Academic literature on the topic 'Debat oral'
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Journal articles on the topic "Debat oral"
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Ariani, Firda, Dawud Dawud, and Imam Agus Basuki. "Korelasi Kemampuan Bernalar dengan Kemampuan Menyimak Kritis Debat pada Siswa Kelas X." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 4, no. 2 (February 28, 2019): 230. http://dx.doi.org/10.17977/jptpp.v4i2.12003.
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<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> Before practicing to debate, a debater needs to have good critical listening skill to understand the content of the debate. By listening critically to the content of the debate, debater is expected to have the right point of view and also to think critically about other arguments. In critical listening of debate, listeners think actively from oral information in debate. The critical listeners must have a logical, reasonable, and not misguided way of thinking through a valid reasoning skill so that critical listening process can be done well. The result of this research shows there is a significant correlation between reasoning skill and critical listening of debate. If reasoning skill is high, critical listening skill of debate is high. If reasoning skill is low, critical listening skill of debate is low.</p><p><strong>Abstrak:</strong> Sebelum berlatih berdebat, seorang pendebat harus memiliki keterampilan menyimak kritis yang baik untuk memahami isi debat. Dengan menyimak secara kritis isi debat, seorang yang berdebat diharapkan memiliki sudut pandang yang tepat dan juga berpikir kritis tentang argumen pihak lain. Dalam menyimak kritis debat, penyimak berpikir secara aktif dari informasi lisan dalam debat. Penyimak yang kritis harus memiliki cara berpikir logis, masuk akal, dan tidak sesat melalui kemampuan bernalar yang valid sehingga proses menyimak kritis debat dapat dilakukan dengan baik. Hasil penelitian ini menunjukkan terdapat korelasi positif yang signifikan antara kemampuan bernalar dengan kemampuan menyimak kritis debat. Jika kemampuan bernalar tinggi, kemampuan menyimak kritis debat tinggi. Jika kemampuan bernalar rendah, kemampuan menyimak kritis debat rendah.</p></td></tr></tbody></table></div>
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Portelli, Alessandro. "Co stanowi o odmienności historii mówionej." Wrocławski Rocznik Historii Mówionej, Specjalny (December 31, 2018): 23–38. http://dx.doi.org/10.26774/wrhm.213.
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To tekst pochodzący z epoki wielkich debat nad statusem naukowym badań opartych na wątpliwym – zdaniem wielu historyków – materiale. Alessandro Portelli rozprawia się w tym opracowaniu z wątpliwościami i zarzutami stawianymi nie tylko wówczas, ale i dziś, wszędzie tam, gdzie pojawia się „widmo historii mówionej”. Ów swoisty manifest posiada ogromne walory edukacyjne, ponieważ porządkuje i wyjaśnia fundamentalne dla historii mówionej kwestie natury epistemologicznej i warsztatowej: wiarygodności źródeł mówionych, konsekwencji ich oralności i roli transkrypcji, czy wreszcie obiektywizmu przekazu.
Przedruk: A. Portelli, The Death of Luigi Trastulli and Other Stories: Form and Meaning in Oral History, State University of New York Press, Albany 1991, s. 45–58 State University of New York Press, Albany, 1991, s. 45–58, za zgodą State University of New York Press. Pierwsza wersja, Sulla specificitá della storia orale ukazała się w „Primo Maggio” (Mediolan, Włochy), 1979, vol. 13, s. 54–60, przedrukowana jako The peculiarities of oral history w „History Workshop”, 1981, nr 12, s. 96–107. [Tłumaczenie na podstawie: A. Portelli, What makes oral history different, [w:] The Oral History Reader, red. A. Thompson, R. Perks, London, New York 1998, s. 63–74. Zgoda na publikację przetłumaczonej wersji artykułu została udzielona przez Autora. Licencja CC BY-SA 4.0 (przyp. red.)].
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Suraya, Suraya, Anandita Eka Setiadi, and Nuri Dewi Muldayanti. "ARGUMENTASI ILMIAH DAN KETERAMPILAN BERPIKIR KRITIS MELALUI METODE DEBAT." EDUSAINS 11, no. 2 (December 15, 2019): 233–41. http://dx.doi.org/10.15408/es.v11i2.10479.
