Suchergebnisse

During the last decades there has been a great development of utilitarian systems, applied to the most varied areas, in which games are found. Digital games (or video games) entered everyday life at an increasing rate and became a popular form of entertainment enjoyed by people of all age and social groups (Williams et al., 2009). The first videogames came from a playful reappropriation of oscilloscopes (Tavinor, 2009). Since then, there has been a wide spread of game consoles (from Pong in 1972 to Xbox in 2002, etc.) as well as other video game applications. For example, in 2011, Gartner predicted that gamed-in information systems and services would become an integral part of organizational systems such as consumer goods marketing and customer loyalty with 70 percent of the largest organizations, according to (Burke, 2011) to have at least an application with principles of gamification. These forecasts went even further and the entrance of the gamification extended to the most diverse areas, namely Healthcare, Education, Finance, Wellness, and Corporate Governance. The use of gamification in unlikely areas such as politics, it is a growing trend as described in (Angelovska, 2019) "this coincides with the beginning of the 2020 US political campaigns."

Democratic participation still is the way forward for societies that seek permanent peace through the exercise of active citizenship. Since 2012, the European Citizens' Initiative instrument has emerged in the process of drafting legislative acts of the European Union. One of the facets of this citizenship is to enable citizens to become involved in decision-making through participation in the exercise of legislative initiative. The Lisbon Treaty introduced the right to the ECI. The aim is to actively involve citizens in the European decision-making, giving them an indirect form of legislative initiative. Information technologies (IT) are the essence of up-to-date organizations in general, and changes in this field are occurring at an uncontrollable pace, interrupting traditional models and forcing organizations to implement new models, new ways of working and communicating. In this context, the European Commission, not ignoring the relevance and transformations inherent in the use of IT, has included its use in several areas, namely in the European Citizens' Initiative. In this research is analysed how much a platform available in the European Citizens' Initiative context is used in petitions and the evolution of this same use until the completion of the review in 2018. ; La participación democrática sigue siendo el camino a seguir por las sociedades que buscan una paz estable mediante el ejercicio de una ciudadanía activa. Desde 2012, el instrumento Iniciativa Ciudadana Europea está presente en el proceso de elaboración de las disposiciones jurídicas y normativas de la Unión Europea. Uno de los aspectos de esta ciudadanía es el de permitir a los ciudadanos que se involucren en la toma de decisiones a través de la participación en el ejercicio del trabajo legislativo. El Tratado de Lisboa introdujo el derecho a la Iniciativa Ciudadana Europea (en ingles, ECI). El objetivo era implicar activamente a los ciudadanos en la toma de decisiones en Europa, ofreciéndoles una forma indirecta de iniciativa legislativa. Las tecnologías de la información (TI) son, en general, la base de las organizaciones modernas, y los cambios en este campo se producen a un ritmo vertiginoso, deteniendo el desarrollo de los modelos tradicionales y obligando a las organizaciones a implementar nuevos modelos, nuevas formas de trabajar y comunicarse. En este contexto, la Comisión Europea, sin ignorar la relevancia y las transformaciones inherentes al uso de las Tecnologías de la Información, ha incluido el uso de estas tecnologías en varios ámbitos, concretamente en la Iniciativa Ciudadana Europea. En esta investigación se analiza en qué medida una plataforma, disponible en el contexto de la Iniciativa Ciudadana Europea, se utiliza en las peticiones y la evolución de su uso hasta la finalización de la revisión en 2018.

Digitalization can be defined as a socio-technical process of applying digitalization techniques in social and institutional contexts that make digital technologies infrastructural. The context of increasing digitalization and connection of the real world to the digital world has led to changes in people everyday lives, markets, business relationships and value chains. Education accompanies and adapts to the new digital age. Digital education is a political intention. But is it already a reality? The pandemic situation outbreak of COVID-19 in 2020 came, suddenly, to put the use of technologies at an immediate and high level, but perhaps without full preparation. This unexpected use demonstrates the imperative need for concerted action to guarantee conscious and democratic access. If education values digital, another question arises as how to use the new ways to achieve a priority for the European Union: education about the European Union. It seems so obvious and simple and it is still so fragile and scattered. European literacy is still a skill to be acquired at a minimum level for most of the population in the Member States, as known by the Commission. In this context, it is intended to debate the valuation of the European Union's intentions in achieving access to digital media for education. This study, based on the literature review methodology, intends to look at the legislative and preparatory documents and cases presented in the literature that consecrate the issue of digital education. For this purpose, an integrative literature review will be used. Theoretical-academic, it is consolidated through systematic and methodologically selected normative interpretation of national, international legal texts and European Union law.

