Revistas Científicas da Universidade Católica Portuguesa
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Traces of Pain: A Critical Reevaluation of Women\u27s Rights and Labour in the Aftermath of the Kosovo War
Get PDF“Fit for Paris”. Banking and the sustainability governance
Get PDFDespite the partial exclusion of the banking sector from the scope of the CSDDD, the path towards aligning banks with the sustaina- bility objectives of the Paris agreement is well underway. This is clear from the new banking package (CRD6/CRR3), as well as from all the current legislation on sustainability and the regulatory and supervisory work of the EBA, ESMA and the ECB, among other organizations. Bank gover- nance has always given greater prominence to stakeholder value, with the incorporation of climate and environmental concerns appearing as a nat- ural extension of banking’s systemic responsibility. Corporate governance concerns are reflected: (i) in terms of the “ESG fitness” requirements of the board of directors (composition, diversity, suitability, independence), with the challenge of finding green directors; (ii) but also in terms of direc- tors’ duties, the scope of which will be tested in the context of growing climate litigation
The "preventive use of force"- debate within international law
Get PDFThis paper examines the legal discussion within international law regarding the use of "preventive" force with an eye to its more innovative and controversial dimensions, and analyses its likely impacts on the law regulating the use of force and its underlying norms. We will show the evolution of the academic debate, especially within the scope of application of article 51 of the U. N. Charter and argue that it seems reasonable to empower states to lawfully use force "pre-emptively" but only under very restrictive circumstances, such as facing "imminent" attacks under the "Caroline" formula. The so called "Bush doctrine" and the "preventive" use of force against a "non-imminent" threat, seem to remain outside of the legal scope
A liderança no feminino: teorias, obstáculos e implicações na responsabilidade social das organizações
Get PDFFemale under-representation in leadership is a fact, becoming more evident as the hierarchy of responsibilities increases. However, in recent years, progress has been encouraging. Women are achieving their place in leadership by imprinting a strategic, innovative and socially responsible vision in business. This article presents the main theories, from a gender perspective, and the main constraints to women’s rise, as well as the characteristics, styles and organizational implications of female leadership, particularly in what concerns the social responsibility of organizations.A sub-representação feminina na liderança é um facto, sendo mais evidente à medida que aumenta a hierarquia das responsabilidades. Porém, nos últimos anos, os progressos revelam-se encorajadores. As mulheres estão a alcançar o seu espaço na liderança imprimindo uma visão estratégica, inovadora e de responsabilidade social nos negócios. Neste artigo apresentam-se as principais teorias, numa perspetiva de género, expõem-se as principais condicionantes à sua ascensão e são apresentadas as caraterísticas, estilos e implicações organizacionais da liderança no feminino, particularmente na responsabilidade social das organizações (RSO)
Protecting the territorial and resource dimension of self-determination from climate change impacts
Get PDFThis article argues that the right of self-determination contains a ‘territorial and resource dimension’ which protects a people’s connection to territory and resources in certain circumstances. After analysing this territorial and resource dimension in the context of decolonizing peoples, peoples under some kinds of foreign occupation, and Indigenous Peoples, the article proposes that the territorial and resource dimension of self-determination should be recognized in relation to peoples vulnerable to climate change impacts, or ‘climate vulnerable peoples.’ The article discusses the possibility of breach of this territorial and resource dimension of self-determination by high-developed, high-emissions States, and the possible legal consequences associated with this breach of self-determination
¿Por qué algunos estudiantes universitarios no asisten a clase? Evidencia empírica acerca de las diferencias entre titulaciones
