segunda-feira, 26 de abril de 2010

Apoio a Manuel Alegre





Caros amigos e amigas,

Iniciamos hoje a publicação das notícias de Manuel Alegre, que contamos enviar aproximadamente de duas em duas semanas. Fazemo-lo com convicção e emoção, a pouco tempo de Manuel Alegre formalizar a sua candidatura. Também numa altura em que visita Itália, onde no dia 17 se encontrou com estudantes da Universidade Roma Tre, em Roma, antes da inauguração da Cátedra Manuel Alegre, instituída no Departamento de Românicas da Faculdade de Letras e Filosofia da Universidade de Pádua, que vem selar uma colaboração de mais de trinta anos com o Instituto Camões.

Não esqueça a página de apoiantes do sítio de Manuel Alegre: traga outro amigo também! "Portugal é de todos, Portugal vale a pena."

DA POLÍTICA
Manuel Alegre formaliza candidatura até ao fim do Abril
10-04-2010

Manuel Alegre comunicou aos apoiantes reunidos em Lisboa que anunciará a formalização da candidatura até ao fim do mês de Abril. Considerou ainda que "o tempo de avaliação está esgotado". Lembrando que "a sua casa política é o PS, mas que a sua candidatura é supra-partidária", reiterou que "a sua decisão é pessoal e não está dependente de ninguém."
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Apoiar Manuel Alegre
17-04-2010

A candidatura de Manuel Alegre  é um espaço aberto à participação de todos os cidadãos e cidadãs. Se quer que o seu nome figure na lista de apoiantes que será divulgada no site, preencha o formulário em baixo. Se já foi apoiante em 2006, e o seu nome figura na lista de apoiantes de 2006, o seu nome não pode figurar na lista de 2011 sem a sua autorização, pelo que deverá igualmente preencher este formulário. Clique aqui para aceder ao formulário, faça forward desta mensagem e traga um amigo também.


Ricardo Costa escreve sobre a candidatura de Alegre
O PS está obrigado a apoiar Alegre
17-04-2010 Ricardo Costa, Expresso
Os partidos adoram perder tempo a discutir assuntos que têm um fim conhecido. Fico espantado em ver o número de almas do PS que esperneiam para tentar que o PS não apoie Manuel Alegre: o PS está obrigado a apoiar Alegre. Qualquer outra solução seria arriscada, errada, suicida, tonta ou tudo ao mesmo tempo.
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Miguel Esteves Cardoso vota em Manuel Alegre
Venha o Alegre

17-04-2010 Miguel Esteves Cardoso, Público

Alegre quer ser eleito por todos os portugueses que não são de direita. Incluindo bastantes que são da esquerda séria e da direita tonta. Como bipolar de ambas as coisas, digo já que vou votar em Alegre.
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48 anos depois
Manuel Alegre retornou a Nambuangongo
08-03-2010

Manuel Alegre depositou uma flor na campa do soldado português José António Teixeira Pinto (Companhia 352, Batalhão de Cavalaria 350) morto em combate a 15 Agosto de 1962. Nessa data, Manuel Alegre passou pela primeira vez em Nambuangongo, a caminho de Quipedro. Lembrou o seu amigo, Alferes Manuel Ortigão, cuja morte, provocada por uma mina, inspirou o poema "Canção com lágrimas e sol", musicado e cantado por Adriano Correia de Oliveira, que pode ver.
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DA ESCRITA
Manuel Alegre ovacionado de pé na Universidade de Pádua
Universidade de Pádua inaugurou Cátedra Manuel Alegre

19-04-2010

"Hoje, como sempre, poesia é liberdade". Assim terminou Manuel Alegre a sua intervenção na Universidade de Pádua, recebendo uma prolongada ovação de pé das centenas de jovens que não quiseram deixar de assistir à inauguração da nova Cátedra de Língua, Literatura e Cultura Portuguesas com o nome do poeta português, o que obrigou a uma mudança de sala para poder acolher todos os presentes.
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Lançamento de "O Miúdo que Pregava Pregos numa Tábua"
Um mar de gente, segunda edição no prelo

