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Purpose: There is a widely held belief that sustainable development (SD) policies are essential for universities to successfully engage in matters related to sustainability, and are an indicator of the extent to which they are active in this field. This paper aims to examine the evidence which currently exists to support this assumption. It surveys a sample of universities in Brazil, Germany, Greece, Portugal, South Africa and the UK and the USA to ascertain the extent to which universities that are active in the field of sustainable development have formal policies on sustainable development, and whether such policies are a pre-condition for successful sustainability efforts. Design/methodology/approach: The study involved 35 universities in seven countries (five universities respectively). A mixed-methods approach has been used, ranging from document analysis, website analysis, questionnaires and interviewing. Findings: Although only 60 per cent of the sampled universities had a policy that specifically addressed SD, this cannot be regarded as an indicator that the remaining 40 per cent are not engaged with substantial actions that address SD. Indeed, all of the universities in the sample, regardless of the existence of a SD formal policy, demonstrated engagement with environmental sustainability policies or procedures in some form or another. This research has been limited by the availability and ability to procure information from the sampled universities. Despite this, it is one of the largest research efforts of this kind ever performed. Research limitations/implications: This research has been limited by the availability and ability to procure information from the sampled universities. Practical implications: The findings provide some valuable insights into the connections between SD policies on the one hand and the practice of sustainable development in higher education institutions on the other. Social implications: Universities with SD policies can contribute to models of economic growth consistent with sustainable development. Originality/value: The study is the one of the largest research efforts of this kind ever performed.

Copyright of Social & Cultural Geography is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper studies the adequacy of financial and non-financial disclosures in the government's consolidated annual report for political accountability of public-private partnerships (PPPs). The empirical evidence from the comparative study shows that neither the UK nor Portugal complies with the information needs of the parliament because several disclosures deemed necessary for the functioning of the political accountability relationship are missing. Furthermore, in the case of Portugal, resource dependence and coercive institutional pressures related to the financial bailout during the sovereign debt crisis justify the increase in the level of disclosures. Such evidence also suggests that a comprehensive external reporting framework for PPPs in their post-procurement phase should be devised. The results present novel evidence concerning public sector accounting comparative studies by focusing on specific transactions and may have important implications for policymakers regarding the design of the disclosures deemed necessary. [ABSTRACT FROM AUTHOR]

This paper examines the orientations to the future of young people living in low-income families in the U.K. and Portugal following the 2008 Global Financial Crisis and the contexts in which they are socially reproduced. It is based on data from comparative research on families and food poverty, funded by the European Research Council. The study focused on parents and young people aged 11–16 living in low-income families in three European countries (the U.K., Portugal and Norway); only the U.K. and Portuguese data were analysed here. Given the study was concerned with the consequences of low income for food insecurity, we primarily sought to understand how young people manage in the present; however, the project also affords a theoretical and methodological opportunity to explore young people's thoughts about the future as they begin to transition to adulthood. We found that, when asked about the future, young people responded in different ways: some said they did not think about the future; others mentioned their dreams, but considered them unrealisable. while others expressed hopes that were more concrete and achievable. Precarity constrained the control that young people and their families exercised over their lives. We argue that young people's aspirations and time horizons are framed in relation to the present and the temporalities of the life course, the public discourses to which they are subjected and the limited access of their families to resources provided by the labour market and the state. [ABSTRACT FROM AUTHOR]

This paper offers a novel interpretation of the 1890 British Ultimatum, by bringing to the front of the stage its techno-diplomatic dimension, often invisible in the canonical diplomatic and military narratives. Furthermore, we use an unconventional historical source to grasp the British–Portuguese imperial conflict over the African hinterland via the building of railways: the cartoons of the politically committed and polyvalent Portuguese artist and journalist Rafael Bordalo Pinheiro (1846–1905), published in his journal Ponto nos iis , from the end of 1889 and throughout 1890. We argue that the Ponto nos iis cartoons played a so far overlooked role in the unfolding of British–Portuguese affairs, as they shaped at a distance a diplomatic exchange with the British satirical journal Punch. Attacking and counterattacking his fellow cartoonists in Britain, Pinheiro surged into the role of informal diplomat. This cartoon visual and public diplomacy unfolded in the pages of both journals and was tied to the two countries' colonial conquests in Africa, where the Portuguese and British empires were competing to dominate the African hinterland through large technological systems. Hence the cartoons made visible to wider audiences the otherwise hidden role that technologies played in the two countries' affairs. In turn, the cartoons aimed at persuading the Portuguese public and ruling classes alike that only regime change, from monarchic to republican, would restore the wounded Portuguese national pride. [ABSTRACT FROM AUTHOR]

