<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Pedro Luís Silva</style></author><author><style face="normal" font="default" size="100%">Stephen L. DesJardins</style></author><author><style face="normal" font="default" size="100%">R. Biscaia</style></author><author><style face="normal" font="default" size="100%">Carla Sá</style></author><author><style face="normal" font="default" size="100%">Pedro Teixeira</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Public and Private School Grade Inflations Patterns in Secondary Education</style></title><secondary-title><style face="normal" font="default" size="100%">The B.E. Journal of Economic Analysis &amp; Policy</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">grade inflation; grading standards; high school grading; postsecondary access equity; upper secondary education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year></dates><publisher><style face="normal" font="default" size="100%">IZA working papers</style></publisher><volume><style face="normal" font="default" size="100%">25</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;We examine the extent of grade inflation in courses taken during high school and how such differences vary across student and school characteristics. Using administrative data, we assess grade inflation in Portuguese high schools over a decade. We propose a relative measure of grade inflation, comparing students’ high school grades to their national exam ranks. Examining various school types, we find that private schools tend to inflate grades more than their public school peers, particularly at the top of the ability distribution. A regional disaggregation indicates that the northern districts exhibit higher probabilities of grade inflation.&lt;/p&gt;
</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><section><style face="normal" font="default" size="100%">305-342</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Matias, M.</style></author><author><style face="normal" font="default" size="100%">J. Aguiar</style></author><author><style face="normal" font="default" size="100%">et al.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Profiles of Parental Burnout around the Globe: Similarities and Differences across 36 Countries</style></title><secondary-title><style face="normal" font="default" size="100%">Cross Cultural Research</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2023</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://doi.org/10.1177/10693971231174551</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">57</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><issue><style face="normal" font="default" size="100%">5</style></issue></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Correia, G.</style></author><author><style face="normal" font="default" size="100%">Margarida Pereira</style></author><author><style face="normal" font="default" size="100%">Gomes, A.</style></author><author><style face="normal" font="default" size="100%">Bragança, Maria do Rosário</style></author><author><style face="normal" font="default" size="100%">Weber, S.</style></author><author><style face="normal" font="default" size="100%">Ferreira, M. A.</style></author><author><style face="normal" font="default" size="100%">LMM Ribeiro</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Predictors of medical students’ views toward research: Insights from a cross-cultural study among Portuguese-speaking countries</style></title><secondary-title><style face="normal" font="default" size="100%">Healthcare</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2022</style></year></dates><volume><style face="normal" font="default" size="100%">10</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><issue><style face="normal" font="default" size="100%">2</style></issue><section><style face="normal" font="default" size="100%">336</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>13</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Alexandra Polido</style></author><author><style face="normal" font="default" size="100%">Fernandes, Maria da Luz</style></author><author><style face="normal" font="default" size="100%">Margarida Pereira</style></author><author><style face="normal" font="default" size="100%">Pacetti, Ana Maria</style></author><author><style face="normal" font="default" size="100%">Pereira, Marina Mohry</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Podcast ENVISION</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2022</style></year></dates><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">J. Aguiar</style></author><author><style face="normal" font="default" size="100%">Marisa Matias</style></author><author><style face="normal" font="default" size="100%">Ana Carolina Braz</style></author><author><style face="normal" font="default" size="100%">Filipa César</style></author><author><style face="normal" font="default" size="100%">Susana Coimbra</style></author><author><style face="normal" font="default" size="100%">Maria Filomena Gaspar</style></author><author><style face="normal" font="default" size="100%">Anne Marie Fontaine</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Parental burnout and the COVID-19 pandemic: How Portuguese parents experienced lockdown measures</style></title><secondary-title><style