Companhia Exportadora Micaelense, between imitation and innovation: managing, counting and selling (1872-1881)

Fundada em 1872, a companhia Exportadora Micaelense vigorou durante vinte anos, organizando a produção de laranja, concedendo crédito, fretando navios, agrupando a oferta e diversificando os mercados, no pressuposto de que uma gestão eficiente dos factores seria condição suficiente para afastar da ruína os proprietários das quintas e derramar, uma vez mais, a prosperidade pela ilha. Na luta pela justa remuneração do capital aos accionistas, coube à Exportadora Micaelense a estratégia de se especializar na exportação de ananás. A prática da gestão não deixou, assim, de ser uma mais-valia para os sócios da Exportadora Micaelense: não salvou a laranja, mas ofereceu uma oportunidade ao ananás, como se verifica através da correspondência comercial.ABSTRACT: Founded in 1872, the Companhia Exportadora Micaelense (São Miguel Export Company) was in business for twenty years, organising orange production, providing credit, chartering ships, concentrating the supply and diversifying the markets, in the assumption that an efficient management of the different factors would be enough to drive the island’s farm owners away from financial ruin and once again spread prosperity throughout the island. In a struggle for a fair return on the capital invested by its shareholders, the Exportadora Micaelense specialised in the exportation of pineapple. Thus, the management practice continued to be an asset for the company’s partners; it did not save orange production, but it offered an opportunity to pineapple production, as one can see through its business correspondence

Quando as ilhas se tornavam demasiado pequenas : as dificuldades empresariais de Abraão Bensaúde na ilha de S. Miguel (1818 a 1868)

Nas vésperas da revolução liberal portuguesa, quando vingava no arquipélago dos Açores o modelo agro-exportador assente na laranja, entraram vagas sucessivas de judeus, titulares de passaporte britânico mas designados por “hebreus marroquinos”, porque provenientes das cidades de Mogador, Mazagão, Tanger, Rabat, Agadir e Teuão. Esses imigrantes judeus, sem temerem as viagens longas e cansativas – viajavam incessantemente pelas ilhas, para o continente e para o Reino Unido – praticavam inicialmente o pequeno comércio ambulante, oferecendo mercadorias de fraco valor acrescentado e, sobretudo, facilitando crédito prolongado. Mercadores que foram responsáveis pela afirmação da economia monetária e, neste sentido, pela decisiva modernização do tecido económico insular, sendo o percurso da família Bensaúde, alicerçado em Salomão e Elias Bensaúde, o paradigma de uma estratégia de sucesso numa economia periférica. [...

Uma breve reflexão sobre a história dos Açores com particular incidência no exemplo micaelense

Esta breve reflexão sobre a História dos Açores apresenta uma certa perspectiva, pressupondo, por isso, uma determinada visão, sem outras ambições que não sejam as de traçar um quadro de referências, uma ténue pincelada de uma realidade bem mais complexa, porquanto apenas foi considerado o percurso económico-social do arquipélago, com particular incidência o da ilha de S. Miguel, negligenciando-se, de propósito, outras possíveis perspectivas e outras possíveis abordagens. Aliás, a própria reflexão sobre "Ponta Delgada: de ermo a cidade" é enquadrada na dinâmica do arquipélago, por se considerar que a sua história não se pode desligar da História das ilhas e por ainda faltar fazer muita investigação sobre a vida urbana micaelense. Além disso, considerou-se importante levantar questões e não procurar dar respostas, pois, na verdade, não as temos, assim como se pensou ser importante "revisitar" alguma da bibliografia sobre os Açores, publicada nos últimos anos, numa tentativa de sugerir linhas de investigação científica para os nossos alunos de História. [...