Immigrant minority (IM) languages have a significant presence in certain European regions. Nonetheless, these languages are not usually included in the school curriculum. This paper aims to analyse the studies published between 2010 and 2020 considering IM languages in multilingual European education contexts. The method included a search of academic papers published in the databases ERIC, Web of Science and Scopus, which yielded 42 studies. The studies were analysed by considering: (1) the demographic characteristics of the countries where the studies were conducted, (2) the sociolinguistic or psycholinguistic focus of the papers in relation to the European country, and (3) the characteristics of the bi-multilingual education programme including IM languages. The results indicate that: (1) the demographic characteristics of the country are not strictly related to the number of studies published, (2) most studies have a sociolinguistic approach even though many studies analyse both sociolinguistic and psycholinguistic factors, and (3) only seven multilingual education programmes including IM languages were described in these papers. We conclude that there is a lack of research focusing on IM languages in educational settings and discuss how addressing these gaps could create opportunities for building equitable multilingual communities in Europe.

The professionalization of the Top Management Civil Service (TMS) in the Republic of North Macedonia (MK) is one of the key challenges for depoliticization and professionalization of the public administration and a step towards establishing a clear distinction between the political and professional level of management in the selection and appointment of top management civil servants (TMS). The criteria for selection and appointment of senior management officials in MK are not yet based on a merit system, nor on a serious assessment of the professional and managerial capacities of the candidates who should lead the institutions. Regulating this issue through a coherent system will contribute to the modernization of the public sector, strengthening the principles of good governance and management, and restoring the lost trust of citizens in the institutions and the political system. The subject of this research paper are the models of recruitment and selection of TMS, their roles and competencies in Belgium, Portugal and Great Britain, compared to MK. The findings and recommendations arising from this research should contribute to the process of depoliticization and professionalization of the public administration in MK. [ABSTRACT FROM AUTHOR]

In recent years, many European states have begun heavily investing in hydrogen (H2) technologies and as of July 2021, several have published detailed national hydrogen strategies. Nonetheless, it is evident there are emerging differences between these states regarding the scale, ambition and sophistication of their H2 plans. Such strategies also have implications for existing energy regimes that remain strongly dependent on fossil fuels alongside greater integration of renewables. Emerging H2 firms and technologies further disturb energy policies by either requiring a partly new, or at least modified, European energy infrastructure. Will such changes produce commercially dominant H2 businesses that could distort the broader energy market and confer a leading position upon a few countries and firms? There is also uncertainty over whether H2 technologies will support renewables by providing a ready means of energy storage, or whether investment in hydrogen could, paradoxically, displace some of the commercial interest in renewables. Finally, questions have been posed about the green credentials of H2 technologies. There are significant differences in how hydrogen is generated and much debate about the hydrogen colours. This paper employs a comparative analysis of three European national hydrogen strategies, offering a contrast between Germany, the UK and Portugal. The interaction between these and the EU level is mapped. Also explored is whether the various national styles favour more cooperative or competitive policy-making. The comparison with the UK allows us to explore some impacts Brexit may have on British H2 ambitions. To interpret these strategies, we employ the Multi-Level Perspective on energy transitions, which focuses on how different actors have a variable influence at mutually reinforcing levels of policymaking (niches, regime and landscape). These include EU institutions, national governments and agencies. Energy and technology firms and research networks are also crucial. We draw attention to several fundamental regulatory challenges that H2 strategies raise. Also highlighted are differences and similarities between countries and the wider possible trajectories for future hydrogen development. [ABSTRACT FROM AUTHOR]

