Basic Problems of Continuing Engineering Education in Developing Countries: transfer of technology from developed to developing countries by CEE

This paper deals with three basic areas concerned with CEE in developing countries:     

Problem-based Learning in Architecture: Problems of Integration of Technical Disciplines

Recently, problem-based learning (PBL) has gained a lot of interest in engineering education. The Faculties of Architecture in Newcastle (Australia) and Delft (Holland) were among the first to embrace this new educational methodology. The article summarizes the characteristics of PBL and describes the architecture curricula at Newcastle and Delft. Among others, PBL aims at integrating different subjects. An analysis of Newcastle and Delft curricula reveals a common problem in the integration of technical disciplines like structures. The article proposes a solution within a general PBL framework     

Foreign Language Command: definition and description

The authors give a critical survey of the model of communicative competence underlying van Ek's Scope and Levels, written for the Council of Europe as a follow‐up of The Threshold Level of 1975‐76. Although generally in favour of van Ek's new approach, the authors find that van Ek's model lacks breadth of definition of strategic competence. This leads to some unclarity and confusion in van Ek's proposals. The authors also regret that van Ek does not allot a greater role to compensatory strategies in the assessment of levels of language command.

     

One School's Experience of Engaging with a Comprehensive Anti-Bullying Programme in the Irish Context: Adolescent and Teacher Perspectives

In this article, the authors report on the evaluation of an anti-bullying programme, the cool school programme (CSP), conducted in a secondary school in Ireland. The study explored how participation in the anti-bullying programme affected students and teachers in one second-level school. The programme focused on students' faith in the teachers' ability to deal with bullying effectively, their willingness and confidence in telling a teacher about bullying and whether they felt safe in school. Teacher confidence and behaviour with regard to bullying were also explored. The study found that 91 per cent of students felt that teachers took bullying seriously. Eighty-nine per cent thought that teachers knew how to deal with bullying and 75 per cent felt able to tell a teacher if they were bullied. Eighty-seven per cent said there was a better atmosphere in their class. Ninety-three per cent of students felt safe in school. Seventy-two per cent of teachers reported greater confidence in their ability to manage bullying and 84% reported increased vigilance. Ninety-four per cent thought that students felt safer in the school. Sixty-nine per cent said there was a better atmosphere in the school. Most felt that the programme was now part of the school culture (94%) and would continue in the school (97%). The authors acknowledge that relying on reported levels of bullying may not give a complete picture of the impact of an anti-bullying intervention. They argue that researchers may need to take into consideration teacher approachability, challenging the culture of silence, responding appropriately and ensuring student safety in school when evaluating programmes.     

浅析西藏图书馆藏文图书编目自动化

随着现代网络信息技术的不断发展,藏文图书编目也在逐渐采用各种计算机信息管理系统,文章介绍了西藏图书馆藏文图书编目从传统到自动化的转型过程,从而阐述了ILASII环境下藏文图书编目的优势和不足,最后提出了完善藏文图书编目的策略。     

Bringing Strategic Information Management into Portuguese Organizations∗

This paper concerns the main factors that contribute to information being regarded as a strategic resource in organizations. It touches on the nature of the technological infrastructures involved in the transfer of knowledge to Portuguese industry, particulary within the areas of the Plan for the Technological Development of Portuguese Manufacturing Industry and PEDIP (Programme for the Development of Portuguese Industry). It also analyzes the contribution of LNETI/CITI in the creation of information systems and information training as a means of stimulating the modernization of the national production base. LNETI/CITI's contribution is made through the creation of information infrastructures and through the training of personnel. It also describes the curriculum and objectives of the Masters (MSc) Course in Information Management. This course was set up as a result of the protocol agreed between LNETI/CITI and the University of Sheffield/Department of Information Studies (UK).     

Do Children Have Rights or Do Their Rights Have to be Realised? The United Nations Convention on the Rights of the Child as a Frame of Reference for Pedagogical Action

The United Nations Convention on the Rights of the Child (UNCRC) is presented and understood as the primary reference point regarding questions of children's rights. However, the UNCRC is not a neutral instrument deployed to meet the rights of children: it embodies a specific perception of the child, childhood and citizenship. The interpretation of the UNCRC from the point of view of children's legal status emphasises the autonomy of children; the focus is on the rights that children possess. Conversely, the social-political interpretation of the UNCRC addresses the question of how the rights of children can be realised. It is suggested that distinguishing between these interpretations is essential with regard to questions of pedagogy and education.