DSpace Collection:
http://hdl.handle.net/10174/660
2024-03-29T02:31:01ZStudents Breaking Barriers: Workshops as Brokers in Riverfront Collaboration and Design
http://hdl.handle.net/10174/36498
Title: Students Breaking Barriers: Workshops as Brokers in Riverfront Collaboration and Design
Authors: Pinto, Pedro; Kondolf, Marc; Loupa-Ramos, Isabel; Bernardo, Fátima
Editors: Shinde, V. R.; Mishra, R. R.; Bhonde, U.; Vaidya, H.
Abstract: Cities and rivers share a deeply intertwined history. Rivers, as conveyors of commerce and sources of fresh water, were
at the origin of the earliest urban civilizations. Until the advent of the railroad, the primacy of cities was intrinsically
linked to their location along the system of water-based transport and communication. The waterfront was the place
where trade took place and the economic engine of urban centers (Mauch & Zeller, 2008).
The Industrial Revolution changed the paradigm. The urban river was used and abused as a source of power, at first,
and ultimately as a convenient natural sewage system. The rise of land-based transport stripped the urban river of its
role as the city’s main connection port to the outside world. Ironically, it was over reclaimed strips on the rivers’ banks
that the cheap and unimpeded corridors for railroads and highways were often found, resulting in active destruction of
natural banks, encroachment of floodplains, worsening flood risk, and leading to additional flood protection infrastructure
on the banks. Ultimately, all these elements created linear barriers, separating the city from its river (Mann, 1973).
Neglect and environmental degradation ensued, and by the mid-20th century, most river systems of the Global
North had been severely impacted. The urban riverfront was now often the backyard for industry, a readily available
space for landfill. All these changes cut off riverine populations from their river. Social recreation along the banks was
gone, as were the less intensive economic activities, such as fishing (Tvedt, 2015). Crucially, these transformations
were seldom in the best interest of the local communities, and decision-making was then conducted without there being
much in the way of public scrutiny and consultation.
Relocation of industries and port infrastructure, introduction of environmental standards that slowly allowed
improved water quality, and the opportunity to remove linear barriers have once again opened up the riverfront.
And cities are falling in love with their rivers all over again (Brown, 2009; Castonguay & Evenden, 2012; Kondolf &
Pinto, 2017).
With the returning allure of the waterfront comes a diversity of interests, which are frequently at odds. Decisionmakers,
especially in the Global North, are now faced with more intense scrutiny of their actions by a broader range of
actors, including local communities. There are legitimate questions over what to do in riverfront interventions:
Recovering intervention costs through real estate development presupposes private involvement, but also requires fair
distribution of costs and benefits; removing linear infrastructure, such as highways and railroads, may be too expensive
and perhaps disrupt transportation provision; the public space should be plentiful but not wasteful, and the uses should
be diverse and balanced, catering to different sectors of the population. Often, environmental restoration is limited by
existing and hard to replace structures, or may be at odds with social values (Buckley & Crone, 2008; Kondolf & Yang,
2008; May, 2006; Pinto & Kondolf, 2020).
These and many more questions should be at the forefront of conscientious riverfront intervention. One major step
forward would be to incorporate inputs from local communities and a broader range of actors from early on in the project’s development (Corburn, 2002; Lerner & Holt, 2012). Engaging local communities and interest groups from the
beginning will result in more invested stakeholders, some of whom may then become determined actors and active partners
in seeing the project successfully implemented (Bright et al., 2002; Golet et al., 2009; Petts, 2007; Sanoff, 2005).
As citizens become aware of the natural value and potential of their riverfront, they tend to become more invested stakeholders
in defining the future of this prime public space. At the same time, the real-estate market has become more
intertwined with global capital flows, with riverfront development often serving as an attractive investment for global
elites (Avni, 2017; Brownill, 2013).