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SCIENTIFIC ARGUMENTATION AND CRITICAL THINKING SKILLS TROUGH DEBATE METHODS AbstractLack of self-confidence and weak student reasoning in biology learning are related to scientific argumentation skills and critical thinking skills. This study aims to examine scientific argumentation and critical thinking skills of class X students in MAN 1 Natuna through debate methods on biodiversity material. This study uses a qualitative approach with descriptive methods. Data collection using observation, interviews, and documentation. Assessment of scientific argumentation and critical thinking was done oral and written. Scientific argumentation skills refer to Toulmin's Argument Pattern (TAP) and critical thinking skills are categorized in Strong, Acceptable, Unacceptable, & Weak. The results showed that student' scientific argumentation skills were at levels 2, 3, and 4. None of the students were at levels 1 and 5. Students' critical thinking skills were in the Unacceptable (62.06%) and Acceptable (37.94% ) category. Scientific arguments and critical thinking of class X students at MAN 1 Natuna are low. AbstrakKurangnya kepercayaan diri serta lemahnya penalaran siswa pada pembelajaran biologi berkaitan dengan keterampilan argumentasi ilmiah dan keterampilan berpikir kritis. Penelitian ini bertujuan untuk menguji keterampilan argumentasi ilmiah dan keterampilan berpikir kritis siswa kelas X di MAN 1 Natuna melalui metode debat pada materi keanekaragaman hayati. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Penilaian keterampilan argumentasi ilmiah dan berpikir kritis dilakukan secara lisan & tulisan. Keterampilan argumentasi ilmiah siswa mengacu pada Toulmin’s Argument Pattern (TAP), sedangkan keterampilan berpikir kritis dikategorikan dalam Strong, Acceptable, Unacceptable, & Weak. Hasil penelitian menunjukkan, keterampilan argumentasi ilmiah siswa berada pada level 2, 3, dan 4. Tidak ada satupun siswa yang berada pada level 1 dan 5. Keterampilan berpikir kritis siswa pada kategori Unacceptable (62.06%) dan Acceptable (37.94%). Argumentasi ilmiah dan berpikir kritis siswa kelas X di MAN 1 Natuna tergolong masih rendah.
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Kadri, Wahab Nur. "Dialektika Komunikasi pada Debat Pilpres 2019 dalam Perspektif Al-Qur’an." El Madani : Jurnal Dakwah dan Komunikasi Islam 1, no. 01 (June 16, 2020): 49–60. http://dx.doi.org/10.53678/elmadani.v1i01.49.
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The 2019 Presidential Debate contained in the Qur'an about the Jadal verses through the Dialectic Communication perspective also by studying more deeply and philosophically. This discussion leads the author to discuss the science of communication and the Qur'an with stories and history in a special discussion: about the schedule that arises due to the "message" that comes after there is news of a saliha woman opened by Khaulah bint Tsa'labah; about the Qur'an quoting itself in discussions with the dialectic of the Jadal concept through forms of communication (guidance and revelation) conveyed to the Apostles and humans on earth; The Muslim Ummah needs the Qur'an from an oral tradition that is moving towards the written tradition (the tabi'in, Islamic scholars and thinkers and so on) in analyzing Jadal, where the classical tradition would never be expected. Next schedule; about the form of Jadal in the Al-Qur'an needs to be reviewed transmitted and transformed in the present and future context, such as in the contestation of the Presidential Debate, Pilgub, Pilkada, even in social, cultural, ideological, and religious (Islamic) discourses. Through literature study methods with thematic analysis understanding Jadal in the Qur'an can be analyzed in a complete and objective manner. The implication, as part of the science of communication in the frame of the Qur'an, Jadal understanding has a strong significance because it can enlighten human insight into morality morals.
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Nurlailia, Siti, Rina Febriana, and Annis Kandriasari. "Pengaruh Penerapan Metode Debat Terhadap Keaktifan Peserta Didik Dalam Materi Zat Gizi Sumber Zat Pengatur Di SMKN 32 Jakarta." Jurnal Sains Boga 4, no. 1 (May 27, 2021): 13–21. http://dx.doi.org/10.21009/jsb.004.1.03.
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This study aims to determine the effect of the application of the debate method on the activeness of students in the nutritional content of regulatory substances at SMKN 32 Jakarta, using the Quasi-experimental method. The activeness instrument consists of five lattice indicators of the activeness observation sheet consisting of display, oral, listening, writing and mental with a total of 28 items. The sample of this research was 59 students who were selected by the purposive sampling method. From the data obtained by the experimental class with 29 respondents and the control class with 30 people, the results on visual indicators were 82.74% for activeness in the experimental class and 78.69% for the control class. In the oral indicator as much as 79.59% for activeness in the experimental class and 76.12% for the control class. On the listening indicator as much as 80.12% for activeness in the experimental class and 75.71% for the control class. The writing indicators were 77.98% for activeness in the experimental class and 71.55% for the control class. On mental indicators as much as 75.95% for activeness in the experimental class and 71.67% for the control class. Based on the results obtained, the activeness of students can be ranked according to its indicators, namely indicators of speaking, displaying, writing, listening, and mental. This study found the results of the data analysis were not normally spread, then testing with mann whitney u-test concluded that the method of debate had an effect on the activeness of students in learning the material for the source of regulatory substances.
