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When Columbus arrived in 1492, the first free black person--a sailor--set foot in the Americas. Over the next 400 years, as slavery spread and became entrenched in the Western Hemisphere, free blacks built communities throughout North and South America, playing a critical role in every region, colony, and country. From Canada to the Caribbean to Chile, they established vital economic and social institutions, championed the cause of abolition, and formed a bridge between the worlds of free whites and enslaved blacks. They worked as artisans, farmers, ministers, merchants, shipbuilders, and reporters. Many free blacks served in the military and fought in every major war, including the American Revolution, the Haitian Revolution, and the Latin American wars for independence. Others served in government, and some--like presidents Bernardino Rivadavia of Argentina and Vicente Guerrero of Mexico--became national leaders.Free people of color in the United States and the Americas hold a unique status in global history. Never before and never since has such a group existed in large numbers anywhere in the world. Long shrouded in obscurity and overshadowed by scholarship on slavery and race, the free black community has become a growing and vibrant field of study as historians uncover vast material on this group, revealing how they lived, how they shaped society, and how they transformed the history of every nation in the hemisphere.Encyclopedia of Free Blacks and People of Color in the Americas is the first reference book to cover this crucial subject. Arranged alphabetically, this new, two-volume encyclopedia includes articles on all major events, issues, and concepts relevant to the free black community in the United States from the colonial period to the Civil War and in the rest of the Western Hemisphere from the late 1400s to the late 1800s, when emancipation became universal. Nearly 400 articles cover every country, colony, state, city, and region in the Americas with a significant presence of free blacks, and biographies, thematic articles, and entries on related subjects shed light on this fascinating topic. Featuring primary sources, illustrations, maps, tables, charts, a chronology, cross-references, suggestions for further reading, and a bibliography, this unique, original, and groundbreaking encyclopedia provides a wealth of information not available anywhere else.Entries include:-Abolitionist movement in Brazil -Zabeau Bellanton -Captain Cudjoe -Coffee cultivation -Education and literacy -Forten family -Free black artisans -French Caribbean -Gender attitudes -Guerrero (slave ship) -Haitian Revolution -La Escalera Plot -Laws of free birth -Legal discrimination on the basis of race -Living "as free" -Toussaint Louverture -Maroons -Marriage between free and slave -Midwives and traditional healers -Negro Convention Movement -Rebecca Protten -Somerset v. Stewart.

We know from research that there is an intimate relationship between student learning and the context of learning. What is not known or understood well enough is the relationship of the students’ background and previous studies to the understanding and learning of the subject area—here, computer science (CS). To show the contextual influences on learning CS, we present empirical data from a qualitative investigation of the experiences of Chinese students studying for a master degree at Sweden's Uppsala University. Data were collected of the students’ understanding and learning of CS, their experience of the teaching and their own studies, and of their personal development in Sweden. Using an analysis framework grounded in phenomenography, we analytically separated the what and how aspects of learning. In this article, we describe the what, or the content of the students’ learning, and identify dimensions of variation in the experiences of students. These dimensions relate to the foci of the CS programs, the learning outcomes, and the impact of the studies. The findings from the analyses indicate pedagogical and pragmatic implications for teaching and learning CS in higher education institutions. The study extends the traditional use of phenomenography through the discussion of the dimensions of variation in the experiences and the values within the dimensions. It opens the way for understanding the relational nature of learning in computing education.

No seguimento de uma série de contactos estreitos com uma comunidade social situada nos municípios de Baía da Traição, Rio Tinto, Marcação e Mataraca, a 85 quilómetros de distância de João Pessoa, capital do Estado da Paraíba, decidi, desde 2006, levar a efeito um intenso trabalho de campo nestas aldeias indígenas com o objectivo de concretizar um projeto de investigação que englobasse em obrigatória interdisciplinaridade os campos tantas vezes excessivamente singulares da História, da Sociologia, da Política, da Antropologia Cultural e das Teorias da Comunicação, acompanhando e refletindo sobre características e organização social, rituais, manifestações de carácter religioso, evolução histórica, usos e costumes de uma tribo que se abriu quase rendida ao exterior, mas porfiando em manter, todavia, traços e, sobretudo, um discurso narrativo de representações culturais ancestrais. Esta propositada interdisciplinaridade persegue um objectivo epistemológico bem preciso: transformar a investigação empírica em contribuição para uma nova teoria da história da comunicação – a comunicação antropo-histórica entre comunidades ditas tradicionais e o “outro” – a área por mim privilegiada em investigações anteriores, nomeadamente ao nível da licenciatura e do mestrado. Os Potiguara, cuja sociedade ainda não é alfabetizada e, na sua maioria, baseiam a sua cultura na tradição oral, transmitindo os seus lugares da memória sobretudo através do poder do português do Brasil, mesmo quando adornado por escassas palavras tupi, é graças à mensagem e à representação que algumas das suas manifestações culturais reinventam continuadamente a sua identidade Potiguara. É, assim, a mensagem e a representação que inventam o real social e reinventam dinamicamente a sua identidade cultural.

<em>Gale</em> OneFile includes Macao Caught between the &quot;Tropical China&q by Isabel Morais. Click to explore.

Abstract Earlier linguistic research suggested that Malacca Creole Portuguese (MCP) had existed without diglossia with Portuguese ever since the Dutch conquest of Portuguese Malacca in 1642, yet it had experienced some contact with Portuguese in the 19th and 20th centuries. The present study adds significantly to this discussion. It considers a range of information from sociohistorical studies and archival sources (including linguistic data) relating to the Dutch (1642–1795, 1818–1823) and early British (1795–1818, 1823–1884) colonial periods. For the Dutch period, it is seen that contact with other Creole Portuguese communities is likely to have persisted for some time. Most significant, however, is the finding that 19th century texts in Portuguese and creole Portuguese, recently identified in archival sources in London and Graz, show that Portuguese continued to be part of the Malacca sociolinguistic setting until the early British period, and that missionary Indo-Portuguese also had a presence at that time. It is concluded that, rather than presenting a narrow lectal range akin to that of the MCP community in the late 20th century, the creole lectal grid in the 19th century was more complex, and included dimensions of a continuum in a diglossic relationship with Portuguese.

Massive Open Online Courses (MOOCs) have recently become a hot topic in the academic world, launching a wide ranging discussion on a number of issues. In this research, we surveyed academics' awareness, attitudes, perceptions, and experiences of MOOCs. We received responses from 236 academics from 23 countries, who were working in different roles such as teachers, researchers, managers, and pedagogical developers. Participants were invited to answer questions concerning their awareness and attitudes towards MOOCs. For participants with some knowledge of MOOCs, we requested their experiences and their observations of the impact of MOOCS on their students, teaching colleagues, and within their institutions. We found the most common reaction to MOOCs amongst the academics was concern but many were positive about the phenomenon. The academics claimed their students could be motivated to take MOOCs because of flexibility and no cost involved. While many academics were not aware of their students taking a MOOC and had not observed any changes to teaching programs at their institutions because of MOOCs, there was evidence of some activity and future plans for engagement in MOOCs.