face="normal" font="default" size="100%">Family Relations</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2021</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://doi.org/10.1111/fare.12558</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">70</style></volume><pages><style face="normal" font="default" size="100%">927-938</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><issue><style face="normal" font="default" size="100%">4</style></issue></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author><author><style face="normal" font="default" size="100%">S Diogo</style></author><author><style face="normal" font="default" size="100%">Rui Santiago</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A Portuguese Tale on Knowledge-Based Society: Narrowing Bonds Between Higher Education and the Innovation System</style></title><secondary-title><style face="normal" font="default" size="100%">Universities in the Knowledge Society. The Changing Academy – The Changing Academic Profession in International Comparative Perspective</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Academic careers</style></keyword><keyword><style  face="normal" font="default" size="100%">Higher education system</style></keyword><keyword><style  face="normal" font="default" size="100%">Innovation policy</style></keyword><keyword><style  face="normal" font="default" size="100%">Research and development</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://link.springer.com/chapter/10.1007/978-3-030-76579-8_15</style></url></web-urls></urls><edition><style face="normal" font="default" size="100%">T. Aarrevaara, M. Finkelstein, G. A. Jones, J. Jung</style></edition><publisher><style face="normal" font="default" size="100%">Springer Cham</style></publisher><volume><style face="normal" font="default" size="100%">22</style></volume><isbn><style face="normal" font="default" size="100%">978-3-030-76578-1</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Within the knowledge society framework, higher education has become a driving factor for democratizing and rising equality in societies and consequently stimulating economic development (Panitsidou et al., Procedia Soc &amp;amp; Behav Sci, 46: 548–553, 2012). In Portugal, as elsewhere, higher education institutions (HEI) were expected to play a key role within the changing dynamics in the orientation of knowledge production and dissemination. Research and the national scientific system are closely connected to the higher education system, with knowledge production being mostly concentrated in universities, especially in public ones. In this context, HEIs are considered as a privileged locus of change framed by the knowledge society providing the new epistemological, ontological, and methodological logics as well as legitimacy for a new “political economy” of knowledge. However, this chapter has a double purpose. On the one hand, it intends to present an overview of the Portuguese higher education system and its relation to the research and innovation system. On the other hand, the paper seeks to analyze the contemporary conceptions of the “knowledge-based society” in the Portuguese state policies and HEI narratives, as well as the expected role assigned to academics in the new knowledge production, dissemination, and transfer systems.&lt;/p&gt;
</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author><author><style face="normal" font="default" size="100%">S Diogo</style></author><author><style face="normal" font="default" size="100%">S. Cardoso</style></author><author><style face="normal" font="default" size="100%">Pedro Luís Silva</style></author><author><style face="normal" font="default" size="100%">Bruno Vilhena</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Plan for Equality, Equity and Diversity 2021-2025</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2021</style></year></dates><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Custers, Benedikte</style></author><author><style face="normal" font="default" size="100%">A. Magalhães</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Problematising ‘education’ in the Modernisation Agenda for Higher Education: the onset of language(s) of education</style></title><secondary-title><style face="normal" font="default" size="100%">European Educational Research Journal</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2021</style></year></dates><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>47</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Carina Jordão</style></author><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author><author><style face="normal" font="default" size="100%">S Diogo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Planos de Igualdade de Género nas Instituições de Ensino Superior em Portugal: A remar contra a corrente? </style></title><secondary-title><style face="normal" font="default" size="100%">XI Congresso Português de Sociologia: Identidades ao rubro: diferenças, pertenças e populismos num mundo efervescente</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Ensino Superior</style></keyword><keyword><style  face="normal" font="default" size="100%">Investigação-ação</style></keyword><keyword><style  face="normal" font="default" size="100%">Planos