Get PDFIt is nothing new to note that absenteeism is one of the most important and widespread problems in Spanish universities. To the point that it leads to raising doubts about the university teaching model itself. Furthermore, there are indications that following the disruptive impact of the COVID-19 pandemic, this absenteeism may have increased. On the other hand, there are also indications that this absenteeism is not transversal to all degrees or all subjects.The objective of this work is to provide empirical evidence on this degree of absenteeism, comparing between degrees, taking advantage of the information provided by the “Vía Universitaria” survey. More than 40,000 university students answered this survey in the first months of 2021. It makes it possible to obtain estimates of absenteeism rates by field of degrees.In addition to obtaining these estimates at the degree level, it makes it possible to analyse which are the factors most related to this non-attendance to class. To do this, the individual data from the survey provide information on the characteristics of each student (demographic, family, economic, social, work and study), as well as the reasons given by the student for not attending class.Among the conclusions of the analysis, we can identify what are the most important factors to understand why some students prefer not to go to class. Dedication to work does not turn out to be as important as we could suppose a priori. We detect other important factors. Physical, motivational and emotional factors are very important. Other causal factor is the teaching model of each degree or university, with great differences between academic subjects.No resulta ninguna novedad constatar que el absentismo es uno de los problemas más importantes y extendidos en las universidades españolas. Hasta el punto que lleva a plantear dudas sobre el propio modelo docente universitario. Además, hay indicios de que tras el impacto disruptivo de la pandemia de COVID-19, este absentismo puede haber aumentado. Pero, por otra parte, hay también indicios de que este absentismo no es transversal a todas las titulaciones ni todas las materias. El objetivo de este trabajo es aportar evidencia empírica sobre este grado de absentismo, comparando entre titulaciones, aprovechando la información que aporta la encuesta Vía Universitaria. Esta encuesta, que respondieron más de 40000 estudiantes universitarios en los primeros meses del año 2021, permite obtener estimaciones de las tasas de absentismo por ámbito de las titulaciones. Pero, además de obtener estas estimaciones a nivel de titulación, permite analizar cuáles son los factores más relacionados con esta no asistencia a clase. Para ello, los datos individuales de la encuesta aportan información sobre las características de cada estudiante (demográficas, familiares, económicas, sociales, laborales y de estudio), así como los motivos aducidos por el mismo para no asistir a clase.Entre las conclusiones del análisis se puede destacar que el hecho de compaginar los estudios con la dedicación laboral no resulta ser un factor tan importante como se podía suponer a priori. Y, en cambio, se detectan otros factores importantes. Factores que están mucho más relacionados con el modelo docente de cada titulación / universidad y con las especificidades propias de cada asignatura o materia académica
Internet das coisas na educação. Tecnologia, pedagogia e aprendizagem
Get PDFOur society, driven by technological innovations, has become increasingly digital and interconnected, making operating tasks easier and faster. The Internet of Things is based (IoT) on a set of technologies that allows intelligent devices, such as sensors, to connect objects to the Internet and collect data that will be stored for later analysis and control. According to the Hype Cycle, it is one of the emerging technologies that we recognize in it an added value for all sectors of society, Education included. In this context, school should take advantage of the possibilities offered by this technology, since it makes the classroom an "open space" where physical limitations are not relevant to the interpretation of the surrounding environment. It supports an active Case-Based Learning (CBL) by exploring issues that meet the interests and context of students and their community. For this, the object under study will be monitored and students will act on it, after analyzing the data, and control the variables, in real time and with constant updating. Thus, this article aims to do a scooping review of literature of data obtained from three databases: B-ON, IEEE Xplore and Google Scholar, between 2014 and 2018. The data obtained will be object of content analysis, in order to investigate the added value of the IoT in Education, especially in what concerns CBL methodology, and to investigate the technology associated with it.A nossa sociedade, impulsionada pelas inovações tecnológicas, é cada vez mais digital e interligada, tornando as tarefas operacionais mais fáceis e rápidas. A Internet das Coisas (IoT) é baseada num conjunto de tecnologias que permitem que dispositivos inteligentes, como sensores, liguem objetos à Internet e recolham dados que serão armazenados para posterior análise e controle. Segundo o Hype Cycle, esta é uma das tecnologias emergentes em que reconhecemos valor acrescentado para todos os setores da sociedade, incluindo a Educação. Neste contexto, a escola deve aproveitar as possibilidades oferecidas por esta tecnologia, uma vez que faz da sala de aula um “espaço aberto”, onde as limitações físicas não são relevantes para a interpretação do ambiente envolvente. Apoia uma aprendizagem ativa baseada em casos (Case-Based Learning, CBL), explorando questões que vão ao encontro dos interesses e do contexto dos alunos e da sua comunidade. Para isso, o objeto em estudo será monitorizado e, após análise dos dados, os alunos atuarão sobre ele e controlarão as variáveis, em tempo real e com atualização constante. Este artigo tem como objetivo realizar uma revisão bibliográfica de dados obtidos de três bases de dados: B-ON, IEEE Xplore e Google Scholar, entre 2014 e 2018, anos em que a IoT está no pico inflacionado do Gartner. Os dados obtidos serão sujeitos a análise de conteúdo, de forma a investigar o valor acrescentado da IoT na Educação, especialmente no que diz respeito à metodologia Case-Based Learning (CBL), bem como a tecnologia a ela associada
Regulação e Autonomia: medidas e legitimação de uma política híbrida
Get PDFThe education regulation policy has an underlying perspective of school autonomy. This article analyses the evolution of school autonomy in Portugal without neglecting its status as an organizational unit of the central public administration. Contextualizes the germination phase of the idea of an “autonomous school” based on constitutional rights and general principles of organization of the educational system and, focusing on the longest period of its legislative materialization, it distinguishes competencies and powers recognized for schools in important areas of organizational action, as well as the instruments created to control the process of implementing autonomy. The analyses of this Portuguese legislative corpus on the organization and management of the educational system and schools identify a standardized process of intervention by the centralized administration, the orientation of successive measures, sometimes more towards autonomy, sometimes more towards heteronomy, the combination of concepts characteristic of different disciplinary areas for their legitimization and the introduction of new and more effective means of control, value participation following the legally established more than the genuine institution.A política de regulação da educação comporta uma perspetiva de autonomia da escola. Este artigo analisa a evolução da autonomia da escola em Portugal, sem esquecer a sua condição de unidade organizativa da administração pública central. Contextualiza a fase de germinação da ideia de “escola autónoma” a partir de direitos constitucionais e princípios gerais de organização do sistema educativo e, debruçando-se sobre a fase mais longa da sua materialização legislativa, distingue competências e poderes reconhecidos às escolas em áreas importantes da ação organizacional, bem como os instrumentos criados para o controlo do processo da implementação da autonomia. A análise desse corpus legislativo português sobre a organização e gestão do sistema educativo e das escolas identifica um processo padronizado de intervenção da Administração centralizada, a orientação das sucessivas medidas ora mais no sentido de autonomia ora mais no sentido de heteronomia, a conjugação de conceitos caraterísticos de áreas disciplinares diferentes para a sua legitimação e a introdução de novos e mais eficazes meios de controlo, valorizadores da participação em conformidade com o legalmente instituído mais do que da instituição genuína
Spolia Aegypti: autores clássicos e o estudo da língua grega em colégios jesuítas portugueses no século XVI
Get PDFAlthough the emergence of the Society of Jesus in Portugal in the 16th century did not mean the decadence of the teaching of the Greek language, it nevertheless brought about a significant change, because, unlike the previous period, the Jesuits favoured a mode of teaching marked by the systematization of access to ancient authors. Taking as a starting point several documents of the Society about the teaching of the Greek language and the instruments produced for that purpose – namely the collection Aliquot Opuscula Graeca published in Coimbra in 1583 –, this study analyses how the texts of Greek authors were used in Jesuit schools.Muito embora a emergência da Companhia de Jesus em Portugal no século XVI não tenha significado a decadência do ensino da língua grega, comportou, ainda assim, uma mudança significativa, pois, contrariamente ao período precedente, os jesuítas privilegiavam um tipo de ensino marcado pela sistematização do acesso aos autores antigos. Tomando como ponto de partida os vários documentos da Companhia sobre o ensino da língua grega e os instrumentos elaborados para esse fim – nomeadamente a coletânea Aliquot Opuscula Graeca publicada em Coimbra em 1583 –, este estudo analisa de que modo os textos de autores gregos terão sido utilizados nos colégios jesuítas