O papel da incongruência no processamento da informação no texto humorístico

A criação do humor começa com a construção de uma incongruência que é resolvida posteriormente devido à informação que, entretanto, é fornecida. Assim, tendo por base textos humorísticos do Gato Fedorento, pretendeu-se explicitar a importância da incongruência no processamento da informação e verificar a existência de diferenças nesse processamento, considerando fatores como a idade, o sexo, a escolaridade, a área de estudos e a capacidade de distinguir textos neutros de textos humorísticos. Em termos metodológicos, pediu-se aos sujeitos intervenientes que identificassem a terminação original de cada texto, de entre quatro hipóteses construídas seguindo como critérios uma possibilidade lógica, mas esperada; uma possibilidade surpreendente, mas sem lógica e uma possibilidade sem coerência, nem sentido. Os resultados obtidos permitem a definição de algumas conclusões interessantes que apontam para a não verificação de diferenças significativas na identificação do final (punchline), o que pressupõe a resolução da aparente incongruência.info:eu-repo/semantics/acceptedVersio

Mecanismos Cognitivos e Humor: uma Atitude Linguística que Pressupõe a Inteligibilidade Mútua.

Language is understood as part of a cognitive system, containing some processes as emotions, perception, categorization, abstraction and reasoning. Information processing and language understanding are active phenomena, requiring from the listener the obligation to use cognitive rules in order to resemble each sentence he or she is reading or listening to what he or she has read or heard before taking into account the perspective of textual cohesion. Thus, a cognitive rule can be defined as a general construct, a logical proposition or a fact that comes from experience. When the speech is humorous, the incongruity must be present. This is because the physical response of laughter is caused by the coexistence of two or more inconsistent, incongruous and apparently not bound together instances. The incongruity resolution model states that the creation of humor begins with the construction of an incongruity that is resolved later due to information which is provided, but there are several processes of creating and resolving the incongruity. However, humour appreciation also implies the cognitive ability to understand the humorous material, so that it is expected that an individual should select, correctly, the original conclusion of a humorous text (Shammi & Stuss, 1999). This study aims to understand how the cognitive mechanisms may influence the interpretation of a humorous text under the perspective of mutual intelligibility, considering the speaker and the listener in interlocutory terms. The methodological proceedings rely on asking 100 people to choose the original punch-line or funny end of seven pre-tested texts, among four hypotheses: logical but not surprising; surprising but not logical; not funny or coherent and the funny punch-line. The results are conclusive

Humour and Leadership at School

Humour and Leadership at School This study establishes a relationship between the capacity of humour appreciation and the way leadership is held at school. The individual leadership characteristics of some school leaders have been compared with their sense of humour and although the results haven’t been very conclusive, there is a strong tendency, showing that school headmasters who are true leaders reveal a good sense of humour. In methodological terms, this study was organized in two phases: in the first one, 85 headmasters answered to a questionnaire built in order to evaluate their leadership characteristics; in the second phase, 50 headmasters chosen among the initial 85 because of their good capacity of leadership were evaluated, taking into account Thorson and Powell sense of humour scale (1993). This experimental research enables us to conclude that there is a moderate positive correlation between sense of humour and the dominance personality of a leader as far as school environment is concerned

Buildings and places in consumers’ perceptions of authenticity of corporate heritage brands: The Vista Alegre case study

While being a recent topic in the corporate marketing literature, corporate heritage brands are an acknowledged topic of research. A corporate heritage brand is a brand that embraces its own past in a relevant way, and that takes advantage of that past, in the present and to build a successful future. The purpose of this study is to understand the impact of buildings and places in consumers’ perceptions of authenticity in corporate heritage brands. This study was, therefore, designed within qualitative-inductive research, consisting of a single case study. The research process consisted of the analysis of 25 semi-structured interviews. This study’s contributions include geographical proximity of the spaces of corporate heritage brands to the residents, as a reason for consumers to visit the space while the region is part of the brand’s identity. Besides, by including stores from other brands in their space, corporate heritage brands can increase consumers’ chance to visit the space, while developing a cohesive image for consumers. Factors such as the aging of the buildings in the space of corporate heritage brands, as well as the representation of the company’s effort to provide good living conditions for the workers, influence consumers’ assessment of authenticity of the space