de Igualdade de Género</style></keyword><keyword><style  face="normal" font="default" size="100%">Resistência à mudança</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">29-31 março 2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://aps.pt/wp-content/uploads/XI_Congresso/Sexualidade_XI-APS-71666.pdf</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">Associação Portuguesa de Sociologia</style></publisher><pub-location><style face="normal" font="default" size="100%">Online Conference</style></pub-location><isbn><style face="normal" font="default" size="100%">978-989-97981-7-5</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;A igualdade de género na ciência e na investigação é uma temática importante na União Europeia (UE) e constitui um dos objetivos da Área Europeia de Investigação. A desigualdade tende a persistir em vários países, prejudicando as organizações, a economia e a sociedade. Para eliminar este problema, a Comissão Europeia tem financiado vários projetos de investigação-ação que procuram estimular mudanças institucionais duradouras através da implementação de Planos de Igualdade de Género (GEP) nas Organizações Produtoras de Investigação (RPOs). A resistência parece, contudo, ser um dos principais desafios à sua implementação. Este estudo visa analisar as dinâmicas organizacionais de resistência à implementação dos GEP em Portugal. Partindo da experiência de investigadores/as responsáveis pelo desenho, planeamento e implementação destes projetos, identificam-se as principais formas de resistência, discutem-se as razões que lhes subjazem e abordam-se algumas estratégias com potencial para as superar e para garantir a sustentabilidade das iniciativas. Este estudo, de natureza qualitativa, evidencia que, apesar de assumir diferentes formas e configurações em função dos contextos organizacionais onde são implementados os GEP, a resistência é um problema transversal aos vários projetos nacionais.&lt;/p&gt;
</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>47</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Pongsathon Kaewmanee</style></author><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The Public Policy Process in University Internationalization: A Literlature Review.</style></title><secondary-title><style face="normal" font="default" size="100%">15th International Technology, Education and Development Conference</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">internationalization</style></keyword><keyword><style  face="normal" font="default" size="100%">policy process</style></keyword><keyword><style  face="normal" font="default" size="100%">public policy</style></keyword><keyword><style  face="normal" font="default" size="100%">university</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">8-9 March, 2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://library.iated.org/view/KAEWMANEE2021PUB</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">INTED2021 Proceedings</style></publisher><pub-location><style face="normal" font="default" size="100%">Online Conference</style></pub-location><isbn><style face="normal" font="default" size="100%">978-84-09-27666-0</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Internationalization has become one of the main tasks of universities in global competition. The purpose of this phenomenon is to make the universities well-known and accepted in worldwide. This article describes internationalization pattern in global universities through public policy process.&lt;br /&gt;
&lt;br /&gt;
From exploring literature from various sources That are internationally recognized, we have decided to conduct a research study based on the Elsevier's Scopus database. Two generic keywords used for searching information included “public policy process” and “university internationalization”, and, to narrow and specify the data, “social science” and “business, management, and accounting” were two specific terms used for exploring the most relevant literature. There were 44 articles found, but after familiarizing the information 40 articles were found most related to this study. Interestingly, several articles have been less cited or never been referred because they are rather newly published (between 2018—2020).&lt;br /&gt;
&lt;br /&gt;
Based on literature review analysis, it was found that globalization is an important external factor forcing states to legislate and the universities to adjust their administrative policy and management to be more international; so that; their academic competitiveness in both national and international levels can increase. The definition of public policies aiming to internationalize the higher education system leads to the development of institutional policies at the universities level. In addition, this article also explains the roles of universities in new era in contributing to both academic fields and to the requirements of the world society, and this shows the transformation which allows universities to become proactive and responsible for the needs of the world in the 21st century.&lt;/p&gt;
