Prática de ensino supervisionada em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico

Este relatório de estágio pretende apresentar parte do trabalho desenvolvido no âmbito da Unidade Curricular de Prática de Ensino Supervisionada (PES), integrada no curso de Mestrado em educação pré-escolar e ensino do 1.º ciclo do ensino básico. A prática no contexto da educação pré-escolar foi realizada numa instituição pública com crianças de 3, 4 e 5 anos de idade. Em contexto do 1.º ciclo do ensino básico, a mesma decorreu numa escola da rede pública com um grupo/turma de crianças de 7 e 8 anos de idade, a frequentarem o 2.º ano de escolaridade. Nos dois contextos, a prática foi desenvolvida no sentido de responder aos interesses e necessidades das crianças, sendo que as atividades propostas visaram uma aprendizagem realizada através da pesquisa, reflexão e descoberta, pretendendo proporcionar às crianças momentos de aprendizagens significativas, ativas e socializadoras. Neste trabalho, para além da descrição e reflexão em torno da nossa ação em contexto (corporizadas através das experiências de ensino e aprendizagem) apresentamos dados que dizem respeito a uma investigação que desenvolvemos ao longo deste processo e que se fundamenta em alguns dos pressupostos pedagógicos defendidos pelo Movimento da Escola Moderna (MEM), nomeadamente sobre os instrumentos de regulação e monitorização/pilotagem da aprendizagem, tendo sido também realizada, para o efeito, uma revisão da literatura neste âmbito. Neste sentido, a nossa investigação tem como tema Dispositivos de mediação: monotorização da ação através dos instrumentos de regulação e pilotagem, e a opção metodológica desta investigação recai sobre uma abordagem qualitativa, tendo como técnicas de recolha de dados uma entrevista semiestruturada realizada às crianças e a observação direta e participante, com recurso a notas de campo e registos fotográficos. Das principais conclusões da investigação salientamos que existem instrumentos de regulação e pilotagem nas salas de aula, mas que os mesmos não são trabalhados de forma a que as crianças entendam o seu objetivo, adquiram autonomia de registo, recebam o feedback do seu impacto para a realização de aprendizagens e não usufruem das suas potencialidades pedagógicas.

Processos metafóricos no desenvolvimento da escrita em aprendentes chineses de PLE

Esta é uma investigação em linguística aplicada que, ao procurar perceber melhor o modo como o processo de aprendizagem do aprendente chinês de português como língua estrangeira(PLE)pode ser afetado pela aquisição do significado metafórico, assume um pendor linguístico, não deixando de se situar no âmago do ato pedagógico. Admitindo a hipótese da existência de uma correlação positiva entre a frequência do uso da metáfora gramatical e o nível de proficiência dos aprendentes na expressão escrita, esta dissertação pretende aprofundar a compreensão dos mecanismos de aquisição do Português por aprendentes (PLE/PL2) que têm como língua materna o Chinês, designadamente os que se prendem com a aquisição de processos metafóricos. Neste estudo, teremos como referência a teorização sobre o significado metafórico proposto por Halliday (1985, 1994, 2004). A ocorrência de metáforas gramaticais foi escrutinada emdois manuais de ensino de PLE concebidos para os níveis A2 e B1 do QECR, de forma a poder identificar, qualitativa e quantitativamente, os padrões textuais metafóricos com que os aprendentes têm que lidar nestes momentos específicos do processo de aprendizagem. Para compreender a produção escrita de pendor metafórico dos aprendentes, é realizada análise sistemática de amostras da expressão escrita de alunos de PLE chineses dos mesmos dois níveis, constantes no Corpus de Português Língua Estrangeira/Língua Segunda, COPLE2. Do confronto dos dados dos dois planos de análise, foi possível confirmar que a transição entre os dois níveis subsequentes escolhidos (A2 e B1) representa uma mudança crucial no padrão metafórico, quer dos textos propostos aos aprendentes, quer dos textos por estes produzidos, mudança esta que pode explicar alguns dos bloqueios de aprendizagem associados ao nível B1 e seguintes. Foi possível, entre outros aspetos, identificar a primazia da metáfora ideacional na acomodação da expressão metafórica, compreender como o aprendente evita o recurso metafórico, tornando a sua escrita menos abstrata e densa, como o aprendente aborda a metáfora interpessoal, restringindo o seu uso a géneros discursivos muito específicos. Sendo, embora, um estudo exploratório, permite confirmar que esta linha de investigação oferece dados inestimáveis aos professores de PLE e agentes de ensino, em geral.