Since we have been university professors for over thirty years, with thousands of hours of teaching experience and being the expositive method the privileged one for the explanation of the various subjects, we wanted to find out from our 2nd year students, from of the law degree at Portucalense University, which methods they would consider most appropriate in order to instil in them more interest in the presence of the classes and more use in the conclusion of the curricular units. Indeed, in the recent years, we have been finding it more difficult for students to concentrate, subsequently they are more easily distracted and adopt behaviours that disrupt the normal functioning of the classes, namely producing noise, which compromises the intrinsic reflection inherent to the seriousness and importance of the topics covered in the classes. It has also been found that students nowadays tend to read less, often seeking to study by simple summaries and / or notes on the subjects, elaborated by themselves or their peers. For this reason, the presentation of audio-visual media, such as the exhibition of brief documentaries and thematic interviews, has already been taken to the classroom, all related to the subject to be taught or already taught, promoting, then, the critical discussion. Empirically, it has been found that students appreciate this kind of presentation and discussion, which led us to ask them how they evaluate this experience and what, according to them, would be a methodologically interesting class, so as to capture them more interest. We also wanted to know about their reading habits, whether from manuals and other academic bibliographic sources or other kind of literature, as well as their willingness to actively contribute in the classroom context or to adhere to the study-research method and autonomous study with simple tutorial guidance from the teacher. We create an anonymous brief-answers questionnaire so that our students could express themselves as clearly and truthfully as possible. The questionnaire was prepared by us and answered by the students in November 2019. The average age of our students was around 20 years. The results partly coincide with the perception we had already gained from our classroom experience: lectures are considered interesting, audio-visuals very interesting and PowerPoints interesting, contributing to the increased interest of students and their academic achievement; students do not reveal much interest in active participation when learning; students devote little time to reading; students consider the reading of simple summaries and /or notes, elaborated by themselves or their peers, to be sufficient to obtain approval, but nevertheless recognize that reading the manuals is interesting.

The importance of the right to education as a fundamental right and an instrument of democracy is underlined by the latest documents of the European Union (EU). Legally consecrated the right to education both at the level of national law of member States, in constitutional texts and at the level of international law, is with the documentation of the European Union that results in emphasizing the importance of education for the whole Democratic and economic system. The right to education, as well as the right to vocational and continuing training – long life education –, as mentioned, deserve the attention of the most recent documents of the European Union which, many of them although they do not possess the dignity of legislative acts, shape Member States ' guidance in their performance. Thus valued, the right to education arises as a conditioning factor in the most varied subjects. Educational systems, possibly using the use of information and communication technologies (ICTs), will be facilitators and promoters of the acquisition of competences, namely knowledge, skills and attitudes, essential to the exercise of Democratic ideals. However, it raises the problem of access to these same technologies and its possible use in training to articulate, participate and shape, in the future of a Europe characterised by democracy, solidarity and inclusion. And what contribution can the aforementioned ICT ensure for a more effective realising of the constitutionally recognised right? The discussion is still recent. Digital technology enriches learning in a variety of ways and offers learning opportunities but how to guide it? The value of the rule of law is maintained today as a priority. But it turns out that, in it, the realization of the right to education is not yet achieved in its fullness. It will also be through the policy of education and training that the common values and the general principles of law remain. The focus of intervention by the State and the international community has also been a necessity and priority. The research intends to focus on the legislative documents which devote the question of valorising the use of ICT in achieving this right. The theoretical-academic penchant is consolidated through systematic normative interpretation and has as pure intent the expansion of knowledge in research in a qualitative and exploratory approach without presenting quantitative data, the aim is to bring to discussion and debate the role, value and capacity of the use of ICT in enforcing a positive right that depends on the state's actions for its implementation. Being certain of the importance of education as a vehicle of promoter of democratic values and for the realization of other public policies, the adequacy of the teaching system to new technological demands arises as a challenge and a Need for which there is still a long way to go, which is the way of the mere documentary consecration by the institutions of the European Union.

