Introduction: Alcohol use among adolescents is associated with serious health problems and with increased mortality. Objectives: This study aimed to assess the efficacy of the "Alcohol-free" programme in the prevention of alcohol consumption among adolescents. Methodology: A quasi-experimental study was conducted including an experimental group of 92 students and a control group of 77 students, who attended the 3rd cycle of basic education at Braga and Porto schools (Portugal). A self-report questionnaire was administered to both groups before and after the programme implementation. The programme was only administered to the experimental group. Results: The “Alcohol-Free” programme may have facilitated the prevention of early alcohol experimentation among adolescents who had never consumed alcohol. The programme may have also helped to reinforce the participants’ intention not to drink alcohol in the future and to prevent increasing drunkenness prevalence among the experimental group. No significant differences were found on the adolescents’ current alcohol consumption and on their knowledge regarding alcohol use. Conclusions: This study contributes to improve future school-based prevention programmes, which should include families, peers and the school community.
*Este trabalho é financiado por Fundos Nacionais através da FCT -Fundação para a Ciência e a Tecnologia no âmbito do projeto UID/CED/00194/2013. abstract We sustain a transversal approach of the teaching/learning of the mother tongue, including two directions: the important role played by the mother tongue in social integration, namely in what concerns academic success in all content areas -being a teacher of Portuguese -and the contribution of the teaching/learning process of other content
Resumo. Este estudo faz uma revisão sistemática de literatura sobre as narrativas visuais no contexto educacional. Foram pesquisados artigos publicados em jornais científicos, no idioma inglês, no período entre 1999 e 2020, disponíveis nas bases de dados Scopus e Web of Science. O objetivo do estudo foi perceber como a comunidade científica tem trabalhado sobre essa temática, nomeadamente quanto às potencialidades da utilização desses recursos na educação. Após a aplicação dos critérios de inclusão e exclusão, foram selecionados 19 artigos em ambas as bases de dados. Todos os artigos deveriam ter como foco o estudo das narrativas visuais para promover aprendizagem. Os resultados mostram que as narrativas visuais têTm o potencial de explicar conceitos complexos e manter os estudantes interessados no processo de aprendizagem. Para além disso, ressalta-se a importância de perceber por completo o contexto de aplicação desses recursos para que se tenha sucesso quanto ao planejamento das ações relativas à didática e a verificação do seu impacto educacional.
The present study is part of the TEDS - Teacher Education for Sustainability project. This is an Erasmus+ project and involves five European countries: Portugal, France, Lithuania, Finland and Malta. The main aim of the TEDS project is to provide European teacher educators and teachers with the knowledge and tools necessary to implement an education that promotes sustainability in their practices. Within this project, one of the objectives was to understand how key competences in education for sustainability are present in the educational documents of each of the participating countries. This article refers to the analysis carried out on Portuguese educational documents. It is a qualitative study framed on the interpretive paradigm. It is an exploratory, descriptive-interpretive study aimed at identifying and describing the main characteristics related to the key competences in education for sustainability present in the official Portuguese documents that guide teaching and learning. After the analysis, validation and discussion of the results of the content analysis carried out on the corpus, these seem to indicate that the educational documents analyzed are compatible with the key competences considered in the guiding reference framework. All documents present different aspects of the various competences, highlighting their importance in the foundation of an educational practice that promotes sustainability.
The interface is more than an assemblage of processes and effects; it is more than a pure relational instance. The interface can be identified as an entity in itself and in relation to other entities. In this article, the author presents an ontological work on the interface, defining what it is and how it exists, and discussing its relation to other entities. The interface is defined both abstractly as a mediation complex—by identifying characteristics present in its multiple instantiations—and in relation to other entities—by observing the case of the human-computer interface.
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