07-04-2010 com base em diario.iol.pt (excertos)

Um mar de gente esperou Manuel Alegre, nas Galveias, para assistir ao lançamento de "O Miúdo que Pregava Pregos numa Tábua", último livro do poeta, que já tem a segunda edição no prelo. "Há mais vida para além da política", disse Manuel Alegre aos jornalistas, irredutível na sua vontade de separar o livro da questão das presidenciais.
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A propósito de "O Miúdo que Pregava Pregos numa Tábua"
Manuel Alegre entrevistado pela revista LER

01-04-2010 revista Ler de Abril de 2010

Tema de capa da revista Ler de Abril, a entrevista de Manuel Alegre, feita por Carlos Vaz Marques a pretexto do novo livro "O Miúdo que Pregava Pregos numa Tábua", é um retrato de corpo inteiro do poeta que se recusa a misturar a poesia com a política.
Veja a entrevista AQUI.
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Daniel Sampaio escreve sobre o rapaz poeta
O rapaz-poeta
11-04-2010 Daniel Sampaio, Público

"O Miúdo que Pregava Pregos numa Tábua" é hoje o poeta Manuel Alegre, candidato à Presidência da República. Na entrevista que deu a Carlos Vaz Marques, na revista Ler de Abril, diz-nos: o novo livro é "uma viagem por dentro de mim mesmo". Percebi agora melhor o seu desejo de ser Presidente quando cita Saint-Exupéry - "a infância é um país" - e me leva a recordar também que "o essencial é invisível para os olhos".
Ler mais
 

http://www.manuelalegre.com


 


A Região e o Espaço Nacional

sábado, 24 de abril de 2010

Participez à la conférence OCDE de 2010 sur l'enseignement supérieur - L'enseignement supérieur dans un monde en profonde mutation : Faire plus avec moins, - 23/04/2010 - 23/04/2010 - 23/04/2010


Bulletins

Participez à la conférence OCDE de 2010 sur l'enseignement supérieur

L'enseignement supérieur dans un monde en profonde mutation

Faire plus avec moins

13-15 septembre 2010, Paris, France

 

Inscrivez-vous dès aujourd'hui pour bénéficier du tarif réduit de €300 pour membres de l'IMHE et de €800 pour les non-membres. Profitez de cette offre maintenant sur :  www.oecd.org/edu/imhe/generalconference

La conférence aura lieu du 13 au 15 septembre sous le titre : l'Enseignement supérieur dans un monde en profonde mutation. Faire plus avec moins. Elle est organisée dans le cadre prestigieux du centre de conférences de l'OCDE à Paris.

En s'appuyant sur les travaux de l'OCDE, indiscutablement reconnus par tous, et sur l'analyse et l'opinion de certains des plus grands experts mondiaux, la conférence visera à :

  • Identifier comment atteindre des résultats de qualité avec une demande accrue et des ressources limitées.
  • Trouver des approches novatrices pour relever les défis de l'équité et de l'efficacité.
  • Examiner la gouvernance, les ressources, la technologie, la pertinence et la pérennité de l'enseignement supérieur.
  • Reconnaître les tendances à long terme dans un contexte global.
  • Analyse national policy and institutional

Intervenants récemment confirmés

  • Charles REED – Président, The California State University
  • Maria Helena GUIMARAES DE CASTRO – Ex-ministre de l'enseignement supérieur, Brésil
  • Johan ROOS – Président, Copenhagen Business School

Parmi les autres intervenants, il y  aura

  • Malcolm GRANT – Président et Prévôt, University College London 
  • Luc MONTAGNIER – Lauréat Prix Nobel 2008
  • Celeste SCHENCK – Président, American University of Paris
  • Xinsheng ZHANG – Vice-ministre (Ministre adjoint), Ministère de l'enseignement, Chine

Pour une liste complète des intervenants confirmés, visitez www.oecd.org/edu/imhe/generalconference



2 rue André-Pascal, 75775 Paris Cedex 16, France


quinta-feira, 15 de abril de 2010

OECDdirect : Nouvelles publications - 14/04/2010



Livres / CDs
Plus d'informations
Examens environnementaux de l'OCDE
Examens environnementaux de l'OCDE: Luxembourg 2010
Examen 2010 approfondi de l'OCDE des programmes et politiques environnementales du Luxembourg de 2010.
 
