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- Teaching Crossroads: 9th IPB Erasmus WeekPublication . Silva, Elisabete Mendes (Ed.); Pais, Clarisse (Ed.); Pais, Luís S. (Ed.)Acknowledged for its unceasing promotion of the Erasmus mobility programmes, the IPB has been accredited with the Erasmus Charter for Higher Education 2014- 2020 and awarded by the European Commission with the ECTS Label (for the period 2011-2014) as well as the Diploma Supplement Label (for the period 2013- 2016). The IPB is proud to be one of the few national and international institutions that has been distinguished simultaneously with both quality labels. These awards represent a strong indicator of the international level achieved by the IPB as being on the top of the European Higher Education Institutes within the scope of the Erasmus mobility programmes. After two numbers of Teaching Crossroads within the 7th and 8th IPB Erasmus Weeks, we are now proud to present the third number of Teaching Crossroads as regards the 9th Erasmus Week which took place in May 2013. Once again, teaching staff, who participated in the academic and cultural event that made up the Erasmus Week by delivering seminars, lectures and/or workshops, were invited to make their texts available for publication. In this number of Teaching Crossroads, we aimed, once more, at making the publication thorough regarding the accuracy and effectiveness of the articles presented. Therefore, for the first time, the texts have been peer-reviewed. We would then like to thank all the peer reviewers who most kindly and willingly reviewed the texts, namely Ana Paula Monte, Ana Paula Sismeiro, António Meireles, Cláudia Martins, Elisabete Silva, Maria Augusta Mata, Miguel Ângelo Rodrigues, Paulo Mafra and Rui Pedro Lopes from the IPB. The research areas focused on in this number are rather multidisciplinary covering the following knowledge domains: Information Technology and Applied Sciences; Nursing and Health Care; Economics; Law and Environmental Education; Education (Art, Linguistics and Translation and Culture Studies). Patrick Siegfried devotes his attention to the importance of the service sector for the industry, highlighting the German situation in regard to the tertiary sector. In his article, the author presents several research approaches launched in Germany that deal with the recent developments in service engineering and service development research in Germany over the last years. Axel Sikora gives us an overview on The Internet of Things (IoT) applications, such as ubiquitous computing and ubiquitous connectivity, Cyber Physical Systems (CPS), ambient intelligence, Machine-to-Machine communication (M2M) or Carto- Car (C2C)-communication, smart metering, smart grid, telematics, telecare and telehealth. The author demonstrates how these applications are used today to increase efficiency and to improve the availability of information. Moreover, we are also shown the different phases of the evolution of embedded system for social-enabled applications, particularly in relation to the connectivity and information exchange. Pedro Gutiérrez Moraño, Belinda Basilio Fernández and José Luis Bote Mohedano offer us a series of health hints and preventive measures, as far as Diabetes Mellitus (DM) and its consequences are concerned. In order to prevent the amputations related to the diabetic foot, the authors provide us with a series of effective preventive strategies to decrease the incidence, prevalence, morbidity and the costs of the diabetic foot and foot at risk, as well as to improve the quality of the attention process to people with DM in Primary Health. Alba María Priego de la Cruz in her article entitled ‘Value added as a Source of Information for Stakeholders’ defines the concept of economic value added and evaluates the participation and behaviour of stakeholders in the generation and distribution of value added, which may be decisive in favouring the business activity. María Rosa Vásquez Rodriguez with the text ‘Environmental policy: Environmental Education’ continues the same study that she presented last year, but this time with some more additional information. The author tries to settle a connection between economics and environmental policy and the impact of environmental education on the environment protection, pointing out the different instruments available to public administration that ensure the preservation of the environment. Elisabeth Fernbach, with the very original and appealing title ’With an open mind’, captures one’s attention by demonstrating that creativity can be taught with a cross curricular focus on new media. Therefore, she upholds that education in art and art in education epitomises the right path to self-discovery and to a clearer understanding of the world and others, by presenting several possible tasks that can enhance creativity. Finally, she also offer examples of students´ and children’s art works as a result of these creative processes. Cláudia Martins, the regular speaker for the lectures on Portuguese Culture and Language during our Erasmus weeks, presents now a very enlightening text on ‘Diatopic Variation in Portugal: Notes on European Portuguese Dialects’. In this article, she describes, in a very detailed way, the geographical varieties of European Portuguese, namely the dialects in mainland Portugal and the islands of Madeira and Azores, based on the information gathered in the main linguistic atlases. Bearing in mind the spirit of this publication, which is the promotion of crosscurricular studies and teaching mobility, this year we have also decided to include the texts of some of the IPB teachers who were given a grant within the Lifelong Learning Programme-Erasmus Mobility for Teachers during the last two years and thus delivered lectures in several European partner universities. Isabel Chumbo went to the University of Zagreb in 2012 and there she gave a lecture under the title: “Translators censoring Propaganda – a case study on the translation of Salazar’s speeches into English”. The author presents a very insightful analysis of translation as a propaganda tool during the dictatorial regime of António Oliveira Salazar (1932-68) in Portugal. Elisabete Silva went to the Riga Teacher Training and Educational Management Academy, Latvia, in May 2011 where she delivered a lecture on Isaiah Berlin, born in Riga, highlighting the man and the intellectual and focusing on the importance of education as a valuable asset in a person’s life.
