Supporting and Enhancing Research on Cultural Heritage in France: the PATRIMA Project

In this paper, we first overview the French project on heritage called PATRIMA, launched in 2011 as one of the Projets d'investissement pour l'avenir, a French funding program meant to last for the next ten years. The overall purpose of the PATRIMA project is to promote and fund research on various aspects of heritage presentation and preservation. Such research being interdisciplinary, research groups in history, physics, chemistry, biology and computer science are involved in this project. The PATRIMA consortium involves research groups from universities and from the main museums or cultural heritage institutions in Paris and surroundings. More specifically, the main members of the consortium are the two universities of Cergy-Pontoise and Versailles Saint-Quentin and the following famous museums or cultural institutions: Musée du Louvre, Château de Versailles, Bibliothèque nationale de France, Musée du Quai Branly, Musée Rodin. In the second part of the paper, we focus on two projects funded by PATRIMA named EDOP and Parcours and dealing with data integration. The goal of the EDOP project is to provide users with a data space for the integration of heterogeneous information about heritage; Linked Open Data are considered for an effective access to the corresponding data sources. On the other hand, the Parcours project aims at building an ontology on the terminology about the techniques dealing with restoration and/or conservation. Such an ontology is meant to provide a common terminology to researchers using different databases and different vocabularies.

Migrants and the Hungarian Society. Dignity, Justice and Civic Integration

The aim of the research was to explore the integration, political and civic participation of "third country nationals residing in Hungary" (hereafter, immigrants or migrants). How immigrants and Hungarian society interpret political and civic activity was examined, along with how this is correlated to their material, cultural and social resources (using such concepts as identity and action potential, as well as the sense of fairness and dignity). The samples do represent Hungarian society and those people staying in Hungary with immigration or residence permits/ permanent residence (collectively labeled as immigrants). It should be stressed that the immigrants we studied are not refugee camp dwellers or foreigners employed illegally in Hungary. Though themselves faced with a lot of problems, the immigrants we interviewed are in a far more favorable position than refugees or aliens employed in the grey economy. This is an important fact to be remembered when reading about the research.

Effects of academic integration on the persistence and achievement of under-prepared college students

The purpose of this dissertation was to examine the effect of academic integration, defined in terms of instructor/student contact, on the persistence of under-prepared college students and the achievement of those who persist. The overall design of this study compared instructor-initiated contact with conventional contact. The dependent variables were persistence, achievement, motivation and anxiety. Information was collected by administering the College-Level Mathematics Test (CLM), the Perceived Affective Contact Questionnaire (PAC), the expectancy and anxiety components of the Motivated Strategies for Learning Questionnaire (MSLQ), a departmental final examination, and by accessing university records. The sample consisted of 130 college algebra students at a large, public university with a Hispanic majority. The main analyses consisted of a 2 x 2 x 2 ANOVA (treatment by ethnicity by gender) to test for differences in achievement, t-tests to compare motivation, anxiety and perceived affective contact scores for the two groups, Chi-square tests to assess differences in persistence, and Pearson Product-Moment Correlation to determine the relationship between pretest scores and achievement variables. Results indicated that neither instructor-initiated contact, gender nor ethnicity is related to persistence, motivation or anxiety. A significant disordinal interaction of treatment and ethnicity was observed, with Hispanic experimental students scoring significantly higher on a test of algebra achievement than Hispanic control students. ^ Academic integration, defined in terms of instructor/student contact, has a positive influence on the achievement of Hispanic students. This may imply their positive responsiveness to the relational aspect of contact due to traditional cultural values of interdependence, acquiescence to authority and physical closeness. Such interactive feedback is a means by which students with these values are recognized as members of the university academic community, prompting increased academic effort. Training in contact initiation to promote academic integration is implied, by the results of this study, for instructors dealing with first year students, especially instructors at institutions accommodating instructional methods to the needs of diverse groups. ^

The effects of cultural distance on student socialization and departure decisions

Organizational socialization theory and university student retention literature support the concept that social integration influences new recruits' level of satisfaction with the organization and their decision to remain. This three-phase study proposes and tests a Cultural Distance Model of student retention based on Tinto's (1975) Student Integration Model, Louis' (1980) Model of Newcomer Experience, and Kuh and Love's (2000) theory relating cultural distance to departure from the organization. ^ The main proposition tested in this study was that the greater the cultural distance, the greater the likelihood of early departure from the organization. Accordingly, it was inferred that new recruits entering the university culture experience some degree of social and psychological distance. The extent of the distance correspondingly influences satisfaction with the institution and intent to remain for subsequent years. ^ The model was tested through two freshman student surveys designed to examine the effects of cultural distance on non-Hispanics at a predominantly Hispanic, urban, public university. The first survey was administered eight weeks into their first Fall semester and the second at the end of their first year. Student retention was determined through their re-enrollment for the second Fall semester. Path analysis tested the viability of the hypothesis relating cultural distance to satisfaction and retention as suggested in the model. Logistic regression tested the model's predictive power. ^ Correlations among variables were significant, accounting for 54% of variance in students' decisions to return for the second year with 96% prediction accuracy. Initial feelings of high cultural distance were related to increased dissatisfaction with social interactions and institutional choice at the end of the first year and students' intention not to re-enroll. Path analysis results supported the view that the construct of culture distance incorporates both social and psychological distance, and is composed of beliefs of institutional fit with one's cultural expectations, individual comfort with the fit, and the consequent sense of “belonging” or identifying with the institution. ^