La participación democrática sigue siendo el camino a seguir por las sociedades que buscan una paz estable mediante el ejercicio de una ciudadanía activa. Desde 2012, el instrumento Iniciativa Ciudadana Europea está presente en el proceso de elaboración de las disposiciones jurídicas y normativas de la Unión Europea. Uno de los aspectos de esta ciudadanía es el de permitir a los ciudadanos que se involucren en la toma de decisiones a través de la participación en el ejercicio del trabajo legislativo. El Tratado de Lisboa introdujo el derecho a la Iniciativa Ciudadana Europea (en ingles, ECI). El objetivo era implicar activamente a los ciudadanos en la toma de decisiones en Europa, ofreciéndoles una forma indirecta de iniciativa legislativa. Las tecnologías de la información (TI) son, en general, la base de las organizaciones modernas, y los cambios en este campo se producen a un ritmo vertiginoso, deteniendo el desarrollo de los modelos tradicionales y obligando a las organizaciones a implementar nuevos modelos, nuevas formas de trabajar y comunicarse. En este contexto, la Comisión Europea, sin ignorar la relevancia y las transformaciones inherentes al uso de las Tecnologías de la Información, ha incluido el uso de estas tecnologías en varios ámbitos, concretamente en la Iniciativa Ciudadana Europea. En esta investigación se analiza en qué medida una plataforma, disponible en el contexto de la Iniciativa Ciudadana Europea, se utiliza en las peticiones y la evolución de su uso hasta la finalización de la revisión en 2018. ; Democratic participation still is the way forward for societies that seek permanent peace through the exercise of active citizenship. Since 2012, the European Citizens' Initiative instrument has emerged in the process of drafting legislative acts of the European Union. One of the facets of this citizenship is to enable citizens to become involved in decision-making through participation in the exercise of legislative initiative. The Lisbon Treaty introduced the right to the ECI. The aim is to actively involve citizens in the European decision-making, giving them an indirect form of legislative initiative. Information technologies (IT) are the essence of up-to-date organizations in general, and changes in this field are occurring at an uncontrollable pace, interrupting traditional models and forcing organizations to implement new models, new ways of working and communicating. In this context, the European Commission, not ignoring the relevance and transformations inherent in the use of IT, has included its use in several areas, namely in the European Citizens' Initiative. In this research is analysed how much a platform available in the European Citizens' Initiative context is used in petitions and the evolution of this same use until the completion of the review in 2018.

Democratic participation still is the way forward for societies that seek permanent peace through the exercise of active citizenship. Since 2012, the European Citizens' Initiative instrument has emerged in the process ofdrafting legislative acts of the European Union. European citizenship provides European citizens important rights and the possibility of democratic participation and active involvement in EU decision-making process.

O direito à educação surge como direito fundamental e instrumento de democracia que tem acompanhado a evolução do Estado social e democrático de direito ocidental e europeu. É possível encontrar o direito à educação consagrado juridicamente quer ao nível do direito interno dos Estados, nos textos constitucionais, quer ao nível do direito internacional seja em organizações gerais, como as Nações Unidas (ONU), ou regionais, como a União Europeia (UE). (.)

UID/HIS/04666/2013 SFRH/BPD/76288/2011 ; Looking at the recent publications on the textiles field, it's quite common to find the word global, variously associated with this ambit. The necessity of reframing the textiles studies within a global dimension and worldwide systems seems to follow not only the more general tendency of the present critical thought to adopt exactly a global and transcultural perspective, but seems to be dictated by the peculiar nature of the textile medium. Historically and particularly since the Early Modern Age, in fact, the textiles could be regarded as the global medium par excellence. In the Early Modern period global was first at all the system of production: from the supply of the raw materials to the development of technical skills, without considering the genesis of the patterns, nearly each local manufacture was to be read within a wider scenario, made of contacts, migrations and exchanges with other realities and charged with manifold reciprocal interdependences. At the same time, global was the dimension of the textiles trades. Although since the Pre-modern world different actors were involved in intercultural and supranational relationships and some fabric productions conceived for export were already traceable, from the beginning of the Modern Age the exchanges' net achieved progressively a real integrated worldwide scale, which in turn orientated manufactures and consumptions. Besides we can consider as global the diffusion of some cultural phenomena related to the textiles' world, to their wide circulation and their forms of use, such as the tendency to invest them with particular semantic contents and to adopt them in specific social practices, or the rise of the fashion and the taste for the exotic and what is other from itself. Playing on words, even the textiles as an inquiry field could be regarded as global: their perspectives of research are in fact manifold and tangled, including economical, artistic, technological, political, social and cultural questions, so that an interdisciplinary approach could be often the best methodological key to understand them; through the textile medium it becomes also possible to explore more articulated human phenomena. ; publishersversion ; published