“Civilizing” the Amazon: Amerindians and the Portuguese Crown’s Struggle for Sovereignty, 1650-1777

This article examines Portuguese colonization techniques in northern Brazil and subsequent changes during the regime of the Marquis of Pombal (1750-1777), which centred on restructuring defence, settlement, and the role of natives in the colonies. Focusing on the 1758 Indian Directorate, a collection of laws on native policy, the article examines how, despite the Enlightenment humanitarian trappings of the reform, it had a far more complex purpose than merely converting Indians into loyal subjects of the Portuguese crown. The legislation was just one part of a multi-faceted attempt to establish the crown’s sovereignty in the Amazon, which included taking power from the Jesuits, subjugating the natives, defining imperial territory, and asserting economic independence.Cet article examine les techniques de colonisation portugaises dans le nord du Brésil et les changements qui ont suivi le régime du Marquis de Pombal (1750-1777), centrées sur la restructuration de la défense, la colonisation et le rôle des autochtones dans les colonies. En mettant l’accent sur l’administration indienne de 1758, une série de lois sur la politique autochtone, l’article examine comment, en dépit de tous les signes humanitaires extérieurs d’illumination de la réforme, elle avait un objectif beaucoup plus complexe que la simple conversion des Indiens en de loyaux sujets de la couronne portugaise. La législation n’était qu’une partie de la tentative à volets multiples d’établir la souveraineté de la couronne en Amazonie, c’est-à-dire soutirer le pouvoir aux jésuites, subjuguer les autochtones, définir le territoire impérial et faire valoir l’indépendance économique

Microbiological quality assessment of sand from beaches in Portuguese coast: 15 years of experience

Communication presented at the TEMPH 2014 - Trends in Environmental Microbiology for Public Health. Lisbon, 18-21 September 2014

Ética e regulação na publicidade: perceções do campo profissional

Fundação para a Ciência e a Tecnologia (FCT

Feedback nightmare: Organisational communication reactions to digital critic exposure. A view on some Portuguese cases (2011-2012)

The national and the European economic crisis has plunged Portugal in a difficult situation aggravated by consecutive down ratings of the country’s economy and IMF’s demanding objectives, resulting in more austerity measures, cost of living raise, salary cuts and a growing unemployment rate. Such conditions put an extra pressure to the everyday life that seems to have found in the digital world a platform for active criticism, a quick and right to the point response often based on what seems to be a patriotic sentiment against the intrusiveness of hard economic measures. Powerless to fight back in equal terms, consumercitizens are empowered by easy access technology and appear to be eager to express their discontent in the digital world. This paper will focus on three Portuguese organizations: President Cavaco Silva, after a comment on how his pension was hardly enough to pay his costs; FNAC, after airing an exchange books campaign that appealed to the abandon of allegedly boring Portuguese classic authors for more updated international literature; Pingo Doce, the main retail corporation in Portugal, after the announcement of the transfer abroad of the majority of its capital. We will analyse each case from the starting point that motivated reactions, the speed and type of reactions it caused and how organizations reacted to them. The choice of these cases intends to understand if there is a common trait in different profile institutions behaviour and to observe how are organizations dealing with unwanted, unforeseen and extremely exposed critic reactions to their communication in the digital platforms, namely in social media

A Darker Shade of Pale: the never ending burden of advertising regulation

Fundação para a Ciência e a Tecnologia (FCT

“Os Criativos”: quem são e o que pensam os publicitários sobre a sua actividade

“Criativos” é uma designação genérica pela qual se nomeiam os publicitários em geral, reforçando a noção de publicidade como indústria criativa. Esta prática resulta de uma tradição de valorização da criatividade na profissão e remete, por um lado, para um estatuto especial que coloca ao profissional a pressão da sua especificidade. Por outro lado, frequentemente enquadrada numa linha de promoção do auto-conhecimento e de uma filosofia alternativa, a criatividade tem vindo a ser cada vez mais divulgada como uma atitude pró-activa perante a vida, quer ao nível pessoal, académico ou profissional ao alcance de todos. Quem são os criativos publicitários e como se vêem a si próprios? Quais os limites e desafios que enfrentam num mundo em constante mutação, em que a fasquia da criatividade parece estar sempre mais acima? Nesta reflexão procuramos analisar as percepções que os publicitários, criativos ou não, têm de si próprios, dos seus pares e da sua actividade, a partir de entrevistas exploratórias efectuadas junto de profissionais com percursos relevantes no sector."Creative" is a common designation for advertising practitioners, reinforcing the concept of advertising as creative industry. On one hand this creativity valuing tradition reinforces advertising professionals special status and puts additional pressure on their performance. On the other hand, often framed in a line of self-knowledge and alternative philosophy promotion, creativity has been increasingly disclosed as a proactive attitude towards life, both personal, academic or Professional, accessible to everyone. Who are the creative advertising professionals and how do they see themselves? What are the limits and challenges they face in a changing world, in which the stakes of creativity seem to be ever far reaching? Based on data from exploratory interviews with relevant professionals of the advertising industry — conducted within the framework of an ongoing doctoral project on Advertising, Consumption, and Citizenship — we try to analyze advertisers, creative or not, self perceptions on themselves, their peers and their activity

