CERNAS – Current Evolution and Research Novelty in Agricultural Sustainability

This book addresses original studies and reviews focused on the current evolution and research novelty in agricultural sustainability. New developments are discussed on issues related with quality of soil, natural fertilizers or the sustainable use of land and water. Also crop protection techniques are pivotal for the sustainable food production under the challenges of the Sustainable Development Goals of the United Nations, allied to innovative weed control methodologies, as a way to reduce the utilization of pesticides. The role of precision and smart agriculture is becoming more pertinent as the communication technologies improve at a high rate. Waste management, reuse of agro industrial residues, extension of shelf life and use of new technologies are ways to reduce food waste, all contributing to a higher sustainability of the food supply chains, leading to a more rational use of natural resources. The unquestionable role of bees as pollinators and contributors for biodiversity is subjacent to the work of characterization of beekeeping activities, which in turn contribute, together with the valorization of endemic varieties of plant foods, for the development of local communities. Finally, the short circuits and local food markets have a decisive role in the preservation and enhancement of rural economies.info:eu-repo/semantics/publishedVersio

Interactions between monetary policy and fiscal policy

Using a panel data set of 14 EU countries from 1970 to 2012, we study the type of monetary and fiscal policies of both authorities, and assess how they are influenced by certain economic variables and events (the Maastricht Treaty, the Stability and Growth Pact, the Euro and crises). Results show that inflation has a significant impact on monetary policy, and that governments raise their primary balances when facing increases in debt. Another goal is to characterise the type of interactions established between central banks and national governments, i.e. if their policies complement one another, or whether there is a more dominant one. Still, our results point to the lack of evidence concerning central banks’ response to fiscal policy

Aproximar Gerações através das TIC

PosterNos últimos anos, o envelhecimento demográfico, aliado à globalização e à importância das novas tecnologias na sociedade contemporânea, tem sido um assunto de grande relevância, especialmente ao nível da sustentabilidade financeira, do crescimento económico, dos cuidados de saúde, da proteção social e da volatilidade geracional. Numa sociedade, simultaneamente digital e envelhecida, é fundamental estender os benefícios tecnológicos a toda a população, incluindo as pessoas idosas. Assim, é premente informar os cidadãos do potencial das TIC, melhorar as competências digitais, ensinar como utilizar as TIC e os meios de comunicação digitais. Relações intergeracionais, convivência e solidariedade geracional são outros temas igualmente importantes. O rápido envelhecimento da nossa sociedade aliado às mudanças nas estruturas familiares e à tendência para uma crescente distância geográfica entre os membros da família, perspetiva situações de exclusão social dos idosos e falta de apoio familiar. O Ano Europeu do Envelhecimento Ativo e da Solidariedade entre Gerações visa precisamente responder aos desafios de uma sociedade europeia envelhecida e reduzir o risco do conflito geracional, alertando para a importância do contributo dos idosos para a sociedade e incentivando a criação de condições necessárias ao envelhecimento ativo e ao reforço da solidariedade entre as gerações. Face a este panorama é iminente promover o acesso e a participação ativa de pessoas idosas em iniciativas de educação e de aprendizagem intergeracional e ao longo da vida, através da partilha de informação e conhecimento numa perspetiva de preservação da herança cultural pelas tecnologias, de valorização dos mais velhos junto dos mais jovens e da promoção da aprendizagem e da solidariedade intergeracional. Mas, como melhorar as competências digitais nos idosos? Como envolver gerações diferentes através das tecnologias? O que os jovens e os idosos pensam sobre o assunto? Quais as suas sugestões? Para ajudar a encontrar respostas para tal tipo de questões, fomos ao encontro destes grupos e procurámos saber o que pensam sobre o assunto, quais os seus interesses, necessidades e perspetivas através de questionários e entrevistas de grupo. Neste poster, apresentamos os resultados do contacto entre grupos geracionais e algumas ideias de como promover a aquisição de competências digitais junto dos idosos envolvendo gerações diferentes; também propomos sugestões de práticas que promovam o diálogo, o relacionamento positivo e a solidariedade entre gerações. Estamos convictos que a colaboração conjunta através das TIC vai permitir que as gerações aprendam umas com as outras e contribuir para o desenvolvimento de novas dinâmicas de aprendizagem intergeracional