Penelitian ini bertujuan untuk mengetahui pengaruh penerapan metode debat terhadap keaktifan peserta didik dalam materi zat gizi sumber zat pengatur di SMKN 32 Jakarta, menggunakan metode Quasi-eksperimen. Instrumen keaktifan terdiri dari lima indikator kisi-kisi lembar observasi keaktifan yang terdiri dari tampilan, lisan, mendengarkan, menulis, dan mental dengan total 28 butir. Sampel penelitian ini adalah 59 peserta didik yang dipilih dengan metode sampling bertujuan. Dari data yang diperoleh kelas eksperimen dengan jumlah responden 29 orang dan kelas kontrol dengan jumlah 30 orang, mendapatkan hasil pada indikator visual sebanyak 82,74% untuk keaktifan pada kelas eksperimen dan 78,69% untuk kelas kontrol. Pada indikator oral sebanyak 79,59% untuk keaktifan pada kelas eksperimen dan 76,12% untuk kelas kontrol. Pada indikator listening sebanyak 80,12% untuk keaktifan pada kelas eksperimen dan 75,71% untuk kelas kontrol. Pada indikator writing sebanyak 77,98% untuk keaktifan pada kelas eksperimen dan 71,55% untuk kelas kontrol. Pada indikator mental sebanyak 75,95% untuk keaktifan pada kelas eksperimen dan 71,67% untuk kelas kontrol. Berdasarkan hasil yang telah diperoleh keaktifan peserta didik dapat di peringkatkan menurut indikatornya, yaitu indikator berbicara, tampilan, menulis, mendengarkan, dan mental. Penelitian ini mendapatkan hasil analisis data tidak tersebar normal dan dilanjutkan dengan pengujian dengan uji u-man withney, didapatkan hasil bahwa metode debat berpengaruh terhadap keaktifan peserta didik dalam pembelajaran materi zat gizi sumber zat pengatur.
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Henderson, J. M. "The Debate Surrounding Oral Conscious Sedation." Yearbook of Dentistry 2006 (January 2006): 141–43. http://dx.doi.org/10.1016/s0084-3717(08)70121-1.
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EVANS, JEFF. "Oral or Intramuscular? Steroid Debate Continues." Skin & Allergy News 36, no. 10 (October 2005): 18. http://dx.doi.org/10.1016/s0037-6337(05)70711-7.
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EVANS, JEFF. "Oral or Intramuscular? Steroid Debate Continues." Internal Medicine News 38, no. 20 (October 2005): 31. http://dx.doi.org/10.1016/s1097-8690(05)72152-1.
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Želježič, Mirjana. "Debate in EFL Classroom." ELOPE: English Language Overseas Perspectives and Enquiries 14, no. 1 (June 12, 2017): 39–54. http://dx.doi.org/10.4312/elope.14.1.39-54.
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Relying primarily on the Common European Framework of Reference for Languages (CEFR) and The National EFL Syllabus, this paper focuses on the highest ranking goals within formal foreign language (L2) education: the development of communicative competence (which the communicative paradigm regards as the most important goal of contemporary language teaching), and of critical thinking (CT) ability, which is widely recognised as the main general education goal. It also points to some of the discrepancies generated by tensions between the fact that language is a social and cultural phenomenon that exists and evolves only through interaction with others, and individual-student-centred pedagogical practices of teaching (and assessment) – which jeopardise the validity of these practices. Next, it links the official educational goals to the cultivation of oral interaction (rather than oral production) in argumentative discursive practices in general and in structured debate formats in particular, which are proposed as an effective pedagogical method for developing CT skills and oral interactional competence in argumentative discursive events, especially on B2+ levels.
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&NA;. "Insulin debate: alone or with oral antihyperglycaemics?" Inpharma Weekly &NA;, no. 1404 (September 2003): 3. http://dx.doi.org/10.2165/00128413-200314040-00003.
Full textDissertations / Theses on the topic "Debat oral"
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Cano, Ortiz Maria Isabel. "Argumentació i construcció del coneixement: Estratègies argumentatives dels estudiants universitaris en situació de debat." Doctoral thesis, Universitat Ramon Llull, 2010. http://hdl.handle.net/10803/9280.
