A universidade e o seu contributo para o desenvolvimento da União Europeia

O trabalho presente é uma investigação sobre a Universidade sua génese e diversidade, caminhada e desenvolvimento, prosperidade em crescimento, papel cultural e fonte de conhecimento seus momentos de glória, seu de impasse e de crise e tentativas para devolver a glória e prestigio de outrora. Nasceu na Europa Meridional com o título de “Studium Generale”. Não nasceu nem “ex abrupto” nem “ex nihilo”, a sua génese remonta às escolas religiosas dos conventos e catedrais onde se conservavam os documentos da cultura greco – latina que mais tarde imperará na Europa sob o antropocentrismo, em oposição ao Teocentrismo. O “Studium General” nasce sobre o patrocínio da Igreja que mantinha como disciplinas principais nestes centros a Teologia e Filosofia, cuja leccionação é circunscrita a poucas Escolas e professores escolhidos. Acorriam à Universidade alunos de todos os cantos da Europa, evidentemente com meios e frades alunos pobres e para os frades criaram-se colégios que os acolhiam e protegiam. A reunião de estudantes devido a disturbios gerou ambiente controverso e obrigou as autoridades governamentais a medidas quer de contenção quer de protecção a residentes e forasteiros. O estudante era um estrangeiro que se deslocava no espaço europeu consoante a fama dos professores. A língua latina foi o veiculo de ligação e comunicação. Pouco a pouco os estados foram-se dando conta do valor da universidade e dos seus ensinamentos e disputavam com a Igreja o seu patrocínio. A Universidade contribui para o desenvolvimento dos Estados a nível administrativo, do direito, da criação de leis dando aos Estados uma maior e melhor organização no seu desenvolvimento. As Universidades concediam graus académicos, sendo o maior o de doutor. Todos esperavam o apoio do saber académico e científico para vencer a luta pela existência. O sistema escolático criticado pelo humanismo deu origem a novos modelos de universidade que surgiram com a supervisão dos Estados. Os modelos a partir do século XIX, são: ingês, alemão, americano, francês e russo. A universidade passa a ser o lugar do ensino superior, com o repúdio ao tradicinal e a investigação passa a fazer parte do papel da universidade. Em Portugal criou-se estruturas de apoio à formação de professores especialmente o sector de ciência e educação. Tardiamente a União Europeia dá atenção à educação criando programas como o Sócrates cujas acções são Comenios, Erasmus, Grundvig, Língua e Minerva. A mobilidade estudantil torna-se realidade na Europa e a flexibilidade na educação. A função da universidade actual ocupa-se do sector industrial e pós industrial da sociedade de informação, economia e empresa. Universidade como serviço público e mercado. Foi pena que a União Europeia, não reconhecesse ao Homem a centralidade de que tem direito, e esquecesse que sem o homem não há desenvolvimento nem criatividade. Estruturou-se a economia e a política obliterou a educação, a cultura, a formação, isto é um castelo construído sobre areia. Relembrando Antero cabe dizer: “Abrem-se as portas de ouro com fragor Mas dentro encontro só cheiro de dor Silêncio e escuridão nada mais”. Hoje a nossa Universidade é um problema. O seu caminho terá de ser o da cultura e a da educação. Tem de ser vista como poder em época de crise e o permanente primeiro que o transitório. Donde a necessidade de uma gestão de qualidade e de uma educação permanente.

Producing Inequalities: Regional Sequences in Later Prehistoric Southern Spain

This paper presents regional sequences of production, consumption and Social relations ill Southern Spain from the beginning of the Neolithic to the Early Bronze Age (c. 5600-1550 BC). The regions Studied are southeast Spain, Valencia, the southern Meseta and central/western Andalucia. The details presented for each region and period vary in quality but Show how Much our knowledge of the archaeological record of southern Spain has changed during the last four decades. Among the Surprises are the rapidity of agricultural adoption. the emergence of regional centres of aggregated population in enclosed/fortified settlements of up to 400 hectares in the fourth and third millennia BC. the use of copper objects as instruments of production, rather than as items With 11 purely symbolic of 'prestige' value, large-scale copper production in western Andalucia in the third millennium BC (as opposed to the usual domestic production model), and the inference of societies based oil relations of class.