Changing Practices, Changing Identities: A Study with Students at Risk of Educational Exclusion

This study discusses how students at risk of educational exclusion can restore their identity and improve learning and scientific literacy. This qualitative research adopts an interpretative orientation. Twenty-eight secondary school students, aged 16 to 20 participated. Data was collected of the interactions between students in lessons, focus group interview and written documents. Data analysis was inductive, consistent with a naturalistic research paradigm, and consisted of uncovering salient patterns, singularities, and themes associated with research aims. Several students, at risk of educational exclusion, value this kind of practice. By changing practice, the learning social context varied, as well as students’ identities and their relationships with knowledge, teachers and school

From strategic human resources to organization performance

Much has been written about the link between HR and performance, however consensus has yet not been found concerning the understanding on how that relationship comes together. Empirically, no direct impact has been found and research has only suggested an indirect impact. Consequently, the Strategic HRM field is particularly interested on the understanding of the mediating variables that impact the organization performance. Besides the integrated and business strategy alignment of the HR function, it should be considered that it is the people (HR) of the organization and not their practices that determine the company´s competitive advantage. (Messersmith & Guthrie, 2010) argue that it is the impact of those practices that represent “the true resource and enable a sustainable advantage over industry rivals”. The objective of this research proposal is to study the impact of strategic human resources practices on the organization performance through a case study methodology, supported by longitudinal data. Namely, the project aims to achieve a deeper understanding of the variables that affect the process stream during strategy implementation. How the HR practices impact on people? And why human resources are the most valuable asset? These core premises are in line with the most recent economic concerns about people productivity, employment policies and labor flexibility.info:eu-repo/semantics/publishedVersio

Student Perceptions of Secondary Science Teachers’ Practices Following Curricular Change

Inquiry-based teaching has emerged as a highly valued strategy in science education. In Portugal, the science curriculum has been redesigned in order to promote such teaching. This implies substantial change in teacher practice. It is therefore important to understand students’ perceptions of teacher practice. Aim: In this study, we describe student perception of teacher practices and look for associations between the perceptions and student motivation. Method: Three low-achieving, secondary-level science classes were studied. Motivation was measured by two scales (Intrinsic and Extrinsic); Perceptions were measured in four dimensions. Results: Significant associations (p < .05) were observed between intrinsic motivation and (a) Perception of the use of Laboratory Work; (b) Perception of Science-Technology-Society and (c) Perceived Student Autonomy. No association was noted between intrinsic motivation and the Perception of Teacher as Facilitator. Conclusions: Results are generally consistent with previous literature. Teacher professional development lags behind curricular change. Teachers require new conceptions of assessment.Projeto financiado pelo CIEFCU

Abuso Físico na Criança: a Cintigrafia Óssea no Diagnóstico de Lesões Não Acidentais

