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1 Fifth of October
An important national holiday called "Republic Day" in Portugal. It commemorates 5 October 1910, when republican forces overthrew the monarchy and established the first Portuguese republic (1910-26). During the Estado Novo (1926-74), republicans and other opponents of the authoritarian regime would mark that day in pilgrimages and political meetings at Lisbon cemeteries where the honored dead from the First Republic lie in tombs and graves. Since the Revolution of 25 April 1974, the Fifth of October has reassumed greater importance as a national holiday. -
2 Pronunciamento
Portuguese word for military coup d'etat, uprising, or insurrection, derived from the verb "to declare, to announce solemnly and publicly." The Spanish word is similar ( pro-nunciamiento). Praetorianism or military insurrectionism became a chronic problem, as well as a political tradition, first in Spain after the army's coup of 1812, followed by an army insurrection in the cause of constitutional monarchy in 1820 in Oporto, Portugal. Both civilian and military conspiracies to use the military to intervene in public affairs, overthrow the current government, and establish a "new" system became common from this time on in Iberian affairs, and such activity was also common in 19th-century Latin America, where Spain and Portugal had former colonies. The Portuguese word for the tendency to have pronunciamentos or golpes is referred to as golpismo. -
3 Education
In Portugal's early history, education was firmly under the control of the Catholic Church. The earliest schools were located in cathedrals and monasteries and taught a small number of individuals destined for ecclesiastical office. In 1290, a university was established by King Dinis (1261-1325) in Lisbon, but was moved to Coimbra in 1308, where it remained. Coimbra University, Portugal's oldest, and once its most prestigious, was the educational cradle of Portugal's leadership. From 1555 until the 18th century, primary and secondary education was provided by the Society of Jesus (Jesuits). The Catholic Church's educational monopoly was broken when the Marquis of Pombal expelled the Jesuits in 1759 and created the basis for Portugal's present system of public, secular primary and secondary schools. Pombal introduced vocational training, created hundreds of teaching posts, added departments of mathematics and natural sciences at Coimbra University, and established an education tax to pay for them.During the 19th century, liberals attempted to reform Portugal's educational system, which was highly elitist and emphasized rote memorization and respect for authority, hierarchy, and discipline.Reforms initiated in 1822, 1835, and 1844 were never actualized, however, and education remained unchanged until the early 20th century. After the overthrow of the monarchy on the Fifth of October 1910 by Republican military officers, efforts to reform Portugal's educational system were renewed. New universities were founded in Lisbon and Oporto, a Ministry of Education was established, and efforts were made to increase literacy (illiteracy rates being 80 percent) and to resecularize educational content by introducing more scientific and empirical methods into the curriculum.Such efforts were ended during the military dictatorship (192632), which governed Portugal until the establishment of the Estado Novo (1926-74). Although a new technical university was founded in Lisbon in 1930, little was done during the Estado Novo to modernize education or to reduce illiteracy. Only in 1964 was compulsory primary education made available for children between the ages of 6 and 12.The Revolution of 25 April 1974 disrupted Portugal's educational system. For a period of time after the Revolution, students, faculty, and administrators became highly politicized as socialists, communists, and other groups attempted to gain control of the schools. During the 1980s, as Portuguese politics moderated, the educational system was gradually depoliticized, greater emphasis was placed on learning, and efforts were made to improve the quality of Portuguese schools.Primary education in Portugal consists of four years in the primary (first) cycle and two years in the preparatory, or second, cycle. The preparatory cycle is intended for children going on to secondary education. Secondary education is roughly equivalent to junior and senior high schools in the United States. It consists of three years of a common curriculum and two years of complementary courses (10th and 11th grades). A final year (12th grade) prepares students to take university entrance examinations.Vocational education was introduced in 1983. It consists of a three-year course in a particular skill after the 11th grade of secondary school.Higher education is provided by the four older universities (Lisbon, Coimbra, Oporto, and the Technical University of Lisbon), as well as by six newer universities, one in Lisbon and the others in Minho, Aveiro, Évora, the Algarve, and the Azores. There is also a private Catholic university in Lisbon. Admission to Portuguese universities is highly competitive, and places are limited. About 10 percent of secondary students go on to university education. The average length of study at the university is five years, after which students receive their licentiate. The professoriate has four ranks (professors, associate professors, lecturers, and assistants). Professors have tenure, while the other ranks teach on contract.As Portugal is a unitary state, the educational system is highly centralized. All public primary and secondary schools, universities, and educational institutes are under the purview of the Ministry of Education, and all teachers and professors are included in the civil service and receive pay and pension like other civil servants. The Ministry of Education hires teachers, determines curriculum, sets policy, and pays for the building and upkeep of schools. Local communities have little say in educational matters. -
4 Barber, John
