Algumas considerações sobre a legalidade da ação militar da OTAN contra a Iugoslávia (1999)

Inclui notas bibliográficas

La Unión Europea y la OTAN en el marco de la nueva Estrategia Global de Seguridad de la Unión Europea

El artículo analiza la relación entre la Unión Europea y la OTAN en cuestiones de defensa, según se ha reflejado en las estrategias de seguridad de la Unión Europea, con particular atención a la Estrategia Global de la Unión Europea presentada en 2016. Se estudia la Estrategia de Seguridad Europea de 2003, el Informe de Implementación de 2008, y las nuevas aproximaciones al contexto internacional y a la seguridad europea que se reflejan en la Estrategia Global. Se analiza también el papel de la OTAN, así como la evolución de la política de seguridad de los Estados Unidos hacia Europa durante la Administración Obama. Finalmente se discute el posible futuro de la Política Común de Seguridad y Defensa de la UE (PCSD) después del Bréxit, así como las consecuencias para su relación con la OTAN.

A abordagem da OTAN aos problemas de segurança no século XXI

A presente dissertação propõe-se a abordar a agenda securitária da OTAN no século XXI. É através da teoria da securitização que são analisados os atos discursivos desta organização, que são práticas centrais na elaboração da agenda securitária desta aliança militar. São ainda analisados os conceitos estratégicos de 1991, 1999 e 2010, à luz da teoria da securitização, como forma de clarificação das preocupações securitárias da OTAN, permitindo assim contextualizar as medidas extraordinárias adoptadas para combater o risco associado a cada ameaça identificada.

A contrainsurgência na atualidade : Ambiente OTAN

O presente trabalho de investigação versa sobre o tema “A contrainsurgência na atualidade: ambiente Organização do Tratado Atlântico Norte”. O objetivo desta investigação será identificar quais os aspetos a melhorar na organização, no aprontamento e nos meios necessários para uma Quick Reaction Force enfrentar um adversário insurgente num teatro de operações de uma força da Organização do Tratado Atlântico Norte. Pretende-se analisar o emprego das Forças Comandos integrando os módulos do Apoio de Combate e Apoio de Serviços. Assim, esta investigação iniciar-se-á com uma componente teórica, fundamentada numa pesquisa bibliográfica, seguida de uma componente prática, correspondente à realização de entrevistas que permitiram obter respostas para a questão central em apreço. Estas duas componentes culminam com a conclusão resultante do processo de investigação. O presente trabalho de investigação aplicada permitiu concluir que, relativamente à organização, a força de Comandos, integrada com os seus módulos provou ser a adequada para o cumprimento da missão de Quick Reaction Force, denotando, ainda assim, carência relativamente à inclusão de equipas de desativação de engenhos explosivos. O treino da força provou ser o adequado, estando relacionado com o tipo de tarefas que efetivamente foram realizadas no Afeganistão. Nos meios que equipavam a força, apesar de adequados, constatou-se que seria necessária uma atualização relativamente às versões dos mesmos.

A Formação dos Oficiais de Artilharia nos países OTAN : Os casos português e norte-americano

O presente Trabalho de Investigação Aplicada no âmbito do ciclo de estudos do Mestrado Integrado em Ciências Militares na especialidade de Artilharia, subordinado ao tema: A Formação dos Oficiais de Artilharia nos países OTAN: os casos português e norte-americano, estuda o modelo de formação específica de Artilharia no Exército Português e num dos exércitos cuja Artilharia tem marcado presença nos Teatros de Operações contemporâneos, o dos Estados Unidos da América. Tendo por objetivo retirar ilações que concorram para identificar e mitigar eventuais lacunas na formação técnica e tática em Artilharia de Campanha dos futuros oficiais de Artilharia do Exército Português, a investigação realizada analisou os detalhes de formação inicial dos futuros oficiais de Artilharia dos dois Exércitos por forma a compará-los e a obter contributos do Exército Norte-americano que possam vir a ser aplicados ao caso nacional. Assim sendo chegou-se à conclusão que o contributo do modelo de formação dos futuros oficiais de Artilharia de Campanha do Exército dos Estados Unidos da América para a formação dos futuros oficiais de Artilharia do Exército Português, no que diz respeito à componente técnica e tática em Artilharia de Campanha, traduz-se na necessidade de aprofundar nas áreas dos Sistemas Automáticos, Observação Avançada e Apoio de Fogos.

Nonverbal predication in Erzya : Studies on morphosyntactic variation and part of speech distinctions

This dissertation consists of four articles and an introduction. The five parts address the same topic, nonverbal predication in Erzya, from different perspectives. The work is at the same time linguistic typology and Uralic studies. The findings based on a large corpus of empirical Erzya data, which was collected using several different methods and included recordings of the spoken language, made it possible for the present study to apply, then test and finally discuss the previous theories based on cross-linguistic data. Erzya makes use of multiple predication patterns which vary from totally analytic to the morphologically very complex. Nonverbal predicate clause types are classified on the basis of propositional acts in clauses denoting class-membership, identity, property and location. The predicates of these clauses are nouns, adjectives and locational expressions, respectively. The following three predication strategies in Erzya nonverbal predication can be identified: i. the zero-copula construction, ii. the predicative suffix construction and iii. the copula construction. It has been suggested that verbs and nouns cannot be clearly distinguished on morphological grounds when functioning as predicates in Erzya. This study shows that even though predicativity must not be considered a sufficient tool for defining parts of speech in any language, the Erzya lexical classes of adjective, noun and verb can be distinguished from each other also in predicate position. The relative frequency and degree of obligation for using the predicative suffix construction decreases when moving left to right on the scale verb adjective/locative noun ( identificational statement). The predicative suffix is the main pattern in the present tense over the whole domain of nonverbal predication in Standard Erzya, but if it is replaced it is most likely to be with a zero-copula construction in a nominal predication. This study exploits the theory of (a)symmetry for the first time in order to describe verbal vs. nonverbal predication. It is shown that the asymmetry of paradigms and constructions differentiates the lexical classes. Asymmetrical structures are motivated by functional level asymmetry. Variation in predication as such adds to the complexity of the grammar. When symmetric structures are employed, the functional complexity of grammar decreases, even though morphological complexity increases. The genre affects the employment of predication strategies in Erzya. There are differences in the relative frequency of the patterns, and some patterns are totally lacking from some of the data. The clearest difference is that the past tense predicative suffix construction occurs relatively frequently in Standard Erzya, while it occurs infrequently in the other data. Also, the predicative suffixes of the present tense are used more regularly in written Standard Erzya than in any other genre. The genre also affects the incidence of the translative in uľ(ń)ems copula constructions. In translations from Russian to Erzya the translative case is employed relatively frequently in comparison to other data. This study reveals differences between the two Mordvinic languages Erzya and Moksha. The predicative suffixes (bound person markers) of the present tense are used more regularly in Moksha in all kinds of nonverbal predicate clauses compared to Erzya. It should further be observed that identificational statements are encoded with a predicative suffix in Moksha, but seldom in Erzya. Erzya clauses are more frequently encoded using zero-constructions, displaying agreement in number only.

Keltaista ja kimaltavaa : kodin ja koulun yhteistyöstä koulun ja kodin yhteyteen

Through this study I aim to portray connections between home and school through the patterns of thought and action shared in everyday life in a certain community. My observations are primarily based upon interviews, writings and artwork by people from home (N=32) and school (N=13) contexts. Through the stories told, I depict the characters and characteristic features of the home-school interaction by generations. According to the material, in the school days of the grandparents the focus was on discipline and order. For the parents, the focus had shifted towards knowledge, while for the pupils today, the focus lies on evaluation, through which the upbringing of the child is steered towards favourable outcomes. Teachers and those people at home hold partially different understandings of home-school interaction, both of its manifested forms and potentials. The forms of contact in use today are largely seen as one-sided. Yearning for openness and regularity is shared by both sides, yet understood differently. Common causes for failure are said to lie in plain human difficulties in communication and social interaction, but deeply rooted traditions regarding forms of contact also cast a shadow on the route to successful co-operation. This study started around the idea, that home-school interaction should be steered towards the ex-change of constructive ideas between both the home and school environments. Combining the dif-ferent views gives to something to build upon. To test this idea, I drafted a practice period, which was implemented in a small pre-school environment in the fall of 1997. My focus of interest in this project was on the handling of ordinary life information in the schools. So I combined individual views, patterns of knowledge and understanding of the world into the process of teaching. Works of art and writings by the informants worked as tools for information processing and as practical forms of building home-school interaction. Experiences from the pre-school environ-ment were later on echoed in constructing home-school interaction in five other schools. In both these projects, the teaching in the school was based on stories, thoughts and performances put to-gether by the parents, grandparents and children at home. During these processes, the material used in this study, consisting of artwork, writings and interviews (N=501), was collected. The data shows that information originating from the home environments was both a motivating and interesting addition to the teaching. There even was a sense of pride when assessing the seeds of knowledge from one’s own roots. In most cases and subjects, the homegrown information content was seamlessly connected to the functions of school and the curriculum. This project initiated thought processes between pupils and teachers, adults, children and parents, teachers and parents, and also between generations. It appeared that many of the subjects covered had not been raised before between the various participant groups. I have a special interest here in visual expression and its various contextual meanings. There art material portrays how content matter and characteristic features of the adult and parent contexts reflect in the works of the children. Another clearly noticeable factor in the art material is the impact of time-related traditions and functions on the means of visual expression. Comparing the visual material to the written material reveals variances of meaning and possibilities between these forms of expression. The visual material appears to be related especially to portraying objects, action and usage. Processing through that making of images was noted to bring back memories of concrete structures, details and also emotions. This process offered the child an intensive social connection with the adults. In some cases, with children and adults alike, this project brought forth an ongoing relation to visual expression. During this study I end up changing the concept to ‘home-school collaboration’. This widely used concept guides and outlines the interaction between schools and homes. In order to broaden the field of possibilities, I choose to use the concept ‘school-home interconnection’. This concept forms better grounds for forming varying impressions and practices when building interactive contexts. This concept places the responsibility of bridging the connection-gap in the schools. Through the experiences and innovations of thought gained from these projects, I form a model of pedagogy that embraces the idea of school-home interconnection and builds on the various impres-sions and expressions contained in it. In this model, school makes use of the experiences, thoughts and conceptions from the home environment. Various forms of expression are used to portray and process this information. This joint evaluation and observation evolves thought patterns both in school and at home. Keywords: percieving, visuality, visual culture, art and text, visual expression, art education, growth in interaction, home-school collaboration, school-home interconnection, school-home interaction model.