Purpose In most European countries there is a range of quality control system mechanisms, however, poor quality and institutional violence can be found in the residential sector. Taking Portugal as an example of a country that uses an inspection-only approach, this paper focuses on the monitoring system for controlling the quality of care in nursing homes. The purpose of this paper is to analyse how mistreatment of older people is identified and dealt with by the national social security services. In particular it looks at what the indicators are with which to assess poor quality care and mistreatment (how it is perceived and defined), which factors affect mistreatment of older people and intervention outputs (i.e. what are the sanctions to prevent and combat this).Design/methodology/approach An exploratory approach was based on a mixed method, using a database of 3,685 complaints reported to the social security inspection services. To understand the context of the complaints and the assessment of institutional violence, focus groups were carried out with inspectors from the National Inspection Service.Findings The focus groups identified severe situations of poor care, mistreatment of older people and loss of human rights and dignity. Some indicators were found in key areas of care and the factors associated with this were based on Kamavarapu's typology (2017): physical conditions of facilities; closed organisational models; difficult working conditions; and perceived concerns of residents. Monitoring and inspection systems are still based on minimum standards focusing on structural and process quality, devoting little attention to the human rights situation of older persons and clinical issues.Research limitations/implications The number of participants in the focus groups was limited in size but the uniqueness of this exploratory method draws a dark picture of non-licensed nursing homes in Portugal.Originality/value An exploratory analysis was useful to identify institutional violence and discuss potential implications, in terms of effectiveness of quality care control, which calls for special attention by policy makers and researchers when monitoring the human rights of older persons. [ABSTRACT FROM AUTHOR]

Interest in higher education institutions (HEIs) as instruments for development has increased in recent years. The main objective of this paper is to address the contribution of HEIs to development through their missions, models, and challenges. With this purpose, we perform a historical analysis and characterise higher-education systems through the perspective of university models and missions, noticing relevant aspects regarding the evolution of this institution over time, as well as the transformations undergone. We also consider the main challenges that current higher education systems face in the 21st century. As methodological approaches, we carry out a literature review complemented by a comparative analysis based on data from the higher education systems of ten European countries. The findings show that HEIs can contribute to development through their missions, which are related to the models of higher education. Their first mission (teaching) contributes to improving human capital and attracting highly qualified people to their regions; the second mission (research) improves scientific knowledge which can foster innovative activities; and the third mission (community service) acts as a link between research and business, including patents, business incubators, and collaboration agreements. We also conclude that the challenges of higher education in the 21st century can be categorised essentially in three main areas: (1) globalisation and massification of higher education, as well as the internationalisation of HEIs' missions and diversification of the educational supply to attract new students; (2) new technologies related to the digitalisation of teaching and distance learning; and (3) higher education entrepreneurship, showing the importance of university-company relationships. This paper provides a global setting for a reflection on the role of HEIs in the 21st century, given their connection with society and the need for a more effective contribution to socio-economic development.

Purpose: The purpose of this paper is to provide an example of best practice towards enhancing employability in the cross-sectoral labour market for doctorate-holders. This was achieved through an Erasmus+ KA2 (Strategic Partnership) skills development project which created a training programme (TRANSPEER) involving a multi-disciplinary cohort of researchers at a range of career stages, drawn from universities in Norway, Portugal, Sweden and the UK. Design/methodology/approach: Research support staff designed and delivered four transnational training events for the cohort, with the overarching theme of enhancing researcher employability. An initial skills awareness survey of the researcher cohort was undertaken prior to the start of the programme; this survey was repeated after each event. An additional aim of the project was the development of the consortium's research support staff through exposure to the facilitation techniques and methodologies of their international colleagues. Findings: The findings indicate that transnational collaboration in researcher development enhances the learning environment for participating researchers and provides significant professional development opportunities for both researchers and researcher developers. The findings further suggest the benefits of mixing cohorts across career stages and engaging researchers with novel and interactive approaches on themes not typically addressed in academic competence development offerings. Originality/value: Transversal skills development cooperation between universities--especially transnational cooperation--is rare. Even more so is the professional development of research support staff in a transnational context. This paper outlines the benefits of such collaborative activities.

Telling transgender and gender-diverse stories is an increasingly common process. The stories that are told are situated reflections of individual lives. Nonetheless, these stories tell us something about the world we live in, since they are, simultaneously, conditioned by and an expression of the social, cultural and historical contexts that surrounds them. Drawing upon 58 transcribed in-depth interviews with transgender and gender-diverse people in Portugal and the UK, in this paper, I focus on the dynamics and complexity of coming out stories and their relation with specific spaces such as the 'private' spaces of the family, the 'virtual' and 'face-to-face' spaces of transgender and gender-diverse communities and the 'institutional' spaces of work and school within these individuals' lifecourse. I will consider these transgender and gender-diverse people's social positionings, specifically in terms of age and national contexts in order to understand how their stories are shaped by several interconnected and mutually inter-influencing factors that condition their experiences and fields of possibilities. I will argue that coming out processes are strongly interrelated with located social times and spaces and the significant, symbolic and generalized others that occupy them. [ABSTRACT FROM AUTHOR]

