Traditions and transitions: teenagers’ perceptions of parading in Belfast

The purpose of this article is to explore and illuminate teenagers' experiences of, and attitudes to, parades in Belfast. The research draws on responses from 125 teenagers located in interface areas (areas where Catholics and Protestants live side by side but apart) to government supported attempts to rebrand Orangefest (traditional parade associated with Protestant/Unionist/Loyalist community) and St Patrick's Day (traditional parade associated with Catholic/Nationalist/Republican community) as all-inclusive community events. For the most part, young people access these parades in pre-existing, single identity peer groups and view these parades as either inclusive or exclusive calling into question the extent to which Belfast's city centre can be viewed as shared space.

‘Plugging the Gap’: Shared Education and the promotion of community relations through schools in Northern Ireland

Although there is no consensus amongst educationalists as to the role schools play as drivers of hostilities in divided societies, there is broad agreement that they can facilitate more positive intergroup relations. In Northern Ireland the promotion of school based inter-group contact has been offered as a means through which this can happen. Until 2007, the approach was twofold, reflected on the one hand in short-term contact opportunities for pupils in predominantly Catholic and Protestant schools, and on the other, in support for integrated schools which educate Catholics and Protestants together. In 2007 the Shared Education Programme was introduced to ‘bridge the gap’ between short-term opportunities for contact, and ‘full immersion’ integrated schools. Informed by contact theory, shared education offers curriculum based interaction between pupils attending all school types, aimed at promoting the type of contact likely to reduce negative social attitudes and ultimately contribute to social harmony. In this paper, we examine the impact of shared education thus far. Our analysis suggests that whilst shared education is generally effective in promoting positive assessments of other group members, there is a danger that programme impact may be inhibited by the foregrounding of educational over reconciliation priorities. Appreciating that the downplaying reconciliation objectives may have been necessary when the programme was established in order to maximize recruitment to it, we argue that if the full potential of shared education is to be realized, moving forward, it is important for schools to engage with issues of group differences.

The effect of altering a single component of a rehabilitation programme on the functional recovery of stroke patients: a systematic review and meta-analysis

OBJECTIVE: To evaluate the effect of altering a single component of a rehabilitation programme (e.g. adding bilateral practice alone) on functional recovery after stroke, defined using a measure of activity.

DATA SOURCES: A search was conducted of Medline/Pubmed, CINAHL and Web of Science.

REVIEW METHODS: Two reviewers independently assessed eligibility. Randomized controlled trials were included if all participants received the same base intervention, and the experimental group experienced alteration of a single component of the training programme. This could be manipulation of an intrinsic component of training (e.g. intensity) or the addition of a discretionary component (e.g. augmented feedback). One reviewer extracted the data and another independently checked a subsample (20%). Quality was appraised according to the PEDro scale.

RESULTS: Thirty-six studies (n = 1724 participants) were included. These evaluated nine training components: mechanical degrees of freedom, intensity of practice, load, practice schedule, augmented feedback, bilateral movements, constraint of the unimpaired limb, mental practice and mirrored-visual feedback. Manipulation of the mechanical degrees of freedom of the trunk during reaching and the addition of mental practice during upper limb training were the only single components found to independently enhance recovery of function after stroke.

CONCLUSION: This review provides limited evidence to support the supposition that altering a single component of a rehabilitation programme realises greater functional recovery for stroke survivors. Further investigations are required to determine the most effective single components of rehabilitation programmes, and the combinations that may enhance functional recovery.

John Punch, Scotist Holy War, and the Irish Catholic Revolutionary Tradition in the Seventeenth Century

During the 1640s, the Irish Franciscan theologian John Punch taught his theology students in Rome that war against Protestants was made just by their religion alone. Jesuits like Luis de Molina identified the holy war tradition in which Punch stood as a Scotist one, and insisted that the Scotists had confused the natural and supernatural spheres. Among Irishmen, Punch was unusual. The main Irish Catholic revolutionary tradition employed Jesuit and Thomist theory. They argued that the Stuarts had lost the right to rule Ireland for natural reasons, not supernatural ones; because the Stuarts were tyrants, not because they were Protestants.

