Technical replicas of Portuguese ceramic tile bodies produced in the Oporto region in the late nineteenth to early twentieth centuries

Portugal is well known for its facades decorated entirely with ornamented glazed ceramic wall tiles called azulejos. On ageing, the tiles may detach and fall off, or deteriorate to such an extent that it becomes necessary to replicate them. Hence tile replication is a common practice in Portugal for façade restoration, but very often these new tiles do not have the same physical and/or chemical properties as the original ones. Such differences might be a factor in differential deterioration of the façades after restoration. One step toward an improvement in compatibility is to make new ceramic bodies with the same characteristics as the original ones. This study focuses on two types of glazed ceramic wall tiles from the Oporto region in Portugal: ‘calcic faience’ and pó de pedra. A total of 25 samples from the late nineteenth to early twentieth centuries were studied systematically as an attempt to improve knowledge of these materials and to create a basis for their replication. All samples were collected from facades that were under conservation/restoration at the time when sampling was performed. The original traditional ceramic bodies were analyzed by X-ray diffraction and X-ray fluorescence. Total open porosity, capillary absorption coefficient, and mercury intrusion porosimetry were also measured in order to gain knowledge on their physical characteristics in addition to their chemical and mineralogical compositions. High-temperature crystalline phases such as diopside, gehlenite, and mullite were found in the calcic faience, suggesting that the firing temperature of calcic faience bodies was within the range of 1100–1150?°C. Calcination trials were also performed in order to determine the most probable firing temperatures of the ceramic bodies. Collected data led to the assumption that the raw materials used for the ceramic bodies were kaolinitic clay, quartz sand, limestone, and talc. The raw materials for pó de pedra tiles were found to include kaolinite clay and quartz with firing temperatures estimated within the temperature range of 1150–1360?°C. Technical replicas made on the basis of these investigations were found to have the same mineralogical and capillary properties as the original tiles.     

Emotional intelligence throughout Portuguese secondary school: a longitudinal study comparing performance and self-report measures

This study examines the developmental trajectories of ability and trait emotional intelligence (EI) in the Portuguese secondary school. Within a three-wave longitudinal design, 395 students (M _age ?=?15.4; SD?=?.74) completed both the Emotional Skills and Competence Questionnaire (ESCQ) and the Vocabulary of Emotions Test (VET). Results revealed that EI exhibited different developmental trajectories during late adolescence according to the type of measure used, while students’ VET levels evidenced an increase during secondary school, their ESCQ levels remained stable during this period. Moreover, students’ gender, verbal indicator, and type of school (public vs. private) have no significant effect on their rate of EI change, whereas students from lower sociocultural and lower professional status backgrounds demonstrated significantly greater increases on the ESCQ and VET compared to higher status adolescents. The results are examined in the context of adolescent emotional development.     

Reconsidering the technologies of intellectual inquiry in curriculum design

This paper reports on the design and delivery of classroom pedagogies and students’ engagement with it in two different UK universities. Under the banner of curriculum design and Bourdieu's curriculum principles, the study set out to create modules that provided students with an interdisciplinary perspective on how the web is changing the way citizens live, interact and learn. Focusing on the idea that the web is becoming a tool of intellectual inquiry and an instrument of reproduction of knowledge inequality, the goal of this research was to transform knowledge practices by encouraging a learning habitus that relies on knowing how to learn rather than becoming ‘knowledgeable.’

The paper concludes that the Bourdieuian perspective on curriculum design still holds currency in the digital age, given that it shares an epistemology of practice similar to that advocated by a digital participatory culture. We also offer a critique to our approach, using Bourdieu's logic of practice to examine how education as a field displays (hidden) rules that students embody as their learning habitus. As students’ learning practices become doxified through their educational trajectories, learners find it difficult to engage with a curriculum that aims to diversify pedagogical structures and reflect a changing society.     