Local municipalities are the public sector organizations closest to citizens and therefore they have the first responsibility for solving citizens' problems and needs. The Best Value framework, developed in the UK, has been a useful tool for improving local services. This paper reports on an evaluation of the impact of the Best Value framework on Portuguese municipalities. Four hypotheses about the impact of the four pillars (the 'Four Cs') of Best Value on market performance were tested through structural path analysis. The results show that 'challenge' and 'consult' had a significant and positive impact on market performance, whereas 'compare' and 'compete' did not have a significant impact. Using the Best Value framework improved Portuguese local municipalities' market performance. The use of benchmarking was particularly successful. Local public authorities worldwide should definitely be questioning themselves about the services they provide and to what extent these services are responding to their citizens' needs and problems. [ABSTRACT FROM AUTHOR]

Copyright of Anuário Internacional de Comunicação Lusófona is the property of Federacao Lusofona de Ciencias da Comunicacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This special issue expands the scope of a panel presentation at the Society for Research into Higher Education Annual Conference 2019 and makes two identified contributions to the field. First, drawing from existing literature, this introductory paper proposes three categorisations of employability as: outcomes approach, process approach and conceptual approaches. This moves beyond normative conceptualisation of employability from mostly the outcomes approach. The applicability of the categorisation is further enumerated by the diversity of contributions in this special issue that highlights (a) the complexity in the field and (b) the interrelatedness of the categories. Second, the special issue puts together a rarely combined collection of global perspectives on conceptualisations of employability, and insights from research on little studied groups in Western and non-Western contexts (the UK, Portugal, Australia, the Indo-Pacific Region, Germany, Kenya and Kazakhstan). The papers, therefore, illustrate the need to widen our scope of understanding employability beyond current dominant perspectives. The broadening that is required in employability discourses is further needed in view of unprecedented disruption brought on higher education during the COVID-19 pandemic. This suggests the need to rethink our conceptualisations of employability amidst uncertainty and potential disruption to the future of work.

This specially themed ""Getting of Wisdom," Learning in Later Life" Edition of the "Australian Journal of Adult Learning" ("AJAL") is not so much concerned with the issue of ageing itself, but more about quality of life regardless of age. It is about taking, but also giving back as best as possible at any age. This special issue is a result of the one week "The Getting of Wisdom Exchange", a collaboration between around 100 adult education practitioners and researchers from ten countries from Australia, New Zealand, Asia and Europe. In this issue, papers are presented from Sweden, Ireland, Aotearoa/New Zealand, Australia, Slovenia, Poland, Germany, Portugal and the United Kingdom. Papers cover different topics and open questions about various issues in older people's learning.

The benefits of energy efficiency are recognized in multiple socio-economic spheres. Still, the quantitative impact on macroeconomic performance is not fully understood, as modeling tools are not thermodynamically consistent—failing to explicitly include the useful stage of energy flows and/or thermodynamic efficiencies in primary–final–useful energy transformations. Misspecification in the link between energy use and the economy underplays the role of energy use and efficiency in economic growth. In this work, we develop and implement the Macroeconometric Resource Consumption model for Portugal (MARCO-PT), 1960–2014. Based on the post-Keynesian framework developed for the United Kingdom (MARCO-UK), our model explicitly includes thermodynamic energy efficiency, extending the analysis to the useful stage of energy flows. The model's stochastic equations are econometrically estimated. The historical influence of key variables—namely thermodynamic energy efficiency—on economic output is assessed through counterfactual simulations and computation of year-by-year output elasticities. The MARCO-PT model adequately describes the historical behavior of endogenous variables. Although its influence has decreased over time, thermodynamic efficiency has consistently been the major contributor to economic growth between 1960–2014, with an average output elasticity of 0.46. Total useful exergy is also a major contributing factor, with an average output elasticity of 0.29. Both have a higher influence than capital, labor, or other energy variables (final energy, prices). An adequate integration of thermodynamic efficiency is thus crucial for macroeconomic models. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to systematically review the university social responsibility (USR) implementation from the empirical studies, which published during the period from 2004 to 2020. Design/methodology/approach: The bibliometric method has been employed to review prior empirical research on higher education social responsibility topics. Findings: These synthesis results confirmed that USR initiatives as an excellent tool to attain sustainability and enhance university performance worldwide. Universities in developed nations underline paying more attention to the core values in the long-term; meanwhile, their counterparts in transitional countries to pay more attention to short-term activities by focusing on stakeholders. Research limitations/implications: The notable limitation is that in terms of the number of empirical papers employed as the data to analyze in this manuscript. Practical implications: This paper's findings have described the USR implementations and how well to define USR adoption from the empirical studies globally. Thus, it has theoretical implications in enriching the USR knowledge and providing useful guidance for universities, then recommend new research directions in the future for other scholars. Originality/value: This research is an initial attempt to systematize studies on USR implementation in universities between developed countries and developing nations.