Max Weber and the First World War: Protestant and Catholic living standards in Germany, 1914-1919

We assess informal institutions of Protestants and Catholics by investigating their economic resilience in a natural experiment. The First World War constitutes an exogenous shock to living standards since the duration and intensity of the war exceeded all expectations. We assess the ability of Protestant and Catholic communities to cope with increasing food prices and wartime black markets. Literature based on Weber (1904, 1905) suggests that Protestants must be more resilient than their Catholic peers. Using individual height data on some 2,800 Germans to assess levels of malnutrition during the war, we find that living standards for both Protestants and Catholics declined; however, the decrease of Catholics’ height was disproportionately large. Our empirical analysis finds a large statistically significant difference between Protestants and Catholics for the 1915–19 birth cohort, and we argue that this height gap cannot be attributed to socioeconomic background and fertility alone.

Max Weber and the First World War: Protestant and Catholic living standards in Germany, 1915-1919

We assess informal institutions of Protestants and Catholics by investigating their economic
resilience in a natural experiment. The First World War constitutes an exogenous shock to living standards since the duration and intensity of the war exceeded all expectations. We assess the ability of Protestant and Catholic communities to cope with increasing food prices and wartime black markets. Literature based on Weber (1904, 1905) suggests that Protestants must be more resilient than their Catholic peers. Using individual height data on some 2,800 Germans to assess levels of malnutrition during the war, we find that living standards for both Protestants and Catholics declined; however, the decrease of Catholics’ height was disproportionately large. Our empirical analysis finds a large statistically significant difference between Protestants and Catholics for the 1914-19 birth cohort, and we argue that this height gap cannot be attributed to socioeconomic background and fertility alone.

Measuring the macrosystem in post-accord Northern Ireland: A social-ecological approach

The macrosystem refers to the overarching patterns that influence behavior at each level of the social ecology (Bronfenbrenner, 1977), making it a necessary component for assessing human development in contexts of political violence. This article proposes a method for systematically measuring the macrosystem in Northern Ireland that allows for a subnational analysis, multiple time units, and indicators of both low-level violence and positive relations. Articles were randomly chosen for each weekday in 2006-2011 from two prominent Northern Irish newspapers and coded according to their reflection of positive relations and political tensions between Catholics and Protestants. The newspaper data were then compared to existing macro-level measurements in Northern Ireland. We found that the newspaper data provided a more nuanced understanding of fluctuations in intergroup relations than the corresponding measures. This has practical implications for peacebuilding and advances our methods for assessing the impact of macro-level processes on individual development.

