classroom structural features. Participants were 30 lead teachers of toddler child care classrooms in the metropolitan area of Porto (including 5 teachers without a degree in early childhood education). Teachers’ interactive behaviors were measured with the Teacher/Child Interaction Scale (Farran, & Collins 1995). Results suggest early childhood teachers display a greater amount of interactive behaviors during structured activities (r = .65) and that the appropriateness of their behaviors is higher when teachers have a college level early childhood degree (rь=.57), when they earn higher wages (r = .42) and when they spend less hours in direct work with children (r = -.37). The quality of teachers’ interactive behaviors is associated with their monthly wage (r = .43). Practical implications are discussed considering possible ways of reaching excellence levels in early childhood education and care settings.Résumé: Le présent article vise à examiner la quantité, la qualité et le niveau d’adéquation des interactions des éducateurs de crèche avec les enfants, tant dans leurs activités libres que structurées, tout en tenant compte des caractéristiques structurelles du contexte. Trente responsables de salle de crèche de la ville de Porto (dont 5 auxiliaires d’éducation) participèrent à l’étude. Les interactions des éducatrices furent mesurées à l’aide de «l’Échelle d’Interaction Éducateur-Enfant» (Farran, & Collins 1995). Les résultats obtenus suggèrent que les éducatrices font montre d’une plus grande quantité d’interactions au cours des activités structurées (r = .65) et que les comportements de ces professionnelles sont plus adéquates quand elles ont Bac+3 ou Bac+5 (rь=.57), quand elles ont un salaire supérieur (r = .42) et quand elles ont moins d’heures de travail direct avec les enfants (r = - .37). Enfin, la qualité des interactions est liée au salaire (r = .43). Les implications pratiques des résultats obtenus sont discutées avec comme objectif l’analyse d’alternatives possibles permettant d’atteindre un meilleur niveau d’excellence dans les contextes d’éducation infantile

Comportamentos interactivos das educadoras de infância em salas de creche em função do tipo de actividades e das características estruturais do contexto

O presente artigo pretende examinar a quantidade, qualidade e adequação dos comportamentos interactivos das educadoras em salas de creche, em actividades livres e estruturadas, investigando a sua relação com aspectos de estrutura destes contextos. Participaram neste estudo 30 responsáveis por salas de creche da Área Metropolitana do Porto (incluindo 5 auxiliares de acção educativa). Os comportamentos interactivos das educadoras foram avaliados com a Escala de Interacção Educador-Criança (Farran, & Collins 1995). Os resultados obtidos sugerem que as educadoras exibem maior quantidade de comportamentos interactivos no decurso de actividades estruturadas (r = .65) e que a adequação destes comportamentos é superior quando estes profissionais têm bacharelato ou licenciatura (rь=.57), quando auferem salários superiores (r = .42) e quando despendem menos horas de trabalho directo com as crianças (r = -.37). A qualidade dos comportamentos interactivos está relacionada com o salário auferido (r = .43). As implicações práticas dos resultados obtidos são discutidas com o objectivo de analisar formas possíveis de alcançar níveis de excelência em contextos de educação de infância.Abstract: This study aims to investigate the quality, quantity, and appropriateness of early childhood teachers’ interactive behaviors in toddler child care classrooms, during free play and structured activities, while also analyzing its relationship with classroom structural features. Participants were 30 lead teachers of toddler child care classrooms in the metropolitan area of Porto (including 5 teachers without a degree in early childhood education). Teachers’ interactive behaviors were measured with the Teacher/Child Interaction Scale (Farran, & Collins 1995). Results suggest early childhood teachers display a greater amount of interactive behaviors during structured activities (r = .65) and that the appropriateness of their behaviors is higher when teachers have a college level early childhood degree (rь=.57), when they earn higher wages (r = .42) and when they spend less hours in direct work with children (r = -.37). The quality of teachers’ interactive behaviors is associated with their monthly wage (r = .43). Practical implications are discussed considering possible ways of reaching excellence levels in early childhood education and care settings.Résumé: Le présent article vise à examiner la quantité, la qualité et le niveau d’adéquation des interactions des éducateurs de crèche avec les enfants, tant dans leurs activités libres que structurées, tout en tenant compte des caractéristiques structurelles du contexte. Trente responsables de salle de crèche de la ville de Porto (dont 5 auxiliaires d’éducation) participèrent à l’étude. Les interactions des éducatrices furent mesurées à l’aide de «l’Échelle d’Interaction Éducateur-Enfant» (Farran, & Collins 1995). Les résultats obtenus suggèrent que les éducatrices font montre d’une plus grande quantité d’interactions au cours des activités structurées (r = .65) et que les comportements de ces professionnelles sont plus adéquates quand elles ont Bac+3 ou Bac+5 (rь=.57), quand elles ont un salaire supérieur (r = .42) et quand elles ont moins d’heures de travail direct avec les enfants (r = - .37). Enfin, la qualité des interactions est liée au salaire (r = .43). Les implications pratiques des résultats obtenus sont discutées avec comme objectif l’analyse d’alternatives possibles permettant d’atteindre un meilleur niveau d’excellence dans les contextes d’éducation infantile