Extending higher educational opportunities through e-learning: a case study from Sri Lanka

The Knowledge Economy favours high skilled and adaptable workers, typically those with a degree. Information and Communication Technologies (ICTs) have the potential to extend educational opportunities through e-Learning. In Sri Lanka efforts have been made to employ ICTs in this way. The case study of Orange Valley University (pseudonymous) is presented, exploring the impact of ICT-based distance education on access to higher education. This ethnographic research employed questionnaires, qualitative interviews and documentary analysis. Online learning was found to appeal to a specific segment of the population. Flexibility and prestige were found to be important influences on programme selection. The majority possessed resources and skills for e-Learning; access and quality issues were considered.

The printed page

In the year 1702 two books were published, in Oxford and Paris, that can now be seen as defining the presses that produced them. In Paris, the Imprimerie Royale issued the Médailles sur les principaux évènements du règne de Louis le Grand, a large folio of text and plates intended to glorify the regime of Louis XIV. In Oxford, the first, large format volume of Clarendon’s The history of the rebellion appeared; painstakingly edited at Christ Church, it brought prestige and profit to the University. Both were considerable statements of publishing intent in graphic form: both were sumptuous, and both used types and decorations reserved to their respective presses. But the French book points the way to future developments in typography, particularly in the design of type, while the Oxford book is a summation of the past, and its types and page design would be abandoned by the Oxford press in little more than thirty years. Tracing the printed pages of Oxford books from the late sixteenth to the mid-eighteenth century shows changes that parallel wider developments in English and European typography, but from a distinctly Oxford perspective.

Advanced skills teachers: professional identity and status

The teaching profession continues to struggle with defining itself in relation to other professions. Even though public opinion positions teachers second only to doctors and nurses in terms of their professional status and prestige research in the UK suggests that teachers still believe that they have much lower status than other professions. With teacher job satisfaction considerably lower today than the past and on-going issues with teacher recruitment and retention, new government policies have set out to enhance the status of teachers both within and outside of the profession. The Advanced Skill Teacher (AST) grade was introduced in 1998 as a means to recognise and reward teaching expertise and was framed as a way of also raising the status of the teaching profession. As to what a teaching professional should look like, the AST was in many ways positioned as the embodiment. Using survey data from 849 ASTs and in depth interviews with 31, this paper seeks to explores the ways that the AST designation impacts or not on teachers’ perceptions of their professional identity. In particular, the paper considers whether such awards contribute in positive ways to a teacher’s sense of professional identity and status. The results from the research suggest that teaching grades that recognise and reward teaching excellence do contribute in important ways to a teachers’ professional identity via an increased sense of recognition, reward and job satisfaction. The results from this research also suggest that recognising the skills and expertise of teachers is clearly important in supporting teacher retention. This is because as it allows highly accomplished teachers to remain where they want to be and that is the classroom.

The role of transfer in language variation and change: Evidence from contact varieties of French

In this Special Issue, the focus is on contact-induced language variation and change in situations of societal bilingualism that involve long-term contact between French and another language. As is well known, when two or more languages are spoken by groups of speakers in the same geographical area, over time, features from one language can be transferred to the other language, especially when the languages in question are unequal in terms of prestige, institutional support and demographic factors. The process that leads to the adoption of such features in the contact languages is generally known as INTERFERENCE or TRANSFER, and these terms are also used to describe the features in question (i.e. the end product of the process of transfer). In this issue we prefer to use the term TRANSFER over the use of the notion INTERFERENCE, as the former has fewer negative connotations than the latter.