Skills and competences of adult educators: learning experiences with senior citizens

Due to the increasing importance given to lifelong and intergenerational learning, adult educators are taking on new roles and their work is gaining greater impact, especially in a general context of financial and social crisis. Therefore it is important to respond to the educational challenge of an ageing population in Europe and to help in the provision of pathways to improve adults’ knowledge, competences, culture and education. Involving a rich assortment of actors and contexts, adult education has an heterogeneous nature, engaging people, working with adults in exploring issues of intergenerational competence. In addition, such professionals (or volunteers!) ought to identify the competences required for adult education and to find ways in which their performance may be developed. The improvement of these skills and competences will help increasing seniors access and in widening participation and motivation in adult education, thus making the learning experience of adults more relevant, enjoyable and fun. On the one hand, the recognition and feedback given by participants and the experience of working is decisive for the development of specific skills and competences for professionals in the adult learning sector; on the other hand, competence profile of adult educators is complex and involves a multi-dimensional set of skills, personal attitudes and values as well as knowledge and understanding. The need for more information on adult education justifies more action research and action learning in this field. Therefore, the aim of this communication is to present some experiences in adult education, in the context of non-formal and intergenerational learning, focused on various and different aspects of the teaching and learning process and also on how to improve the skills and competences of adult educators in their actual practice. Trying to find a fine answer to the question “What is the importance of learning experience with senior citizens and its contribution for professional development?” we intend to describe, analyse and reflect different training intergenerational contexts in non-formal adult education and identify the factors that influence teacher and learning work that can contribute to professional development. The need for a proper emphasis on diversity and on motivating adults, using different learning methods, styles and techniques assuming the expertise and background of the learners is being taken into suitable consideration

Lifelong learning, intergenerational relationships and ICT: perceptions of children and older adults

Ageing population is one of the topics that have attracted the attention of several countries in the interest of social cohesion, economic growth and financial sustainability. Promoting active ageing population is one of the strategies adopted by different countries to avoid early retirement and to encourage older workers to remain longer in the labour market, to remain healthy, active and independent, as long as possible. Active ageing requires the involvement of older adults in a increasingly global, technological and digital contemporary society. This participation presents challenges for education and lifelong learning, especially to older people who did not acquire digital skills during their previous education and training. This is a group that, as a consequence, might suffer from a high risk of exclusion of the benefits of the Information and Knowledge Society. Active ageing, generational relations, coexistence and solidarity between generations are topics on the developed countries agenda. Therefore, active ageing and intergenerational solidarity are two complementary subjects in favour of a common challenge, in which education and learning play an important role. This paper seeks to find out and to understand how children and older adults think of lifelong learning and generational solidarity, particularly through organised training activities with the use of Information and Communications Technology (ICT). For data collection in this process we will conduct informal conversational interviews with younger and older participants as well as observation of the way the activities develop. The analysis and data interpretation will allow us to get relevant inferences to understand their interests and perspectives on ICT skills, digital literacy and digital inclusion in society. The conclusions will be crucial not only to develop strategies to encourage useful and significant learning, but also to investigate new opportunities for understanding education and intergenerational lifelong learning, supported by ICT in general and the Web 2.0 in particular. Then, we will make our contribution to the promotion of active ageing, solidarity and intergenerational relations, trying to collaborate in building a better future for all generations

Formação de e-formadores : alguns princípios pedagógicos

São ainda escassos os relatos de experiências de E-Formação quer por parte de Formadores, quer por parte de Formandos e tais relatos seriam certamente úteis a todos os que se iniciam neste novo mundo da Formação. Neste artigo procuramos dar conta de alguns dos princípios pedagógicos que têm orientado diversas edições de um curso de Formação de E-Formadores oferecido pela Universidade Aberta desde 2001. Destacam-se os princípios da Aprendizagem Experencial e Reflexiva aliada à Aprendizagem do Saber- -Fazer; a utilização de recursos online enquanto Ferramentas Cognitivas; a mobilização dos formandos em torno de Projectos situados, concretos, públicos e com um sentido de utilidade social; O Isomorfismo Pedagógico, a Flexibilidade e a Diversidade enquanto experiências pedagógicas relevantes para o futuro E-Formador.peerreviewe