Effects of academic integration on the persistence and achievement of under-prepared college students

The purpose of this dissertation was to examine the effect of academic integration, defined in terms of instructor/student contact, on the persistence of under-prepared college students and the achievement of those who persist. The overall design of this study compared instructor-initiated contact with conventional contact. The dependent variables were persistence, achievement, motivation and anxiety. Information was collected by administering the College-Level Mathematics Test (CLM), the Perceived Affective Contact Questionnaire (PAC), the expectancy and anxiety components of the Motivated Strategies for Learning Questionnaire (MSLQ), a departmental final examination, and by accessing university records. The sample consisted of 130 college algebra students at a large, public university with a Hispanic majority. The main analyses consisted of a 2x2x2 ANOVA (treatment by ethnicity by gender) to test for differences in achievement, t-tests to compare motivation, anxiety and perceived affective contact scores for the two groups, Chi-square tests to assess differences in persistence, and Pearson Product-Moment Correlation to determine the relationship between pretest scores and achievement variables. Results indicated that neither instructor-initiated contact, gender nor ethnicity is related to persistence, motivation or anxiety. A significant disordinal interaction of treatment and ethnicity was observed, with Hispanic experimental students scoring significantly higher on a test of algebra achievement than Hispanic control students. Academic integration, defined in terms of instructor/student contact, has a positive influence on the achievement of Hispanic students. This may imply their positive responsiveness to the relational aspect of contact due to traditional cultural values of interdependence, acquiescence to authority and physical closeness. Such interactive feedback is a means by which students with these values are recognized as members of the university academic community, prompting increased academic effort. Training in contact initiation to promote academic integration is implied, by the results of this study, for instructors dealing with first year students, especially instructors at institutions accommodating instructional methods to the needs of diverse groups.

Organizaciones regionales y diversidad cultural: la diplomacia de la Unión Europea con el Mercosur entre la sombra de Hollywood y la acción intergubernamental

El objetivo de este artículo es doble: por un lado explorar la habilidad de la Unión Europea para llevar a cabo una política audiovisual dirigida al Mercosur y promover las normas de la Convención sobre la diversidad de las expresiones culturales; por otro, analizar el impacto del modelo de política audiovisual de la UE en el desarrollo de la cooperación audiovisual con el Mercosur y centrarse en los principales vectores que configuran el paisaje audiovisual del Mercosur. El texto pretende destacar cómo y por qué la UE persigue una política audiovisual con esa región, cuáles son los propósitos y los límites de actuación. En este sentido, se preocupa por entender cómo la diplomacia audiovisual de la UE interactúa con otros actores, como las acciones gubernamentales llevadas a cabo desde la propia UE y el Mercosur, así como las prácticas del sector privado (Hollywwod y los grandes conglomerados de medios).

Measuring the Diversity and the Integration of Film Production in Mercosur: A Social Network Analysis

Based on an original and comprehensive database of all feature fiction films produced in Mercosur between 2004 and 2012, the paper analyses whether the Mercosur film industry has evolved towards an integrated and culturally more diverse market. It provides a summary of policy opportunities in terms of integration and diversity, emphasizing the limiter role played by regional policies. It then shows that although the Mercosur film industry remains rather disintegrated, it tends to become more integrated and culturally more diverse. From a methodological point of view, the combination of Social Network Analysis and the Stirling Model opens up interesting research tracks to analyse creative industries in terms of their market integration and their cultural diversity.

On the integration of Argentinian activist art at exhibition venues

This article examines the institutional integration of activist art in the aftermath of the 2001 economic crisis in Argentina. Following this aim, we begin with a description of the most significant new groups of activist art in the City of Buenos Aires. Then, we elaborate the position these new groups take up in the field with respect to their dispute with the “light art” from the 90s, and in relation to the mutual accusations over the “trend” of political art. Finally, we analyse the reception of these groups of activist art in art exhibitions in the City of Buenos Aires and abroad, and we reflect upon the institutionalization of these specific and situated aesthetic and political practices.