Introduction: Child abuse is a complex problem that must be identified and solved as quickly as possible with a multidisciplinary approach. Bone fractures, usually not life-threatening injuries, are often the strongest indicator of abuse. Medical imaging has thus a crucial role, since fractures are often hidden, with signs and symptoms difficult to interpret, and children may be unable to provide history. Bone scintigraphy has appeared in publications addressing child abuse since the 80’s.Aim: To assess the role of Bone scintigraphy in child abuse.Results/Discussion: Some guidelines on approaching child abuse already include bone scintigraphy. In our country, its role and its usefulness remain poorly known.Studies comparing Radiography and Bone scintigraphy showed that scintigraphy was the only method to identify bone lesions in 4 to 20% of patients. Additionally it helped to clarify misleading lesions.Conclusion: When evaluating the suspicion of child abuse, the method of choice is the X-ray of the skeleton. Reviewing the literature, however, we conclude that there is no ideal method and that Radiography and Bone Scintigraphy play a complementary, non-competitive role.We therefore propose the regular performance of Bone Scintigraphy when the X-ray does not identify any lesions, when it presents equivocal findings or when accurately determining the number and location of lesions may have a legal impact.Introdução: O abuso físico em crianças é um problema complexo que deve ser identificado e resolvido o mais rapidamente possível, numa abordagem multidisciplinar. As fraturas são um indicador muito forte de abuso, apesar de, maioritariamente, não causarem risco de vida. Assim, a imagiologia é crucial, uma vez que as fracturas são frequentemente ocultas, com sinais e sintomas difíceis de interpretar, e as crianças nem sempre têm capacidade de fornecer a história. A Cintigrafia óssea na suspeita de abuso físico em crianças surge em publicações desde os anos 80.Objectivo: Rever o papel da Cintigrafia óssea no abuso infantil.Discussão: A Cintigrafia óssea está incluída nas guidelines de abordagem de crianças vítimas de abuso em alguns países. No nosso país, o seu papel e a sua utilidade estão pouco divulgados.Estudos comparativos entre a Radiografia e a Cintigrafia óssea demonstraram que a cintigrafia foi o único método capaz de identificar lesões em 4 a 20% dos casos, para além de ajudar a esclarecer lesões equívocas na radiografia.Conclusão: Na suspeita clínica de abuso infantil, o método de eleição é a Radiografia do esqueleto. Contudo, concluímos que não existe um método ideal único e que a Radiografia e a Cintigrafia óssea apresentam um papel complementar, não competitivo.Propomos, assim, a realização regular da Cintigrafia óssea, quando a Radiografia não identifica qualquer lesão óssea, quando apresenta achados equívocos ou nos casos em que a determinação exata do número e da localização das lesões possa ter impacto legal