How older adults are using Facebook for digital literacy and lifelong learning: a case study of intergenerational learning

As TIC representam um papel importante na nossa sociedade e a literacia digital é uma competência fundamental no século XXI. No entanto, muitos adultos idosos nunca usaram a Internet devido à falta de qualificações para utilizar as novas tecnologias, ou seja, devido à iliteracia digital e mediática. A motivação de um grupo de adultos idosos para a utilização de redes sociais determinou a realização deste estudo que visou a promoção da literacia digital e da aprendizagem ao longo da vida por meio da aprendizagem intergeracional e de redes sociais; visou, ainda, identificar formas de concretizar a aprendizagem intergeracional para a literacia digital. Neste artigo apresentam-se as descobertas mais significativas resultantes do estudo de um caso de um grupo de adultos idosos que melhoraram as suas competências digitais e aumentaram o seu interesse pela aprendizagem permanente e ao longo da vida, através da aprendizagem intergeracional com utilização de redes sociais.ICT play an important role in our society and digital literacy is a key skill in the XXI century. However, many older adults have never used the Internet because they lack skills of using new technology, due to digital and media illiteracy. The motivation of a group of older adults to use social networks determined this study, which aims to promote digital literacy and lifelong learning through intergenerational learning and social networks; in addition, it aimed to identify ways of practicing intergenerational learning for digital literacy. This paper presents the more significant findings from the study of a case of a group of older adults who improved their eskills and increased their interest in lifelong learning through intergenerational learning with the use of social networks

Inclusão digital com aprendizagem intergeracional

Numa sociedade digital, ser competente na utilização das novas tecnologias é fundamental para uma participação plena e ativa de todos os cidadãos. A aprendizagem de competências digitais pelos adultos e idosos é cada vez mais determinante para a aprendizagem ao longo da vida e o envelhecimento ativo. O objetivo desta comunicação é apresentar o contributo da aprendizagem intergeracional para a inclusão digital das pessoas mais velhas. Assim, apresentamos um estudo de caso no âmbito da aprendizagem intergeracional com Tecnologias de Informação e Comunicação. Em seguida, revelamos, analisamos e discutimos os resultados do estudo. Finalmente, tecemos as conclusões.In a digital society, be competent in the use of new technologies is essential for complete and active participation of all citizens. Learning digital skills by adults and elderly are increasingly crucial for lifelong learning and active ageing. The purpose of this communication is to present the contribution of intergenerational learning for digital inclusion of adults and older people. Thus, we present a case study in the context of intergenerational learning with Information and Communication Technologies. Then present, analyse and discuss the results of the study. Finally, we present the conclusions

Digital competence: know to stimulate teaching and learning

A evolução da sociedade demanda que todos os cidadãos possuam conhecimentos, competências e aptidões pertinentes para uma participação plena e ativa na era digital. As competências digitais são um requisito indispensável a todos os cidadãos e fazem parte das competências essenciais da aprendizagem ao longo da vida. Assim, pretende-se apresentar uma perspetiva da estratégia política em matéria de competência digital, evidenciar o papel da educação na promoção da literacia digital e estimular o desenvolvimento profissional, nos professores, para ajudar a promover a competência digital nos alunos e o desenvolvimento das competências-chave essenciais no século XXI

Intergenerational learning with ICT: a case study

In a context of rapid demographic and technological changes, digital skills are essential in order for citizens to actively participate in society. However, digital literacy for all citizens, especially for the older population, is not yet a reality. It is increasingly crucial for active ageing, lifelong learning, and life-wide learning that the elderly learn digital skills. Intergenerational learning can play a key role in achieving a wide range of goals. This paper focuses on the contribution of intergenerational learning to digital and social inclusion. We promoted ICT intergenerational workshops and chose the case study methodolog y to study three distinct cases of intergenerational learning with ICT. The results show that intergenerational learning with ICT contributes to the digital literacy of adults and seniors and fosters lifelong learning, active ageing, and understanding and solidarity among generations. We reveal the benefits of the intergenerational learning process for all participants and suggest some ways to achieve intergenerational learning through ICT in order to build more socially and digitally cohesive societies