An Environmental Humanities Approach to Human Dependency of Non-Human World

UIDB/04666/2020 UIDP/04666/2020Diachronically, Mesopotamian data pertaining to the religious spheres point to a transversal notion that deities were considered responsible for every cause–effect event observed/experienced by humans in their natural/cosmic surroundings. Such notion is especially visible on texts pertaining to the restoration of human health, where such an aspect was ultimately considered as a divine prerogative. Yet, these textual data also show how natural elements were basilar to the success of healing practices when thoroughly manipulated by specialists. Their examination through a perspective that intertwines the apparatus of History of Religions and Environmental History thus reveals great potential for contributing to the topic of human/nonhuman entanglements in the longue durée. With this paper, we propose to revisit the uses of aquatic fauna as displayed in Babylonian and Assyrian healing texts dated to the second half of the 2nd millennium and the first half of the 1st millennium BC. Although at a preliminary stage, our research has been guided by the combined theoretical-methodological perspective above-mentioned, aiming at highlighting the great importance conferred to these animals. Ultimately, we aim at stressing the importance of addressing the dependence of Mesopotamian specialists and patients on such elements of Nature to better understand this ancient context.publishersversionpublishe

Using virtual reality to prepare patients for radiotherapy: a systematic review of interventional studies with educational sessions

Purpose: To understand the impact of radiotherapy educational sessions with virtual reality on oncologic adult patients' psychological and cognitive outcomes related to the treatment experience. Methods: This review was performed according to the Preferred Reporting Items for Systematic Reviews guidelines. A systematic electronic search in three databases, MEDLINE, Scopus, and Web of Science, was conducted in December 2021 to find interventional studies with adult patients undergoing external radiotherapy who received an educational session with virtual reality before or during the treatment. The studies that provided qualitative or quantitative information about the impact of educational sessions on patients' psychological and cognitive dimensions related to RT experience were retained for analysis. Results: Of the 25 records found, eight articles about seven studies were analysed that involved 376 patients with different oncological pathologies. Most studies evaluated knowledge and treatment-related anxiety, mainly through self-reported questionnaires. The analysis showed a significant improvement in patients' knowledge and comprehension of radiotherapy treatment. Anxiety levels also decreased with virtual reality educational sessions and throughout the treatment in almost all the studies, although with less homogeneous results. Conclusion: Virtual reality methods in standard educational sessions can enhance cancer patients' preparation for radiation therapy by increasing their understanding of treatment and reducing anxiety.info:eu-repo/semantics/publishedVersio

Application of kDNA as a molecular marker to analyse Leishmania infantum diversity in Portugal.

Around the Mediterranean basin Leishmania infantum is an important parasite causing canine leishmaniasis and visceral and cutaneous clinical forms in both immunocompetent and immunocompromised humans. Efficient monitoring and evaluation of epidemiology with discriminatory molecular markers are required. We investigated the genetic diversity of L. infantum in Portugal by polymerase chain amplification and restriction fragment length polymorphism analysis of kinetoplastid DNA, as molecular marker. We analysed 120 Portuguese isolates of L. infantum plus 16 other non-Portuguese isolates (as a reference group) from humans, dogs and sand flies. The Portuguese population showed a high degree of polymorphism with a total of 13 profiles identified. The predominant profile was A, which was only detected in the Portuguese samples. The kinetoplastid DNA PCR-RFLP assay described here was suitable for use directly with biological samples and the profiles obtained were stable during long-term growth in vitro and in laboratory animals

Students´ Engagement In Schools: Differentiation and Promotion

The objective of this work is to present elements of the project Student engagement in Schools (SES). The team consists of 10 researchers from six Universities. Student engagement in schools is a multidimensional construct that unites affective, behavioural, and cognitive dimensions of student adaptation in the school and has influence on students‘outcomes. The team of researchers conceptualized two major studies, a differential study to analyze the relations between SES and contextual factors, personal factors, student’s outcomes, and a quasi-experimental study to analyze the effects on SES of a specific intervention programmes. In study 1, the sample size is around 600 students (150 6th graders, 150 7th graders, 150 9th graders, and 150 10th graders). We shall focus on years of school transition, with rural and urban populations, on different regions of the country, and on students with different family background. We shall conduct questionnaires with national and international scales. The study 2 will involve students in 7th and 9th grade, from four classes, two of the experimental group and two of the control group. Patterns of verbal communications between a teacher and students can influence the classroom environment and SES. This model of communication would result in more effective student management and more time on-task for learning