Assessment and evaluation in higher education

This book compiles relevant research on students’ learning processes in Higher Education. It presents different dimensions and forms of learning, crucial to understand and tackle diversity and integration regarding more sustainable and inclusive goals. Major challenges have taken place recently considering assessment within higher education and its known impact on students’ learning processes. The application of different assessment methods, considering a general public desire to focus on more skills development and assessment has brought higher education challenges regarding students learning processes and its assessment that are bringing severe changes towards academia. Higher education institutions should act as knowledge and research drivers, and the consideration about the learning processes and assessment methods are key. Special attention is given to assessment methods and purposes, assessment rubrics and the assessment of learning outcomes (knowledge and skills). Research on the challenges, strengths, and opportunities of online and virtual assessment, as well as best practices and recommendations for assessment and evaluation in higher education, are also explored and discussed in this book. This book, which consists of 15 articles written by research experts in their topic of interest, reports the most recent research concerning assessment and evaluation in higher education. The book includes changes in education and higher education that can lead to a systematic modification of higher education. Topic one—Pedagogical innovation Jung Hee Park, Woo Sok Han, Jinkyung Kim and Hyunjung Lee—Strategies for Flipped Learning in the Health Professions Education in South Korea and Their Effects: A Systematic Review; https://doi.org/10.3390/educsci11010009. William Swart and Ken MacLeod—Evaluating Learning Space Designs for Flipped and Collaborative Learning: A Transactional Distance Approach; https://doi.org/10.3390/ educsci11060292. Jiří Bečica and Roman Vavrek—A Qualitative Assessment of the Pedagogical Process at Czech Public Universities; https://doi.org/10.3390/educsci11080389. Salleh Amat, Harizah Izyan Samsudin, Abu Yazid Abu Bakar, Mohd Izwan Mahmud and Mohd Hasrul Kamarulzaman—Needs Analysis of Psychosocial Module Development Based on Psychoeducation Approach for Public University Students in Malaysia; https://doi.org/10.3390/educsci11100604. Humberto Arruda and Édison Renato Silva—Assessment and Evaluation in Active Learning Implementations: Introducing the Engineering Education Active Learning Maturity Model; https://doi.org/10.3390/educsci11110690. We begin the book by introducing the reader to a very interesting work in which Park et al. develops a student-centred approach considering the real advantages in developing students learning abilities. The effect and strategies of flipped learning in the health professions education xii were assessed through a Participant–intervention-comparator-outcome (PICO). Findings suggests that implementing flipped learning design based on class characteristics and appropriate post-class activities can enhance students’ learning abilities. The topic continues with the work from Swart et al. where they evaluate Learning Space Designs for Flipped and Collaborative Learning. A highly revealing study considering the relevance of the classroom´s design as a relevant mainframe for collaborative work. They developed a very interesting study where they present that from a student perspective the investment in high-tech classrooms is not necessarily directly associated with more student engagement. Amat and colleagues presents a research which showed a highly positive response from the students toward the development of a psychosocial module in order to strengthen the assertiveness, social skills, and psychological well-being. Assessment and Evaluation in Active Learning Implementations has been widely worked on engineering Education. Arruda and colleagues present a paper where they propose a framework that assesses the maturity of Active Learning implementation in a program or a course. A valuable tool to be implemented and replicated, on diagnosis and practical improvements in real settings. Topic Two—Assessment Fidel Salas Vicente, Ángel Vicente Escuder, Miguel Ángel Pérez Puig and Francisco Segovia López—Effect on Procrastination and Learning of Mistakes in the Design of the Formative and Summative Assessments: A Case Study; https://doi.org/10.3390/educsci11080428. Eddy Sutadji, Herawati Susilo, Aji Prasetya Wibawa, Nidal A.M. Jabari and Syaiful Nur Rohmad—Authentic Assessment Implementation in Natural and Social Science; https://doi.org/10.3390/educsci11090534 Jurgita Lenkauskaitė, Remigijus Bubnys, Erika Masiliauskienė and Daiva Malinauskienė— Participation in the Assessment Processes in Problem-Based Learning: Experiences of the Students of Social Sciences in Lithuania; https://doi.org/10.3390/educsci11110678. Tatiana Baranova, Dmitriy Mokhorov, Aleksandra Kobicheva and Elena Tokareva— Assessment of the Application of Content and Language Integrated Learning in a Multilingual Classroom; https://doi.org/10.3390/educsci11120808. Another interesting research is the one presented by Vicent et al. where we are guided through students’ procrastination processes, the formative assessments and the summative evaluation. This case study presents the unexpected and undesirable effects of both on the behavior of students and on both grading and learning. Authentic assessment is another pedagogical approach based on real world impact. Sutadji and colleagues presented a research paper where they debate epistemological and scientific constructions to social and natural sciences. Lenkauskaitė and colleagues explored the idea of change in the higher educational process using a problem-based learning strategy. The need we have in education