Alves, Dora Resende

Alves, Dora Resende

Último Nome

Alves

Primeiro Nome

Dora Resende

Nome

Alves, Dora Resende

Biografia

Dora Alves teaches European Union Law, History of Law, Constitutional Law, Constitutional Justice, Fundamental Rights and International Law at Universidade Portucalense Infante D. Henrique in Oporto, Portugal, since 1993. After taking the law degree in 1993, Dora Alves has worked as a lawyer registered at the Portuguese Lawyers Bar Association. She obtained a Masters degree in Law - European Integration at Law Department from the University of Coimbra (Portugal) in 1997 and started her work under her PhD in Law at Vigo University (Spain). The thesis is about "The powers of investigation and sanction of the European Commission under the competition law" ("Os poderes de investigação e sanção da Comissão Europeia no âmbito do direito da concorrência") and took her PhD title in 2015. Her academic interests involves all subjects around Regulation (EC) 1/2003 of the Council of 16 December 2002 concerning the implementation of competition rules laid down in articles 81 and 82 of the Treaty, OJ L 1 of 04.01.2003, p. 1 to 25. Also lateral interest about ancient history of law related to Portugal's history, respect of human rights and public versus private enforcement, always on competition field and always related to European Union Law.

Identificadores

Projetos de investigação

Projeto de investigação

Health4All in the 21st Century

Unidades organizacionais

Organização

IJP - Instituto Jurídico Portucalense

O Instituto Jurídico Portucalense (IJP) é um centro de investigação em ciências jurídicas que tem como objetivo principal promover, apoiar e divulgar a investigação científica nessa área do saber produzida na Universidade Portucalense e nos Institutos Politécnicos de Leiria e de Lisboa, suas parceiras estratégicas.