[br]baptized 22 October 1734 Greasley, Nottinghamshire, Englandd. 6 November 1801 Attleborough, Nuneaton, England[br]English inventor of the gas turbine and jet propulsion.[br]He was the son of Francis Barber, coalmaster of Greasley, and Elizabeth Fletcher. In his will of 1765. his uncle, John Fletcher, left the bulk of his property, including collieries and Stainsby House, Horsley Woodhouse, Derbyshire, to John Barber. Another uncle, Robert, bequeathed him property in the next village, Smalley. It is clear that at this time John Barber was a man of considerable means. On a tablet erected by John in 1767, he acknowledges his debt to his uncle John in the words "in remembrance of the man who trained him up from a youth". At this time John Barber was living at Stainsby House and had already been granted his first patent, in 1766. The contents of this patent, which included a reversible water turbine, and his subsequent patents, suggest that he was very familiar with mining equipment, including the Newcomen engine. It comes as rather a surprise that c.1784 he became bankrupt and had to leave Stainsby House, evidently moving to Attleborough. In a strange twist, a descendent of Mr Sitwell, the new owner, bought the prototype Akroyd Stuart oil engine from the Doncaster Show in 1891.The second and fifth (final) patents, in 1773 and 1792, were concerned with smelting and the third, in 1776, featured a boiler-mounted impulse steam turbine. The fourth and most important patent, in 1791, describes and engine that could be applied to the "grinding of corn, flints, etc.", "rolling, slitting, forging or battering iron and other metals", "turning of mills for spinning", "turning up coals and other minerals from mines", and "stamping of ores, raising water". Further, and importantly, the directing of the fluid stream into smelting furnaces or at the stern of ships to propel them is mentioned. The engine described comprised two retorts for heating coal or oil to produce an inflammable gas, one to operate while the other was cleansed and recharged. The resultant gas, together with the right amount of air, passed to a beam-operated pump and a water-cooled combustion chamber, and then to a water-cooled nozzle to an impulse gas turbine, which drove the pumps and provided the output. A clear description of the thermodynamic sequence known as the Joule Cycle (Brayton in the USA) is thus given. Further, the method of gas production predates Murdoch's lighting of the Soho foundry by gas.It seems unlikely that John Barber was able to get his engine to work; indeed, it was well over a hundred years before a continuous combustion chamber was achieved. However, the details of the specification, for example the use of cooling water jackets and injection, suggest that considerable experimentation had taken place.To be active in the taking out of patents over a period of 26 years is remarkable; that the best came after bankruptcy is more so. There is nothing to suggest that the cost of his experiments was the cause of his financial troubles.[br]Further ReadingA.K.Bruce, 1944, "John Barber and the gas turbine", Engineer 29 December: 506–8; 8 March (1946):216, 217.C.Lyle Cummins, 1976, Internal Fire, Carnot Press.JB -
5 Dudley, Dud
SUBJECT AREA: Metallurgy[br]b. 1599d. 25 October 1684 Worcester, England[br]English ironmaster who drew attention to the need to change from charcoal to coal as a fuel for iron smelting.[br]Dudley was the fourth natural son of Edward Sutton, fifth Baron Dudley. In 1619 he was summoned from Balliol College, Oxford, to superintend his father's ironworks at Pensnet in Worcestershire. There had long been concern at the destruction of the forests in order to make charcoal for the smelting of iron ore, and unsuccessful attempts had been made to substitute coal as a fuel. Finding that charcoal was in short supply and coal plentiful near Pensnet, Dudley was stimulated by these attempts to try the process for himself. He claimed to have made good, marketable iron and in 1621 his father obtained a patent from the King to protect his process for thirty-one years. After a serious flood, Dudley moved to Staffordshire and continued his efforts there. In 1639 he was granted a further patent for making iron with coal. Although he probably made some samples of good iron, more by luck than judgement, it is hardly possible that he achieved consistent success. He blamed this on the machinations of other ironmasters. The day that King Charles II landed in England to assume his throne', Dudley petitioned him to renew his patents, but he was refused and he ceased to promote his invention. In 1665, however, he published his celebrated book Metallum Martis, Iron Made with Pit-Coaky Sea-Coale…. In this he described his efforts in general terms, but neither there nor in his patents does he give any technical details of his methods. He implied the use of slack or small coal from the Staffordshire Thick or Ten Yard coal, but this has a sulphur content that would have rendered the iron unusable; in addition, this coal would not have been suitable for converting to coke in order to remove the sulphur. Nevertheless, Dudley recognized the need to change from charcoal to coal as a fuel for iron smelting and drew attention to it, even though he himself achieved little success.[br]Further ReadingH.R.Schubert, 1957, History of the British Iron and Steel Industry AD 430 to AD 1775, London: Routledge \& Kegan Paul.W.K.V.Gale, 1967, The British Iron and Steel Industry: A Technical History, London (provides brief details of Dudley's life in relation to the history of ironmaking).LRD -
6 Holtzapffel, John Jacob
SUBJECT AREA: Mechanical, pneumatic and hydraulic engineering[br]b. June 1836 London, Englandd. 14 October 1897 Eastbourne, Sussex, England[br]English mechanical engineer and author of several volumes of Turning and Mechanical Manipulation.[br]John Jacob Holtzapffel was the second son of Charles Holtzapffel and was educated at King's College School, London, and at Cromwell House, Highgate. Following the death of his father in 1847 and of his elder brother, Charles, at the age of 10, he was called on at an early age to take part in the business of lathe-making and turning founded by his grandfather. He made many improvements to the lathe for ornamental turning, but he is now remembered chiefly for the continuation of his father's publication Turning and Mechanical Manipulation. J.J. Holtzapffel produced the fourth volume, on Plain Turning, in 1879, and the fifth, on Ornamental Turning, in 1884. In 1894 he revised and enlarged the third volume, but the intended sixth volume was never completed. J.J.Holtzapffel was admitted to the Turners' Company of London in 1862 and became Master in 1879. He was associated with the establishment of the Turners' Competition to encourage the art of turning and was one of the judges for many years. He was also an examiner for the City and Guilds of London Institute and the British Horological Institute. He was a member of the Society of Arts and a corresponding member of the Franklin Institute of Philadelphia. He was elected an Associate of the Institution of Civil Engineers in 1863 and became an Associate Member after reorganization of the classes of membership in 1878.[br]Principal Honours and DistinctionsMaster, Turners' Company of London 1879.Bibliography1879, Turning and Mechanical Manipulation, Vol. IV: Plain Turning, London; 1884, Vol. V: The Principles and Practice of Ornamental or Complex Turning, London; reprinted 1894; reprinted 1973, New York.RTSBiographical history of technology > Holtzapffel, John Jacob
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