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Aquesta recerca pretén descriure les estratègies argumentatives que els estudiants universitaris utilitzen en situació de debat per construir el coneixement. L'estudi s'ha dut a terme a partir de dos escenaris diferenciats d'aprenentatge; un primer debat de rol clàssic, en el qual uns participants adopten la posició a favor d'un dels components del dilema exposat i uns altres defensen la posició contrària. I un segon debat de role-playing, en el qual els participants adopten un rol professional i actitudinal en la dramatització d'una reunió professional amb la finalitat d'arribar a uns acords per a la resolució d'un cas pràctic. Els objectius d'aquesta recerca se centren en, a) conèixer quin és el coneixement declaratiu dels participants sobre el debat com metodologia per construir coneixement, b) analitzar les estratègies argumentatives tant escrites com orals en alumnes de primer curs d'educació superior, c) analitzar el contingut i l'estructura argumentativa oral entesa com la seqüència d'argument, contraargument i refutació, d) analitzar els tipus de contraarguments i refutacions, les seqüències argumentatives, els patrons d'interacció i e) analitzar la incorporació polifònica (o d'altres veus) en els textos inicials, els debats orals i els textos finals.
Per assolir aquests objectius s'ha adoptat una metodologia ex post facto, amb un enfocament descriptiu-explicatiu i un disseny combinat d'anàlisi de dades amb tècniques quantitatives i tècniques qualitatives. Per cadascun dels objectius s'han dut a terme diversos nivells d'anàlisi: per la totalitat dels estudiants (n=77), per cadascun dels grups de seminari i segons els dos tipus de debat.
Els resultats indiquen una millora en l'evolució de les estratègies argumentatives escrites com efecte de la interacció grupal, així com canvis significatius en els punts de vista sobre els temes debatuts. Pel que fa al discurs argumentatiu oral, els participants manifesten, en ambdós debats, la mateixa estructura argumental i similars seqüències i patrons d'interacció. Tot i així, en alguns episodis temàtics s'observa una adaptació a la demanda de la tasca que implica canvis en els patrons d'interacció. Alhora, també s'observen diferències significatives respecte la incorporació de diferents veus provinents de les lectures o dels debats, tant en les produccions escrites com orals dels estudiants.
Esta investigación pretende describir las estrategias argumentativas que los estudiantes universitarios utilizan en situación de debate parar construir el conocimiento. El estudio se ha llevado a cabo a partir de dos escenarios diferentes de aprendizaje; un primer debate de rol clásico, en el cual unos participantes adoptan la posición a favor de uno de los componentes del dilema expuesto y otros defienden la posición contraria. Y un segundo debate de role-playing, en el cual los participantes adoptan un rol profesional y actitudinal en la dramatización de una reunión profesional con la finalidad de llegar a unos acuerdos para la resolución de un caso práctico.
Los objetivos de esta investigación se centran en, a) conocer cuál es el conocimiento declarativo de los participantes sobre el debate como metodología para construir conocimiento, b) el estudio de las estrategias argumentativas tanto escritas como orales en los alumnos de primer curso de educación superior, c) analizar el contenido y la estructura argumentativa oral entendida como la secuencia de argumento, contraargumento y refutación, d) analizar los tipos de contraargumentos y refutaciones, las secuencias argumentativas, los patrones de interacción y e) analizar la incorporación polifónica (o de otras voces) en los textos iniciales, los debates orales y los textos finales.
Para conseguir estos objetivos se ha adoptado una metodología ex post facto, con un enfoque descriptivo-explicativo y un diseño combinado de análisis de datos con técnicas cuantitativas y técnicas cualitativas. Para cada uno de los objetivos se han llevado a cabo diversos niveles de análisis: para la totalidad de los participantes (n=77), para cada grupo de seminario y en función de los dos tipos de debates.
Los resultados indican una mejora en la evolución de las estrategias argumentativas escritas como efecto de la interacción grupal, así como cambios significativos en los puntos de vista sobre los temas debatidos. En referencia al discurso argumentativo oral, los participantes manifiestan en ambos debates la misma estructura argumental y similares secuencias y patrones de interacción. Sin embargo, en algunos episodios temáticos se observa una adaptación a la finalidad de la actividad que implica cambios en los patrones de interacción. Al mismo tiempo, también se observan diferencias significativas respecto a la incorporación de diferentes voces provenientes de las lecturas o de los debates, tanto en las producciones escritas como orales de los estudiantes.