institutions to empower students is reflected in this study that shows empowerment and enhancement of critical thinking from students when they assess and are involved in the assessment strategy. xi To end this topic Baranova and colleagues present a research based on the introduction of content and language into classes with a multilingual approach, which will allow students to use several foreign languages in the process of professional communication. The purpose of the paper is to evaluate the efficiency of a newly introduced integrated learning model from the perspective of students and to understand its impact on students. Topic three—Digitalization- and peer-support-technology-based Rana Saeed Al-Maroof, Khadija Alhumaid and Said Salloum—The Continuous Intention to Use E-Learning, from Two Different Perspectives; https://doi.org/10.3390/educsci 11010006. Isabel López-Tocón—Moodle Quizzes as a Continuous Assessment in Higher Education: An Exploratory Approach in Physical Chemistry; https://doi.org/10.3390/educsci11090500. Mehdi Berriri, Sofiane Djema, Gaëtan Rey and Christel Dartigues-Pallez—Multi-Class Assessment Based on Random Forests.; https://doi.org/10.3390/educsci11030092. In Topic 3, the book presents relevant pos pandemic strategies like e-learning methods. The paper by Al-Maroof et al. show that teachers’ and students’ perceived technology self-efficacy, ease of use and usefulness are the main factors directly affecting the continuous intention to use technology. Their relevant findings also bring about intrinsic and extrinsic motivation associated and developed throughout the process of learning. Considered the key factors that support the use of technology continuously. The chapter continues with López-Tocón and colleagues work on Moodle Quizzes as a Continuous Assessment. Moodle quizzes were explored in this study, and they acted as a reliable practice for teaching and learning. This topic regards crucial aspects that intend to enhance the need for higher education institutions to support additional student-centred dynamics not based on the teacher and its role as the main actor in the classroom or even as main facilitator of knowledge. In this chapter it is explored by the work of Berriri, a novel study that tried to provide relevant information regarding counseling processes. Additionally, it is explored how teaching staff can propose training courses adapted to students by anticipating their possible difficulties using new technologies, a machine learning algorithm called Random Forest, allowing for the classification of the students depending on their results. Topic four—Organizations and governance Cristina Checa-Morales, Carmen De-Pablos-Heredero, Angela Lorena Carreño, Sajid Haider and Antón García—Organizational Differences among Universities in Three Socioeconomic Contexts: Finland, Spain and Ecuador. Relational Coordination Approach; https://doi.org/10.3390/educsci11080445. Hue Thi Truong, Hung Manh Le, Duc Anh Do, Duc Anh Le, Huyen Thi Nguyen and Thanh Kim Nguyen—Impact of Governance Factors over Lecturers’ Scientific Research Output: An Empirical Evidence; https://doi.org/10.3390/educsci11090553. xii Cecília Guerra and Nilza Costa—Can Pedagogical Innovations Be Sustainable? One Evaluation Outlook for Research Developed in Portuguese Higher Education; https://doi.org/10.3390/educsci11110725. The book also presents institutional research, conducted in a macro level approach that can be very helpful to the reader that is interested in more information regarding the assessment of pedagogical innovation at an institutional level. Bečica and colleagues present a relevant qualitative Assessment of the Pedagogical Process at Czech Public Universities. This work increments the debate towards more quality-based measures considering that the monitoring and quantification of quality in education is a very demanding and controverse topic. Checa-Morales and colleagues presented an institutional study that focus on organizational differences Universities in Three Socioeconomic Contexts: Finland, Spain and Ecuador. Results show that shared goals with among faculty members and problem-solving communication among students were key. Organizational practices show relevant differences among the three universities. Truong and colleagues analysed governance factors that influence the scientific research output of lecturers. The results reveal that resources for scientific research have the most impact on lecturers’ scientific research output, followed by policies for lecturers, support for scientific research activities, scientific research objectives of HEIs, and finally, leadership. Pedagogical innovation is key in order to develop society. Guerra and colleagues introduce a very interesting and critical approach to the topic, conducting research that focused on the extent to which funded national research-based education projects, developed in public Portuguese higher education institutions (universities and polytechnic institutes), have considered the sustainability of research results (e.g., pedagogical innovations), after funding ends. We believe there is a need for this book to provide clear and relevant scientific research which takes into consideration pedagogical innovation, assessment processes and institutional models. The aim of this book is to provide the reader with key and updated research on the information necessary to understand students learning and teaching, innovation at assessment, the need to assess involving the students and also to understand global macro level research, national level and institutional level. Therefore, we hope to reach policy makers, educators, researchers, teachers, students and a global community of people that are interested and concerned with the research agenda, acting in student’s empowerment, knowledge and updated skills.info:eu-repo/semantics/publishedVersio