Actors and interests are not necessarily equally represented or enfranchised, which requires a diverse set of tools to
engage them. Less vocal or less enfranchised actors are often those more dearly in need of quality public space and
regained access to the riverfront, but they may be unwilling or unable to participate through conventional public hearing
procedures. Effective conflict mediation requires leadership, knowledge, a level of impartiality, but one that does not
overlook the overarching objectives and greater good that should be achieved out of the interventions. It should actively
seek contributions from as broad a range of actors as possible, while avoiding capture of the decision-making process
by the most powerful or most vocal stakeholders. There may be resistance to communication between certain groups of
stakeholders, and mediation by the public authorities may be perceived as biased by some.
The involvement of university students in a multistakeholder process in riverfront renewal processes has been rare
and essentially focused on the benefits for students, in terms of skills acquisition, such as linking knowledge to action,
critical thinking, interpersonal communication, and contribution to a participatory decision-making culture in future professionals
(e.g., Bodorko´s & Pataki, 2009; Brundiers & Wiek, 2013). However, there is less knowledge on societal
impacts that can result from such student participation (Daneri et al., 2015) or the importance of students’ participation
as catalysts for the relationship between people, researchers, and city planners.
In this chapter, we want to focus on the unique role university students can play in catalyzing and supporting effective
urban sustainability transformations in rethinking the urban riverfront.2024-01-01T00:00:00ZOs marcadores da Educação do Futuro | The Makers of Future Education.
http://hdl.handle.net/10174/34603
Title: Os marcadores da Educação do Futuro | The Makers of Future Education.
Authors: Pereira, Anabela
Editors: Franco, Eduardo; Martins, G.
Abstract: Este trabalho tem como objetivo geral refletir sobre a educação, numa perspetiva de um horizonte temporal de 25 anos, tendo por base a investigação recente desenvolvida na Universi-dade de Aveiro alicerçada em três grandes vetores da educação: formação, inovação e investigação.É constituído por marcadores de educação do futuro (por analogia com os marcadores genéticos) e tem por base a definição clássica de universidade, modelos organizacionais e cenários pré-de-terminados. Ainda que de uma forma muito breve, são referenciados os estudos realizados, que recorreram a uma metodologia mista, com predomínio do qualitativo, através de entrevistas, questionários e discussão de cenários em grupos focais. A amostra é constituída por professores estudantes do ensino superior. São identificados os primeiros marcadores, procedendo-se depois à sua validação através da monitorização e construção de um radar interativo e dinâ-mico. Salientam-se os seguintes marcadores orientadores do futuro: mentes, afetos, autonomia, equipamentos, organização, contextos, financiamento, comportamentos, empregabilidade, democraticidade/ética, internacionalização e sustentabilidade, os quais permitem definir clustersfacilitadores de uma mudança orientada para a educação. É feita uma analogia desta investigação com a filosofia e pedagogia do Padre Manuel Antunes, figura carismática e professor universitário.Os marcadores de educação do futuro, que emergiram da investigação, são coincidentes com a filosofia dominante deste jesuíta, o que enaltece a grandeza da sua mente defensora da educação global.2022-01-01T00:00:00ZEstão os/as estudante de ensino profissional envolvidos/as na escola?
http://hdl.handle.net/10174/34533
Title: Estão os/as estudante de ensino profissional envolvidos/as na escola?
Authors: Melo, Madalena; Candeias, Cláudia
Editors: Cavalcanti, P. A.