The scope of this study is to describe the argumentative strategies students use in a debate situation in order to construct knowledge. This study was carried out in two different learning contexts; a classic role in the first debate, where some participants take a position in favour of a component of the dilemma to be faced and others defend the contrary position. And a second debate of role-playing, in which participants adopt a professional role and attitude in the dramatization of a professional meeting with the purpose of reaching agreement to solve a practical case.
The aims of this research focuses on a) finding out the participants' declarative knowledge about debate as a methodology to contruct knowledge, b) studying written and oral argumentative strategies of firstyear undergraduate students, c) analyzing the content and structure of oral argumentation when it is understood as a sequence of argument, counterargument and refutation, d) analyzing the types of counterarguments and refutations, argumentative sequences, patterns of interaction and e) analyzing the polyphonic incorporation (other voices) in the initial texts, oral discussions and final texts.
In order to achieve these aims, an ex post facto methodology has been adopted, with a descriptive-explanatory approach, and a combined design of data analysis with quantitative and qualitative techniques. For each aim several levels of analysis were carried out: for the whole students (n=77), for each seminary group and according to two types of debates.
The results indicate an improvement in the argumentative writing strategies development due to group interaction effects, as well as significant changes in points of view on the issues discussed. In terms of oral argument speech, participants expressed the same argument structure and similar sequences and interaction patterns in both debates. However, in some thematic episodes there is an adaptation to the demands of the task that involves changes in the interaction patterns. Moreover, there are also significant differences between the different voices from the readings and discussions, both in written and oral students' production.
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Gonçalves, Luciana Fabíola. "O gênero oral debate em sala de aula: um estudo de caso." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/14610.
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Previous issue date: 2009-12-01Secretaria da Educação do Estado de São Paulo
Oral genres integrate one of the directives proposed by Portuguese PCNs. However, many teachers face great difficulty in dealing with it. Oral genres seem to have been considered a secondary teaching practice in Brazilian schools. There are few theoretical references to the development of pedagogic practices that utilize this genre. In order to improve teaching using oral genres, this study analyzed a classroom debate with sixth grade students during a Portuguese language class, presenting a didactic sequence for the teaching of this gender. Our aim was to analyze student interaction during the debate and which linguistic elements were used by the students and by the teacher-moderator. This work is based on socio-interactive speech (BAKHTIN, 2002; BRONCKART, 1999, 2007); interaction through language (KOCH, 2000); oral and written characteristics (MARCUSHI, 2007a); the importance of oral genres in the classroom and the development of didactic sequences (DOLZ & SCHNEUWLY, 2004a, 2004b; DOLZ, NOVERRAZ & SCHNEUWLY, 2004; the characteristics of classroom debates (RIBEIRO, 2009). This study showed that, generally, elementary school teachers face difficulty in using oral genres in the classroom. We concluded that the students were not being correctly oriented to interact in this genre, because they could not explore adequately the linguistic elements that lead to a more comprehensive interaction. The teacher would have had better results have if he would have started from a didactic sequence
O ensino com gêneros orais vigora como uma das diretrizes propostas pelos PCN de Língua Portuguesa. Entretanto, muitos professores ainda têm sérias dificuldades em lidar com essa modalidade, que parece ser relegada a segundo plano nas escolas do País. São poucas as referências teóricas sobre o desenvolvimento de práticas pedagógicas com esse gênero. No intuito de contribuirmos para o aprimoramento das aulas com gêneros orais, verificamos, neste trabalho, como o gênero debate em sala de aula foi utilizado em uma aula de Língua Portuguesa, na 6ª série do Ensino Fundamental, e apresentamos uma sequência didática para o ensino desse gênero. Nosso foco foi o de observar como se instaurou a interação no debate e quais foram os elementos linguísticos utilizados pelos alunos e pela professora-mediadora no processo interacional. Para tanto, embasamos-nos em estudos sobre sociointeracionismo discursivo (BAKHTIN, 2002; BRONCKART, 2007); interação pela linguagem (KOCH, 2000); características da oralidade e da escrita (MARCUSCHI, 2007a); importância dos gêneros orais em sala de aula e desenvolvimento de sequência didática (DOLZ & SCHNEUWLY, 2004a, 2004b; DOLZ, NOVERRAZ & SCHNEUWLY, 2004); características do gênero debate em sala de aula (RIBEIRO, 2009), entre outros. O trabalho revelou que, de modo geral, os professores no Ensino Fundamental sentem dificuldades para trabalhar com o gênero oral. Em nossas observações, constatamos que os alunos não são devidamente orientados para interagir nesse gênero, por não conseguirem explorar adequadamente os elementos linguísticos que levam a uma interação mais significativa. Possivelmente, o professor teria alcançado melhores resultados se tivesse partido de uma sequência didática
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Mpolweni, Nosisi Lynette. "The orality - literacy debate with special reference to selected work of S.E.K. Mqhayi." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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The focus of this thesis is on Xhosa oral and written poetry. The discussion in the thesis is based on the information from existing literature, the responses from the questionnaires and the interviews with some Xhosa iimbongi (person who sings praises) who have reflected on their personal experiences. In addition to this, S.E.K. Mqhayi is at the centre of discussion because as a prominent Xhosa imbongi he features in both the oral and the written world.
