The information professionals in the Algarve region: a study of the users perspective

In this article it is presented the research carried out in the South of Portugal (region of Algarve) with the general objective to know the users perspective about the information services (public libraries and archives) and their professionals and afterwards define a marketing strategy to improve the image of these services. After the literature review it was decided to apply a questionnaire (quantitative approach) to the users and non-users of archives and libraries of the region. The data collected were analysed and although the perspectives of the users were very good there is the need to develop a marketing campaign to show the non-user the information services potentiality.CIDHEUS-UE/FC

Monitoring the quality of tourism experience

The new economic era the experience economy that we entered in the XXI century is challenging the overall tourism industry and destinations to respond to visitor expectations in a radically different way, demanding a new vision on what is truly being delivered to them. Within the current era, tourism businesses and destinations, in order to thrive and compete globally, are bound to recognize that experience, not goods or services, are what motivates visitors to travel, repeat visits to the destinations and recommend it to friends and relatives. Being so, a research agenda for tourism development and quality should place at its centre the nature of tourist experience and meanings of quality tourist experience from the stakeholders point of view, so that the industry actors can take joint action supported by in-depth knowledge of meanings attached to experience. With few exceptions, in tourism related literature, quality tourism experience has been largely overlooked. However, tourist experience and tourism experience have been discussed by Clawson [1], [2], [3], [4], [5], [6], [7], [8], [9] among others. Clawson[1] wrote about recreation experience; Boorstin[2] discoursed on authenticity in tourist experience; Cohen[3], [4] studied the phenomenological tourist experience frames; MacCannell's[5] presented contemporaneous writings on tourist experience and authenticity. Pearce and Caltabiano[7] further extended consideration of traveller and tourist experience and authenticity with connections to motivations. Smith [6], Smith and Brent [8] addressed the interaction of host and guest in travel experience. Ryan [9] focused particularly on the `tourist experience'. Tourism and tourist experience past research have also focused on temporary and activity-based relationships [1] and some only on activity [10], [11]. Borrie and Birzell[12] presented four ways used to understand tourist and tourism experience. Those four ways include (1) meaningsbased[13], (2) benefits, (3) satisfaction[14], and (4) experience based means[4], [15]. Urry[16] introduced the notion of 'gaze' into considerations of tourist experience albeit 'his gazes' were challenged by Perkins and Thorns[17]. Although there has been considerable theoretical thinking on the subject, not much empirical research is available. One reason for this to happen is the multidimensional, complex and highly diversified nature of the tourist experience. Another reason is related to the fact that supporting constructs, namely satisfaction, quality and value, continue relatively ambiguous and are not always part of an integrated vision and consistent research. And yet, understanding of major and relevant dimensions of the tourist experience are of utmost importance to construct operationalization for effective experience management at destination level. The article proposes an integrated vision on how to monitor the quality of tourism in a mass tourism coastal destination the Algarve (Portugal). While analyzing the quality of the tourism experience from tourists' perspective represents the overall purpose of this paper, and the specific objectives are threefold. Firstly, the research intends to assess the tourists' perceptions on the four dimensions of the experience destination, attributes and compares them with satisfaction felt in terms of the same attributes. Secondly, it expects to provide an overall assessment of tourism experience. Thirdly, the study proposes to establish the relationship between tourist satisfaction and the tourist experience and destination loyalty.The questionnaires were based on the work of Oh, Fiori and Jeong [18], after having been adapted to the Algarve tourist destination context, and refer to the four areas of the Experience Economy: Education (items a, b, c, d), aesthetics (items e, f, g, h), Entertainment (i, j, k, l) and Escapism (m, n, o, p). The last three items- q, r, s are related to memory and memories. To that end, a survey was carried out sampling 405 individuals. Of the 397 valid questionnaires obtained, 90% were answered by tourists from Portugal, Germany, Spain, the Netherlands, Ireland and the United Kingdom. The results show about 95% of the respondents are satisfied and very satisfied. Approximately 95.3% of the respondents say they are satisfied and very satisfied with their stay in the Algarve. About the quality of lived experience, 77.3% classified very good and excellent. One of the important findings of this research is that the majority of the respondents (93`)/0) intends to recommend the Algarve to friends and relatives. With this research, the team expects to contribute to a thorough understanding of tangible and intangible activities and attributes that form the underlying basis of the tourist experience in coastal tourism

