Imagining England in Richard Morison's Pamphlets against the Pilgrimage of Grace (1536)

Mottram, S. (2005). Imagining England in Richard Morison's Pamphlets against the Pilgrimage of Grace (1536). Comitatus: A Journal of Medieval and Renaissance Studies. 36, pp.41-67. RAE2008

Teaching Crossroads: 11th IPB Erasmus Week

In the wake of the latest news regarding IPB’s award for best Polytechnic Institute in Portugal, we would like to congratulate the IPB community who has always striven for the quality of the institution within the national and international academic milieu. We are, undoubtedly, bowled over by the 1st place in the national context (out of the 27 national institutions under evaluation) and the 7th position in the international scope. In fact, it is worth mentioning that the IPB has won this award, three years in a row, being in a leading position in the ranking promoted and sponsored by the European Union. This year’s edition has selected and evaluated over 1300 world higher education institutions. Teaching Crossroads intends thus to give a watershed contribution to the IPB’s successful and most valued pathway. Numbers indicate that Teaching Crossroads has had over 2550 downloads since it first came out. But let’s cut to the chase. Once again, we are delighted to present the 5th number of Teaching Crossroads. This wholly calculated and well-sustained editorial adventure started in 2012 when the first number of Teaching Crossroads first saw the light. This year’s publication includes the areas of Human Geography/anthropology, Information Technology and Forensics and Language and culture, focusing on minority languages. Alongside this, as in the two last previous numbers, we’ve included the specific area for International mobility, Intensive Programmes and Erasmus+ Mobility of Individuals, being the latter financed by the European Union within the Erasmus+ Programme, whereas the former is sponsored uniquely by the foreign partner institution, in this case, Lillebaelt Academy in Denmark. These types of programmes convey very positive and overarching ideas, resonant in cross-cultural and educational benefits, valuable for all the involved partners. We would very kindheartedly like to thank the authors for having contributed with much enlightening and serious articles on a wide array of areas. Pablo M. Orduna Pórtus’s article focuses on border culture and heritage management. The author’s study is placed on two borderlands of the Iberian Peninsula: Roncal Valley (Navarre) and Riverbanks of Douro. Going beyond the linear or physical conception of the border, the author centres his study on the metaphysical and symbolic ideas of the frontier that sustain his anthropological analysis. Michal Popdora manages to find evidence for his proposal of a new conception of teaching Image Processing, based on the student-centered approach. A hands-on experience on a Project-based Learning methodology sustains the teaching project. Grounded on “a forensic-flavored style”, using the author’s own words, he shows how students can become engaged in a highly effective learning process. Cláudia Martins is already a confirmed habitué of this publication, as in every Erasmus Week she delivers a lecture on Portuguese language and culture to visiting teaching and non-teaching staff. This time, the author decided to delve into a Portugal’s official language, Mirandese, spoken in a small designated area in the northeastern part of Portugal, Miranda do Douro and its surrounding area. The author gives account of some thought-provoking facts about the language, from the origin and the survival of the language, however still a minority language, up to the moment when it was acknowledged Portugal’s second official language, together with the challenges that nowadays faces. Luís Frölen Ribeiro, João Eduardo Ribeiro, Carlos Casimiro Costa, António Duarte, Carlos Andrade from the Polytechnic Institute and Arne Svinth, John Madsen, Morten Thomsen, Kent Smidstrup, Carsten John Jacobsen from the Lillebaelt Academy, in Denmark, participate in a joint project which they describe, outlining the main goals and gains of the project. To overcome teaching difficulties regarding the engineering degrees, a 12-ECTS joint course from Lillebaelt Academy and Polytechnic Institute of Bragança was created based on the Danish model. The course Product Development and Industrial Processing was hence created. Rui Pedro Lopes presents an insightful and acute account of the Internationalization programmes in Higher Education in Europe. At one go, the author describes his own experience as a visiting lecturer, within the Erasmus+ programme, to Università Politecnica delle Marche in Ancona, Italy, in a Master’s degree in computer science, bringing to light a personal reflection on the goals and benefits of the mobility for both students and teachers. Finally, the author puts forth some suggestions that would improve the whole mobility process. We sincerely hope to have stimulated you to keep on reading, upholding the belief that these texts can represent valuable sources for both teachers and students in their research work.

QA and Enhancement Marketplace for HEIs – An Erasmus+ project

Improving European education and training system quality has been set as a key target in Europe’s strategy to become a smart, sustainable and inclusive economy by 2020 (European Commission, 2010). These objectives are more specifically defined in the so called Modernisation Agenda (European Commission, 2011). More specifically it sets a goal to improve the quality and relevance of higher education. In this process external evaluation and
Proceedings of the 11th International CDIO Conference, Chengdu University of Information Technology,
Chengdu, Sichuan, P.R. China, June 8-11, 2015.
self-assessment are seen in a key role! In the CDIO approach the 12 CDIO standards provide a framework for continuous improvement. Each institution/institutional department are encouraged to regularly do the self-evaluation using the CDIO Standards. Eight European universities identified a need for further enhancement of the self-evaluations and creation of processes with peers to reduce the inertia of heavy accreditations/evaluations in HEIs. In September 2014 these universities started an Erasmus+ project (QAEMarketPlace4HEI) aiming at
1. Developing a collaborative, comprehensive and accessible evaluation process model, methods and tools for HEIs to complement the accreditation systems.
2. Promoting, increasing and exploiting further the European collaboration in the evaluation processes and the exchange of best practices.
3. Disseminating the model, best practices and widen the cooperation to new HEIs in Europe through the partner networks.

Das disposições cosmopolitas à mobilidade como competência? Ensino superior, Programa Erasmus e mobilidade estudantil

Tradicionalmente, a promoção de disposições cosmopolitas tem sido um importante elemento formativo das elites portuguesas e, simultaneamente, um ingrediente diferenciador, num contexto de baixas taxas de escolarização da população. Após três décadas de intensa democratização da educação e de ampla generalização da experiência escolar, a situação mudou significativamente. Com a tendencial globalização das políticas educativas, a intensificação de acordos e parcerias inter-governamentais oferecem-se aos jovens estudantes novas oportunidades educativas, nomeadamente experiências escolares internacionais. O programa europeu de mobilidade estudantil Erasmus constitui, a este respeito, um exemplo particularmente pertinente. Poder-se-á então continuar a falar de cosmopolitismo como propriedade educativa restrita a um grupo social? Ou, pelo contrário, essa propriedade tende a generalizar-se em sociedades altamente escolarizadas? Por sua vez, as disposições cosmopolitas como elemento formativo parecem ter mudado de significado: será que a mobilidade que suporta a experiência cosmopolita se transforma em competência?

Sexualidade, Amor e Cosmopolitismo no Programa Erasmus

Esta investigação pretende dar a conhecer as motivações que levam os estudantes a fazer Erasmus e o impacto que este assume na vida íntima. Numa abordagem qualitativa de carácter exploratório pretende-se revelar as práticas e representações afectivo-sexuais analisando os discursos dos participantes. Partindo do conceito de modernidade reflexiva (Giddens, Beck e Lash, 1997), o objectivo deste trabalho é verificar o modo como a identidade, a sexualidade e o amor são exploradas na migração, e de que forma a individualização, o capital social e a procura de cosmopolitismo influenciam o desenvolvimento individual. Definindo o Erasmus como um ponto de viragem voluntário na construção de uma biografia individual, identificam-se formas de viver a sexualidade e a afectividade dentro desta experiência internacional e explora-se o significado que estas adquirem nas trajectórias individuais. A análise dos discursos das entrevistas permitiu identificar quatro tipos-ideais: Sexualidade Ausente, Sexualidade Suspensa, Sexualidade de Escape e Sexualidade Cosmopolita, que ilustram modos diversos de viver o Erasmus e diferenças entre as práticas e representações dos participantes. Na parte final deste trabalho, enunciam-se algumas questões relevantes a explorar em futuras investigações.