Goal: The problem of the authenticity of teacher questions has not received sufficient attention from educational researchers interested in the intersection between dialogue and argumentation. In this paper, we adopt a definition of authentic questions as dialogical units that prompt teacher-student interactions that are both productive (i.e., several students participating) and constructive (i.e., students produce arguments of high complexity). Our goal is to analyze whether and how specific types of dialogue prompts can encourage students' engagement in more sophisticated argumentative interactions, as manifested through the construction of high-complexity arguments. Method: We describe the implementation of our analytical approach to a large corpus of classroom interactions from five European countries. The corpus was segmented into dialogical sequences, which were then coded according to the argumentation dialogue goal expressed in the sequence. We also coded students' arguments according to Toulmin's elements and distinguished between low- and high-complexity arguments from a structural point of view. Findings: Our findings show the predominance of the so-called Discovery questions as prompts that are both productive and constructive and Inquiry questions as prompts of argumentative constructive interactions. We discuss the importance of these findings for teacher professional development purposes.

Climate education is becoming a key educational issue of our time. This also brings with it increased demands for educational research in this area. One important question is how climate attitudes are constructed to support students' willingness to act towards climate change. In this paper, we explore how participatory, holistic and community-based learning approaches influence the construction of climate attitudes in school students from the Czech Republic, Portugal, and the UK (n=473; M=13.49 years). Students' perceptions of different educational strategies were nearly the same across countries. Girls perceive holistic, values-based teaching more strongly. Of the strategies studied, holistic education has the greatest influence on the formation of climate attitudes ([beta]=0.34 for climate change beliefs, [beta]=0.32 for climate change intentions), and community-based teaching has a partial influence ([beta]=0.13 for climate change intentions). It is thus the use of holistic and community-based educational approaches that is key to the successful implementation of climate education.

This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.

For over two decades now, the application of Citizen Science to Education has been evolving, and fundamental topics, such as the drivers of motivation to participate in Citizen Science projects, are still under discussion. Some recent developments, though, like the use of Artificial Intelligence to support data collection and validation, seem to point to a clear-cut divergence from the mainstream research path. The objective of this paper is to summarise the development trajectory of research on Citizen Science in Education so far, and then shed light on its future development, to help researchers direct their efforts towards the most promising open questions in this field. We achieved these objectives by using the lens of the Affordance-Actualisation theory and the Main Path Analysis method.

Objective: This review summarizes evidence pertaining to the impact of the COVID-19 pandemic on the psychological health of children and adolescents with autism spectrum disorder (ASD). Materials and Methods: An electronic search was conducted using four major databases--PubMed, ScienceDirect, Web of Science, and Google Scholar. Using an umbrella methodology, the reference lists of relevant papers were reviewed, and citation searches were conducted. The study included articles written in English between January 2020 and March 2021 that focused on the psychological health of autistic children and adolescents. Results: All eight studies included in the final review were cross-sectional. Three of the eight studies were conducted in Italy, two in Turkey, and one study each in Portugal, Spain, and the United Kingdom, with a total of 1,407 participants. All studies used a mixture of standardized and non-standardized questionnaires to collect data. The total number of patients were 1407 at a mean age of 9.53 (SD = 2.96) years. Seven studies report gender; male 74.7% (657/880) and female 25.3% (223/880). The finding showed that behavioral issues in children and adolescents with ASD have significantly increased; 521 (51.9 percent) of the 1004 individuals with ASD presented with behavioral changes, including conduct problems, emotional problems, aggression, and hyperactivity. Some studies also found increased anxiety and difficulties managing emotions. Only one study reported clinical stabilization in children with ASD during COVID-19. Finally, 82.7% of families and caregivers of children with ASD (544 out of 658) faced challenges during COVID-19. Conclusion: Although the studies in this review suggest a general worsening of ASD children's clinical status, it remains difficult to draw definitive conclusions at this moment, with newer COVID-19 variants on the rise worldwide. During this difficult pandemic period, caregivers, families, and healthcare professionals are recommended to pay more attention to the ASD patients' health and care needs.