UPTAKE ICT – MOOC on digital employabilty

Uptake_ICT2life-cycle: digital literacy and inclusion to learners with disadvantaged background" is an Erasmus+ project that aims at enhancing digital literacy among adults with disadvantaged backgrounds. One of the project’s outputs is a MOOC on Digital Employability. This paper presents and reflects upon this product, analysing data collected from the students that followed the course as pilot-group. The experience has proved very positive since students recognized the technical quality of the MOOC, as well as the interest, relevance and utility of its contents. A bridge between academia and the work market was established and the students’ awareness of several career opportunities was raised. These various aspects seem to recommend the replication of this MOOC as well as the making of similar ones. The adopted methodology that the trainers involved in this action decided to use aimed at reaching two major target groups: higher education students and other participants that were enrolled in parallel training sessions. Trainees from the Higher School of Education of the Polytechnic Institute of Santarem had two sorts of profile, according to their study area, more specifically, communication and multimedia or plastic arts and multimedia. So, the idea underlying the chosen strategy was to diversify the target population of the MOOC, and to establish a bridge between participants who had more competencies in the field of ICTs (the multimedia class), and those who has lesser skills in this field (the art class). This diversity implied that the achieved results and metrics, both analytical data and statistic results concerning the used platform and the course’s content, included answers given by students with different learning profiles. The MOOC focused on the importance of ICT for employability. It presented information and suggestions on three main areas, Employability, Freelancing and Entrepreneurship. Each module of the course had several lessons since the educational contents were structured into specific sections, each one addressing a key subject and providing sets of examples that helped students to better understand the focused issues. The MOOC also includes video presentations with real life examples of successful entrepreneurs and freelancers, telling about their experiences and giving advice on how to thrive in the current job market. This is an innovative aspect that means both an approach between business and education, as well as to bring students closer to the objective requirements of working life outside schools.info:eu-repo/semantics/publishedVersio

NEETin with ICT

Science and Technology Advisory Council (STAC) outlines that 49% of EU citizens identified “job creation” and 33% identified “education and skills” as the top priorities for science and technology innovation over the next fifteen years. Both documents justify the needs in Europe for the ICT field especially for the NEET (not in education, employment or training) citizens. On the other hand, Grand Coalition for Digital Jobs (GC4DJ) in Europe identifies: the training and matching digital jobs; certification; innovative learning and teaching; mobility; awareness raising; increasing effectiveness of education; increasing equity and producing positive impact in the economy, as a priority for European countries. NEETin is a project directed to NEET citizens, to be developed by Higher Education Institutions, VET providers and Enterprises in order to help to overcome a social European dimension through lifelong learning. By creating a Joint Vocational Education Training in Digital Competences in a collaboration between VET providers and the Enterprises, widening the access to higher education, in an innovative student-centred learning model to apply in a European level, we aim to contribute to improve the quality of Education. Through this certified JVET, NEET citizens will develop their digital skills and the success of employability of these learners will be enhanced.info:eu-repo/semantics/publishedVersio

UPTAKE ICT: A NETWORK OF STAKEHOLDERS AGAINST DIGITAL ILLITERACY

#Uptake_ICT2life-cycle: digital literacy and inclusion to learners with disadvantaged background# is an Erasmus + project that aims at enhancing digital literacy among adults with disadvantaged backgrounds. The partners have produced didactic materials and pedagogical guidelines to meet this aim. Based on these materials, and their didactical exploitation, a network of stakeholders was formed and trained in order to subsequently be able to teach citizens that both have disadvantaged backgrounds and are digitally illiterate or quasi-illiterate. This paper relates how this experience was undertaken in Portugal in what concerns the creation of the Stakeholders' network and presents its results. The reality that has boosted the creation of this project was the shocking situation portrayed in 2013 Eurostat statistics, according to which one in every three Portuguese had never used the Internet. Uptake ICT was then conceived and designed in order to engage synergies to counter this problem, aiming at a variety of focus groups (but paying special attention to learners of various ages that have never used Internet, like adults with disadvantaged backgrounds), in line with the transversal priorities for education, training and youth of the European Commission and seeking to assist in the meeting of the aims of Europe 2020. To add up, it also intended to enhance and to develop ideas that answer to the Societal Challenges’ needs, by sharing and creating scientific, social, technological and policies impact. The main aspects that the project focused on were digital literacy inclusion, re-qualification and employability of disadvantaged citizens, in order to help them to face the present process of civilizational change (social, political, economic, and cultural). The addressed priorities were to contribute towards a reduction of the number of low-skilled adults (re-skilling and up-skilling of adults thanks to lifelong-learning and training), and to strengthen the links between education and employment in the area of ICT | New technologies | digital literacy and digital competences | basic skills. After having identified both the most preeminent needs and ways of integrating ICT in daily life, and a set of good practices already tested in the areas of digital literacy, inclusion and employability, the project team has built a number of educational contents addressing the issues that were considered most relevant in three main levels of knowledge (Basic, Intermediate, and advanced) , and in the four languages of the project (Portuguese, Italian, English and German). The decision to work on the three levels was due to the fact that in the various partner countries there were groups of target audiences that were positioned differently with respect to their level of digital expertise. The teachinglearning materials that were conceived were afterwards reworked in order to fit in a variety of contexts and formats (e-modules, ebook, MOOC). This option for multi-format was taken having in mind different learning profiles, and the need to provide flexible and attractive materials in order to avoid any kind of rejection. Finally, a number of didactical guidelines were produced in order to provide an interface of suggestions to the stakeholders that would use these materials in their classes or workshop sessions.info:eu-repo/semantics/publishedVersio