</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">A.I. Melo</style></author><author><style face="normal" font="default" size="100%">R. Biscaia</style></author><author><style face="normal" font="default" size="100%">M. Rosa</style></author><author><style face="normal" font="default" size="100%">Isabel Machado</style></author><author><style face="normal" font="default" size="100%">Paula Rocha</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Performance Indicators for Research and Cultural Creation Activities in Polytechnic Higher Education Institutions: A Consensus Building Approach</style></title><secondary-title><style face="normal" font="default" size="100%">Research@UA</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2021</style></year></dates><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><section><style face="normal" font="default" size="100%">40</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Margarida Pereira</style></author><author><style face="normal" font="default" size="100%">Correia, G.</style></author><author><style face="normal" font="default" size="100%">Severo, M.</style></author><author><style face="normal" font="default" size="100%">Verissimo, A. C.</style></author><author><style face="normal" font="default" size="100%">LMM Ribeiro</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Portuguese medical students’ interest for science and research declines after freshman year</style></title><secondary-title><style face="normal" font="default" size="100%">Healthcare</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2021</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://doi.org/10.3390/healthcare9101357</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><issue><style face="normal" font="default" size="100%">10</style></issue><section><style face="normal" font="default" size="100%">1357</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Isabelle Roskam</style></author><author><style face="normal" font="default" size="100%">J. Aguiar</style></author><author><style face="normal" font="default" size="100%">Moïra Mikolajczak</style></author><author><style face="normal" font="default" size="100%">et al.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Parental burnout around the globe: A 42-country study</style></title><secondary-title><style face="normal" font="default" size="100%">Affective Science</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2021</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%"> https://doi.org/10.1007/s42761-020-00028-4</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">2</style></volume><pages><style face="normal" font="default" size="100%">58-79</style></pages><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Gonçalo Santinha</style></author><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author><author><style face="normal" font="default" size="100%">Teresa Forte</style></author><author><style face="normal" font="default" size="100%">Alexandre Fernandes</style></author><author><style face="normal" font="default" size="100%">Jéssica Tavares</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Profiling Public Sector Choice: Perceptions and Motivational Determinants at the Pre-Entry Level</style></title><secondary-title><style face="normal" font="default" size="100%">Sustainability</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">26/01/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://www.mdpi.com/2071-1050/13/3/1272</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</style></volume><pages><style face="normal" font="default" size="100%">1272</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;The 2030 Agenda for Sustainable Development now guides public administrations in conveying all their functions. The 17 Sustainable Development Goals (SDG), directly or indirectly, need effective public services and officials for successful implementation. Although working in public entities has been related to ‘a sense of duty and morality’, literature reports that motivation and sense of self-worth among public officials have been declining for many years, which in turn can endanger their performance, diminish their willingness to attend to civic affairs, and become committed to their organisation. Public officials’ motivation has been widely addressed through the lens of public service motivation and public sector motivation. Fewer studies, however, have focused on the factors of choice at a pre-level entry. This paper intends to address this gap by pondering on what influences student’s intention to work in the public sector. Understanding what drives potential future public officials’ motivation is crucial for public service sector effectiveness. Following a case study approach with a sample of 2251 undergraduate and post-graduate students of a Portuguese university, findings show an attribution of similar strengths and shortcomings to public and nonprofit sectors, a more positive perception of the private sector and job stability as the strongest motivation.&lt;/p&gt;