- Culturas, Identidades e Litero-Línguas Estrangeiras. Atas do II Colóquio Internacional de Línguas Estrangeiras (CILE)Publication . Dotras Bravo, Alexia (Ed.); Alves, Ana M. (Ed.); Martins, Cláudia (Ed.); Silva, Elisabete Mendes (Ed.); Chumbo, Isabel (Ed.)Destacarmos a comemoração dos 500 anos da Reforma Protestante leva-nos a recordar a revolução cultural, intelectual e política que dela irrompeu. É indiscutível que a Reforma edifica um dos acontecimentos decisivos na história da Europa e do mundo, tendo influenciado profundamente a perceção teológica, histórica, mental e política da cultura ocidental em geral. O ideário da Reforma teve implicações não apenas religiosas, mas igualmente políticas, sociais, culturais e linguísticas, revestidas de um pendor revolucionário na medida em que a extensão das suas consequências foi vastíssima, patente, por exemplo, na criação da ideia de nação protestante, nacionalista e, sobretudo, baseada no sistema erastiano (e.g. a Grã-Bretanha). Por outro lado, gerou uma bipolarização no mundo, devido a Contrarreforma, liderada por Espanha e Filipe II, de cariz católico e tradicionalista, embora a ideia inicial fosse também uma transformação da Igreja. Considerado um dos precursores do Iluminismo e da democracia, Lutero criou os alicerces para o conceito de cidadão responsável. Não descobrindo a liberdade moderna, intensificou a dialética em que a liberdade é reconhecível como um processo ambíguo. Associado ao humanismo, transformou a visão do homem dando maior ênfase a liberdade e responsabilidade do indivíduo, criando uma base para a participação social e política e imputando ao estado a responsibilização na educação escolar. Deixou uma marca profunda na sociedade, dando impulsos importantes no âmbito do ensino, da música, das artes e da língua com a tradução da Bíblia, promovendo assim um fortalecimento do diálogo intercultural para a aproximação das Culturas. Ainda que numa época e contexto muito específicos, terá sido, como sublinha Timothy Garton Ash, criador deste neologismo (Herspring, 1994), uma Refolução, isto é, um processo de alteração política, social e económica que combina simultaneamente elementos da reforma, ou modificações estruturais, e elementos da revolução. Em vez de destruir totalmente os antigos sistemas, os novos sistemas políticos democráticos baseiam-se naqueles não só em termos de estrutura, como de pessoas. Este autor pretendia referir-se a Europa de Leste, nomeadamente Polónia, República Checa, Eslováquia e Hungria. Posteriormente, o neologismo passou a ser igualmente aplicado a s primaveras árabes (cf. Keane, 2011). Esta amálgama acaba por ser “uma recusa radical da escolha entre revolução e reforma”, termos estes que se podem apresentar como particularmente sensíveis em determinadas culturas, devido a violência que ocorreu nas respetivas histórias nacionais e/ou locais. A palavra cunhada pretende afastar-se da violência inerente a s revoluções, uma vez que as primaveras árabes, neste caso, se distinguiram pela recusa de os intervenientes enveredarem por reações violentas, típicas da lógica revolucionária. Outros aspetos distintivos residem na atenção colocada a civilidade, ou seja, no significado estratégico que a construção e defesa do espaço público implicam, manifesta, por exemplo, na integração de várias crenças religiosas no mesmo espaço, entre outros. A Reforma Luterana, começando por representar um grito de protesto contra os abusos da Igreja Católica, acabou por ter implicações revolucionárias em todas as áreas da vida humana que não apenas no campo religioso. Na senda da defesa contínua da liberdade humana e da proteção dos direitos fundamentais da humanidade, estes movimentos reformistas, com pendor revolucionário, têm a missão de renovar conceitos, ideias e valores que (refutam e) se impõem a paradigmas existentes. Desde 1517 a 2017, o mundo viu-se confrontando com alterações substanciais