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Ribeiro, Raquel Côrtes. "Os gêneros textuais orais na escola: o debate como um gênero oral público." Universidade Federal de Juiz de Fora (UFJF), 2010. https://repositorio.ufjf.br/jspui/handle/ufjf/2536.
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Este trabalho tem por objetivo investigar como uma abordagem sistemática em torno dos gêneros textuais pode contribuir para o desenvolvimento das práticas de oralidade na escola. Tal pesquisa baseia-se em alguns conceitos-chave das teorias de gêneros, seguindo o enquadre sócio-discursivo de Bakhtin e a discussão sobre a transposição didática do gênero empreendida pelo Grupo de Genebra (Dolz & Schneuwly, em particular). Recorre-se também a estudos sobre a importância dos gêneros orais públicos no processo de ensino-aprendizagem de Português. Tomando como base essas perspectivas teóricas, uma proposta pedagógica para o gênero debate foi delineada e, a partir dos dados obtidos com a aplicação da sequência didática, foi possível observar que o trabalho sistemático em sala com os gêneros orais, numa abordagem adequada, pode efetivamente trazer resultados bastante positivos.
This research aims at investigating how a systematic approach in relation to text genres can contribute to the development of orality practices at school.This study relies on some basic concepts from genre theory, such as the Bakhtin sociointeractionist perspective and the discussion about pedagogical implications as discussed by The Genebra Group (mainly Dolz & Schneuwly). We also investigated some studies on the importance of the oral public for the learning and teaching process of Portuguese. Taking as the basis these theoretical perspectives, a pedagogical proposal for the debate genre was delineated and, from acquired data after the didactics sequence application, it was possible to observe that a systematic work in the classroom with the oral genres, in a suitable approach, can effectively bring very positive results.
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Núñez, Murillo Gabriela. "Culturas orales y culturas escritas : lectura crítica del debate contemporáneo." Master's thesis, Pontificia Universidad Católica del Perú, 2003. http://tesis.pucp.edu.pe/repositorio/handle/123456789/79.
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El Objetivo principal de este trabajo de tesis, es mostrar a través de una revisión bibliográfica detenida y crítica de los representantes de ambas corrientes, que el debate contemporáneo sobre las relaciones existentes entre la oralidad y la escritura y sus efectos en el desarrollo de las culturas, es en realidad un falso debate. Ambas posturas son válidas, complementarias más que contrapuestas, y tienen mucho que aportar para la comprensión de las culturas.Tesis
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Ribeiro, Nadja Souza. "Literatura em debate : possibilidades para o desenvolvimento da capacidade argumentativa oral no 9º ano." Universidade Federal de Sergipe, 2015. https://ri.ufs.br/handle/riufs/6468.
Full textAbstract:
Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorArgue, disagree with each other´s point of view and give answers to questions are argumentative actions that permeate many communicative situations. The school, established as the place of appropriation of knowledge, can serve the pedagogical practice directed to criticality and reflection; however, at elementary school, the systematic study of argumentation is a little used. In a social discursive perspective, this report aims to present the results of action research realized at CCDMA-BA School, whose purpose is to develop oral argumentation skills in the classroom from a ruled debate. Moreover, presents the pedagogic book turned for the basic education teacher. The research is based on the theories proposed by Perelman and Olbrechts-Tyteca (2005) which highlight the theoretical principles of the argumentation; Leitão (2011) and Pontecorvo, (2005) who talk about the teaching of argumentation as a process of acquisition of knowledge; Dolz, Schneuwly and Pietro (2010) who present the application of the concept of textual genres and the study of the ruled debate by means of didactic sequence; Cosson (2014b) who discusses the literary literacy practices inside and outside the school environment. We chose the application of a didactic sequence as methodology because it promotes a systematic study of oral genres; and the reading of literary texts configured in the process as a starting point for the identification of social relevance themes and for the constitution of the arguments. The research is justified by the fact of the argumentation be a cognitive and social process that promotes the construction of knowledge and introduces discursive processes in/for human language. The results show that, when are realized pedagogical practices focused on work by language skills, the students effectively learn how to express themselves as discursive subjects. Moreover, it was observed that the study of argumentation is viable in basic education and essential, since it also promotes the reflection and the construction of knowledge. The final product of the research is registered in a Pedagogical Notebook that intends to share the experience realized with other Portuguese language teachers, thus contributing to the improvement of the practices of language in school.