</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Producing knowledge in a pandemic crisis–The relevance of researchers’ work and working conditions</style></title><secondary-title><style face="normal" font="default" size="100%">The European Sociologist</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2020</style></year></dates><volume><style face="normal" font="default" size="100%">45</style></volume><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">A. Magalhães</style></author><author><style face="normal" font="default" size="100%">L.G. Veiga</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Xavier Bonal</style></author><author><style face="normal" font="default" size="100%">Eve Coxon</style></author><author><style face="normal" font="default" size="100%">Mario Novelli</style></author><author><style face="normal" font="default" size="100%">Antoni Verger</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Policy analysis, epistemology and higher educationism</style></title><secondary-title><style face="normal" font="default" size="100%">Education, Globalisation and the State: Essays in honour of Roger Dale</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2020</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://doi.org/10.3726/b17213</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">Peter Lang Publishing</style></publisher><pub-location><style face="normal" font="default" size="100%">New York</style></pub-location><pages><style face="normal" font="default" size="100%">183-192</style></pages><isbn><style face="normal" font="default" size="100%"> 978-1-4331-8163-4</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">A.I. Melo</style></author><author><style face="normal" font="default" size="100%">Luís F. 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There are different regulations, guidelines and health care policies worldwide. This mixed-methods study aimed to assess the opinion of patients about the embryo storage time limit, and the perception of the criteria underlying the establishment of the storage period offered to them. Between August 2011 and December 2012, 534 IVF patients from Portugal participated in a quantitative questionnaire and 34 couples were interviewed. Overall, 38% of participants preferred the duration of 4-5 years, 38% extended it beyond 5 years and 23% indicated 3 years. Having experienced at least one previous cycle was directly associated with agreeing with a duration of storage longer than 5 years, for both women and men. Having children was inversely associated with longer duration of storage, among women. One-third of the 34 interviewed couples stated that their knowledge concerning embryo storage was insufficient. Nevertheless, all the interviewees reported at least one possible reason for the legal establishment of the storage period offered to them, highlighting financial costs and decreased embryo quality. There are misconceptions and gaps in awareness of cryopreservation, which may shape patients' opinions. Accurate information regarding policy on storage of embryos is needed.&lt;/p&gt;
</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><accession-num><style face="normal" font="default" size="100%">26096027</style></accession-num><notes><style face="normal" font="default" size="100%">Pereira, Margarida&lt;br/&gt;Samorinha, Catarina&lt;br/&gt;Alves, Elisabete&lt;br/&gt;Machado, Helena&lt;br/&gt;Amorim, Mariana&lt;br/&gt;Silva, Susana&lt;br/&gt;eng&lt;br/&gt;Research Support, Non-U.S. Gov't&lt;br/&gt;Netherlands&lt;br/&gt;2015/06/23&lt;br/&gt;Reprod Biomed Online. 2015 Aug;31(2):232-8. doi: 10.1016/j.rbmo.2015.04.015. 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Araújo</style></author><author><style face="normal" font="default" size="100%">Polidori, M.</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Prefácio</style></title><secondary-title><style face="normal" font="default" size="100%">Análise dos sistemas de educação superior no Brasil e Portugal</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2012</style></year></dates><publisher><style face="normal" font="default" size="100%">ediPUCRS</style></publisher><pub-location><style face="normal" font="default" size="100%">Porto Alegre</style></pub-location><pages><style face="normal" font="default" size="100%">7–14</style></pages><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author><author><style face="normal" font="default" size="100%">Özkanli, O.</style></author><author><style face="normal" font="default" size="100%">M. L. Machado-Taylor</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Perceptions and attitudes of senior managers toward gender in academia: A comparative study from Portugal and Turkey</style></title><secondary-title><style face="normal" font="default" size="100%">Educação, Sociedade &amp; Culturas</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2012</style></year></dates><volume><style face="normal" font="default" size="100%">35</style></volume><pages><style face="normal" font="default" size="100%">45-66</style></pages><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author><author><style face="normal" font="default" size="100%">Özlem Özkanlı</style></author><author><style face="normal" font="default" size="100%">Maria de Lourdes Machado-Taylor</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Perceptions and attitudes towards gender in academia: A comparative study from Portugal and Turkey</style></title><secondary-title><style face="normal" font="default" size="100%">Educação, Sociedade e Culturas</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">Apr 