Browsing by Author "Pereira, Rui"
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- Gramática derivacional do portuguêsPublication . Rio-Torto, Graça; Rodrigues, Alexandra Soares; Ribeiro, Sílvia; Pereira, Rui; Pereira, IsabelNesta Gramática Derivacional descrevem-se os mecanismos, os recursos e os produtos de formação de palavras do português contemporâneo, usando uma linguagem acessível mas assente em aturada investigação por parte dos seus autores, docentes universitários com larga experiência em pesquisa sobre o léxico. Com base nos dados do português europeu e em alguns do português do Brasil, percorrem-se os processos de sufixação (construção de nomes, de adjetivos e de verbos), de prefixação, de composição (erudita e vernácula) e de construção não concatenativa (cruzamento, truncação, siglação, acronímia). A morfologia e a semântica das palavras construídas - sejam isocategoriais ou heterocategoriais - são analisadas tendo em conta as bases que as compõem, os afixos que nelas ocorrem, os processos e as restrições de combinatória, e as áreas denotacionais dos produtos. Precede a descrição dos diferentes paradigmas um capítulo de apresentação dos conceitos básicos e de enquadramento teórico.
- Gramática derivacional do portuguêsPublication . Rio-Torto, Graça; Rodrigues, Alexandra Soares; Pereira, Isabel; Pereira, Rui; Ribeiro, SílviaNesta Gramática Derivacional descrevem-se os mecanismos, os recursos e os produtos de formação de palavras do português contemporâneo, usando uma linguagem acessível mas assente em aturada investigação por parte dos seus autores, docentes universitários com larga experiência em pesquisa sobre o léxico. Com base nos dados do português europeu e em alguns do português do Brasil, percorrem-se os processos de sufixação (construção de nomes, de adjetivos e de verbos), de prefixação, de composição (erudita e vernácula) e de construção não concatenativa (cruzamento, truncação, siglação, acronímia). A morfologia e a semântica das palavras construídas - sejam isocategoriais ou heterocategoriais - são analisadas tendo em conta as bases que as compõem, os afixos que nelas ocorrem, os processos e as restrições de combinatória, e as áreas denotacionais dos produtos. Precede a descrição dos diferentes paradigmas um capítulo de apresentação dos conceitos básicos e de enquadramento teórico.
- Serious game & virtual reality manualPublication . Gomes, Lisa; Chircop, Daren; Yannakakis, Georgios; Veiga-Branco, Augusta (Ed.); Cassar, Maria; Zammit, Marvin; Bugeja, Roderick; Pereira, Rui; Rusi, Silvi; Cainé, JoãoWelcome to an intellectual and emotional journey! This preface introduces a manual dedicated to Serious Games and Virtual Reality, focusing on the development of emotional competence. Our journey begins with the recognition of the exceptional efforts and unwavering dedication of those who made this endeavor possible. It is a testament to the power of collaboration and commitment, thanks to esteemed partners like the Polytechnic University of Bragança, the University of León, the University of Genoa, the University of Malta, and the Ştefan cel Mare University of Suceava. The roots of this journey trace back to 2018 at the University of Minho when visionary professors from the School of Nursing identified a gap in nursing education—while technical proficiency was emphasized, emotional intelligence was often overlooked. Thus, they conceived the idea of incorporating emotional competence into the education of future health professionals, aligning it with the demands of our digital age. As this vision gained momentum, it became evident that the challenge extended beyond their institution. Teaching emotions to students was indeed a complex task, prompting them to seek innovative approaches to nurture these essential skills.
- The emotional competence Veiga Scale (ECVS)Publication . Veiga-Branco, Augusta; Gomes, Lisa; Cainé, João; Novais, Paulo; Pereira, Rui; Soares, FilomenaEvery road has a story… what about EVCE road? The instrument, or the Data Collection Instrument (DCI) that has been used so far, the “Emotional Competence Veiga Scale (ECVS), (EVCE) (28, 31, 34,45) includes 86 items to operationalize the five dimensions of E.C.. The first dimension, Self-awareness was composed by 20 items, the Emotion Management dimension was composed by 19 items, the third dimension, Self-motivation, integrated 21 items, the fourth dimension, Empathy was constituted by 12 items, and the last one, the fifth dimension Management of Social Emotions was constituted by 14 items. These items are constituted as ordinal variables, and each of these items was, in turn, operationalized through a scale measured by a Likert type temporal frequency scale (1 to 7, with 1 - "never", 2 - "rarely", 3 - "occasionally", 4 - "usually", 5 - "often", 6 - "very often" and 7 - "always", with participants being able to choose how often they experience the situations described. The Psychometry of the Data Collection Instrument (DCI), and from the point of view of descriptive statistical analysis, assumes that the EVCE cut-off point is 4. To measure the EC profile, 3 levels of E.C. are considered: the low level, between 1 and 3.49; the moderate level between 3.50 and 5.45, and the high level between 5.46 and 7. Therefore, in order to obtain the level of Emotional Competence as a global construct, we will have to obtain the average values of the means of the five dimensions. To obtain the level of each of the dimensions we have to obtain the average values in each one. The actual scale, EVCEr33, as Data Collection Instrument (DCI) and that has already been used, (37, 38, 39, 42, 43) includes only 33 items to operationalize the five dimensions of E.C., as the following. - The first dimension, Self-awareness is actually composed by 8 items, one of which, is an inverted item; - the second one, the Emotion Management dimension is now composed by 7 items, three of which, are inverted items; - the third dimension, Self-motivation, now integrates 7 items, two of which, are inverted items; - the fourth dimension, Empathy, is actually compose by 5 itens, four of which are inverted items; - the last one, the fifth dimension Management of Social Emotions actually integrates 6 without inverted items. For example, and to better understanding, the level of Management of Social Emotions dimension we have to obtain the average values of those 6 items, and if the average is between 3.50 and 5.45, we can assume thar our sample present a moderate level in Management of Social Emotions. As the previous DCI, in the actual, all items are also constituted as ordinal variables, and each one is also operationalized and measured by the same Likert-type temporal frequency scale, and is also applied the same Psychometrics.