Nu Kre Brinka : desconstruindo as brincadeiras de crianças em Cabo Verde

Falar de desigualdades sociais é falar de uma distribuição deficiente de acessos a bens e serviços ou oportunidades, cuja raiz explicativa se encontra nos próprios mecanismos da sociedade (FERREIRA et al, 1995). A desigualdade é-nos apresentada na literatura sociológica como uma disparidade, socialmente condicionada, no acesso aos recursos existentes numa dada sociedade. Olhando para o espaço social cabo-verdiano deparamos com um país desigual em que o Índice de Gini2 aumentou de 0,43 em 1989 para 0.59 em 2002 (CABO VERVE, 2002). A passagem abrupta, em 1991, de um regime marxista-leninista – centralizador – para um regime liberal ou semiliberal, acarretou profundas modificações sociais no arquipélago, na medida em que, a partir de uma agenda de reforma económica orientada pelo Banco Mundial (BM) e pelo Fundo Monetário Internacional (FMI), organizada em três eixos fundamentais3 , deu-se início a uma reestruturação económica, que pese embora catapultou o arquipélago para um crescimento económico acima da média, fez com que a desigualdade na distribuição do rendimento disparasse, transformando Cabo Verde numa sociedade partida

Identifying at-risk students in higher education

The successful implementation of quality management systems in higher education relies on the ability to address topics meaningful to stakeholders. A topic that is moving to the top of many higher education institutions agendas and is meaningful to students, faculty and management is student dropout. Alongside its social and personal consequences, dropout impairs cost efficiency and the institution's image. This paper shows that in spite of the complex web of factors influencing student dropout, simple models for the identification of at-risk of dropout students can be derived and used to support decision making. The paper starts with an introduction to dropout models, next, the difficulty in implementing quality management systems in higher education is addressed; details about a process for the identification of at-risk students are presented. A case study is used to show that it is possible to identify at-risk students using only academic data and administrative records. Finally, the advantage of including an at-risk student identification process within the framework of a higher education quality management system is discussed

IPS’ Technology and Industrial Management graduate course: a curriculum followup analysis

The Technology and Industrial Management (T&IM) course of the Polytechnic Institute of Setúbal (IPS), Portugal, is a four year graduate course organized in trimesters with three course units per trimester [quarter]. In the last two trimesters [quarters] internships or real context projects prepare students for a smoother integration in the professional activity. From its beginning, in 2007, T&IM was designed for adults who develop a full-time professional activity in industrial companies, and needed to supplement their skills with those typical of managers and engineers. The b-learning methodology was adopted since it enabled the targeted students to better reconcile their academic, professional and family responsibilities. In 2010-2011 the first T&IM students concluded their graduate studies and, within IPS’ Integrated Management System, it was decided to monitor the suitability of the T&IM course curriculum. The following activities were undertaken: (a) data analysis, (b) satisfaction survey to current and graduate students, and (c ) focus groups with graduate students that had finished the course in 2010-2011. The data showed lower dropout numbers than those of IPS’ engineering courses. The survey showed good levels of satisfaction. Student satisfaction is high for curriculum related topics such as: (1) the course’s ability to develop transversal skills and (2) the course teaching methodology. Comparing graduate and current students survey results, the former group declares a higher overall satisfaction with the course. These results are consistent with those gathered from the focus group. During the focus group graduate students added that the skills acquired were comprehensive and appropriate to their understanding of how organizations actually operate. From the gathered results it is concluded that there is a good level of curriculum adequacy and student satisfaction, although there are “problem areas” and topics requiring further research.Com o apoio RAADRI

IPS’ Technology and Industrial Management graduate course: an improvement process

The key activities to achieve quality (satisfaction of needs and expectations of customers) move increasingly to the previous phases to service delivery and particularly to the organization's interface with the market, where the most appropriate techniques and methodologies will have to identify what customers want, and perceive the quality and what features the services must have, as well as the price they are willing to pay. The Technology and Industrial Management (TIG) course of Polytechnic Institute of Setúbal, Portugal (IPS), is a four year graduate course organized by quarters with three courses per quarter. In the last two quarters internships or real context projects prepare students for a smoother integration in the professional activity. From its beginning, in 2007, TIG was designed for active adults who develop their professional activity in industrial entities, and need to supplement their skills with those of managers and engineers. The B-learning methodology was adopted since it enabled the targeted students to better reconcile their academic, professional and family responsibilities. In 2010-2011 the first TIG students concluded their graduate studies and, within IPS’ Integrated Management System, it was decided to monitor the suitability of the TIG course curriculum. There is, then, the question of what is and what is intended for an technology course, to an active adults in a region like Setúbal and in a polytechnic . This question corresponds to the first phase of QFD, where is therefore necessary to define the characteristic parameters of each profile that meet the expectations and needs of students and other stakeholders. If the question of the requirements of the course interacts with the objectives of the students, those requirements interact with the curricular content of their curricula. We are, therefore, in the second phase of QFD. The way the course is implemented will influence the means to administer the various components of the curricula, also determining the significant upfront investments in infrastructure and equipment facilities (laboratories, workshops, equipment, consumables), and will also influence the teaching-learning methods. The measurement conditions for the provision of the service, including monitoring of students, the way it measures the satisfaction of stakeholders and the availability of the facilities already include the third and fourth phases of QFD. With this methodology we expect to have the guidelines to improve the curriculum, teaching-learning methods and operating conditions of TIG course towards meeting the needs of stakeholders.info:eu-repo/semantics/publishedVersio