scholarly journals First records of the Wing-barred Seedeater, Sporophila americana (Gmelin, 1789) (Thraupidae), for Acre and a revision of its distribution in the Brazilian Amazon

Check List ◽  
2016 ◽  
Vol 12 (2) ◽  
pp. 1853
Author(s):  
Edson Guilherme ◽  
Diego Pedroza ◽  
David Pedroza Guimarães ◽  
Ana Caroline Gomes De Lima

We present the first records of the Wing-barred Seedeater (Sporophila americana)in Acre, Brazil. These observations, together with the published records and the specimens housed in museum collections, indicate that S. americana occurs over a considerably larger geographical area than is currently presented in the relevant literature. The occurrence of S. americana in the region of São Paulo de Olivença, in the Brazilian state of Amazonas indicates the potential existence of a sympatric zone with the congener Caqueta Seedeater (Sporophila murallae) in the western Amazonia.

Author(s):  
José Carlos Vilardaga

The residents of the Captaincy of São Vicente, which would become São Paulo in the 18th century, were known in the late 17th century as “Paulistas.” Their reputation in the colonial period was ambiguous: on the one hand, they were viewed as crude and unruly enslavers of Indigenous people; on the other, they were known as skilled backwoodsmen and soldiers. This image derived mainly from a character that would later come to be known as the bandeirante, a member of the expeditions that forged into remote backlands mainly to capture Indigenous people for their own use, without waiting for orders from the Crown or church. This source of labor enabled the internal reproduction of enslaved labor in a region whose economy was based on subsistence and supplying other regions in the high plateau where São Paulo de Piratininga was established in 1554, first as a school, later as a town. As the occupation of the region advanced over the following decades, a network of chapels, parishes, and towns linked by river and overland routes grew up, forming the geographical area of the colonial captaincy. This occupation, which extended to the remote edges of the regions that would eventually make up Brazil and even into frontier lands contested by both Iberian empires, was motivated by a search for Indigenous peoples, a quest for precious metals, a demand for land, and the dictates of political disputes. In this sense, the backwoodsmen were not acting out of a strategic geopolitical motivation, as a certain school of self-congratulatory historiography would have it. In any event, the Paulistas played a role in shaping the internal and external frontiers of colonial Brazil through the 18th century in the context of the boundary treaties. The society formed under these circumstances was intrinsically tied to the Indigenous world, to the backlands, and to frontier living, and resulted in varied forms of crossbreeding and cultural interactions embodied in the mestizo type that became known as mameluco; the violent practices inherent in colonization, however, cannot be overlooked.


Production ◽  
2018 ◽  
Vol 28 (0) ◽  
Author(s):  
Jose Carlos de Toledo ◽  
Fabiane Letícia Lizarelli ◽  
Adriana Barbosa dos Santos ◽  
Artur Ishizaka

2018 ◽  
pp. 171-190
Author(s):  
Ludmilla Cavarzere Oliveira ◽  
Valquiria Trovão Cavalli ◽  
Álvaro Machado Dias ◽  
Mauri Aparecido Oliveira

This paper is part of a master‘s thesis which dealt with implementation of gamification in an online course offered by Judicial School at São Paulo Regional Labour Court. The question of this paper is to review relevant literature about benefits and pitfalls of gamification in learning contexts to propose a framework for implementing gamification in Moodle 2.5. The objective of this paper is to compare the creation of a framework of an online course without game elements with its gamified version with elements that can motivate and engage people in online learning contexts, such as activity completion, restricted access, progress bar block, badges, and jeopardy-like quizzes. After implementing these features in an existing online course without gamification, the main results are that it is feasible to implement simple game mechanics in Moodle 2.5, although it takes a long time to create some of them, such as badges, and it is mandatory to have knowledge of development if the course demands Moodle documentation to create a more complex gamification block. 


2014 ◽  
Author(s):  
Guleid A. Artan ◽  
W. Matthew Cushing ◽  
Melissa L. Mathis ◽  
Larry L. Tieszen

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