Argumentar, discordar do ponto de vista do outro e dar respostas a questionamentos são ações argumentativas que permeiam cotidianamente várias situações comunicativas. O contexto escolar, instituído como o lugar de apropriação do saber, pode servir à prática pedagógica direcionada à criticidade e reflexão; entretanto, no ensino fundamental, o estudo sistematizado da argumentação é pouco oportunizado. Numa perspectiva sociodiscursiva, este relatório tem como objetivo apresentar os resultados da pesquisa-ação realizada no colégio CCDMA/BA, cujo propósito foi o de possibilitar o desenvolvimento de capacidades argumentativas orais em sala de aula a partir de um debate regrado. A pesquisa está fundamentada nas teorias propostas por Perelman e Olbrechts-Tyteca (2005), que evidenciam os princípios teóricos da argumentação; em Leitão (2011) e Pontecorvo (2005), que discorrem acerca do ensino da argumentação como processo de aquisição do conhecimento; em Dolz, Schneuwly e Pietro (2010), que apresentam a aplicação do conceito de gêneros textuais e o estudo do debate regrado por meio de sequência didática e em Cosson (2014b), que discute as práticas de letramento literário dentro e fora do ambiente escolar. Optou-se pela aplicação de uma sequência didática como metodologia de trabalho por promover um estudo sistemático dos gêneros orais, e a leitura de textos literários configurou-se no processo como ponto de partida para a identificação de temáticas de relevância social e para a constituição dos argumentos. A pesquisa justifica-se pelo fato de a argumentação ser um processo cognitivo e social que promove a construção do conhecimento e instaura processos discursivos na/pela linguagem humana. Os resultados apontam que, quando são realizadas práticas pedagógicas focadas no trabalho com as capacidades de linguagem, os estudantes efetivamente aprendem a posicionar-se como sujeitos discursivos. Além disso, observou-se que o estudo da argumentação é viável na Educação Básica e imprescindível, uma vez que também promove a reflexão e a construção de conhecimentos. O produto final da pesquisa empreendida está registrado em um Caderno Pedagógico que pretende partilhar a experiência realizada com outros professores de língua portuguesa, contribuindo, assim, com o aprimoramento das práticas de linguagem na escola.
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Ferreira, Elaine Cristina Forte. "A oralidade como objeto de ensino: por uma perspectiva de desenvolvimento da lÃngua oral a partir do gÃnero debate." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14510.
Full textAbstract:
CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel SuperiorDe que maneira o ensino da oralidade pode ser sistematizado a partir do gÃnero debate? Essa questÃo, que permeia toda nossa investigaÃÃo, centra-se no fato de consideramos essencial a utilizaÃÃo de atividades significativas que possam conceber as modalidades da lÃngua como intercambiÃveis, pensadas num contÃnuo, de forma que uma seja a extensÃo da outra. Delineamos como objetivo geral desta pesquisa propor uma sistematizaÃÃo do ensino da lÃngua oral na escola a partir do gÃnero debate, partindo da anÃlise das dificuldades demonstradas pelos alunos na construÃÃo desse gÃnero. Para fundamentar nossa pesquisa, o fio condutor à permeado pelos pressupostos teÃricos de uma perspectiva sociointeracionista da linguagem (BAKHTIN, 2009), que contempla a interface sob a qual nos posicionamos: amparamo-nos em conceitos do Interacionismo Sociodiscursivo (ISD), mais especificamente na perspectiva da Escola de Genebra (SCHNEUWLY; DOLZ, 1999; 2004); nos estudos da oralidade (MARCUSCHI, 2001; 2003; ANTUNES, 2003; FÃVERO, ANDRADE E AQUINO, 2003); em pressupostos da LinguÃstica de Texto, como a sequÃncia argumentativa (ADAM, 1992; 2008) e tÃpico discursivo (JUBRAN, 1993); e da AnÃlise da Conversa (MARCUSCHI, 1989; 2003; URBANO, 1999; PRETI, 1999) e da Fala-em-InteraÃÃo (SACKS; SCHEGLOFF; JEFFERSON, 2003). No intuito de atingir os objetivos dessa tese, empreendemos a realizaÃÃo da pesquisa de natureza qualitativa com nuances de pesquisa-aÃÃo que conta com a participaÃÃo de uma turma do 6 e uma turma do 7 ano do ensino fundamental. O processo de coleta de dados apresentou os seguintes procedimentos: submissÃo do projeto ao Comità de Ãtica, testagem dos procedimentos da pesquisa piloto