que moldaram o mundo, de Ocidente a Oriente. A sucessão de diferentes paradigmas ao longo dos tempos convocou em lugares e momentos distintos valores e ideias, cujo poder mobiliza culturas e gera conquistas ou fracassos. Os trabalhos apresentados cumpriram, em número e qualidade, os objetivos e desafios inicialmente propostos. As áreas da cultura, da literatura, da tradução e da língua estiveram em destaque, abordando temas como o ensino das línguas e as novas propostas didáticas; a importância das primeiras traduções da bíblia como elemento reformista, mas ao mesmo tempo revolucionário, na estrutura social e política da Europa seiscentista e as implicações políticas, sociais e religiosas da Reforma, só para indicar alguns. Para nosso regozijo, as comunicações foram apresentadas em quatro línguas estrangeiras (LE), direta ou indiretamente: português (enquanto LE), inglês, espanhol e alemão. Podemos, pois, concluir que os resultados finais do colóquio ultrapassaram em larga medida as expectativas do nosso Departamento, pela diversidade e profundidade de temas trazidos ao debate, não apenas confinados à área das línguas estrangeiras, mas alargados a um espectro mais abrangente que é a área das humanidades.
- Liberalismo e os preceitos da ética cosmopolita em Isaiah BerlinPublication . Silva, Elisabete MendesIsaiah Berlin, um dos grandes nomes da História das Ideias do séc. XX, destacou-se entre os seus pares pela teoria dos dois conceitos da liberdade – a liberdade positiva e a liberdade negativa – e pelas ideias inovadoras do seu pluralismo de valores que veio conferir novo fôlego ao liberalismo. Um dos desafios deste estudo consiste em mostrar que Isaiah Berlin, para além de se assumir como um pluralista, liberal e humanista, se guiou igualmente por valores morais cosmopolitas no sentido em que acreditava no valor do ser humano enquanto indivíduo e no respeito da dignidade e decência humanas. Apesar de considerar o cosmopolitismo vazio de lealdade e de ideias, Berlin demonstrou atitudes cosmopolitas na forma de estar e interagir com os outros, pelo menos dentro de uma concepção de cosmopolitismo moral e de cosmopolitismo enraizado. O reconhecimento de valores éticos universais ou quase universais comuns ao ser humano, ainda que incompatíveis e incomensuráveis, sustenta a sua teoria do pluralismo de valores na compreensão cosmopolita de outras culturas.
- George Orwell’s “Politics and the English Language”: euphemisms and metaphors in wartime BritainPublication . Silva, Elisabete MendesLanguage and politics are two inextricable concepts for George Orwell, who, writing during and after the 2nd Word War context in Britain, criticised the vagueness, the excessive use of phraseology and the powerful influence of metaphors in political language. According to the author: “In our own time, political speech and writing are largely the defence of the indefensible (...). Thus political language has to consist largely of euphemism, question- begging and sheer cloudy vagueness.” (Orwell, 2000, p. 356). In a decaying time when the general political atmosphere was therefore negative, the language was also unscrupulous as it suffered from the schizophrenia, vagueness, metaphorical style and lies that defined politics in post-war Britain (Orwell, 2000, pp. 348-9). An opponent of inkhorn terms, Orwell loathed the use of the hundreds of foreign words and phrases current in English and believed that the English language, or as he highlights, “Saxon words”, would cover the needs of political writers instead of Latin or Greek or/and other loans. In this article, we intend to analyse Orwell’s 1946 essay “Politics and the English language”, focusing on the English political context of that period, as well as to scrutinise Orwell’s idea of language concreteness by delving into metaphorical phraseology and the inkhorn controversy. We will also emphasize Orwell’s contemporary relevance.