Student estrangement in higher education: identity formation and the struggle against stigma

Abstract

While investigation on family estrangement is growing within academic circles, research regarding the interconnection between experiences of estrangement and higher education (HE) is still limited. Sociological understandings of these issues are even scarcer, with policy interventions and practical guidance forming early interventions in HE. Set within the context of Scotland, this paper explores the experiences of HE students who are estranged from their family, and interrogates the ways students develop a sense of identity in the context of their academic lives. The paper applies Goffman’s work on stigma and identity management in relation to Bourdieu’s concept of capitals to cast a critical eye on the identity formation of estranged students. In doing so, we challenge normative assumptions of what it means to be a university student in contemporary society and urge institutions and policy makers to rethink the complexity of students’ academic lives in more inclusive ways.     

Internalizing and Externalizing Behaviors of Children with Writing Disabilities

Students with specific learning disabilities (SLDs) are more likely to exhibit internalizing and externalizing behaviors than typically developing peers. Virtually none of the literature, however, reports on the behaviors of students at-risk for writing disabilities (AR-WD). We compared the behaviors of writers who are AR-WD and typically developing writers (TDW) from first through fourth grade (N = 138). We found that students who are AR-WD were only significantly different from TDW on Externalizing and Total Behaviors at Grade 2. These findings illustrate the benefits of studying behavior across different forms of SLD, as it appears that students ARWD do not consistently manifest significant behaviors, although interventions that simultaneously target writing and behavior may be warranted and mutually beneficial.     

The pathways to higher education: lexical availability in adult candidate students and in young first-year students

In the past few years there has been an increase in the number of adult students in higher education courses, many of whom have returned to school after a break. Most of these students do not intend to continue their studies from the point where they stopped; rather, they want to prepare for specific tests in order to have direct access to higher education courses, which in Portugal is a legal option for students over the age of 23. In response to this new cohort, higher education institutions need to find out what kind of students these are, determining their characteristics, capabilities and major problems, if they are to provide them with successful learning opportunities alongside younger students. This article presents a comparative study of lexical competence, focusing on lexical availability, contrasting those adult applicants to higher education who are attending a course preparatory to higher education with first-year students who have just entered higher education. The results show significant differences between the two groups, the adult group in general showing poorer results. Their withdrawal from schooling is clearly reflected in their vocabulary activation with regard to transversal themes. The most salient contrasts are related to the number of words mentioned and the frequency of words in the group, as well as the greater or lesser proximity to the topic of the terms mentioned.     

Students’ and teachers’ perspectives about quality of engineering education in Portugal

Quality in higher education is a subject of increasing importance. This idea can be supported by looking at different sources, namely, the scientific literature, national and transnational governments’ policies, such as those emerging from the Bologna Process. Also, the internationalisation of higher education and, within it, students’ and staff mobility among institutions, has brought to the agenda the quality issue, particularly with regard to the teaching and learning process. Several authors argue that the meaning of quality depends on who defines it. This article focuses on a study that looks at how teachers and students in higher education institutions, in Portugal and in the domain of Engineering, see the quality issue. Data was collected through interviews to teachers (six) and students (38) in two different Portuguese institutions. The results indicate that, although teachers and students refer to the same dimensions that influence quality, they have different perspectives about their importance. From the point of view of the authors, this discrepancy requires some pedagogical actions in the context where the study was developed and, also, further research to see if the same tendency exists in different settings.     

Sexualities,teenage pregnancy and educational life histories in Portugal: experiencing sexual citizenship?

This article focuses on Portuguese working-class teenage girls’ voices and experiences concerning sexuality and pregnancy. Within a sociological, feminist and educational framework, it explores the girls’ perspective on sexual and intimate citizenship as evidence of fairer forms of regulation of teenage sexualities. Through building life histories of three pregnant and teenage mothers, this article aims to understand how girls rehearse and live out their sexualities and pregnancies as well as listen to their voices and recognise their demand for inclusion and respect. Gender power relations emerge as central in configuring girls’ pathways and shed light on youth pregnancy.     

The Validity Generalization Model: An Approach to the Analysis of Validity Studies in Physical Education

Abstract

Validity generalization is a method of establishing the generalizability of the validity of a test by examining the results of all previous validity studies of the test of interest. In this paper, the validity generalization model was described and modified for application to concurrent validity studies of motor behavior. An example was provided using a small data set from selected studies of field tests of cardiorespiratory function. The model is recommended as an approach to clarifying the relationship between a test and a criterion measure in physical education and exercise science.