O projeto PmatE e a aprendizagem da matemática no ensino superior

O contexto educacional exige renovação de paradigmas. Impõem-se profundas alterações ao nível do papel e da função do professor e dos alunos, devendo-se privilegiar metodologias de aprendizagem ativas, cooperativas e participativas, rompendo-se com o ensino magistral e a mera transmissão de ‘conhecimentos’. As ferramentas informáticas poderão constituir-se uma mais-valia no contexto educativo, promovendo uma aprendizagem significativa e autorregulada pelo aluno, sempre sob a adequada orientação do professor. Neste contexto, foi criado, na Universidade de Aveiro, o Projeto Matemática Ensino (PmatE), com o principal objetivo de combater, de uma forma inovadora, as causas do insucesso escolar a matemática. No entanto, tal plataforma ainda não foi alvo de uma avaliação sistemática, nomeadamente ao nível do ensino superior, que nos permita concluir da consecução dos seus propósitos. Assim, a questão de investigação subjacente ao estudo em curso é - Qual o impacte da utilização diferenciada, como complemento à abordagem didáctica, da plataforma de ensino assistido (PEA) desenvolvida pelo PmatE na aprendizagem de temas matemáticos ao nível do Ensino Superior, principalmente ao nível da autonomia, da construção e aplicação de conhecimentos e do desenvolvimento de apetências pela Matemática. Para se tentar dar resposta à mesma, implementou-se um estudo misto, quantitativo e qualitativo, com alunos da unidade curricular Análise Matemática I do Curso Engenharia Alimentar de um Instituto Politécnico português, a quem se propôs uma exploração prévia da plataforma extra-aula para que, nesse espaço, se pudesse conceptualizar os conceitos envolvidos e realizar tarefas variadas quanto à sua natureza. Usaram-se como principais técnicas de recolha de dados a análise documental, a inquirição e a observação direta, suportadas pelos diversos instrumentos: Questionário Inicial e Final; testes de avaliação, nas versões pré-teste, pós-teste1 e pós-teste2; produções de uma bateria de tarefas de natureza diversificada; registo computorizado do percurso dos alunos relativamente ao trabalho por eles desenvolvido na plataforma do PmatE; notas de campo; dossier dos alunos e entrevistas. Os resultados obtidos, a partir de uma análise estatística dos dados quantitativos e de conteúdo dos dados qualitativos, indicam, por um lado, que os alunos mais autónomos, mais persistentes e que obtêm os melhores resultados são os alunos que usaram a plataforma com frequência e, por outro, que a utilização da plataforma contribuiu para aumentar o gosto pela Matemática. Este estudo permitiu, também, obter informação importante sobre aspetos que poderão melhorar a plataforma, em particular, relativos à natureza das tarefas e à resolução dos exercícios propostos.

Les Cahiers Anne Hébert, 13 : Legs d'Anne Hébert : Lecture, intertextualité, transmission

La critique a depuis longtemps identifié les lieux de lecture travaillés par les œuvres hébertiennes, de la Bible à Faulkner en passant par Chrétien de Troyes et les contes de fées. Mais si la lecture est un legs, un témoignage du passé qu’il est loisible d’interroger dans le présent de l’écriture, les œuvres d’Anne Hébert – l’adaptation cinématographique du Torrent en est l’illustration éclatante – constituent désormais un héritage dont les effets peuvent être analysés. Nous voudrions ici interroger ces deux modalités du legs d’Anne Hébert en nous attachant aussi bien aux traces des lectures de l’écrivaine qui parsèment son œuvre qu’à ce que cette dernière a légué en retour aux écrivains, ou cinéastes, qui lui succèdent. La présence de la bibliothèque de l’écrivaine au Centre Anne-Hébert est à cet égard à même d’ouvrir de nouvelles avenues de recherche, susceptibles de renouveler notre compréhension des œuvres. Ce n’est donc pas seulement d’intertextualité qu’il est question dans ces pages, ni de la notion ambigüe d’influence qu’elle était venue remplacer, mais bien de ce legs symbolique bien particulier que constitue la lecture. À quel héritage littéraire Anne Hébert a-t-elle puisé afin de rompre avec les discours social et littéraire du Canada français des années 1940? Quel traitement réserve-t-elle à l’héritage canadien-français, notamment religieux? Mais aussi, qu’en est-il, dans son œuvre, de cet enjeu majeur de la transmission, elle qui ne cesse de s’interroger, d’un texte à l’autre, sur les effets ineffaçables du passé à partir de son refoulement? Voilà quelques-unes des questions qui ont retenu l’attention des auteur(e)s de ce dossier, qui souhaite ainsi participer au renouvellement de la recherche sur cet aspect primordial du legs.