Sharing power? Prospects for a U.S. concert-balance strategy

The Pax Americana and the grand strategy of hegemony (or “Primacy”) that underpins it may be becoming unsustainable. Particularly in the wake of exhausting wars, the Global Financial Crisis, and the shift of wealth from West to East, it may no longer be possible or prudent for the United States to act as the unipolar sheriff or guardian of a world order. But how viable are the alternatives, and what difficulties will these alternatives entail in their design and execution? This analysis offers a sympathetic but critical analysis of alternative U.S. National Security Strategies of “retrenchment” that critics of American diplomacy offer. In these strategies, the United States would anticipate the coming of a more multipolar world and organize its behavior around the dual principles of “concert” and “balance,” seeking a collaborative relationship with other great powers, while being prepared to counterbalance any hostile aggressor that threatens world order. The proponents of such strategies argue that by scaling back its global military presence and its commitments, the United States can trade prestige for security, shift burdens, and attain a more free hand. To support this theory, they often look to the 19th-century concert of Europe as a model of a successful security regime and to general theories about the natural balancing behavior of states. This monograph examines this precedent and measures its usefulness for contemporary statecraft to identify how great power concerts are sustained and how they break down. The project also applies competing theories to how states might behave if world politics are in transition: Will they balance, bandwagon, or hedge? This demonstrates the multiple possible futures that could shape and be shaped by a new strategy. viii A new strategy based on an acceptance of multipolarity and the limits of power is prudent. There is scope for such a shift. The convergence of several trends—including transnational problems needing collaborative efforts, the military advantages of defenders, the reluctance of states to engage in unbridled competition, and hegemony fatigue among the American people—means that an opportunity exists internationally and at home for a shift to a new strategy. But a Concert-Balance strategy will still need to deal with several potential dilemmas. These include the difficulty of reconciling competitive balancing with cooperative concerts, the limits of balancing without a forward-reaching onshore military capability, possible unanticipated consequences such as a rise in regional power competition or the emergence of blocs (such as a Chinese East Asia or an Iranian Gulf), and the challenge of sustaining domestic political support for a strategy that voluntarily abdicates world leadership. These difficulties can be mitigated, but they must be met with pragmatic and gradual implementation as well as elegant theorizing and the need to avoid swapping one ironclad, doctrinaire grand strategy for another.

Art, value and function

Is the concept of a work of art an evaluative concept: does its application imply a positive evaluation? I shall discuss this question by considering two opposing attempts at defining art, namely the Institutional Theory and the view that art is a functional concept. I shall argue that the concept of art does not imply an unconditionally positive evaluation, but that art is a prestige concept. Moreover, it will be shown that functional definitions of art are flawed.

Girls talk: authorship and authenticity in the reception of Lena Dunham's Girls

By examining the discourse around Lena Dunham's HBO comedy Girls (2012– present), this article argues that the programme served as a space to think through female authorship, televisual representations and cultural tensions surrounding young womanhood. Central to this discourse was the narrative asserting Girls' and Dunham's 'authenticity', originality and universality, which sought to legitimate her gendered authorship and interest in the comedy of female intimacy within HBO' s masculine prestige channel identity. Charting three cycles of discourse surrounding the programme's debut, this article explores the paratextual framing by promotional concerns, television critics and women' s websites. It highlights how journalists and critics furthered HBO's paratextual framing of Dunham, which was later countered by the networked spaces of niche online media, which used the programme as a space to productively work through industrial and cultural tensions; particularly those surrounding female comic authorship, autobiography and intersectionality.

Txtng as a replacement for standard written English : an attitude survey based on Age and Gender

Text messaging is a new form of writing, brought about by technological development in the last couple of decades. Mobile phone usage has increased rapidly worldwide and texting is now part of many people's everyday communcation. A large number of users send or receive texts which include some abbreviations and shortenings, commonly referred to as textspeak. This novel linguistic phenomenon is perceived by some with indifference and by others with aggravation. The following study examines attitudes towards this linguistic change from a gender and age perspective. The comparison between two groups show that the most conservative and least positive to change are young women. The analysis and discussion around this focuses on power, prestige and patterns.

¡Solo vos! : Un estudio sociolingüístico sobre las actitudes hacia el voseo argentino

Resumen En este estudio se analizan las actitudes lingüísticas de un grupo de mujeres argentinas, venezolanas y mexicanas residentes en Qatar, Argentina y Suecia en relación con el voseo argentino. Metodológicamente se utilizan tres técnicas: la primera consiste en grabar dos versiones de un texto leído por una persona de Argentina; en la segunda un grupo de informantes escucha el texto grabado y contestan simultáneamente una encuesta que evalúa su postura con respecto al uso del pronombre vos, así como de sus usuarios; la tercera está dedicada a la entrevista, en la cual se pregunta a las informantes argentinas cuál es su opinión acerca del voseo como sinónimo de identidad lingüística. El análisis de los resultados indica que existe una diferencia significativa entre cómo se juzgan las dimensiones de estatus y solidaridad, ya que las entrevistadas dieron un menor valor a los atributos relacionados con la dimensión de estatus que a los de solidaridad. Resumiendo los resultados, se advierte que las argentinas evalúan más positivamente el uso del vos que el tú, confirmando que tienen una posición positiva sobre su identidad lingüística.