- Racionalismo e emoção (na educação): um binómio impossível ou desejável?Publication . Lopes, Rui Pedro; Pires, Manuel Vara; Castanheira, Luis; Silva, Elisabete Mendes; Santos, Graça; Mesquita, Cristina; Vaz, Paula Marisa FortunatoA educação tem constituído, sobretudo nos últimos dois séculos, uma arena de lutas práticas, teóricas e ideológicas na senda da democratização do ensino formal e da liberdade de expressão e de pensamento, tanto no âmbito da filosofia da educação como na sua vertente mais praxiológica. A educação tem sido, consequentemente, usada como o grande bastião do conhecimento, do progresso e da luz.
- Liberal imperialism and the origins of Israel: the position of Isaiah BerlinPublication . Silva, Elisabete MendesIsaiah Berlin, a British philosopher and historian of ideas,positioaed in favour oftfae creation ofthe State of Israel in 1948. Himself a Russian Jew, yet confessedly an anglophile, Berlin accounted for the advantages for the Jews ofhaving a place which they could call home. Claiming that Jews had no geography, only history, Berlm saw fhe creation of Israel as the emancipation of Jewish slavery and as the chance for the Jews to have their own nation, with coinmon national and cultural pattems, despite the difficulties it implied. Even though the state of Israel emerged with attributes quite different from those which anyone had previously mtended, there were by the time of its formation, several positions which were anticipated by the Jewish Diaspora in the world. On the one side, there were the Westem Jews and on the other the Bastem European Jews.Based on Berlia's own defence of Israel, it is this paper's main objective to analyse these distinct positions, focusing mainly on the British liberal conception of Israel, in its attempts to establish a civilising mission in the rather barbarous and undeveloped communities of the East.
- Approaching democracy: the virtues of representative democracy in mid-Victorian EnglandPublication . Silva, Elisabete MendesIn 19th century Britain the questions of representation, parliamentary reform and democracy were more categorically discussed. The Great Reform Act of 1832 epitomised hope for many people who felt left out of the suffrage, as it would reform the British electoral system but in fact it didn’t match expected outcomes. In this article we explore and assess the direct and unintended effects of the 1867 Reform Act, also known as the Second Reform Act, analysing the relation between representation and democracy as the possession of the vote and of political power were not necessarily the same thing. We also scrutinise the construction of a political discourse sustained by several playwrights, such as historians and political writers, to meet political, economic and social needs, highlighting opposing views regarding suffrage and the disbelief in democracy focusing particularly on Thomas Carlyle and his 1867 pamphlet: Shooting Niagara - And after? and some of the supporters of the extension of the franchise, namely J. S. Mill, Gladstone and Disraeli. In order to support these aims, we will also bring to light how some nineteenth century periodicals cast the debate on suffrage, namely The Illustrated London News (ILN), The Times, Fun and Punch.