Les pratiques de gouvernance de commissions scolaires du Québec

Le système d'éducation public québécois actuel est marqué par la complexité de son fonctionnement multijoueurs amplifiée par un accroissement des prescriptions législatives en matière de gouvernance et de procédures participatives. Devant ce constat, l'objectif de cette thèse est de décrire et de comprendre, à partir de l'analyse de pratiques d'acteurs, le fonctionnement réel de la gouvernance de deux commissions scolaires (CS) québécoises en regard de ce qui est prescrit par la Loi. Utilisant une approche qualitative, notre recherche repose sur une étude de cas dans laquelle trois dossiers sont étudiés pour chacune des organisations. L' analyse est menée à partir des concepts propres aux approches théoriques de l'analyse stratégique et du néoinstitutionnalisme. Nous concluons de cette étude de pratiques de gouvernance que les dossiers étudiés sont menés conformément aux prescriptions législatives, voire que ces pratiques vont souvent au-delà des exigences législatives, notamment quant aux procédures de participation. Dans les CS étudiés, les processus de gouvernance mis en oeuvre s'appuient généralement sur un porteur de dossier et des comités de travail regroupant des représentants-relais de plusieurs acteurs concernés. Ce fonctionnement est observé au sein des deux organisations, et ce, même si les modes de coopération présentent des différences notables. Au niveau des acteurs, dans les deux cas étudiés, les cadres de la CS et le Conseil des commissaires sont perçus comme étant très influents sur le déroulement des dossiers. L'influence des autres acteurs, tels que les parents, les représentants de la communauté et les acteurs associés aux établissements, est perçue comme étant variable selon les organisations et selon les dossiers. Les perceptions quant à la marge de manoeuvre et aux capacités d'influence des acteurs, l'intérêt porté au dossier et la personnalité des individus impliqués s'avèrent des facteurs marquants quant à cette inégalité.

Autour d’un paradigme juridique de la reconnaissance

Les travaux de l’actuel directeur de l’Institut de recherches sociales (Institut für Sozialforschung (IfS) de Francfort et les commentaires qu’ils se sont attirés posent la question des conditions de possibilité d’une étude scientifique de la vie institutionnelle du principe d’égalité juridique qui comprenne celui-ci comme une composante essentielle de l’infrastructure morale de la société moderne et qui, de cette vie, permette de diagnostiquer les pathologies ainsi que d’indiquer les forces actives de développement. Ce projet de sociologie juridique critique suppose un concept de droit qui dépasse l’opposition traditionnelle, du moins depuis plus de deux siècles, entre positivisme juridique et jusnaturalisme. Par son truchement, un tel concept de droit se présente comme une contribution de la Théorie critique de la société (ci-après « TCS »). Nous verrons cependant que, en raison de l’état d’avancement actuel du projet honnéthien de sociologie critique, la dimension proprement sociologique du présent dossier était limitée d’emblée.

The Historical Novel of Contemporary Capitalism

Special dossier on ‘La fiction politique’, eds. Emily Apter and Emmanuel Bouju.

A ilustração e o Skate

Este projecto de investigação tem como objectivo o estudo da relação entre a Cultura Urbana do Skate e a Ilustração. A partir desta premissa, é proposto um trabalho teórico-prático que reflecte sobre a aplicação da Ilustração no universo do Skate. Através da vertente teórica, procura-se fundamentar e explicar a prática, constituindo uma recolha de estudos de caso adequados aos objectivos práticos do projecto. Na vertente prática, é proposto um sistema de trabalho em rede entre os dois autores, são delineadas várias etapas de implementação repartidas entre ambos, onde cada autor desempenha o seu cargo de forma autónoma com valores e objectivos compartilhados. Posteriormente, é apresentado um relatório com os resultados práticos deste projecto que envolvem a criação de um blogue gráfico experimental, uma marca que o identifica e um evento que reúne a Cultura Urbana do Skate, a Ilustração e a Música. O presente documento é composto por dois volumes distintos. O primeiro volume destina-se à redação escrita da dissertação sobre a investigação realizada. O segundo volume destina-se à documentação de todas as etapas de implementação prática do projecto, através de um dossier de campo.

Relatório de estágio

Relatório de Estágio apresentado à Faculdade de Ciências e Tecnologia da Universidade Nova de Lisboa, nos termos estabelecidos no Regulamento do Mestrado em Ensino da Matemática, para a obtenção do Grau de Mestre em Ensino de Matemática no 3º ciclo do Ensino Básico e no Secundário

Preços de transferência – o caso português

Dissertação de Mestrado apresentado ao Instituto de Contabilidade e Administração do Porto para a obtenção do grau de Mestre em Auditoria, sob orientação da Mestre Gabriela Pinheiro