Ernesto do Canto : um homem rico

Este pequeno apontamento acerca da fortuna do Dr. Ernesto do Canto foi sugerido pelo cruzamento de várias fontes encontradas um pouco pelo acaso da própria investigação histórica. O inventário dos seus bens e o registo do seu testamento sempre tinham constituído material privilegiado para o estudo da personagem e para o estudo das famílias afortunadas, da ilha de S. Miguel, em oitocentos. Contudo, foi a descoberta acidental de uma volumosa pasta com papéis coligidos por José Bensaúde, “gestor” ocasional da casa agrícola do Dr. Ernesto do Canto, que veio revelar-se uma preciosidade inesperada, porquanto o gestor - obcecado com as anotações e com as quantificações – estava empenhado em “pôr em ordem” uma anterior “gestão”, por certo muito desorganizada. [...

The potential of music in engaging students to learn english

Dissertação de mestrado em Teaching English in Primary EducationThe aims of the present teaching report, integrated in the Master of Teaching English in Primary Education, are to describe, interpret and evaluate the Intervention Project “The potential of music in engaging students to Learn English”. This project was developed with fourth-graders in a primary school. Exploring and investigating the potential of music in the classroom as a way to engage and motivate students in learning English as a second language was the main intent of the project. Its objectives were: identifying students’ attitudes towards English language learning in general and specifically their sentiment towards music, promoting students’ engagement using activities related to music, helping students develop their "learning to learn" ability, and evaluating gains and limitations of using music in the classroom. In the first stage of the project there was a period of field observation, where I was able to collect data using direct classroom observation and guided observation with the help of an observation grid. I tried to make a profile of the class in order to perceive their engagement in the English class and their attitude towards English learning and music, which was essential to start incorporating music activities in class. I used music for various purposes: to initiate and end lessons, to learn vocabulary/new lexis, to compose a verse for a song and with TPR. These different music activities were part of three didactic sequences, and after each sequence students could evaluate not only what they felt towards the music activities but also what they had learnt in that sequence. This enabled students to develop self-evaluation abilities and provided information for analysing my action. Based on the project results, I came to the conclusion that music is a very powerful tool, enabling students to learn English in a stress-free and playful way. So, music has the potential of engaging and motivating students

Millennials and loyalty programs´ attributes: the case of Fnac Portugal

Most loyalty programs that exist today do not differentiate customers. The purpose of this study is to explore attributes that millennials find valuable in loyalty programs. Purchase behaviour data of millennial users of Fnac’s loyalty program was analysed and telephonic interviews with 12 millennial users were conducted in order to assess which changes in the current programs they find most valuable. It was found that millennials are interested in personalized rewards and progressive programs with levels. At last, the research suggests a targeted loyalty program that could be created for Fnac in order to attract this group

Land of the rising soy an internationalization plan for nutre to the Japanese Soy milk market

The present work project studies the next step in the internationalization process of Shoyce, the soy milk products brand of Nutre. In order to select the best target market in the Asia-Pacific for Nutre to export, a sequential screening process was developed using two complementary approaches: preliminary country screening and country ranking, followed by an in-depth analysis of the country ranking first. The analysis revealed Japan as the most attractive country for Shoyce’s international expansion. Potential entry modes in the Japanese soy milk market were then evaluated, whereby direct exporting via a local distributor was found to be the most appropriate

Multi-actor perspectives on successful and inclusive socio-educational practices: overcoming school failure and dropout in Portugal

Project "EDUPLACES: Practices, voices and pathways of inclusive education" seeks to identify, characterise and discuss socio-educational practices aimed at overcoming school failure and dropout. Teachers/professionals, parents, children/young people and institutional partners engaged in ten practices, located in four Portuguese municipalities, participated in interviews (10) and focus groups (37). Cross-analysis produced relevant results pertaining to the practices’ location, basis (school or community organisation) and philosophy (student grouping, study support, mediation or pedagogical differentiation). Additionally, it revealed some differences between groups of participants: individual change is an outcome more predominantly identified by parents and children/young people; teachers/professionals frequently address successful approaches to school-family-community interactions; partners express a generally positive outlook on the practices, instead of focusing on barriers.This research is funded by National Funds through FCT - Foundation for Science and Technology (Portugal), in the context of project PTDC/MHC-CED/3775/2014. This research is funded by CIEd – Research Centre on Education, project UID/CED/01661/2019, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT

Overcoming barriers: the local and the innovative dimensions of inclusive socio-educational practices

This paper discusses some results of a broader research, focusing on a set of eleven socio-educational practices aiming to overcome school failure and dropout, developed in Portugal, giving particular attention to the local and innovative dimensions. This research aims to understand the point of view of the several actors involved, about which factors, processes and relationships contribute the most to building such practices. Data was gathered through documental analysis and semi-structured interviews with those (institutionally) responsible for each practice under study, and was analysed using two instruments. From the point of view of the people responsible, the practices that contribute the most to overcoming school failure and dropout fall into one of four categories: Study Support (4 Practices), Student Grouping (3), Mediation (3) and Pedagogical Differentiation (1). Some practices mobilise resources; others interfere with learning and life contexts, in order to confront institutional, situational and dispositional barriers to participation and learning. Those practices seem to have an impact on school-family communication. Formal schooling, as well as the socio-cultural inclusion of youth from disadvantaged backgrounds, are seen as relevant; yet, we can observe a somewhat fragile involvement of families and communities in practices aimed at promoting their youth’s educational success.Este texto analiza algunos resultados de una investigación más amplia, centrada en un conjunto de once prácticas socioeducativas destinadas a superar el fracaso y el abandono escolar, desarrolladas en Portugal, prestando especial atención a las dimensiones locales e innovadoras. Su objetivo es comprender el punto de vista de los diversos actores involucrados, acerca de qué factores, procesos y relaciones contribuyen más a la construcción de tales prácticas. Los datos se recopilaron mediante análisis documental y entrevistas semiestructuradas con los responsables (institucionalmente) de cada práctica, y se analizaron utilizando dos instrumentos. Para las personas responsables, las prácticas que más contribuyen a superar el fracaso escolar y el abandono escolar se dividen en una de cuatro categorías: Apoyo al estudio (4 prácticas), Agrupación de estudiantes (3), Mediación (3) y Diferenciación pedagógica (1). Algunas prácticas movilizan recursos; otros interfieren con el aprendizaje y los contextos de la vida, para enfrentar las barreras institucionales, situacionales y disposicionales a la participación y el aprendizaje. Esas prácticas parecen tener un impacto en la comunicación entre la escuela y la familia. La escolarización formal, así como la inclusión sociocultural de jóvenes de entornos desfavorecidos, se consideran relevantes; sin embargo, se puede observar una participación algo frágil de las familias y las comunidades en las prácticas destinadas a promover el éxito educativo de sus jóvenes.This research is funded by National Funds through FCT - Foundation for Science and Technology (Portugal), in the context of project PTDC/MHCCED/3775/2014. This research is funded by CIEd – Research Centre on Education, project UID/CED/01661/2019, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT

Multi-actor perspectives on succesful and inclusive socio-educational practices: overcoming school failure and dropout in Portugal

Project "EDUPLACES: Practices, voices and pathways of inclusive education" seeks to identify, characterise and discuss socio-educational practices aimed at overcoming school failure and dropout. Teachers/professionals, parents, children/young people and institutional partners engaged in ten practices, located in four Portuguese municipalities, participated in interviews (10) and focus groups (37). Cross-analysisproduced relevant results pertaining to the practices’ location, basis (school or community organisation) and philosophy (student grouping, study support, mediation or pedagogical differentiation). Additionally, it revealed some differences between groupsof participants: individual change is an outcome more predominantly identified by parents and children/young people; teachers/professionals frequently address successful approaches to school-family-community interactions; partners express a generally positive outlook on the practices, instead of focusing on barriers.This research is funded by National Funds through FCT - Foundation for Science and Technology (Portugal), in the context of project PTDC/MHC-CED/3775/2014. This research is funded by CIEd – Research Centre on Education, project UID/CED/01661/2019, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT