GOMA: AN ACTIVE PROGRAM THAT AIMS TO EMPOWER STUDENTS IN RURAL AREAS THROUGH EDUCATION AND SCIENCE

keywords Considering the lack of importance of the discipline in the Portuguese and international context, this paper aims to present and discuss a museological and museographic project that’s in its early stage and started to be developed concerned with Portuguese design history and design studies. The focus on the theme Portuguese design is justified by the extent of the heritage of communication artefacts, equipment and environment, presently dispersed about the country and at risk of disappearing into oblivion. The paper present’s an approach based in a new hermeneutical dimension which methodology will be centered on the study of the artefacts based on the ‘inverse design’ and it will be focused on the morphogenetic study, related with their importance next to the public sphere. Considering the specificity of Portuguese design history the paper refers’ some notes on this subject, giving some examples that can be considered as some starting references to proceed with the project. The results of this research it will be declined in augmented interactive representations regarding the importance of the personal narratives related with the selected artifacts. This project seeks to contribute to the minimization of the invisibility of design Portuguese knowledge and to be used as a model to other countries. portuguese design history, inverse design, museography and museology of design Developing an Interpretation Centre for Portuguese Design CIDESP.PT Vasco Branco vasco.branco@ua.pt Francisco Providencia correio@fprovidencia.com Helena Barbosa helenab@ua.pt Nuno Dias ndias@ua.pt Joana Quental joana.quental@ua.pt Alvaro Sousa alvarosousa@ua.pt Goncalo Gomes goncalo@ua.pt ID+ / University of Aveiro Fatima Pombo fpombo@ua.pt ID + / University of Leuven Alice Semedo semedo.alice@gmail.com Sandra Senra sandra.msenra@gmail.com CITCEM / Faculty of Arts, University of Porto Rui Mendonca gemeorui@gmail.com ID+ / Faculty of Fine Arts, University of Porto

Theory, Curricular Practices and Dilemmas of Teachers in Initial Training. The Case of Geography and History Student-teachers of the Faculty of Arts. University of Porto

The Art Collection of the Faculty of Fine Arts of the University of Porto (FBAUP) mainly consists of works created in class by young artists during their learning and educational period. These works are collected primarily to provide a learning and teaching tool for fine arts students. In its formation and development, the collection has undergone significant changes. Some of these changes were caused by the affiliation of the collection to the first public art museum in Portugal, the Museu Portuense de Pinturas e estampas, created in 1833. When the Academia Portuense de Belas Artes was founded in 1836, both the museum and the academy were placed under the responsibility of the same director. Additionally, the collection suffered from the effect of national education reforms to teaching and learning methods, which influenced students’ art works and the development of the collection. However, the original purpose of constituting the art collection remains the support of fine art education and training. Throughout the last decade, our strategy has focused on the co-ordination of museum activities with the teaching and research goals of the Faculty of Fine Arts in particular and of the university in general. It has also focused on its future role as a place dedicated to cultural and artistic knowledge more closely connected with society at large. This paper concentrates on the teaching and research projects that have been developed since the official constitution of the Fine Arts Museum of the University of Porto in 1996.

In June 2023, a conference organized by the European Publishing Studies Association (EuroPub) – entitled ‘By the Book8’ – was held at the Faculty of Arts and Humanities of the University of Porto (Faculdade de Letras Universidade do Porto – FLUP). This article analyses the participation at the conference, including details of academic affiliation and nationality, alongside the themes represented by the conference papers.

This article presents a case study developed with the purpose of investigating the relevance of using short films as educational material for teaching Portuguese as a Foreign Language. The study was conducted with an A2 level class, of the Annual Course of Portuguese for Foreigners for the academic year 2016-2017, during the Pedagogical Internship undertaken within the scope of the Master in Portuguese as Second Language/Foreign Language, Faculty of Arts and Humanities, University of Porto. Considering the State of the Art together with the analysis of the intervention context, two educational proposals using short films were planned and implemented, following the methodological principles of Task-based Language Teaching. Data was then collected and analyzed. The results obtained confirmed the wide possibilities of using short films for the design of motivational activities aimed at different syllabus content thus providing a relevant tool for the integrated practice of primary language activities and for the development of the different communication skills.

The present study investigates the various kinds of motivation adopted by students of English at the Faculty of Arts and Humanities in Rabat and Kenitra. It also seeks to highlight the nature of students' attitudes toward English-speaking people and the language courses. The participants were drawn from both the Faculty of Arts and Humanities in Rabat (Mohamed V University) and the Faculty of Arts and Humanities in Kenitra (Ibn Tofail University). The total number of subjects in this study is 60. The questionnaire is composed mainly of two parts. The first part is designed to elicit some information regarding the background of the respondents such as the variable of age and the variable of gender. The second part is, in turn, meant to cover the attitudes and motivation variables. Indeed, it contains a total of 18 items which are selected based primarily on Gardner’s (1985) Attitude/Motivation Test Battery. The results show that university students of English are both instrumentally and integratively motivated and that their attitudes toward native English speakers are simultaneously positive and negative. Moreover, the results reveal that students of English at the Faculty of Arts and Humanities in Rabat and Kenitra have positive attitudes toward English courses. Finally, this study provides some suggestions for further studies and some pedagogical implications.

"Scientists of the Sea": an environmental education project promoting scientific literacy

The Mirandese language is a Romance language and form of Astur-Leonese that is spoken in a border region of rural northeastern Portugal. Mirandese owes its existence to the southward expansion of the medieval kingdoms of Asturias and Leon into territory later incorporated into the Portuguese kingdom. For most of its history Mirandese has been an essentially oral language, though in recent decades this has changed, and in 1999 an Orthographic Convention for the Mirandese Language was published. That same year, the Portuguese parliament recognized the existence of Mirandese and the linguistic rights of the Mirandese community. Despite these advances, spoken Mirandese is in decline, and it currently has an estimated 3,500 active speakers. This decline is due to factors including language stigmatization, particularly during the latter half of the twentieth century, improved transportation links between the northeast and the rest of Portugal, and rural-to-urban migration. Mirandese may go extinct as a spoken language by the mid-twenty-first century. On September 8, 2023, Cristina Martins (Associate Professor, Department of Languages, Literatures, and Cultures, Faculty of Letters, Arts and Humanities, University of Coimbra) gave a keynote address, “Mirandese, quo vadis?” at the 44th Annual Conference of the Association for Contemporary Iberian Studies, at the University of Porto. Professor Martins provided an overview of the history, present, and possible futures of Mirandese. She also described her linguistic research on and personal relationship with the language. I invited her to participate in this interview, conducted by email, to introduce Mirandese to a primarily North American academic audience, and to expand on the themes of her address.

Although access to higher education is virtually universally available, many students who start in a higher education program drop out prior to completing a degree or achieving their individual academic and/or social goals. In response to student attrition, colleges have developed intervention programs and services to try to retain students. In spite of all of the programs and services, according to the U.S. Department of Education, Center for Educational Statistics, only 50% of those who enter higher education actually earn a bachelor's degree. Enrollment management and the retention of students remain a top priority of federal and state government, of colleges and universities, college students and their parents. This book offers a formula for student success intended to assist colleges and universities in retaining and graduating students. Although access to higher education is virtually universally available, many students who start in a higher education program drop out prior to completing a degree or achieving their individual academic and/or social goals. In response to student attrition, colleges have developed intervention programs and services to try to retain students. In spite of all of the programs and services to help retain students, according to the U.S. Department of Education, Center for Educational Statistics, only 50% of those who enter higher education actually earn a bachelor's degree. Enrollment management and the retention of students remain a top priority of federal and state government, colleges, universities, and parents of students who are attending college and of students themselves. This book offers a formula for student success intended to assist colleges and universities in retaining and graduating students. Contributors: Some of the leading educators who study college student retention contributed to this book. All are truly dedicated to helping students achieve their individual academic and personal goals. A list of each and their affiliation follows: Alexander W. Astin: Allan M. Cartter Professor of Higher Education at the University of California, Los Angeles, and Director of the Higher Education Research Institute. Elizabeth Barlow: Executive Director of Institutional Research at the University of Houston, Houston, Texas. John Bean: Associate Professor of Higher Education at Indiana University, Bloomington. Joseph B. Berger: Associate Professor of Education and Chair of the Department of Educational Policy, Research, and Administration in the School of Education at the University of Massachusetts, Amherst. John Braxton: Professor of Education in the Higher Education Leadership and Policy Program in the Department of Leadership, Policy and Organizations at Peabody College, Vanderbilt University. Kurt Burkum: Doctoral student and Ostar Fellow in the Center for the Study of Higher Education at Penn State University. Alberto F. Cabrera: Specializes in research methodologies, college choice, college students, classroom experiences, minorities in higher education, and economics of education. Gloria Crisp: Doctoral student in educational leadership with a focus on higher education in the department of Educational Leadership and Cultural Studies, College of Education at the University of Houston. Linda Hagedorn: Associate professor and the associate director of the Center for Higher Education Policy Analysis (CHEPA), as well as the program chair for the Community College Leadership program in the Rossier School of Education at the University of Southern California. Steve LaNasa: Assistant Vice Provost for Academic Planning at the University of Missouri, Kansas City, where he is responsible for outcomes assessment, planning, and program evaluation. Amy S. HirschyAssistant professor in the Department of Educational and Counseling Psychology and the Department of Leadership, Foundations, and Human Resource Education at the University of Louisville. Stephanie D. Lee Doctoral student in the Department of Leadership, Policy, and Organizations at Peabody College of Vanderbilt University in Nashville, Tennessee. Susan C. Lyon: Works in the Office of Student Affairs in the School of Engineering at the University of Massachusetts, Amherst. Thomas G. Mortensen: Senior Scholar at the Pell Institute for the Study of Opportunity in Higher Education in Washington, D.C., and an independent higher education policy analyst living in Oskaloosa, Iowa. Amaury Nora: Professor of Higher Education and Associate Dean for Research and Faculty Development in the College of Education at the University of Houston. Leticia Oseguera: Doctoral candidate in the University of California, Los Angeles, School of Education's Higher Education and Organizational Change program. Alan Seidman: The creator and editor of the Journal of College Student Retention: Research, Theory & Practice. John H. Schuh: Distinguished professor of educational leadership at Iowa State University, Ames, where he is also department chair. Vincent Tinto: Distinguished University Professor at Syracuse University and chair of the higher education program.

Author disambiguation has been a key component of scientific communication since the mid‐19th century, and now more than ever. This paper discusses the use of ORCID as a digital identity platform in Social Sciences and Humanities, by analysing the adoption of ORCID in the Faculty of Arts and Humanities of the University of Porto using a manual‐qualitative method. The results show a discrepancy between the use of ORCID as an ID and as an author record. Even though 90.4% of the sample studied had an ORCID iD, the records were found to be incomplete for disambiguation purposes. The ‘Also known as’ field was used by only 31% of the 170 profiles analysed, less than half of the profiles had completed the ‘Country’ field and the ‘Peer review’ field is hardly used. An important finding is the inconsistency in affiliation information recorded in the ‘Employment’ field. We verified that keeping profiles updated and complete requires interoperability and the role of ORCID‐trusted organizations, such as the FCT in Portugal. In conclusion, it was found that a university's institutional strategy, the organizational culture and a mediation process will help improve the correct adoption of ORCID.

THE 'FOURS Cs - COLLABORATION, COMMUNICATION, CRITICAL THINKING AND CREATIVITY AT THE FACULTY OF ARTS (FLUP), UNIVERSITY OF PORTO, PORTO, PORTUGAL

Journal of Intellectual Disability ResearchVolume 67, Issue 3 p. 289-293 Editorial Ed Zigler as mentor: Lessons for a new generation of intellectual disability researchers R. M. Hodapp, R. M. Hodapp Peabody College of Education and Human Development, Vanderbilt University, Nashville, TN, USASearch for more papers by this authorJ. A. Burack, Corresponding Author J. A. Burack [email protected] Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada Correspondence: Dr Jacob A. Burack, Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada (e-mail: [email protected]).Search for more papers by this authorD. W. Evans, D. W. Evans Program in Neuroscience, Bucknell University, Lewisburg, PA, USASearch for more papers by this authorG. Iarocci, G. Iarocci Department of Psychology, Simon Fraser University, Burnaby, British Columbia, CanadaSearch for more papers by this author R. M. Hodapp, R. M. Hodapp Peabody College of Education and Human Development, Vanderbilt University, Nashville, TN, USASearch for more papers by this authorJ. A. Burack, Corresponding Author J. A. Burack [email protected] Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada Correspondence: Dr Jacob A. Burack, Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada (e-mail: [email protected]).Search for more papers by this authorD. W. Evans, D. W. Evans Program in Neuroscience, Bucknell University, Lewisburg, PA, USASearch for more papers by this authorG. Iarocci, G. Iarocci Department of Psychology, Simon Fraser University, Burnaby, British Columbia, CanadaSearch for more papers by this author First published: 22 February 2023 https://doi.org/10.1111/jir.13019Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume67, Issue3Special Issue: Ed Zigler's Legacy and the Developmental Approach to the Study of Persons with Intellectual DisabilityMarch 2023Pages 289-293 RelatedInformation

Journal of Intellectual Disability ResearchVolume 67, Issue 3 p. 183-185 Editorial Ed Zigler's legacy and the developmental approach to the study of persons with intellectual disability D. W. Evans, D. W. Evans Program in Neuroscience, Bucknell University, Lewisburg, PA, USASearch for more papers by this authorJ. A. Burack, Corresponding Author J. A. Burack [email protected] Department of Educational and Counselling Psychology, McGill University, Montreal, QC, CanadaCorrespondence: Jacob A. Burack, Department of Educational and Counselling Psychology, McGill University, Montreal, QC, Canada (e-mail: [email protected]).Search for more papers by this authorR. M. Hodapp, R. M. Hodapp Peabody College of Education and Human Development, Vanderbilt University, Nashville, TN, USASearch for more papers by this authorG. Iarocci, G. Iarocci Department of Psychology, Simon Fraser University, Burnaby, BC, CanadaSearch for more papers by this author D. W. Evans, D. W. Evans Program in Neuroscience, Bucknell University, Lewisburg, PA, USASearch for more papers by this authorJ. A. Burack, Corresponding Author J. A. Burack [email protected] Department of Educational and Counselling Psychology, McGill University, Montreal, QC, CanadaCorrespondence: Jacob A. Burack, Department of Educational and Counselling Psychology, McGill University, Montreal, QC, Canada (e-mail: [email protected]).Search for more papers by this authorR. M. Hodapp, R. M. Hodapp Peabody College of Education and Human Development, Vanderbilt University, Nashville, TN, USASearch for more papers by this authorG. Iarocci, G. Iarocci Department of Psychology, Simon Fraser University, Burnaby, BC, CanadaSearch for more papers by this author First published: 22 February 2023 https://doi.org/10.1111/jir.13017Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume67, Issue3Special Issue: Ed Zigler's Legacy and the Developmental Approach to the Study of Persons with Intellectual DisabilityMarch 2023Pages 183-185 RelatedInformation

Formative assessment is widely recognized as a valuable tool in education, playing a pivotal role in shaping student learning, engagement, and motivation. Rather than merely serving as a means of grading, formative assessment involves continuous feedback, allowing students to understand their progress and areas for improvement. This study examines the impact of formative assessment practices on the motivation of undergraduate students. The study was delimited to undergraduate students of four departments of two faculties of the University of Sargodha, Main Campus, including the Faculty of Social Sciences and the Faculty of Arts and Humanities. The study was descriptive in nature. Data was collected through the Survey technique. All the undergraduate students of the University of Sargodha comprised the study population. Two hundred undergraduate students from the Faculty of Social Sciences and Arts and Humanities were randomly taken as samples for this study. The instrument was self-constructed. Results indicated that most of the students were in favour of formative assessment practices, which had a significant impact on their motivation. Significant gender-based differences were observed in several motivational constructs. It was recommended that university teachers should participate in the training programs to enhance their knowledge and skills in utilizing appropriate formative assessment procedures.

Listening and reading are indisputably receptive skills that provide learners with language input through the discourse they see or hear. Teaching them separately at the University level has many benefits as well as stumbling blocks in the learning process. Thus, many researchers argue for integrating listening into reading since there is a significant positive correlation between them. Admittedly, the present research is a plea for the idea of integrating the two skills to enhance a high level of learners’ comprehension. To attain this objective, this study is an attempt to determine whether there is a significant relationship between listening and reading in argumentative discourse. To test this hypothesis, 92 Semester 4 participants studying at the Faculty of Arts and Humanities, Moulay Ismail in Meknes, ENS (Ecole Normale Supérieure) in Meknes, as well as the Faculty of Language, Letters, and Arts, Ibn Tofail in Kenitra were administered listening and reading proficiency tests to examine their abilities in comprehending listening and reading texts in the argumentative mode of discourse. To this end, two types of instruments namely Pearson product-moment correlation and simple linear regression have been used to analyze the data collected. The results revealed that there is a positive correlation between listening and reading (r= .60, p=< 0.001). Therefore, given this positive correlation, several pedagogical recommendations related to its pedagogical implications have been put forwards for practitioners and syllabus designers to reflect on and draw on to strengthen students’ listening and reading abilities in argumentative discourse.