Plus d'informations
La crise financière
Réforme et stratégies de sortie
Suite à la crise financière, les gouvernements ont dû intervenir de façon draconienne sur leurs systèmes financiers. Cette publication énonce les priorités de réforme des avantages dont bénéficient les marchés financiers ainsi que les moyens d'éliminer progressivement ces mesures d'urgence.
 

2 rue André-Pascal, 75775 Paris Cedex 16, France

Social Development, Social Inequalities, and Social Justice

  • Edited by Cecilia Wainryb, Judith G. Smetana and Elliot Turiel.
Series: Jean Piaget Symposia Series.

This volume considers previously separate bodies of research on social justice, social equality, and social development. Eminent scholars from a variety of disciplines discuss the latest research to help us understand the relation between social inequalities and social development. In so doing, the book documents the powerful ways that social inequalities frame development and explores the conflicts that arise in the context of these inequalities. It illustrates how people around the world make judgments about these conditions and how they resist or change the practices they deem unjust. By bringing together these perspectives, the editors hope to demonstrate how understanding social development carries with it the possibility of change and social justice.
The book considers processes of social development. It examines Piaget’s ideas about morality and relates them to children’s thinking about social rights. An interdisciplinary review of research from developmental, social, and health psychology, social policy, anthropology, and philosophy, follows this introduction. Each contributor examines the historical, developmental, and social processes that influence beliefs regarding social justice and equality and the consequences of living in conditions of injustice. The book considers:
  • Inequalities in educational and health care opportunities.
  • Unequal rights and harassment and their effects on minorities.
  • The hardships and inequalities encountered by women.
Intended for researchers and advanced students in developmental, social, cultural, and health psychology, policy, anthropology, and philosophy interested in a world that is socially just.

Table of Contents

Preface. Editors. List on Contributors. E. Turie, The Trouble With the Ways Morality is Used and How They Impede Social Equality and Social Justice. C. C. Helwig, The Moral Judgment of the Child Reevaluated: Heteronomy, Early Morality, and Reasoning about Social Justice and Inequalities. E. Zigler, S. J. Styfco, America's Head Start Program: An Effort for Social Justice. J. Gills, K. Schmukler, M. Azmitia, F. Crosby, Affirmative Action and Ethnic Minority University Students: Enlarging Pipelines to Support Services. E. Goodman, N. E. Adler, The Biology of Social Justice: Linking Social Inequalities and Health in Adolescence. S. Horn, Leaving LGBT (Lesbian, Gay, Bisexual, and Transgender) Students Behind: Schools, Sexuality, and Rights. C. Good , J. Aronson, The Development of Stereotype Threat: Consequences for Educational and Social Equality. U. Wikan, Honor, Truth, and Justice. M. Nussbaum, In Defense of Universal Values. Author Index. Subject Index

Reviews

"The issues the authors write about in the book are of great importance. The research, philosophy, and recommendations found inside the book's chapters deserve careful consideration by anyone interested in social development and social justice." - Robert W. Howard - PsycCritiques

Author Biography

Cecilia Wainryb is Professor of Psychology at the University of Utah. Her research focuses on children’s understandings of moral conflicts in interpersonal and political contexts.
Judith Smetana is Professor of Psychology and Director of the Developmental Psychology Ph.D. Program at the University of Rochester. Her research focuses on adolescent-parent relationships in ethnic and cultural contexts, children’s moral development, and parenting beliefs and practices.
Elliot Turiel is Distinguished Professor of Education in the Graduate School of Education at the University of California, Berkeley as well as an Affiliate in the Department of Psychology and a member of the Institute of Human Development. His research focuses on social cognitive development and relations of social development and culture.

Cognitive Development

Neo-Piagetian Perspectives

  • By Sergio Morra, Camilla Gobbo, Zopito Marini and Ronald Sheese.
Tying together almost four decades of neo-Piagetian research, Cognitive Development provides a unique critical analysis and a comparison of concepts across neo-Piagetian theories. Like Piaget, neo-Piagetian theorists take a constructivist approach to cognitive development, are broad in scope, and assume that cognitive development is divided into stages with qualitative differences. Unlike Piaget, however, they define the increasing complexity of the stages in accordance with the child’s information processing system, rather than in terms of logical properties. This volume illustrates these characteristics and evidences the exciting possibilities for neo-Piagetian research to build connections both with other theoretical approaches such as dynamic systems and with other fields such as brain science.
The opening chapter provides a historical orientation, including a critical distinction between the "logical" and the "dialectical" Piaget. In subsequent chapters the major theories and experimental findings are reviewed, including Pascual-Leone's Theory of Constructive Operators, Halford's structuralist theory, Fischer's dynamic systems approach to skills, Case's theory of Central Conceptual Structures, Siegler’s microgenetic approach, and the proposals of Mounoud and Karmiloff-Smith, as well as the work of others, including Demetriou and de Ribaupierre. The interrelation of emotional and cognitive development is discussed extensively, as is relevant non neo-Piagetian research on information processing. The application of neo-Piagetian research to a variety of topics including children's problem solving, psychometrics, and education is highlighted. The book concludes with the authors' views on possibilities for an integrated neo-Piagetian approach to cognitive development.

Table of Contents

1. From Piaget to the Neo-Piagetians. 2. The Theory of J. Pascual-Leone. 3. Structuralist Approaches to Developmental Stages. Problem Solving in Children. 4. The Cyclical Nature of Skill Development. 5. Structures and Processes in Case's Theory of Development. 6. Cognitive Development as Change in Representations. 7. Cognitive Development and Emotional Development. 8. Applications. 9. In Conclusion.

Reviews

"The authors of Cognitive Development: Neo-Piagetian Perspectives have done a remarkable job of reviewing and summarizing the research and theory of a number of workers who have attempted to build upon the theory and research of Jean Piaget." – David Elkind, PsycCRITIQUES

Protecting Children from Violence

Evidence-Based Interventions

 
  • Edited by James Michael Lampinen, and Kathy Sexton-Radek.

Providing an evidence based understanding of the causes and consequences of violence against children, experts in the field examine the best practices used to help protect children from violence. Various types of violence are reviewed including physical and sexual abuse, (cyber-)bullying, human trafficking, online predators, abductions, and war. In addition, it reviews the various perpetrators of such violence including parents and relatives, strangers, other children, and societal institutions. The possible outcomes of such violence including physical injuries, death, depression, anxiety, post-traumatic stress disorders, and damage to the social fabric of the local community are also explored.
To enhance accessibility, each contributor addresses common themes:
  • Opening case studies dramatically illustrate the human cost of abuse and neglect
  • Empirically driven estimates of the scope of problem to better understand who is at risk and why
  • Empirically driven testing of interventions to maximize effectiveness of programs
  • How current research compares to public perception and the impact on public policy
  • The worldwide problem of violence against children
  • Evidence-based recommendations for reducing violence against children.
The book opens with a review of the history of the problem, the methodological approaches used to study it, and current "best practice" prevention strategies. The methods used to identify peer victims are then explored. Next child eyewitness memory is examined including the most effective techniques for maximizing the retrieval of information. This is followed by the research on missing and abducted children including the effectiveness of recovery programs such as supermarket campaigns and forensic age profiles. Next how the Internet is used in the victimization of children is explored including tips to help protect children online. Public attitudes toward sex offender registration laws are then reviewed followed by vulnerabilities that include genetic, neuropsychological, temperamental, cognitive, perceptual and social factors. International perspectives on protecting children from violence and global health inequities are then addressed. The book concludes with recommendations for future research.
Contributors are noted scholars from a broad range of disciplines. As such, the book appeals to researchers and advanced students in developmental, counseling, clinical, cognitive, evolutionary, and social psychology, as well as sociology, social work, criminal justice, education, and law enforcement.