The paper describes the integration between what used to be a passive element of the energy value chain – the grid – and both upstream and downstream elements. The evolution of communications among the elements has permitted a more robust and adaptable structure that already is being implemented: the Smart Grid. The paper relates the evolution of EU policy concerning both the development and the rolling-out of solutions to exploit the potential of the Smart Grid concept and describes what has been done by the regulators of three countries that share the same goal but seek to attain it via distinct paths. The article starts with a justification of the need for more integrated networks and a definition of the Smart Grid. A second part covers the risks and difficulties of implementation within an established network, introducing the role of the regulator. The third part describes EU policy response and three different approaches by regulators in the UK, Italy and Portugal, showing how in each case policy is influenced by characteristics of their respective national electricity markets in terms of competition dynamics. [ABSTRACT FROM AUTHOR]

This paper explores the ways in which collaborative action research can facilitate the development of inclusive practices and thinking in schools. The paper uses examples from a study that involved three countries and eight secondary schools to illustrate how the process of collaborative action research promoted inclusive thinking and practices. The study combined a well-established approach of professional development -- lesson study -- and a framework for engaging with the views of students. This led to a distinctive model of teacher professional development that has at its core the idea of engaging with the views of students. Thematic analysis of data collected from all the settings over three years, highlighted three ways in which collaborative action research led to the promotion of inclusive practices and thinking in schools: through teacher collaboration; through the development of reflective practice; and through student active participation. It is argued that what was distinctive through the process was the fact that collaboration occurred between adults and students, something that is less evident in the collaborative action research literature. Through this process, inclusive thinking and practices were developed.

Extended-spectrum beta-lactamase (ESBL)- and plasmid-mediated cephalosporinase (AmpC)-producing Enterobacterales (ESBL/AmpC-E) are an increasing healthcare problem in both human and veterinary medicine. The aim of this study was to investigate the possible sharing of ESBL/AmpC-E strains between healthy companion animals and humans of the same household in Portugal (PT) and the United Kingdom (UK). In a prospective longitudinal study, between 2018 and 2020, faecal samples were collected from healthy dogs (n=90), cats (n=20) and their cohabiting humans (n=119) belonging to 41 PT and 44 UK households. Samples were screened for the presence of ESBL/AmpC-E and carbapenemase-producing bacteria. Clonal relatedness between animal and human strains was established by using REP-PCR fingerprinting method, followed by whole-genome sequencing (WGS) of selected strains. ESBL/AmpC-E strains were detected in companion animals (PT=12.7%, n=8/63; UK=8.5%, n=4/47) and humans (PT=20.7%, n=12/58; UK=6.6%, n=4/61) in at least one timepoint. REP-PCR identified paired multidrug-resistant ESBL/AmpC-producing Escherichia coli strains from companion animals and owners in two Portuguese households (4.8%) and one UK household (2.3%). WGS analysis of nine E. coli strains from these three households confirmed that interhost sharing occurred only between the two animal-human pairs from Portugal. Three shared strains were identified: one CTX-M-15-producing E. coli strain in a cat-human pair (O15-H33-ST93) and two CTX-M-15- and CTX-M-55/CMY-2-producing E. coli strains, in a dog-human pair (O8:H9-ST410 and O11:H25-ST457, respectively) at different timepoints. These E. coli clonal lineages are human pandemic, highlighting the role of companion animals living in close contact with humans in the dissemination and persistence of antimicrobial resistance in the household environment. [ABSTRACT FROM AUTHOR]

This paper explores linguistic landscapes and the enactment of public visibility and presence of non-majority linguistic groups in EU member states. Non-majority linguistic groups gain power, visibility and presence through the introduction of bilingual or multilingual signposts on roads, streets, squares, and public buildings in towns and cities where a given linguistic group represents a significant population share. The article offers a comparative analysis of language policies of EU member states regarding enactment of official bilingual or multilingual signs in public space. Twenty EU member states have signed the "European Charter for Regional or Minority Languages," while 17 members have ratified it. In addition, the Charter of Fundamental Rights, an integral party of the Lisbon Treaty, stipulates that language diversity is one of the fundamental values respected by the EU. Hence, this comparative research assesses various practices employed by member states in relation to the proclaimed values of multilingualism. Consequently, the paper depicts and compares different language policies that produce linguistic landscapes in EU member states. Finally, it tries to determine whether there is a convergence towards a common EU policy on bilingual and multilingual signs in public space.

