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1. DIMED 86: Discurso dos Media e Ensino a Distancia = Discours des Media et Enseignement a Distance = Media Speech and Distance Teaching. Papers Presented at a Seminar (21st, Algarve, Portugal, March 10-15, 1986).

Author

Association Internationale pour la Recherche et la Diffusion des Methodes Audio-visuelles et Structuro-globales, Ghent (Belgium)., Instituto Portugues de Ensino a Distancia, Lisbon (Portugal)., and Coelho, Maria Eduarda Leal

Abstract

Presentations at this seminar on distance education focused on the different types of speech in multimedia presentations which contribute to the elaboration (simulated or substituted) of a situation involving different relationships. In addition to opening and closing remarks by Marcel de Greve and a final report by the Scientific Committee of DIMED 86, 24 papers are presented: (1) "Recit Litteraire et Recit Televisuel: Une Concurrence Loyale" (Claude de Greve); (2) "Fiction Audio-Visuelle et Enseignement a Distance" (Luis de Pina); (3) "La Classe de Suggestopedie et les Comportements Non Verbaux des Ensignants" (Maria Clara Ferrao Tavares); (4) "Caractere Conversationnel du Medium Ecrit dans l'Enseignement a Distance" (Alice Gouveia and Edite Ferreira); (5) "La Contraction du Temps" (Rocha Trindade); (6) "Un Laboratoire de Langue des Annees 80" (Arnout Horemans); (7) "Lecture Semiotique d'un Cours Universitaire Televise: Diversite et Complementarite Discursives des Medias en Situation d'Enseignement a Distance" (Renee Legris); (8) "Videogramme Didactique et Operation d'Intellection" (Monique Mahieu); (9) "La Simulation: Un Outil a Integrer dans l'Enseignement" (Louise Sauve); (10) "Des Perceptions Oubliees" (Maria Emilia Ricardo Marques); (11) "Contribution a l'Elaboration d'un Modele de Perception du Discours" (Dulce Rebelo); (12) "Antenne Ouverte: Animation, Imaginaire et Creativite" (Vasco Granja); (13) "Language Teaching by Video: Spontaneous Language at Beginners' Level. Presentation of a Technique for Indirect Elicitation of Language" (Eva dam Jensen); (14) "How Not to Drown the Baby in the Bathwater" (Ashok Kelkar); (15) "Les Materiels Educatifs: Masques d'un Reel Imaginaire (Gabriel La Rocque); (16) "Argumentation et Persuasion" (Max Egly); (17) "Les Systemes Audio-Visuels Interactifs" (Maria Clara Nunes); (18) "Pour un Poetique des Media" Melo e Castro); (19) "Notice Pedagogique--Documents d'Appui" (Paul Lavaud); (20) "Logo: Langage et Philosophie, Role dans le Processus de l'Enseignement-Apprentissage (Candida Moreira); (21) "L'Image au Service de l'Enseignement" (Olga Grabovsky); (22) "A l'Ecoute du Journal Radio. Etude teleologique" (Stanislaw Jakobczyk); (23) "Applied Linguistic Methods for Teaching Sino-Tibetan Boro Mishing, etc., to Non-Speakers" (Pramod Bhattacharya); and (24) "Biocybernetic Approach to the Media Speech in Programmed Teaching" (M. F. Malik). Abstracts of each presentation are provided. (EW)

Published
1986

2. Early Childhood Education and Care Policy in Portugal = A Educacao Pre-Escolar e os Cuidados para a Infancia em Portugal.

Author

Ministry of Education, Lisbon (Portugal).

Abstract

Based on the view that the rapid expansion and development of preschool education requires careful scrutiny of both educational policy and practices, this book presents information on current early childhood education and care policy in Portugal. Section 1 of the book provides a historical framework for the development of early childhood education and care (ECEC) in Portugal, definitions of relevant terms, the types of current ECEC provisions, and the context influencing ECEC policies and practices. Section 2 defines policies related to educational quality and program accessibility. Section 3 presents policy approaches with regard to regulations, staff, program content and implementation, participation and support to families, and funding. Included in this section are descriptions of programs in the Autonomous Regions of Madeira and Acores. Section 4 presents information on program evaluation and research in Portugal. Section 5 asserts that the government of Portugal has made a clear investment policy in education as a whole, with particular emphasis in preschool education. The section presents objectives related to preschool attendance and program quality, and identifies challenges for program development. The book concludes with a glossary and a list of abbreviations. Appendices include graphic displays of statistical indicators for Portugal and European Union countries, and the paper "Early Childhood Education and Care Policy In Portugal: OECD Country Note," which identifies the progress made in Portugal and the difficulties still hindering achievement of objectives regarding care and education of children from birth to compulsory school age. (Contains 30 references.) (KB)

Published
2000