Abstract: Propõe-se, com esta investigação, procurar perceber se, efetivamente, os/as estudantes de ensino profissional estão ou não envolvidos/as na escola. Esta procura deveu-se ao facto de, em Portugal, o ensino profissional ser encarado como estando direcionado para uma população estudantil cujas características vão desde a desmotivação e desinteresse (por um outro percurso académico), como resposta para o abandono escolar, até ao gosto por uma profissão e querer trabalhar após a escolaridade obrigatória. Através do modelo teórico de Lam & Jimerson (2008) procurou-se compreender se a frequência do tipo de escola (profissional e secundária) influenciava o envolvimento dos/as estudantes do ensino profissional. E, sim, parece influenciar, pois é encontrada uma diferença estatisticamente significativa entra ambos os contextos: os/as estudantes que frequentam escolas secundárias mostram-se menos envolvidos/as do que os/as que frequentam escolas profissionais. Este dado torna-se fundamental para uma mudança de paradigma em relação ao ensino profissional.2021-01-01T00:00:00ZBem-estar, satisfação académica e atividades extra-académicas – Um estudo na universidade de évora
http://hdl.handle.net/10174/34474
Title: Bem-estar, satisfação académica e atividades extra-académicas – Um estudo na universidade de évora
Authors: Melo, Madalena; Candeias, Helga
Editors: Veiga, F. H.
Abstract: Resumo
Enquadramento Conceptual: A temática do bem-estar e satisfação académica
é fundamental para a construção de uma sociedade compreensiva e fraterna,
nomeadamente no ensino superior, dado o seu papel no desenvolvimento dos/as estudantes. Todavia, em Portugal, a sua relação com a participação em atividades extra-académicas não é um campo de estudo alargado, principalmente, em relação ao ensino superior.
Objetivos: Este estudo teve como principais objetivos: 1. compreender a relação entre a participação em atividades extra-académicas, o bem-estar e a satisfação académica; 2. Compreender as razões que levam os/as estudantes a envolverem-se em atividades extra-académicas.
Metodologia: Este estudo encontra-se subdividido em dois estudos. Em ambos foi utilizado um protocolo definido: questionário sociodemográfico, Escala de Medida de Manifestação de Bem-Estar Psicológico, Questionário de Satisfação Académica (Estudo 1, 462 estudantes); para o Estudo 2 (195 estudantes) foi também utilizado um questionário criado especificamente para este trabalho, o Questionário de Participação em Atividades Extra-Académicas, baseado na teoria dos vetores de Chickering.
Resultados: Através do Estudo 1 concluiu-se que aqueles/as que participam em atividades extra-académicas demonstram mais bem-estar e satisfação académica.
Os/As estudantes que participam em atividades extra-académicas envolvem-se mais em estruturas da universidade, como núcleo/associação de estudantes e atividades de estudo, tendo maior percepção de suporte social. O Estudo 2 permitiu validar o questionário contruído, revelando boas qualidades psicométricas. Relativamente aos/às participantes em atividades extra-académicas foi possível concluir que existem diferenças estatisticamente significativas entre o género e o tipo de atividades extra-académica escolhida. Abstract
Conceptual framework: The theme of well-being and academic satisfaction is fundamental for the construction of a comprehensive and fraternal society, namely in higher education, given its role in the development of the students. However, in Portugal, its relation to participation in extra-academic activities is not a broad field of study, especially in relation to higher education.
Objectives: The main objectives of this study were: 1. to understand the relationship between participation in extra-academic activities, well-being and academic satisfaction; 2. Understand the reasons that lead students to engage in extra-academic activities
Methodology: This study is subdivided into two studies. In both, a defined protocol was used: a sociodemographic questionnaire, Psychological Well-being Manifestation Measurement Scale, Academic Satisfaction Questionnaire (Study 1, 462 students); for Study 2 (195 students), a questionnaire created specifically
for this work was also used, the Participation in Extra-Academic Activities Questionnaire, based on on Chickering’s vector theory.
Results: Through Study 1 it was concluded that those who participate in extraacademic activities demonstrate greater well-being and academic satisfaction. Students participating in extracurricular activities are more involved in university structures such as core / student association and study activities, and have a greater perception of social support. Study 2 allowed us to validate the constructed questionnaire, revealing good psychometric qualities. Regarding the participants in extra-academic activities, it was possible to conclude that there are statistically significant differences between the gender and the type of extra-academic activities
chosen.2020-01-01T00:00:00Z