This paper argues that links between academia and other economic sectors are increasing, especially through intersectoral mobility of university graduates. Murray [(2010). "The Oncomouse that Roared: Hybrid Exchange Strategies as a Source of Distinction at the Boundary of Overlapping Institutions." "American Journal of Sociology" 116 (2): 341-388] has identified literature pointing both to blending and continuing co-existence of the academic and commercial worlds. Based on a European-wide study of PhD graduates in the social sciences and humanities (SSH), this paper considers the extent to which intersectoral mobility reflects blending. It finds that intersectoral communities of practice exist mainly in applied fields of knowledge. However, in many areas of the SSH, differences in institutional norms and values inhibit intersectoral mobility, particularly in mid-career stages.

Background. The increased comorbidities among older people are related to the longer life expectancy and the way a condition is defined. People who live longer and remain healthy express different needs from older people of previous decades. Objective. This study aims to present the profile of the older person in contemporary society and the careworkers' humanistic training needs. Methodology. The focus group methodology was selected. Twelve focus groups consisted of 69 participants over 60 years old in total and six focus groups of 41 careworkers in total, from Italy, Portugal, Finland, Romania, UK, and Cyprus, were conducted. A content analysis was used. Results. A profile of the older person living in the above stated countries was revealed with the "New Old" being financially independent, active with a healthy lifestyle, more informed and educated in relation to the past, liking social interactions, open-minded to new relationships, volunteering for non-for-profit associations, using technology, or wanting to learn how to use. However, older people in these countries were still experiencing ageism (discrimination, ignorance, and social exclusion) and lack of respect. Care workers also expressed their views in relation to the training needs that meets this new profile of older people including basic nursing skills, daily living activities, humanistic, person-centered care, social skills, and ICT competence. Conclusions. This multicenter focus group discussions study promoted the concept of the older person in contemporary society and the importance of humanistic care. A new definition of the older person and an adaptation of the training curricula for careworkers Job certification including the person-centered approach is required. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Direito Internacional is the property of Revista de Direito Internacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents a comprehensive model for supporting informed and critical discussions concerning the quality of Technology-Enhanced Learning in Blended Learning programmes. The model aims to support discussions around domains such as how institutions are prepared, the participants' background and expectations, the course design, and the learning process. The research that supported the design of this model was framed by a Grounded Theory method, combining different approaches to empirical data collection with a review of evaluation models on aspects of the quality of Online and Distance Learning. Throughout the paper, arguments are made that Higher Education institutions need to be more critical with regard to the use of Technology-Enhanced Learning, and to support it as a counterpart to face-to-face learning and teaching. The model provides a framework for teachers in Higher Education to reflect and discuss the quality of Technology-Enhanced Learning in their Blended Learning programmes.

Purpose: The purpose of this paper is to characterize the agricultural activities and past experiences in professional training in the context of mobile learning in different countries (Portugal, Spain, Slovakia, Hungary, UK, Italy and Turkey). Design/methodology/approach: For the survey, a questionnaire was prepared in English and Portuguese and then translated into the languages of the participating countries. It was delivered electronically for answering online by adults only. The participation was voluntary and in the end 133 consented valid questionnaires were obtained. For the treatment of the data, SPSS was used and basic descriptive statistics tools were applied, together with tests, namely, crosstabs and ?[superscript 2] tests, considering a level of significance of 5 percent. Findings: The results showed that the majority of the participants presently have some agricultural activity and one-third is thinking about starting one in the future. Most of the participants want to produce food organically, with significant differences among the countries studied in this paper. Most of the participants were enrolled in training activities in agriculture, especially those with higher education. This participation showed significant differences between countries as well as according to the dimension of the farms owned by the participants. A significant association was found between being a teacher in forming activities related to agriculture and being a farmer. When compared to distance learning, the training activities in classroom were the most frequent, with significant differences among the countries. Practical implications: This study allowed characterizing the learning activities in the field of organic agriculture and established vision for planning of future training programs, in different countries, with maybe different social, educational and cultural realities. Originality/value: Because the study included the participation of people from several countries all around Europe, the results obtained enrich the scientific area of training in organic farming, in view of distance learning vs classroom learning on a more global basis.