2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://www.researchgate.net/publication/312161218_Perceptions_and_attitudes_of_Senior_Managers_toward_gender_in_academia_A_comparative_study_from_Portugal_and_Turkey</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">35</style></volume><pages><style face="normal" font="default" size="100%">45–66</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;This paper examines the inequalities of women’s position in senior management in higher education in Portugal and Turkey. It also examines the perceptions that rectors (vice-chancellors)/ vice-rectors have about gender inequalities in higher education institutions (HEI) and the potential attitudes they may have about institutional policies developed to eliminate these inequalities. A qualitative study was developed with 46 interviews conducted in both countries. The paper then explores senior managers’ perceptions about gender inequalities in top positions in academia and the link between these perceptions and their attitudes concerning decisions to promote gender equality for senior managers in Portugal and Turkey. It concludes that in spite of the persistence of different obstacles for women working towards top positions in both countries, senior managers perceive universities as gender neutral, denying the importance of institutional policies and practices to change the situation.&lt;/p&gt;
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Teixeira</style></author><author><style face="normal" font="default" size="100%">M. Santos</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Perceived neighbourhood environmental characteristics and physical activity according to socioeconomic status in adolescent girls</style></title><secondary-title><style face="normal" font="default" size="100%">Annals of Human Biology</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">*Motor Activity</style></keyword><keyword><style  face="normal" font="default" size="100%">*Residence Characteristics</style></keyword><keyword><style  face="normal" font="default" size="100%">*Social Class</style></keyword><keyword><style  face="normal" font="default" size="100%">*Social Environment</style></keyword><keyword><style  face="normal" font="default" size="100%">Adolescent</style></keyword><keyword><style  face="normal" font="default" size="100%">Cross-Sectional Studies</style></keyword><keyword><style  face="normal" font="default" size="100%">Educational Status</style></keyword><keyword><style  face="normal" font="default" size="100%">Environment</style></keyword><keyword><style  face="normal" font="default" size="100%">Female</style></keyword><keyword><style  face="normal" font="default" size="100%">Humans</style></keyword><keyword><style  face="normal" font="default" size="100%">Logistic Models</style></keyword><keyword><style  face="normal" font="default" size="100%">Portugal</style></keyword><keyword><style  face="normal" font="default" size="100%">Socioeconomic Factors</style></keyword><keyword><style  face="normal" font="default" size="100%">Surveys and Questionnaires</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year></dates><number><style face="normal" font="default" size="100%">1</style></number><edition><style face="normal" font="default" size="100%">20100609</style></edition><volume><style face="normal" font="default" size="100%">38</style></volume><pages><style face="normal" font="default" size="100%">1-6</style></pages><isbn><style face="normal" font="default" size="100%">1464-5033 (Electronic)&lt;br/&gt;0301-4460 (Linking)</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;OBJECTIVE: The purpose of this study was to analyse the associations between physical activity (PA) and several characteristics of the built environment with socioeconomic status (SES) in adolescent girls. METHODS: The sample comprised 599 girls (mean age 14.7, SD = 1.6 years) living in the Aveiro Region of Portugal. Questionnaires were used to describe physical activity level and perceived neighbourhood environments. SES was established by maternal education level. Girls were grouped into low, middle or high SES group. RESULTS: Logistic regression analysis showed that girls assigned to the higher SES group were more likely (OR = 2.4; 95%CI = 1.3-4.5) to belong to the active group than their low SES peers. Girls in high (OR = 2.4; 95%CC = 1.3-4.4) and medium (OR = 1.6; 95%CC = 1.14-2.3) SES groups were more likely to have a higher perception of better aesthetics in their neighbourhoods than their low SES peers and higher SES was also associated with better perception of a street connectivity (OR = 2.9; 95%CI = 1.7-5.4). CONCLUSION: The study showed that girls of higher SES are more active than those of lower SES and that social background might be associated with differences in neighbourhood environmental perceptions.&lt;/p&gt;
</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><accession-num><style face="normal" font="default" size="100%">20528620</style></accession-num><notes><style face="normal" font="default" size="100%">Mota, Jorge&lt;br/&gt;Santos, Rute&lt;br/&gt;Pereira, Margarida&lt;br/&gt;Teixeira, Laetitia&lt;br/&gt;Santos, Maria Paula&lt;br/&gt;eng&lt;br/&gt;Research Support, Non-U.S. Gov't&lt;br/&gt;England&lt;br/&gt;2010/06/10&lt;br/&gt;Ann Hum Biol. 2011 Jan;38(1):1-6. doi: 10.3109/03014460.2010.486769. 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