Pulling the Strings: Party Group Coordinators in the European Parliament

Since its post-Lisbon increase in (legislative and non-legislative) powers, the European Parliament (EP) is more relevant than ever in the geographically diversified multilevel system of the EU. Party group coordinators occupy a crucial position in collective decision-making within the EP. However, knowledge about these pivotal actors is absent. This raises the question as to who these party group coordinators are, what they do, and what indeed makes a good coordinator. A new data set shows that in 2012, more than one-fifth of coordinators of the three largest and most influential groups are German, with British and Spanish coordinators ranking a distant second before Romanians. Among coordinators from NMS, only one-eighth were newcomers.

The New EU Foreign Policy Architecture: Reviewing the first two years of the EEAS. CEPS Paperbacks. February 2013

This CEPS book examines two interrelated questions: 1) How has the European External Action Service (EEAS) functioned in the EU institutional architecture in the first two years of its existence? 2) What improvements can be made through the 2013 review and the 2014 revision of the EEAS’ mandate? The study contributes to the current debate through an in-depth examination of the EEAS’ relations with the EU member states, the European Commission, the European Parliament and its Delegations. The analysis is complemented by in-depth interviews conducted with senior officials from the relevant institutions. The authors put forward specific recommendations, organised around three basic roles that the EEAS plays in the EU’s external relations: a) leader, b) coordinator and c) information hub.

The Composition and Drivers of Energy Prices and Costs in Energy-Intensive Industries: The Case of Ceramics, Glass and Chemicals. CEPS Special Report No. 85, 27 March 2014

In May 2013, the European Commission received a mandate from the European Council to “to present an analysis of the composition and drivers of energy prices and costs in Member States, with a particular focus on the impact on households, SMEs and energy intensive industries, and looking more widely at the EU's competitiveness vis-à-vis its global economic counterparts”. Following such mandate and in view of the preparation by the Commission of a Communication and a Staff Working Document, DG Enterprise and Industry commissioned CEPS to carry out a set of studies aimed at providing well-grounded evidence about the evolution and composition of energy prices and costs at plant level within individual industry sectors. A team of CEPS researchers conducted the research, led by Christian Egenhofer and Lorna Schrefler. Vasileios Rizos served as Project Coordinator. Other CEPS researchers contributing to the project included: Fabio Genoese, Andrea Renda, Andrei Marcu, Julian Wieczorkiewicz, Susanna Roth, Federico Infelise, Giacomo Luchetta, Lorenzo Colantoni, Wijnand Stoefs, Jacopo Timini and Felice Simonelli. In addition to an introductory report entitled “About the Study and Cross-Sectoral Analysis”, CEPS prepared five sectoral case studies: two on ceramics (wall and floor tiles and bricks and roof tiles), two on chemicals (ammonia and chlorine) and one on flat glass. Each of these six studies has been consolidated in this single volume for free downloading on the CEPS website. The specific objective was to complement information already available at macro level with a bottom-up perspective on the operating conditions that industry stakeholders need to deal with, in terms of energy prices and costs. The approach chosen was based on case studies for a selected set (sub-)sectors amongst energy-intensive industries. A standard questionnaire was circulated and respondents were sampled according to specified criteria. Data and information collected were finally presented in a structured format in order to guarantee comparability of results between the different (sub-)sectors analysed. The complete set of files can also be downloaded from the European Commission’s website: http://ec.europa.eu/enterprise/newsroom/cf/itemdetail.cfm?item_id=7238&lang=en&title=Study-on-composition-and-drivers-of-energy-prices-and-costs-in-energy-intnsive-industries The results of the studies were presented at a CEPS Conference held on February 26th along with additional evidence from other similar studies. The presentations can be downloaded at: http://www.ceps.eu/event/level-and-drivers-eu-energy-prices-energy-inten...

