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Repositório Institucional da Universidade Católica Portuguesa
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A (des)conformidade do consentimento do Cookie Banner com o RGPD : análise das práticas utilizadas pelos websites e possíveis soluções
Publication . Coelho, Ana Beatriz Corredoura; Confraria, João
The General Data Protection Regulation, Regulation 2016/679 of the European Parliament and of the Council, of April 27, 2016, applicable from May 25, 2018, is mandatory in all its elements and directly applicable to all member states. According to this Regulation, it is the legal responsibility of website operators to ensure that user’s personal data is collected and stored legally. One of the most common ways of sharing, collecting and storing personal data is through cookies, the so-called cookie banner. The General Data Protection Regulation requires that a website only collect personal data from users who have given their prior, free, specific, informed and unequivocal consent, for the specific purposes of its use. Therefore, it is imperative to understand data protection and electronic privacy laws, in order to legally adapt the use of this mechanism.
The influence of gesture in saxophone musical performance and audience perception : a multimodal analysis
Publication . Moura, Nádia Margarida Trindade; Serra, Ana Sofia Almeida Sá; Vilas-Boas, João Paulo
Body movement plays a key role in music performance. Performers’ gestures not only relate to instrumental manipulation and technical proficiency but also reflect expressive and communicative aspects, essential to achieving meaningful musical interpretations. Despite the growing body of research on instrumental motor behaviour, its scope remains limited, particularly for certain instruments. To effectively integrate these principles into instrumental education, more robust scientific foundations are required. Framed within the embodied music cognition paradigm, this thesis explored the processes of gesture-making in saxophone performance with the aim of understanding how these can be consciously used to improve performance. Adopting a multimodal, multi-perspective approach, we conducted a series of studies including quantitative and qualitative data derived from both objective motion, video and audio recordings, and subjective perceptions of performers (interviews) and the audience (questionnaires). The empirical part of this thesis comprises three blocks: performative gesture analysis, performers’ perception, and audience perception. “Performative gesture analysis” presents four studies: the first two present video-based observational movement analyses performed to delimit and quantify recurrent gestures among saxophone players; the third and fourth studies present detailed kinematic analyses of knee flexion and dynamic postural sway, relating them with the performed music. “Performers’ perception” features one interview study conducted to explore performers’ perspectives, experiences, and habits. “Audience perception” introduces two audience perception studies: the first compared expressive movement to no movement and assessed the efficiency of four motion visual displays in communicating expressiveness; the second investigated how the quantity and quality of expressive motion influence participants’ evaluation of negatively and positively valenced music performances. This investigation presents novel insights on the role of gesture in saxophone performance, relating them to existing literature on other instruments. It also expands the knowledge of the cognitive and motor processes involved in music experience.
Contours of resiliences : cimate futures reimagined in post-disaster Philippines
Publication . Ambulo, Brian Jay de Lima; Silva, Ana Luísa dos Santos Diniz da
The escalating climate crises, coupled with entrenched systemic inequalities and fragmented development approaches, have propelled the discourse of resilience into prominence, particularly concerning marginalised communities within the Global South. The concern, then, is not whether resilience is possible but how it can be conceptualised to honour the agency of those most affected. My central question arises from this very challenge: How can potentials for resilient places and communities in post-disaster settings be navigated when evaluating co-developments between environmental changes and everyday human and more-than-human creative practices? This dissertation reimagines resilience by critically examining the intersections of extractive colonial legacies, socio-ecological transformations, placemaking, and development trajectories in a post-disaster Philippines. It interrogates how global power imbalances, embedded in colonial histories, continue to shape material and immaterial landscapes, perpetuating inequalities and marginalising pluralistic epistemologies. These colonial residues continue to shape modern development paradigms that prioritise exploitative growth, driving anthropogenic climate change and the increasing likelihood of future disasters. Through an investigation of island spatialities and placemaking practices in Siargao Island, the research uncovers the complex interdependencies between humans and more-than-humans, advocating for development approaches incorporating local knowledge systems and ecological commingling. I offer a manifesto that tinkers and fiddles with elements of unorthodox views yet situated practices, radical opinions yet lived experiences, creatively reshaping our interlinkages and interrelationships with our home, our ecologies, our economies, and our selves. It posits that the essence of resilience transcends survival or adaptability; it encapsulates a transformation of culture and nature, thereby engendering spaces and communities that are not fleeting and volatile, but enduring and flourishing.