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Resultados da pesquisa

A mostrar 1 - 10 de 13

Acesso Aberto
Artificial intelligence related to education as seen by the European Union
2022-03 - Ferreira, Maria João; Alves, Dora Resende; Silva, Maria Manuela Magalhães
Each year, the Commission presents the Digitality indices of the Economy and Society (IDES) and Portugal appears relatively well-positioned compared to the European average. However, will this indication be enough to educate new generations regarding the desired digital transformation?. More than 80% of young people in Europe use the internet for social activities, but on the other hand, the lack of knowledge about fundamental rights and the exercise of citizenship is still worrying. European and national citizenship are not fully exercised and we are already moving towards the construction of a new digital citizenship with new associated rights. What makes you question whether education is achieving its ends?. As new technologies, how could the use of Artificial Intelligence (AI) be aimed at guaranteeing the educational process towards a better use of democracy in EU? The literature presents several definitions of AI; according to the British one, AI can be defined as "the ability of a digital computer or computer-controlled robot to perform tasks normally associated with intelligent beings". And, it is in this context, the use of AI goes through the most varied fields of action ranging from society in general to areas such as medicine, production, and education. In the education area, the object of this study, AI, is used for several purposes: (i) institutional use - (1) marketing to prospective students, (2) calculating class sizes, (3) planning curricula, and (4) allocating resources such as financial aid and facilities. (ii) Student support - (1) help in automatically scheduling their course load, (2) recommendation of courses, majors and career paths (such recommendations are based on how students with similar data profiles performed in the past, (3) just-in-time financial help (Educational institutions can use data on students to provide them with microloans or advances at the last minute of payment if they need the money to, for example, reach the end of the semester and not drop out. (iii) Preventing dropout through predictive analytics by providing early warnings by analyzing a wide range of data, e.g., academic, non-academic, and operational data. (iv) And, the last but not the least, educational institutions already apply IA in training/teaching, using IA-based software systems that respond to the pace and progress of individual students. The system evaluates students' progress and recommends, or automatically delivers, specific parts of a course for students to review and/or additional resources to consult. However, in this context, although AI-based systems can successfully help the presented activities, some cautions and issues arise, namely student autonomy and privacy. This study intends to take a look into the legislative and preparatory documents and cases presented in the literature that enshrine the issue of digital education and the use of Artificial Intelligence. For this, an integrative literature review will be used. From a theoretical and academic perspective, it is consolidated through the systematic and methodologically selected normative interpretation of national and international legal texts and the law of the European Union. Without presenting quantitative data, the intention is to bring to the discussion and debate the contribution of Artificial Intelligence in digital education as framed in the legislative intentions of the EU.
Acesso Aberto
Notes about digital education in democracy and education about the European Union
2021 - Alves, Dora Resende; Ferreira, Maria João; Silva, Maria Manuela Magalhães
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.
Acesso Aberto
O direito à educação e o contributo das novas tecnologias
2018-10 - Alves, Dora Resende; Silva, Maria Manuela Magalhães; Ferreira, Maria João
Acesso Aberto
The value of new technologies in participatory democracy: the case of the European Citizens’ Initiative
2018-10 - Ferreira, Maria João; Alves, Dora Resende; Silva, Maria Manuela Magalhães
Acesso Aberto
La importancia de las nuevas tecnologías en la democracia participativa: El caso de la Iniciativa Ciudadana Europea
2019-06-21 - Ferreira, Maria João; Alves, Dora Resende; Silva, Maria Manuela Magalhães
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.
Acesso Aberto
O Tribunal de Justiça da União Europeia (TJUE) perante a transformação digital
2023-04 - Alves, Dora Resende; Ferreira, Maria João; Silva, Maria Manuela Magalhães
A União Europeia, enquanto organização de Estados, requer um quadro institucional desenhado desde 1951 e 1957, que se manteve e foi desenvolvido ao longo de 70 anos. [...]
Acesso Restrito
Developments for the contribution by the new technologies in the right to education: An European Law approach
2023-03 - Alves, Dora Resende; Ferreira, Maria João; Silva, Maria Manuela Magalhães
The importance of the right to education as a fundamental right and an instrument of democracy is still underlined by recent documents of the European Union (EU) and so the authors present a development of a previous study. The right to education is legally written 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 and also for the value of rule of law. The right to education, as well as the right to vocational and continuing training – long life education –, as mentioned, deserve the attention of the latest documents of the European Union which, many of them although they do not possess the dignity of legislative acts (as soft law), shape Member States' guidance in their performance. Thus valued, the right to education arises as a conditioning factor in the widest subjects. With the use of digital technologies, education systems become facilitators and promoters of skills development, namely knowledge (hard skills) and behavioral skills (soft skills), essential in exercising democratic ideals and the value of the rule of law. However, this raises the problem of access to these same technologies and their possible use in education to articulate, participate and shape the future of a Europe characterized by democracy, solidarity and inclusion. What contribution can the referred digital technologies provide to a more effective realization of the constitutionally recognized right? The discussion is still recent. Digital technology enriches learning in many ways and offers several learning opportunities, but how to guide it? The value of the rule of law is as a priority in Europe as we speak. 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. In its various rule of law protection mechanisms, the Union stresses the importance of digital media and their use to pursue this essential value. The research intends to focus on the legislative documents from 2018 to 2022 dedicated to using digital technologies valorization to achieve 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 continuously to discussion and debate the role, value, and capacity of the use of digital technologies 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.
Acesso Aberto
The regulation of artificial intelligence in the context of the European Commission's priorities
2022-04 - Ferreira, Maria João; Silva, Maria Manuela Magalhães; Alves, Dora Resende
Based on the concept of artificial intelligence (AI) and its understanding of European Union law, documentary and institutional reference points are presented to raise some reflections on the subject as a regulatory focus and its links with the values of the Union and fundamental rights.Organizations in recent years, due to Digital Transformation, have undergone a massive r(evolution) at the social, economic, and technological levels. This wave of transformed enterprises is achieved by technology enablers, often referred as digital transformation (DT) enablers which include (1) cloud, (2) mobile, (3) social, and (4) big data – analytics. Innovation accelerators like IoT, Robotics, Augmented and Virtual Reality, Cognitive Systems and Next-Generation Security and Artifical Intelligence are often also playing a part in this process of digital transformation. AI can be defined as "the theory and development of computer systems capable of performing tasks that normally require human intelligence". So, Artificial intelligence refers to systems or machines that mimic human intelligence to perform tasks. Tasks that they can iteratively improve based on the information they collect. in this frame, soon, AI technologies will have a significant impact in many areas of the working world, namely medicine, law, or accounting.In this context, the reflection/question to be asked is whether the use of artificial intelligence is correct. This requires a deeper understanding of law in an algorithmic world to provide individuals with effective rights against unfair and socially detrimental artificial intelligence applications and simultaneously inform organizations with the point of view of justice in the use of AI. The discussion on the need for regulation of artificial intelligence arises in European Union law at least since 2018 for the creation of institutional documents from the outset in search of a legal definition for AI. Some path was followed until the proposed regulation of 2021, for a European Parliament and Council Regulation establishing harmonized rules on artificial intelligence (document COM/2021/206 final of 21.04.2021). And it has been developed because it was assumed as a priority by the European Commission in its 2019-2024 composition, as well as in the rotating presidencies of the Council of the Union, as was the case of the recent Portuguese presidency on 1st semester of 2021.After a doctrinal framework and resorting to European Union documentation through a methodology of document analysis, we seek to frame this matter in the Commission's priorities, either in legislative acts or in soft law documents.Various electronic addresses are also used, for access and as a source, since the use of computer platforms is, after all, the basis of the focused subject. Thus, despite the debatable academic value, the institutional addresses are made available here, which will be an effective form of access and represent the execution and exercise of some of the ideas put forward by the authors.
Acesso Aberto
What contribution by the new technologies in the right to education?: An institutional European approach
2019 - Alves, Dora Resende; Ferreira, Maria João; Silva, Maria Manuela Magalhães
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.
Acesso Aberto
O Tribunal de Justiça da União Europeia (TJUE) perante a transformação digital
2023-07-01 - Alves, Dora Resende; Ferreira, Maria João; Silva, Maria Manuela Magalhães
A União Europeia, enquanto organização de Estados, requer um quadro institucional desenhado entre 1951 e 1957, que se manteve e foi desenvolvido ao longo de 70 anos. [,,,]