Avaliação de riscos: distribuição alimentar

Pós-Graduação em Segurança e Higiene no TrabalhoNo âmbito da 20º edição da Pós-graduação em Segurança e Higiene no Trabalho, este trabalho tem como objectivo avaliar os riscos identificados nas diversas secções da Loja. Através da identificação e posterior avaliação, pretende-se sugerir melhorias para as eventuais não conformidades encontradas

Reflexões sobre a Gambiarra como Alternativa para a Direção de Arte no Cinema Universitário Brasileiro

Trabalho de Conclusão de Curso apresentado ao Instituto Latino-Americano de Arte, Cultura e História da Universidade Federal da Integração Latino-Americana, como requisito parcial à obtenção do título de Bacharel em Cinema e Audiovisual.Percebendo a recorrência da utilização da gambiarra por escolha e/ou necessidade durante os processos de realização audiovisual no contexto universitário, este estudo buscará investigar e compreender, sob a perspectiva da direção de arte, em que medida e como se dá a aplicação da gambiarra enquanto um recurso alternativo para a composição do espaço cênico em produções audiovisuais universitárias. Para isso, propõe-se a apresentar a multiplicidade de sentidos atribuídos ao termo gambiarra e a discutir o que se entende por cinema universitário e por direção de arte. O cerne do trabalho se dará na reflexão sobre o que impulsiona e de que maneira se dá concretamente o uso da gambiarra neste tipo de produção.Teniendo en cuenta de la repetición del uso de “gambiarras” por elección y/o necesidad durante los procesos de realización audiovisual en el contexto universitario, este estudio buscará investigar y comprender, desde la perspectiva de la dirección de arte, hasta qué punto y cómo se da la aplicación de la “gambiarra” como recurso alternativo para la composición del área escénica en producciones universitarias audiovisuales. Para esto, se propone presentar la multiplicidad de sentidos atribuidos al término “gambiarra” y discutir lo que se entiende por el cine universitario y por la dirección de arte. El núcleo del trabajo se dará en la reflexión sobre qué impulsa y cómo concretamente es dado el uso de “gambiarras” en este tipo de producció

SANTA APOLÓNIA, LISBON – LOST LINK WITH THE RIVER

Since very early in history, the importance of maritime commerce and fluvial navigation has been crucial for Lisbon’s development. The waterfront and the city were strongly connected, until the end of the 19Th century, when railway clearly isolated the port from the metropolis. Riverside areas rehabilitation really began only two decades ago, along with urban regeneration politics. Nowadays, Lisbon’s port is confronted with the necessity of keeping up with other ports as commercial emporium and tourist platform. At the same time, reintegration of the riverside into the city space is needed, as a way to qualify Lisbon’s public space and recover the lost identity of this “city of water”. In the waterfront of Santa Apolónia, those realities have great importance as it situates near the historical and popular quarter of Alfama, functionally and socially connected with the river since Islamic occupation, almost 1000 years ago. Santa Apolónia’s public space is analysed from different physical and social perspectives. Problems as degradation, privatisation, gentrification and segregation are detected in this area, reinforcing a spatial and functional discontinuity waterfront/city. The old Santa Apolónia’s rail station plays a central role. Multifunctional and open to all, this public space acts as a dynamic centre of the place and stands as a reference of city’s memory. Possible solutions for sustainable development and the creation of a place of identity for citizens are proposed: facilities for locals, careful design of public space, public art for al