Detecting conflictive cultural factors in complex scenarios of intervention: Military and local actors in interaction

The integration of cultural elements into the operational planning process is a complex task that requires practical and theroretical tools for a wide comprehension of the context to help solve the problem. This article shows the results of an empirical research which presents conflicting cultural factors as the starting point for the construction of mediating structures. The main result of our research is a partial cognitive structure, a system of ideas, represented in a template listing the basic conflictive factors at the tactical level that military could find in the development of their tasks. The template is also a valuable aid to design military training curricula and to be applied to any post-conflict stability operation in complex environments resulting from irregular or asymmetric conflicts.

Memórias de infância num contexto de diversidade cultural

Portugal, nas últimas décadas, como efeito da globalização, adjetivou-se de multicultural, fazendo verdadeiramente valer a sua função de país de acolhimento. É natural, portanto, a existência de uma certa heterogeneidade sociocultural e diversidade linguística nas escolas portuguesas. Ora, a Escola Básica de 2.º e 3.º Ciclos, onde implementámos o nosso estudo, não constituiu em si a exceção. Porém, constatámos que a diversidade nela existente, embora respeitada, não era devidamente valorizada. Perante tal situação, traçámos como finalidade do estudo o desenvolvimento de uma investigação que nos concedesse um instrumento, a ser trabalhado numa aula de Português, que incide sobre a partilha de memórias de infância caminhando para a valorização e tomada de consciência do Outro linguística e culturalmente diferente. Consequentemente, esperamos contribuir para a melhor integração dos alunos provenientes de outras culturas e para a não existência de eventuais mecanismos de discriminação. Os nossos dados foram, essencialmente, recolhidos através da análise das memórias escritas dos alunos e de uma entrevista a uma aluna cabo-verdiana, constituindo esta a sua biografia linguística. No tratamento da informação recorremos a uma metodologia qualitativa com análise de conteúdo em que foram determinadas as categorias a conhecer: Brincadeiras de infância, Locais preferidos, Encontros interculturais e Momento da infância mais saudoso. A Declaração de Princípios sobre a Tolerância (1995) afirma que a diversidade deve ser reconhecida como uma riqueza a aceitar e a desenvolver. “A tolerância (…) é a harmonia na diferença.” (Artigo 1.º, 1.1). Como tal, através dos resultados do nosso projeto, acreditamos que com o trabalho em torno das memórias de infância é possível fomentar uma educação intercultural que potencie a referida tolerância e forme alunos capazes de dar resposta aos novos desafios desta nossa sociedade mutável que se conjetura cada vez mais multicultural e multilingue.

Plurilingualism vs multilingualism in early years of schooling: The rise of a critical cultural awareness in primary school

Since early 80s the Council of Europe has taken a great approach to teaching and learning of languages by encouraging plurilingual practices instead of multilingual practices, being these understood as the coexistence of several languages within a given society. In this context, we believe that once one learns many languages, one values one's native language, allowing one to understand it more clearly and to communicate with others on an equal footing and, more importantly, one also learns about other cultures. This is an issue of great importance in order to value and respect one's own and other cultures in the context of European integration. Considering this, in this article, we present two linked projects: a) the “PrimaLang” project, related teaching practices multilingual promoting critical cultural awarenessl in the 1st cycle of Portuguese Primary School System; b) the “Plurilingual” project, which refers to the design of a coursebook which stimulates the development of a plurilingual competence in the 1st cycle of Portuguese Primary School System. At the same time, we analyze some materials made by students and teachers in the projects to better understand their contribution under the InterNetwork Comenius Project

Essays on cultural and institutional dynamics in economic development using spatial analysis

This thesis seeks to research patterns of economic growth and development from a number of perspectives often resonated in the growth literature. By addressing themes about history, geography, institutions and culture the thesis is able to bring to bear a wide range of inter-related literatures and methodologies within a single content. Additionally, by targeting different administrative levels in its research design and approach, this thesis is also able to provide a comprehensive treatment of the economic growth dilemma from both cross-national and sub-national perspectives. The three chapters herein discuss economic development from two broad dimensions. The first of these chapters takes on the economic growth inquiry by attempting to incorporate cultural geography within a cross-country formal spatial econometric growth framework. By introducing the global cultural dynamics of languages and ethnic groups as spatial network mechanisms, this chapter is able to distinguish economic growth effects accruing from own-country productive efforts from those accruing from interconnections within a global productive network chain. From this, discussions and deductions about the implications for both developed and developing countries are made as regards potentials for gains and losses from such types and levels of productive integration. The second and third chapters take a different spin to the economic development inquiry. They both focus on economic activity in Africa, tackling the relevant issues from a geo-intersected dimension involving historic regional tribal homelands and modern national and subnational administrative territories. The second chapter specifically focuses on attempting to adopt historical channels to investigate the connection between national institutional quality and economic development in demarcated tribal homelands at the fringes of national African borders. The third chapter on the other hand focuses on looking closer at the effects of demarcations on economic activity. It particularly probes how different kinds of demarcation warranted by two different but very relevant classes of politico-economic players have affected economic activity quite distinguishably within the resulting subnational regions in Africa.