- On India de John Stuart Mill: barbárie versus civilização e a política de não intervençãoPublication . Silva, Elisabete MendesA defender of free-trade and an opponent of monopoly, John Stuart Mill advocated direct rule by the British in India and intended, like his father, to promote good and useful government. In his belief, the Indian native states needed someone who could guide them towards civilization. However, by the mid 1840s, Mill changed to a more moderate position. He thus defended non-intervention and indirect rule by the British in India. This paper’s main aim is therefore to assess Mill’s views on Indian society and on the nature and progress of British rule in India. Furthermore, we intend to highlight some contradictions on Mill’s defence of liberty in India and of his political ideas namely his liberal imperialism. John Stuart Mill (1806-1873) afigura-se um dos representantes máximos do liberalismo e um dos pensadores mais influentes do século XIX. Defendendo uma perspectiva política liberal da sociedade e assumindo-se como um utilitarista (Mill, Autobiography 181), Mill acreditava na importância fundamental da liberdade individual para o alcance da felicidade de cada um e para o progresso do conhecimento humano. Mill guiava-se igualmente por um espírito empirista, influenciado por Locke (1632-1704) e Hume (1711-1776), na prossecução da descoberta das verdades (Mill Autobiography 233). Contudo, distanciava-se do racionalismo calculista e desprovido de emoções em que o pai, James Mill (1773-1836), o educara. Todavia, deve ao pai o facto de lhe ter incutido valores morais como a justiça, a moderação, a perseverança, a preocupação com o bem público (Mill, Autobiography 49), que iriam guiá-lo ao longo da sua vida. Além disso, a possibilidade ilimitada do progresso da condição intelectual e moral da humanidade através da educação constitui talvez a doutrina mais importante herdada de seu pai e que Mill aplicou sempre nas suas teorias políticas e filosóficas (Mill, Autobiography 111).
- O ensino da didática do inglês nos mestrados profissionalizantes no contexto de BolonhaPublication . Silva, Elisabete Mendes; Pereira, Luciana CabralPretende-se com este estudo refletir sobre a importância da Didática do Inglês nos mestrados via ensino na área do inglês, especificamente no mais recente mestrado criado em 2015, o mestrado de inglês no 1.o ciclo do ensino básico, já em funcionamento em algumas instituições de ensino superior. Neste contexto, problematizaremos questões relacionadas com o programa curricular da didática: o que ensinar e como ensinar. Assim, no contexto do processo de Bolonha, em articulação com o QECRL, e o sistema de metas curriculares, e o estipulado pelo Ministério da Educação, pretendemos avaliar propostas de abordagens, estratégias, atividades e materiais para o ensino do Inglês para crianças nas suas componentes de compreensão e expressão oral e escrita. Procuraremos ainda evidenciar a importância da interdisciplinaridade neste segundo ciclo de formação e de que modo se deve promover o diálogo entre o ensino superior e a realidade escolar do inglês no 1.o ciclo do Ensino Básico.
- AduLeT project and its community of practice: an insight into technology advanced use within higher educationPublication . Gonçalves, Vitor; Chumbo, Isabel; Silva, Elisabete Mendes; Patrício, Maria RaquelFor the last two decades one cannot overlook the fact that there have been major improvements in the area of educational technology. Schools and universities also try to accompany the evolutional pace of this new technological stance introduced in the teaching-learning process. The spread of tablets, smartphones and social networks has accounted for an immersion into the technological world by both students and lecturers. Hence, it has been most impossible to underestimate the value of these tools regarding teaching methods. On the one hand, students, as digital natives, adhere enthusiastically to these new teaching approaches. On the other, lecturers are sometimes bereft of ideas when it comes to motivating the students and introduce innovative methodologies to their in regard to the use of technologies in an advanced way. The aim of this paper is to present the platform Community of Practice (CoP), the ultimate visible result of the Advanced use of Learning Technologies in higher education (AduLeT) project, a collaborative 3-year (2016-2019) research project funded by the European Commission, involving seven partner countries. CoP meets the standards that teaching nowadays requires aiming at providing higher education lecturers with a substantial matrix of tools and methods combined. We shall demonstrate the use and effectiveness of the CoP by showing some practical examples and by highlighting several insightful user experiences within the Portuguese higher education context. To establish a connection with the main target audience, we organized two workshops and a multiplier event to lecturers from several higher education institutions, disseminating the results and involving more lecturers in this community. Thus, we intend to materialize in this paper a summary of the project, essentially in the Portuguese perspective. During the multiplier event, we had very positive reactions from the lecturers regarding the CoP. After this event, the participants were also asked to fill in a satisfaction survey on the use of the CoP. In the paper, we shall then put forth and analyze the survey answers so that we shed some light on the efficacy and applicability of the CoP.