A whole-school approach to the promotion of psychological health and well-being, from pupils to headteachers : contributions to a universal screening process in schools
Publication . Cunha, Maria do Rosário de Valadares Serrão Brito da; Andrés, Ana; Bowe, Mhairi; Dias, Pedro; Sumich, Alex
Pupils’ psychological health and well-being difficulties are a contemporary international concern, being schools an ideal context to identify and support these issues. School-based well-being intervention approaches currently privilege the Multi-Tiered System of Support model (MTSS) as an approach to support psychological health and well-being in tiers of response. One of the key components of this model is the using universal screening to make data-informed decisions, highlighting its potential for early identification of psychological health needs and strengths. However, this approach’s advantages typically benefit only pupils since most educational settings neither regularly survey their staff’s wellbeing nor engage in organisational well-being support practices for school employees. Concurrently, in different countries, teachers, headteachers and non-teaching staff progressively report increased stress, burnout, depression, and anxiety. Particularly related to teachers, the spotlight on their psychological health increased as well after the COVID-19 pandemic. The present doctoral research aimed to contribute to a whole-school approach to the promotion of psychological health and wellbeing, from pupils to headteachers, focusing specifically on the school-based universal well-being screening (SUWS) process in secondary schools. Two interconnected studies were conducted. The first study explored the perceptions of two panels of school professionals (one in Portugal with 9 participants and one in the UK with 8 participants) on the usability, appropriateness, and acceptability of the SUWS for pupils and school staff. A Policy Delphi technique was used with two rounds of data collection starting with individual interviews and finishing with a questionnaire. Participants in both countries had a positive perception of the social validity of the SUWS, considering it appropriate, usable, and acceptable by different stakeholders to be conducted in schools, both for pupils and school staff. Participants did though mention that it would be more challenging to have parental acceptability. Procedural considerations to increase the buy-in of the stakeholders were also explored, such as having clear communication with the school community about the process, its possible benefits and who would oversee data analysis. Also, within the first study, a reflexive thematic analysis was used to analyse individual interviews focused on well-being priorities mentioned by participants for pupils and school staff through the lenses of the social identity approach to health. Results point to the importance given by participants on social indicators of psychological health and well-being. Three themes were defined: (i) the school community as a site for social interaction and connection; (ii) the power of social support; (iii) reinforcing the need for social belonging and group memberships. Through this analysis, the decision was made to include social indicators in the SUWS in the second study (social identity and social support). The second study aimed to conduct an initial validation of universal school-based screening tools for students’ well-being (in the 3rd cycle), their teachers, headteachers, and non-teaching staff in Portuguese schools. Only results referring to the universal screening for pupils are presented within this doctoral thesis. Following a dual-factor model of mental health, the proposed tool was constituted of different tools that collected information on key indicators of school subjective well-being and psychological difficulties. An adaptation to the Portuguese language and internal structure validation was conducted on the following tools: Student Subjective Wellbeing Questionnaire (Renshaw et al., 2015); Youth Internalizing+Externalizing Problems Screener (Renshaw & Cook, 2018a, 2019; Weeks et al., 2022); Group Identification Scale (Sani et al., 2015); Social Support scale (McNamara et al., 2021). A sample of 942 pupils in the secondary school (3rd cycle in Portugal) was split into two subsamples: subsample 1 (n= 453) for EFA and subsample 2 for CFA (n= 489). Results pointed to adequate psychometric properties of the tools in Portugal, however, changes had to be made in the original structure of SSWQ and YIEPS. In SSWQ one item was deleted in the Portuguese version, and another item was put with a different factor from the original version. In YIEPS, items pertaining to attention problems were deleted, and the final preferred model only included internalising and conduct problems. Altogether, results from the first study support the use of SUWS in schools and can help guide policies and practices on implementing SUWS and potentially improving whole-school well-being supports, as well as showed the importance of incorporating social indicators of health in SUWS efforts; results from the second study showed that the adapted tools can be used in Portuguese schools with the suggested adaptations for interpretation of scores. Further research is necessary on the technical adequacy of the chosen tools in Portuguese samples (e.g., test-retest reliability). This research is aligned with a perspective of service delivery reform through universal screening in school psychology, reinforcing a preventive approach and promoting psychological health and well-being. Suggestions for future research are proposed in the discussion section.
Merecimento e tomada de decisão no acesso ao apoio social : perspetivas de profissionais de primeira linha e da opinião pública sobre pessoas com comportamentos aditivos e dependências
Publication . Caetano, Ana Paula Pereira; Mónico, Lisete; Santos, Clara Maria Rodrigues Cruz Silva
The present study examines perceptions of welfare deservingness in Portugal, focusing on individuals with addictive behaviors and dependencies. Based on the concept of welfare deservingness as a set of ethical and moral criteria that legitimize access to social benefits, the study explores how the perceptions of street-level bureaucrats and public opinion influence the implementation and acceptance of social policies, particularly in the context of people with addictive behaviors and dependencies. With a mixed methodological approach, Study I, of a qualitative nature, used semi-structured interviews with 20 street-level bureaucrats, analyzing the welfare deservingness criteria and ethical challenges in decision-making. Study 2, of a quantitative nature, was based on a sample of 1056 citizens and included the validation of the Welfare Deservingness Perception Protocol, allowing for the assessment of public attitudes toward welfare deservingness criteria. The results of Study I revealed tensions between objective criteria and subjective judgments, highlighting the impact of discretion in determining access to social support. Significant ethical challenges were also identified, such as the balance between social justice and institutional limitations, highlighting the need to empower social workers (e.g. supervision and training) and 10 promote institutional changes 10 combat stigma and prejudice. In Study 2, the criteria of need and reciprocity were widely accepted, while those of entitlement and equality generated more division. Social concern emerged as a significant predictor of welfare deservingness, particularly in access 10 healthcare, with limited impact on social support, where stigmas remain deeply rooted. The results suggest that access to healthcare for people with addictive behaviors and dependencies is more publicly accepted than access to social support. The research offers significant contributions to the field of Social Work by integrating theoretical and practical perspectives on welfare deservingness, highlighting the crucial role of social workers and public narratives in building more inclusive and fair social policies. It also fosters critical debates on resource redistribution and equity.