Modelo de ebook multimédia para divulgação cultural investigação e desenvolvimento de um protótipo no formato EPUB

Esta investigação teve por objetivo investigar as possibilidades de criação de um modelo de ebook interativo, com o título “A Lagoa de Óbidos”, no formato EPUB3, e a compreensão das vantagens e desvantagens da sua utilização sustentada num painel com 21 participantes. O formato EPUB (electronic publication) define um conjunto de características específicas para a criação e a distribuição de publicações digitais. Estas especificações têm sido desenvolvidas e implementadas pelo International Digital Publishing Forum (IDPF) que, em 2011, aprovou a versão 3, designada como EPUB3. A inclusão de novas tecnologias - HTML5, CSS3, JavaScript - numa publicação digital deu origem a esta investigação, um estudo de caso que pretendia conhecer as potencialidades dessa integração em ebooks interativos e a sua possível utilização em diferentes áreas do saber. O trabalho da recolha de textos e a sua análise permitiram a criação de um protótipo de ebook interativo, cujo objetivo era a estruturação das especificações que compõem a versão EPUB3. As opiniões sobre as possibilidades que este modelo apresenta, ao nível da usabilidade e dos recursos utilizados, foram colhidas através de um “Questionário de Opinião”, onde participaram 21 voluntários. O tema escolhido para o ebook foi “A Lagoa de Óbidos” por considerarmos um lugar de memória cultural, com características paisagísticas, históricas, sociais e ambientais reconhecidas e que lhe dão uma identidade própria merecedora de ser divulgada, através de textos, imagens, vídeos, animações e jogos. A análise dos resultados obtidos no “Questionário de Opinião”, leva-nos a concluir que a maioria da amostra sentiu que a leitura do ebook foi uma experiência variada, interessante e ativa. A totalidade achou que a interatividade trouxe benefícios à compreensão dos assuntos. Em síntese, a opinião dos sujeitos em relação ao ebook “A Lagoa de Óbidos foi considerada bastante positiva. No entanto, a opinião quase uniforme dificulta a análise da relação entre as variáveis do “Questionário de Opinião” levando à necessidade de aprofundar este estudo.

3D Surveying and Data Management towards the Realization of a Knowledge System for Cultural Heritage

The research activities involved the application of the Geomatic techniques in the Cultural Heritage field, following the development of two themes: Firstly, the application of high precision surveying techniques for the restoration and interpretation of relevant monuments and archaeological finds. The main case regards the activities for the generation of a high-fidelity 3D model of the Fountain of Neptune in Bologna. In this work, aimed to the restoration of the manufacture, both the geometrical and radiometrical aspects were crucial. The final product was the base of a 3D information system representing a shared tool where the different figures involved in the restoration activities shared their contribution in a multidisciplinary approach. Secondly, the arrangement of 3D databases for a Building Information Modeling (BIM) approach, in a process which involves the generation and management of digital representations of physical and functional characteristics of historical buildings, towards a so-called Historical Building Information Model (HBIM). A first application was conducted for the San Michele in Acerboli’s church in Santarcangelo di Romagna. The survey was performed by the integration of the classical and modern Geomatic techniques and the point cloud representing the church was used for the development of a HBIM model, where the relevant information connected to the building could be stored and georeferenced. A second application regards the domus of Obellio Firmo in Pompeii, surveyed by the integration of the classical and modern Geomatic techniques. An historical analysis permitted the definitions of phases and the organization of a database of materials and constructive elements. The goal is the obtaining of a federate model able to manage the different aspects: documental, analytic and reconstructive ones.

A systemic model for differentiating school technology integration

School technology integration rarely begins with school or educator choice. It is part of a wider context where external and internal factors have direct influence on the goals and tools that are adopted over time. The objective of this study is to investigate the systemic conditions that contribute or inhibit the development of different activities by teachers making use of new media. We compiled a list of well-known conditions for technology integration success and mapped these in the historical and culturally bound perspective of activity theory (cultural historical activity theory). We conducted a multiple case study analysis of four schools, public and private. The results point to unique and distinctive scenarios even when homogeneity would be expected, reinforcing the argument that material conditions do not determine pedagogical outcomes nor do they determine changes in practice. Beyond this, the study proposes a methodology that can help elicit tensions in technology integration, pointing to avenues for school development.