Recently, the "Education, Audiovisual and Culture Executive Agency" (2012) have funded programmes designed to advance European citizenship and citizen competences through education. This paper reports on the findings from one project, Creative Connections, designed to encourage the "voices" of young people in exploring European identities. Children (aged 9-16) in 25 schools in six European Union (EU) countries (UK, Finland, Spain, Czech Republic, Portugal and Ireland) developed artworks that explored perceptions of European citizenship. Their art was posted on a secure website and they discussed images with peers using automatic online translated blogs. The project facilitated representations of identity/belonging using a range of media. However, some artworks suggested that children were alienated from "Europe", particularly EU responses to global austerity. This paper uses the theory of "precarity" to examine the ways in which the children expressed their concerns. Some artworks suggest that recent economic and political decisions have had the effect of challenging a sense of shared European citizenship; they resist a positive sense of identification with Europe and demonstrate fear for their future based on their current lives. This indicates that the EU's educational goals to promote citizenship competences may require revision to account for the challenges of contemporary societies.

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Conserving the planet for the next generation has come to be an essential component of sustainable development, with "future generations" being the term most frequently included when citing definitions of sustainable development. However, beyond words, does a concern for a future beyond the current generation have any bearing on actions taken in the present? This paper examines the concept of generativity (concern for the future) as a component of sustainable development and specifically, in relation to green consumption. A sub-set of data gathered through a survey which sought to explore constructs for a model for green consumer behaviour has been used to reflect particularly, on the relationship between generativity and green behaviour. Further, the data has been deployed to explore comparisons on the basis of gender and age but also differences between respondents in the UK and Portugal. The results show a positive correlation between generativity and green consumption values, as well as between generativity and buying behaviour, and generativity and prosocial attitude. The data does not support gender difference in terms of levels of concern, or differences between the two countries but age, is shown to be an influencing factor. The paper concludes that the concept of generativity merits further exploration. Image 1 • Generativity (concern for the future) is positively correlated with and green consumption values and buying behaviour. • Generativity is positively correlated with prosocial attitude. • Generativity is not influenced by gender. • There were no differences in generativity between the sample in the UK and Portugal. • There are differences in levels of generativity between those with children and those without. [ABSTRACT FROM AUTHOR]

Purpose: Focusing on the specific context of two European old industrial regions--South Yorkshire (UK) and North Region of Portugal--this paper aims to identify and conceptualise a set of relational capabilities that business leaders perceive to play a key role in industrial rejuvenation. Design/Methodology/Approach: A qualitative research design operationalised via case studies was followed for the empirical analysis. Data collection was developed through in-depth interviews with managing directors in small and medium-sized enterprises (SMEs) belonging to the metal and engineering industry and the textile and footwear sectors in the two old industrial regions. Data analysis followed the techniques of data categorisation, within case-analysis and cross-case analysis. Findings: The study identifies relational capabilities that firms use to identify, access and leverage new knowledge: frequent meetings with customers; frequent meetings with suppliers; dialogue with government to influence policy that encourages research and technology transfer; partnership actions for the commercialisation of products and services; active membership with sector associations; immersion in science and technological parks; intentionally establishing links with entrepreneurship-supporting entities; human resources development by technical training institutions; and systematic links with the University. The relational capabilities identified require structured communication processes and alliance management practices to enable and support absorptive capacity and learning in inter-organisational networks. Practical Implications: The relational capabilities identified can help position regions in specific markets and value chains, contribute to improving regions' internal and external connections and assist in combining regions' strengths to create industrial capability in high-growth-potential areas. Originality/Value: This paper highlights the role of relational capabilities as a way to secure access to knowledge and competencies needed for firms' innovation and avoidance of competency traps. This is particularly relevant in the context of European smart specialisation policy, where key regional stakeholders collectively engage in the identification of areas of competitive strength, enhanced coordination and strategic alignment of resources. The study is not without limitations, as findings are based on case studies of SMEs operating in the manufacturing industry and the analysis of relational capabilities is focused on knowledge novelty.