试论葡萄牙传媒产业的集中化

葡萄牙的媒体集中表现出明显的不同于其他欧洲老牌资本主义国家的特色,国家对媒体的控制力量和媒体产业资本的力量始终纵横交错、相互提携。大众媒体机构刚从专制政权的桎梏中解放出来,随即又被套上商业主义的枷锁,成为社会民主的悲剧性损失。     

葡萄牙教师教育认证研究——以INAFOP为例

葡萄牙中小学教师供应经历了从满足数量到提高质量的转变,教师教育机构培养计划一直缺乏统一评价标准的状况也伴随着1998年全国性的教师教育认证机构INAFOP的成立而宣告终止。如今,申请参加INAFOP的认证是教师教育机构开展教师教育的必要条件,只有通过了认证才能获得实施教师教育的法律地位。葡萄牙INAFOP的认证程序及认证标准对我国教师教育水平评估有一定的参考价值。     

Portugal and the Mediterranean trade: A Prelude to the discovery of the “new world”

Before the century of great discoveries, and during most of the fifteenth century, the Portuguese developed important commercial activity in the Mediterranean. This is the central issue of this article as seen through two themes: the first is an assessment of the Portuguese organization of Mediterranean trade, with special attention given to the foodstuffs which were, and continued to be, a feature of such trade; and second, is to observe how Portuguese faced competition from others nations’ merchants in the region. The study of these two aspects will provide a better understanding of the re-orientation of Portuguese trade towards the Atlantic.     

Exploring the relationship between institutional and professional autonomy: a comparative study between Portugal and Finland

By comparing two distinct settings–Portugal and Finland–and based on previous studies revealing similar trends in both countries, this article analyses the relationship between institutional and academic autonomy in the higher education sector. Based on crosschecking of the literature review and 47 interviews with key actors in both the Portuguese and Finnish higher education systems, the authors analyse the extent to which the political attempts to increase institutional autonomy are perceived by academics in these countries as leading to an increase in their professional autonomy. Data reveals that there is a lack of complete correspondence between the way different institutional dimensions have been changing at the organisational level and the way academics perceive the effects at the professional level. While there is a correspondence in the perceptions over organisational and interventional autonomy, no correspondence is found concerning policy autonomy in both countries. Furthermore, there are no homogeneous perceptions within academics group in each country concerning professional autonomy.     

The Development of Skill and Knowledge During a Sport Education Season of Track and Field Athletics

Purpose: The purpose of this study was to examine the relative effectiveness of 2 forms of physical education instruction on students' skill and technical performance, as well as content knowledge in 3 track and field events. Method: Students from 6 classes in 3 Portuguese schools completed 900-min units conducted under the auspices of sport education or a more traditional teacher-directed format. Classes were randomly assigned to these conditions within each school. Results: Although both groups improved significantly from pretest to posttest, the sport education classes outperformed the traditional classes in both technique and skill execution. Only the sport education group made significant improvements in content knowledge. When the students in the traditional group were tested at the point in time where they would usually complete a unit of physical education (450 min), there were no significant improvements in any of the study's variables. Conclusion: The explanation given for the superior performance outcomes of the sport education classes lies in the nature of formal competition and team affiliation, which are cornerstones of this pedagogical model. That is, students take their learning experiences more seriously than in traditional and often inauthentic classes. In terms of content knowledge, the fact that sport education has a level of content-embedded accountability that holds students accountable for their officiating duties is postulated as a significant contributor to their increased understanding of rules and protocols of athletic events.     

Researching social inclusion in student mobility: methodological strategies in studying the Erasmus programme

This article explores different methodological approaches to the study of social inclusion in the European Commission’s Erasmus undergraduate exchange programme, elaborating upon the approach taken in a study of Erasmus conducted in Portugal. The opening section of the discussion acknowledges the prior tradition of quantitative research on student mobility in Europe as a means of providing indicators of programmatic success to policymakers and stakeholders, and the existence of micro level studies that examine specific aspects of the Erasmus experience such as the emergence of shared European identities and building work competencies. What these approaches share is an emphasis on student perspectives: learning about the impact of exchange visits from past participants. As an alternative approach, I have focused on the institutional level of the programme, using qualitative interviews with individuals involved in managing Erasmus mobility at a diverse range of universities, an approach that I argue unlocks valuable knowledge about issues such as social inclusion within the programme.     

Lifelong learning policy in two national contexts

This article describes and discusses the development of lifelong learning policy in two EU member states, Denmark and Portugal. The purpose is to show how different societal and historical contexts shape the development and implementation of lifelong learning policies, even though these policies have significant common elements. As a basis for the discussion an inventory of policy elements is presented. Denmark and Portugal have been chosen as examples of smaller EU member states with different historical, social and cultural characteristics. Developments and policies in the two countries, including the links with EU education policy, are described. The discussion includes comparison drawing on the inventory of policy elements. A main conclusion is that the different historical trajectories of the two countries remain very important for present-day education and for the advancement of lifelong learning policy. Early development of public primary education and popular adult education has provided a strong foundation for lifelong learning policy in Denmark while in Portugal not only institutional provision but also popular demand for lifelong learning has had to be built up relatively recently. EU education policy has had much more impact on lifelong learning policy in Portugal than in Denmark, because Portugal has had to depend much more on economic support from the EU social fund.     

对俄罗斯、葡萄牙艺术体操大赛的思考

2007年既是国际体联艺术体操技委会重新颁布了<艺术体操07-08年国际评分规则>的首次实施年,同时也是集体项目规定五人绳操成套动作的首次竞技实践.因此,"两新"即"新规则"、"新项目"成为俄罗斯、葡萄牙世界杯两大系列赛的关注点.通过比赛,发现参赛队在成套动作编排和对最新规则的理解实施方面出现的问题和不足;中国队在集体项目上的优势,以及在单项上与世界艺术体操强国水平之间的巨大差距,并提出切实可行的改进措施.     

The Expulsion of the Muslims from Portugal (1496–1497)

The expulsion of the Muslim minority from Portugal, decreed by King Manuel I in December 1496, has been one of the most overlooked aspects of the end of religious tolerance in the Iberian Peninsula at the close of the Middle Ages. Using unedited documentary sources preserved in the national Portuguese archives, this article focuses on the expulsion of the Muslims from Portugal and seeks to challenge a number of assumptions concerning this unprecedented event. Three major questions concerning this expulsion are examined. What evidence is there that the expulsion of the Muslims did take place? Where did the expelled Muslims seek refuge? What were the causes of this expulsion? This article will endeavour to present a new hypothesis relating to the causes of this expulsion, which radically differs from that advanced by modern historians.     

School choice and the social market in New Zealand: Education reform in an era of increasing inequality

This article argues that the growing social and economic inequalities of New Zealand society have their echoes in growing educational gaps. This does not mean that one directly determines the other, but that social and economic changes impinge both directly, through such things as housing patterns and community resources, and indirectly, through perceptions of aspiration and opportunity, on schooling systems and on students. For the period under review here, income inequalities have continued to rise in New Zealand, and for most of that time real incomes for the majority have fallen. Wealth and poverty, at least within the larger cities, have become more concentrated. Patterns of wealth and deprivation have reinforced processes of school segregation that have occurred under policies of school choice. Over the last few years, a range of social and educational policies have been developed to mitigate the worst effects of market policies. However, it is argued that until the earnings gap is closed, and in particular until child poverty is addressed through increases in social security, there is little chance that educational outcomes for deprived young people will improve significantly.