Table of Contents

J.M. Lampinen, K. Sexton-Radek, Protecting Children from Violence: Historical Roots and Emerging Trends. J. Galezewski, Exposure to Violence: Who is Most Effected and Why? L. Abrams, S.G. Portwood, Protecting Children in Their Homes: Effective Prevention Programs and Policies. K. Sexton-Radek, Empirically-based Violence Prevention Interventions. R.A. Newgent, A.D. Seay, K.T. Malcolm, E.A. Keller, T.A. Cavell, Identifying Children Potentially At-Risk for Serious Maladjustment Due to Peer Victimization: A New Model Using Receiver Operating Characteristics (ROC) Analysis. T.N. Odegard, C.M. Cooper, R.E. Holliday, S.J. Ceci, Interviewing Child Victims: Advances in the Scientific Understanding of Child Eyewitness Memory. J.M. Lampinen, J.D. Arnal, A. Culbertson-Faegre, L. Sweeney, Missing and Abducted Children. C.S. Peters, R.W. Kowalski, L.A. Malesky, Jr., Looking Both Ways Before Crossing the Information Superhighway: Issues of Concern for Minors in Cyberspace. J.M. Salerno, M.C. Stevenson, T.R.A. Wiley, C.J. Najdowski, B.L. Bottoms, R.A. Schmillen, Public Attitudes Toward Applying Sex Offender Registration Laws to Juvenile Offenders. P.A. Petretic, E. White Chaisson, Mediating Factors in the Long-Term Outcome Following Childhood Abuse: Cognitive and Other Factors Predicting Personal Distress, Intimacy Functioning and Resilience. R. Schleser, M.E. Bodzy, Cognitive Development and Exposure to Violence in Children. J. Hahn-Holbrook, C. Holbrook, J. Bering, Snakes, Spiders, Strangers: How the Evolved Fear of Strangers May Misdirect Efforts to Protect Children from Harm. P.T. McWhirter, E. Altshuler-Bard, International Perspectives on Domestic Violence. C.E. Stout, Protecting Children from the Violence of Global health Inequities: Working Beyond Academic Halls and Clinic Walls. K. Sexton-Radek, J.M. Lampinen, Protecting Children from Violence: Historical Roots and Emerging Trends: Conclusions.

Reviews

"A must read, Lampinen and Sexton-Radek’s book reflects the vibrancy and breadth of a crucial field of scientific study—protecting children from violence. Chapters cover a wide range of important topics. This book is essential reading for all who care about children’s welfare."Gail S. Goodman, University of California, Davis, USA
"This book provides an excellent, research based overview of violence against children and makes empirically based suggestions for addressing this problem. It is an outstanding resource for researchers and child advocates." -Monica L. McCoy, Ph.D., Converse College, USA
"A major strength of this volume is that it focuses on evidence-based practices. This by itself will add to the field… [It] highlights the complex nature of children's exposure to violence and the importance of considering all contextual levels when trying to understand violence exposure… I can see this book being beneficial to social work students (and social workers) as well as practioners working with children, and graduate students in clinical/counselling programs." - Manfred H.M.van Dulmen, Kent State University, USA

Author Biography

James M. Lampinen is an Associate Professor of Psychology at the University of Arkansas. He received his PhD in Cognitive Psychology from Northwestern University in 1996.
Kathleen J. Sexton-Radek is a Professor of Psychology at Elmhurst College in Illinois. She received her PhD in Clinical Psychology from Illinois Institute of Technology in 1989.

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