Français 1536

Contient : 1° « Miracles de Nostre. Dame », par « WAUTIER DE COINSI » ; Chansons en l'honneur de la Vierge, avec notation ; « Amours, ki set bien encanter... » ; « Ki ki fache rotruenge nouvele... » ; « Rome chelestre... » ; « Talens m'est pris orendroit... » ; « Reforchier m'estuet ma vois... » ; « Quant ches floretes florir voi... » ; « Pour conforter mon cuer et mon corage... » ; Miracles ; « [P]our chaus esbatre et deporter... » ; « Un bel miracle vous eschite... » ; « Un miracle truis d'un prevoire... » ; « A Chartres fu, che truis, uns clers... » ; « Uns moines fu d'une abeïe... » ; « Pour pluisors cuers plus enflamber... » ; « [U]n haut miracle mult pitex... » ; « Tout li miracle Nostre Dame... » ; « Une abeesse fu jadis... » ; « Entendes tout, faites silenche... » ; « [Tene]s silenche, [bele]s gens... » ; « Un brief miracle mult aoine... » ; « [Si com] mes livres [me] tesmogne... » ; « [Un] miracle vous [vo]el redire... » ; « Mes livres me dist et revele... » ; « En escrit truis k'en l'abeïe... » ; « A chaus ki aiment douchement... » ; « A la loenge de la Vierge... » ; « Ichi apres voel metre en brief... » ; [Se pres de moi vous voules traire...] ; «... De madame sainte Marie... ». — Manquent les cinq premiers vers ; « Quelke d'oïr aves talent... » ; « [Q]ueke talent aves d'oïr... » ; « En escrit truis ke pres d'Orliens... » ; « Entendes tuit, et clerc et lai... » ; « Quoike volentés me semonst... » ; « [Un] miracle [v]oel rechiter... » ; « Pour che qu'iseuse est mors à l'ame... » ; « [I]l fu.I. muit biax damoisiaus... » ; « Bien est ke nos le bien dions... » ; « Un archeveske ot à Tolete... » ; « [A B]oorges che [t]ruis lisant... » ; « Il fu, ce truis, uns chevaliers... » ; « Chele en cui prist humanité... » ; « A le loenge glorieuse... » ; « [Que] de memore ne decaie... » ; Prologue du second livre ; Chansons en l'honneur de la Vierge, avec notation ; « Pour la puchele en chantant me deport... » ; « Mere Diu, virge senée... » ; « L'amours dont sui espris... » ; « D'une amour coie et serie... » ; « Hui matin à l'ajournée... » ; Suite des miracles ; « Asses saves ke mult lo on... » ; « Or entendes ça en cest fuel... » ; « [As sa]ges dist [et f]ait savoir... » ; « [I]chi me prent, ichi m'aart... » ; « Vous, damoiseles, et vous, dames... » ; « Un miracle trop mervellex... » ; « [Au t]ans ke de la [ci]té noble... » ; « Tant truis escrit, foi ke doit m'ame... » ; « Ki bons livraires veut cherkier... » ; « [O]n doit mult volentiers oïr... » ; « Conter vos voel d'un home lai... » ; « La douce mere au creatour... » ; « Se Dix m'aït hui et demain... » ; « Ichi apres voel remauller... » ; « Sainte Escriture nous esclaire... » ; « Anchois ke hors du livre issons... » ; « Ki veut oïr vers moi se traie... » ; « Chele ki est de tel maniere... » ; « Mes livres me dit et narrat... » ; « Ki veut oïr, qui veut entendre... » ; « Vous ki ames de cuer entier... » ; « Quant issus sui et eschapés... » ; « Gautiers, ki est de cors et d'ame... » ; « Men chief m'a tout resvertué... » ; 2° « Les Salus à la tres glorieuse Virge Marie », par le même ; 3° Paraphrase du psaume Eructavit

Érasme en français : édition critique de la "Paraphrase sur l’epistle de saint Paul l’apostre aux Roumains" d’Hubert Kerssan (1526)

La contribution intellectuelle d’Érasme de Rotterdam (ca 1466-1536), en particulier dans les domaines exégétique, philologique et littéraire, a été décisive pour l’histoire des idées et l’évangélisme humaniste. Ses "Paraphrases sur le Nouveau Testament", visant principalement à clarifier le propos des saintes Écritures, représentent l’aboutissement de tout son travail exégétique. Davantage qu’un commentaire savant, elles ont contribué à diffuser la piété et le savoir biblique chez les laïcs, ce qui explique le franc succès qu’elles ont remporté au XVIe siècle. Toutefois, la question de leur réception et de leur diffusion en langue française reste encore peu explorée. La "Paraphrase sur l’épître de Paul aux Romains" a eu une importance toute particulière dans le contexte de la Réforme religieuse. Elle a été traduite du latin au français dans un manuscrit rédigé en 1526 par Hubert Kerssan, chanoine de Nivelles, dans le Brabant wallon. Destinée sans doute à un usage privé ou, du moins, à une diffusion plus restreinte, cette traduction est restée dans l’ombre jusqu’à aujourd’hui et son existence même est encore inconnue de la critique, d’où notre projet de la rendre accessible grâce à l’établissement d’une édition critique. Ce travail éditorial a été l’occasion d’étudier la traduction de Kerssan en regard du texte original, ce qui nous a permis de déterminer comment elle s’en distingue, de même que de réfléchir au choix du mode de diffusion manuscrit dans le contexte humaniste du XVIe siècle. Après près de cinq siècles, le manuscrit de Nivelles peut enfin acquérir une certaine visibilité. Il saura contribuer à l’étude de la réception et de la diffusion de la pensée érasmienne dans les milieux francophones en Europe ainsi qu’aux problèmes théologiques et culturels posés par l’œuvre d’Érasme.