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Vários “pequenos” portugueses fizeram sentir a sua presença na “imensa Asia”, uns quase como reis, alguns como escravos, o maior número simplesmente como portugueses capazes de amar mulheres orientais e ser por elas amados. Capazes de fecundar mulheres de cor e fazer sair dos seus ventres portugueses também de cor.(Several “small” Portuguese made felt their presence in the “enormous Asia”, some as almost kings, others as slaves, the great majority just as Portuguese [who were] able to love oriental women and be loved by them. [They were] able to inseminate women of colour and to make their wombs produce other Portuguese also of colour.)Gilberto Freyre, Aventura e RotinaDespite the dynamics of globalization and rapid economic and political development, it is still noticeable nowadays that several Portuguese creolized communities in postcolonial societies have resisted cultural homogenization, particularly those scattered throughout the detached, peripheral regions of East and Southeast Asia that were under the Estado da Índia's sovereignty and influence (Goa, Daman, Diu, Sri Lanka, Malacca, Macao and Timor) and that the Portuguese created alongside the local political authorities (Indonesia and today's Singapore).By the beginning of the seventeenth century, the official population in the colonies of several territories in Asia that proudly claimed Portuguese ancestry had reached nearly one-and-a-half million individuals, as a legacy of colonial (dis)encounters. Centuries later, the Portuguese descendants of this “shadow empire” forged through trading, matrimonial alliances and cultural networks — notwithstanding a pragmatic adaptation to times of unprecedented political, economic and cultural upheaval — persist in a quest for identity and cultural reaffirmation of “Portuguese” cultural differentiation, which continues to be faithfully perpetuated and transmitted, centuries after the earlier Portuguese contacts ceased. These communities show distinctive aspects of what could be called a certain “Luso-Eurasianness”, exhibited in oral literature, religious practices, family surnames, ceremonies, cuisine, public structures, ways of speaking and, above all, in identity-making religious and cultural reinterpretation of lived and shared commonalities.This study argues that, even if relatively scant attention has been paid to the literary production of the communities considered here, in particular in Anglophone postcolonial studies, they have influenced and continue to exercise seminal influence on most postcolonial imaginaries, either in their respective societies or in the contemporary fiction of the Luso diaspora.
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Information contained within documents is an essential ingredient of any office operation. A content management application (CMA) is an organization plan for the conception, use, retention, disposal and selective preservation of its data. Using an appropriate CMA framework can greatly help Macao Government agencies, for instance, that are increasingly using electronic means to create, exchange and store a major variety of records daily. By definition, a record is information, in whatever form, for government functions, activities, decisions and other important transactions. As expected, as the volume of electronic information increases, so does the complexity of managing electronic records. This project goal was to evaluate the software capabilities of the Alfresco© Enterprise Content Management (ECM) against a set of functional requirements, aimed by the Macao Government agency. Drawing on the results of this evaluation, the present analysis concludes that Alfresco© ECM is capable of supporting an entire agency needs related to the management of its records content.
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Inquiry-based Teaching and Learning is fundamental to modern western Science Education. This thesis argues that improving Science Education within a traditional Chinese educational setting can be realized by introducing Inquirybased Learning as a cross-cultural educational innovation - through the agency of a Science Learning Centre (SLC). The thesis evaluates the impact and uptake of the Inquiry-based approach, as seen through SLC activities that foster the professional development of Science teachers, and that build awareness of the approach at the community level. It also examines the process of establishing a SLC, and regional network, in Macau. The conceptual and substantive factors affecting the cross-cultural transfer of an Inquiry-based Teaching and Learning approach and the development of the SLC are explored through the theoretical lenses of Complexity Theory, Innovation and Change Theory; Social Networking Theory; and a range of Curriculum Development Theories. Central to the thesis is the analysis of three Episodes involving Inquiry-based training programmes facilitated by the SLC, and one Account of the development of the SLC itself: a series of Geoscience Inquiry-based learning workshops in Macau and Hong Kong; an invitational international professional development Training Programme provided in York by the National Science Learning Centre in England; an innovative Master’s in Education degree module which involved learning in an unfamiliar context; and finally, the creation of the Macau Science Learning Centre network as an agency for promoting Science Education in Macau. Furthermore, the thesis analyzes the multi-dimensional roles of the writer as participant, co-teacher, co-facilitator, researcher, ethnographer, theorist, and SLC manager. It incorporates aspects of educational innovation and change, teacher professional training, and the development of collaborative social networks. The research makes a unique contribution to the field of Science Education, especially in terms of the transfer and adaptability of an Inquiry-based approach into a traditionally Chinese educational setting through the agency of a SLC
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