Who calls the shots in the committees of the new European Parliament? CEPS Special Report No. 97, 21 November 2014

This CEPS Special Report analyses the composition of the 20 committees in the new European Parliament and how representative they are of the 28 member states, identifying which policy areas or committees are of particular interest to MEPs from certain countries. It also examines the allocation of committee chairs and party coordinator positions to assess whether the country of origin matters and if so, why. The study reveals that in general the countries’ share of representatives in the committees is very similar in most of the cases to their representation in Parliament. Still, some policy areas have a special relevance for some countries and attract their MEPs in larger numbers. Due to the procedure used in the allocation of the committee chairs, which favours the largest political groups and the largest national parties within them, MEPs from larger member states tend to hold most of these coveted positions. The internal process followed by the political groups in appointing their coordinators in the respective committees is predisposed towards MEPs with seniority, experience and good connections. All in all, the strategic relevance that national parties attach to these positions makes a difference.

The EU Strategy for the Baltic Sea Region from Germany’s perspective. OSW Commentary No. 69, 2011-01-10

Germany is one of the eight EU member states which participate in the EU Strategy for the Baltic Sea Region along with Denmark, Estonia, Finland, Latvia, Lithuania, Poland and Sweden. Germany had a positive approach to the EUSBSR strategy (see Appendix 1) right from planning stage. This project contributed to the continuation of Germany’s co-operation with the countries in this region, which has been conducted since the mid 1980s mainly by German federal states. Germany is playing a major role as part of this strategy because it is the coordinator of its three priority areas.However, the German federal government sees the EUSBSR as a project to be implemented at the level of federal states. This has been proven by the great activity of three German federal states participating in the strategy (Hamburg, Mecklenburg-Vorpommern and Schleswig-Holstein) and at the same time the low level of engagement from the Bundestag, the federal government and expert circles. Furthermore, federal states more often formulate evaluations of the effects of co-operation achieved so far as part of the EUSBSR. Still, the relatively low level of Berlin’s engagement does not mean that it is not interested in co-operation in the Baltic region as such. Germany actively participates in the work of such bodies as the Council of the Baltic Sea States or the Baltic Marine Environment Protection Commission (HELCOM). All German entities engaged in the strategy make its future attractiveness and the success of individual projects as part of it dependent on including Russia in the EUSBSR. As long as Germany has the opportunity of regional co-operation with Russia at other forums (for example, the Council of the Baltic Sea States), it is unlikely to become more engaged in developing the strategy and enhancing co-operation as part of this project.

Joining up or falling apart: towards a networked communications model for EU foreign policy. EPC Policy Brief, 1 October 2015

Communication is a key element of diplomatic activity. In the 21st century, the shift from the traditional model of state diplomacy to a post-Westphalian, multi-stakeholder diplomacy has also had an impact on communication within diplomatic systems. In this Policy Brief, Juliane Schmidt (EPC Programme Assistant) argues that the EU should work on developing a more networked communications model so that the European External Action Service (EEAS) can communicate more effectively with all stakeholders of EU external action. Only then can the EEAS shape comprehensive foreign policy strategies and unlock its true potential as a central coordinator for EU external action.

Switching Axial Progenitors from Producing Trunk to Tail Tissues in Vertebrate Embryos

The vertebrate body is made by progressive addition of new tissue from progenitors at the posterior embryonic end. Axial extension involves different mechanisms that produce internal organs in the trunk but not in the tail. We show that Gdf11 signaling is a major coordinator of the trunk-to-tail transition. Without Gdf11 signaling, the switch from trunk to tail is significantly delayed, and its premature activation brings the hindlimbs and cloaca next to the forelimbs, leaving extremely short trunks. Gdf11 activity includes activation of Isl1 to promote formation of the hindlimbs and cloaca-associated mesoderm as the most posterior derivatives of lateral mesoderm progenitors. Gdf11 also coordinates reallocation of bipotent neuromesodermal progenitors from the anterior primitive streak to the tail bud, in part by reducing the retinoic acid available to the progenitors. Our findings provide a perspective to understand the evolution of the vertebrate body plan.

La historia escolar a inicios del siglo XXI : cambios, pérdidas y conquistas

Este trabajo explora la historia escolar a inicios del siglo XXI analizando sus actuales propósitos, contenidos y prácticas con el fin de señalar sus cambios, conquistas y pérdidas respecto al siglo XX. Focaliza el nivel secundario de la provincia de Buenos Aires a través del análisis de fuentes áulicas, normativas y pedagógicas. El artículo indica que la historia escolar manifiesta el quiebre del código disciplinar configurado a fines del siglo XIX y desarrollado durante gran parte del siglo XX (caracterizado como civilizatorio, patriótico, elitista, fáctico, libresco, memorístico) y presenta cambios que muestran uno nuevo donde cobra relevancia lo contemporáneo y reciente, lo crítico y plural, y lo subjetivo. También señala que la historia escolar evidencia, por un lado, importantes conquistas -en relación con la perspectiva latinoamericana y la historia reciente-, y, por otro, ciertas pérdidas -en relación con la formación de una identidad colectiva y el carácter narrativo.

1986 University of Michigan Football Team

2000 Ice Hockey Team

Front Row (L-R): Asst. Coach Billy Powers, Josh Blackburn, Krikor Arman, Sean Peach, Head Coach Red Berenson, Andrew Merrick, Kevin Magnuson, Kevin O'Malley, Associate Head Coach Mel Pearson

Second Row (L-R): L.J. Scarpace, Andy Hilbert, Bob Gassoff, Bill Trainor, Scott Matzka, Mark Kosick, Mike Comrie, John Shouneyia, Mike Cammalleri, J.J. Swistak

Third Row (L-R): Mark Mink, Craig Murray, Jay Vancik, Jeff Jillson, Dave Huntzicker, Josh Langfeld, Geoff Koch, Jed Ortmeyer

Fourth Row (L-R): Athletic Trainer Rick Bancroft, Student Equipment Manager Eric Sikkenga, Equipment Manager Ian Hume, Student Equipment Manager Jeff Conrad, Student Equipment Manager Royce Wilkerson, Video Coordinator Josh Richelew

Ben Huff and Jarrett Irons, UM Football, vs Boston College, 1996

[l-r: defensive coordinator Greg Mattison, Ben Huff, Jarrett Irons]

University of Michigan Men's Basketball Team, 2007

Back Row (standing): Coach Tommy Amaker, asst. coach Dave Pilipovich, admin. asst. Chuck Swenson, asst. coach Andrew Moore, asst. coach Mike Jackson, DeShawn Sims, Kendric Price, Phil DeVries, Ekpe Udoh, Courtney Sims, Zack Gibson, Anthony Wright, Ron Coleman, director of basketball operations Kirsten Green, video coordinator Matt Duprey, equip. mngr. Bob Bland, strength coach Jim Plocki, trainer John DoRosario

Front Row (seated): Reed Baker, Jevohn Shepherd, Dion Harris, Lester Abram, Brent Petway, K'Len Morris and Jerret Smith

2000 Ice Hockey Team posed with CCHA Trophy

Front Row (L-R): Asst. Coach Billy Powers, Josh Blackburn, Krikor Arman, Sean Peach, Head Coach Red Berenson, Andrew Merrick, Kevin Magnuson, Kevin O'Malley, Associate Head Coach Mel Pearson

Second Row (L-R): L.J. Scarpace, Andy Hilbert, Bob Gassoff, Bill Trainor, Scott Matzka, Mark Kosick, Mike Comrie, John Shouneyia, Mike Cammalleri, J.J. Swistak

Third Row (L-R): Mark Mink, Craig Murray, Jay Vancik, Jeff Jillson, Dave Huntzicker, Josh Langfeld, Geoff Koch, Jed Ortmeyer

Fourth Row (L-R): Athletic Trainer Rick Bancroft, Student Equipment Manager Eric Sikkenga, Equipment Manager Ian Hume, Student Equipment Manager Jeff Conrad, Student Equipment Manager Royce Wilkerson, Video Coordinator Josh Richelew