English-medium instruction in Sweden : Perspectives and practices in two upper secondary schools

This thesis presents English-medium instruction (EMI) in the Swedish context, focusing on perspectives and practices in two schools. The research question is as follows: How and why is EMI offered, chosen, and practiced in the Swedish upper secondary school today? The aim is to explore the status of the educational option, the reasons for offering EMI to stakeholders, the stakeholders’ beliefs about and goals of EMI, and the implementation of EMI in the classroom. A survey of all upper secondary schools in Sweden was conducted to ascertain the spread of content teaching through a foreign language. The educational context was studied from an ecological perspective using methods based in linguistic ethnography. Language alternation, academic language, and language hierarchy were all considered. Interviews were analysed for content; and classroom language use was analysed for language choice and function. The concepts of affordance and scaffolding together with translanguaging were key. The de facto policies of the micro contexts of the schools were examined in light of the declared national policy of the macro context of Sweden. The results indicate that the option in Swedish schools has not increased, and also tends to only be EMI—not Content and Language Integrated Learning (CLIL) or instruction through other languages. EMI is offered for prestige, an international profile, marketing potential and personal interest. EMI students are academically motivated and confident, and see the option as “fun”. 100% EMI in the lessons is not the goal or the practice. Translanguaging is abundant, but how language alternation is perceived as an affordance or not differs in the two schools. One focuses on how the languages are used while the other focuses on how much each language is used. In conclusion, the analysis suggests that a development of definitions and practices of EMI in Sweden is needed, especially in relation to language policy and language hierarchy.

”Are you watching closely?”

Syftet med uppsatsen är att undersöka hur klippning har bidragit till att förstärka det vilseledande narrativet i filmen The Prestige (2006). Tre scener som anses vara betydelsefulla för filmens vilseledande narrativ har analyserats, för att fastställa vad som händer med berättandet i filmen när olika klipptekniker används och hur klippningen bygger upp den här typen av narrativ. Med hjälp av Kleckers forskning om vilseledande narrativ, Bordwell och Thompsons teori kring hur tid kan manipuleras genom klippning och Corrigan och Whites teori om olika klipptekniker, undersöker uppsatsen hur det vilseledande narrativet är strukturerat genom klippning. Resultatet visar på att det går att konstatera att klippningen i The Prestige har bidragit till att framhäva det vilseledande narrativet. Genom användningen av olika klipptekniker, har berättandet i filmen lyckats vilseleda publikens uppmärksamhet. Tack vare blandningen av de olika teknikerna undanhålls viktig information från betraktaren, vilket är avgörande för att ett vilseledande narrativ ska fungera.

Projeto para a criação do Centro de Memória do Instituto de Matemática Pura e Aplicada: uma história de competência, paixão e perseverança

O Instituto Nacional de Matemática Pura e Aplicada (IMPA) foi o primeiro órgão de pesquisa criado pelo Conselho Nacional de Pesquisas (CNPq), em 1952. Desde seu início o IMPA dedicou-se à pesquisa científica em matemática do mais alto nível e promoveu a formação de novos pesquisadores, promovendo também a difusão e aprimoramento da cultura matemática no país. Mais recentemente, passou a dedicar-se também às aplicações da matemática em outras áreas do conhecimento e em setores tecnológicos. Ao longo de mais de cinqüenta anos de trabalho, consolidou-se como o centro de referência em pesquisa matemática e formação de novos pesquisadores no Brasil e na América Latina. Tendo em vista a relevância da instituição para os rumos da pesquisa na área no país, este trabalho de conclusão de curso tem como objetivo estabelecer as diretrizes para a criação do Centro de Memória do Instituto Nacional de Matemática Pura e Aplicada (CEMIMPA), que seria um espaço para produção e re-elaboração de identidade e memória institucional – seguindo uma tendência que se afirma, no Brasil, desde a década de 1970. Discute-se aqui a trajetória do IMPA, os conceitos sobre memória, acervo e identidade para conseguir demarcar as linhas gerais do CEMIMPA e precisar sua importância para a instituição. A criação de um centro de memória como o que propomos, ajudaria a dar visibilidade à história do IMPA, de seus pesquisadores, suas áreas de atuação para além dos limites do cenário da pesquisa matemática, alcançando um público cada vez mais amplo e diverso. Isto poderia influenciar de forma ainda mais vigorosa a formação de jovens em geral, e em particular, de futuros matemáticos. Também poderá incrementar as pesquisas sobre a história da matemática no Brasil e a trajetória dos pesquisadores que a fizerem e dela fazem parte.