e interaÃÃo com os alunos a partir da elaboraÃÃo de atividades para a produÃÃo do gÃnero debate. Os dados foram registrados em Ãudio e vÃdeo. As produÃÃes sÃo constituÃdas de textos orais, elaborados por alunos, a partir da apresentaÃÃo de temÃticas que suscitam discussÃo por terem a caracterÃstica de serem polÃmicas, o que, no nosso entender, pode ser a base para dar inÃcio à produÃÃo de debates. A partir desses procedimentos, construÃmos um corpus em 30h/ aulas. Os resultados a que chegamos demonstram que os principais entraves enfrentados pelos alunos na produÃÃo de um debate giram em torno de dois eixos: no que diz respeito à construÃÃo da argumentaÃÃo, hà argumentos inconsistentes e desvios de tÃpico recorrentes, que podem prejudicar os propÃsitos do gÃnero; e no que diz respeito aos elementos da oralidade, hÃ, de um lado, falta de planejamento e manifestaÃÃo de incerteza, hesitaÃÃo e dÃvida quando do uso de alguns marcadores conversacionais; e, de outro, existem constantes assaltos ao turno, que contribuem para rupturas de raciocÃnio e quebras na construÃÃo de sentido do texto que està sendo produzido pelo falante em curso. Para esses entraves, propomos atividades que podem amenizÃ-los e um roteiro de ensino do gÃnero debate.
How can the orality teaching be systematized from debate? This issue, which is the main theme throughtout this research, is focused on the fact that meaningful activities are considered to be essential, especially when the latter ones conceive langugae modalities as exchangeable. In other words, language modalities are regarded as a continuum between speech and writing, in a way that the latter one is an extension of the former one. We set as a research aim to propose a systematization in the orality teaching at school, taking the debate as the target text genre, by analyzing the difficulties that students demonstrated in writing this specific genre. As theoretical basis, we were guided by rationale found in the language sociointeractional perspective (BAKHTIN, 2009), which carries the interface that meets our investigation herein. In doing so, we stand on: Socio-Discursive Interactionism (SDI), mainly on the School of Geneva perspective (SCHNEUWLY; DOLZ, 1999; 2004); oral tradition studies (MARCUSCHI, 2001; 2003; ANTUNES, 2003; FÃVERO; ANDRADE; AQUINO, 2003); Text Linguistics, for instance: the argumentative constellation (ADAM, 1992; 2008), and discursive topic (JUBRAN, 1993); Conversation Analysis (MARCUSCHI, 1989; 2003; URBANO, 1999; PRETI, 1999); and Speech-in-Interaction (SACKS; SCHEGLOFF; JEFFERSON, 2003). In order to achieve this investigationâs aims, we relied on a qualitative action research, with the participation of one group on the 6th grade, and one group on the 7th grade from the Elementary Education. The data collection process followed this procedure: Project submission to the Ethics Committee, Pilot Researchâs procedures testing, and interaction with the students envolved upon elaborating activities to have them produce debate texts. Data were registered through audio and video. Data productions consist of oral texts, elaborated by students, followed by presentation of polemic themes that might raise discussions, which is, supposedly, a starting point to producing debate. Based on these procedures, we built up a corpus in 30 classes long. Results demonstrate that the most significant obstacles faced by students while producing debate rely on two points: with respect to the argumentative construction â there are inconsistent and arguments and recurrent topic deviation, which might jeopardize this genre proposes; and the ones pertaining to orality elements â there is, on one hand, lack of planing and incertainty manifestation, hesitation and doubt (upon using some conversation markers; and, on the other hand, constant turn-takings, which contribute to ratiocinaton rupture and a break in the meaning construction of the text which is being produced by the speaker in class. For those obstacles, we propose activities that might minimize them, as well as lesson plans on the debate genre.
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Ferreira, Elaine Cristina Forte. "A oralidade como objeto de ensino: por uma perspectiva de desenvolvimento da língua oral a partir do gênero debate." www.teses.ufc.br, 2014. http://www.repositorio.ufc.br/handle/riufc/12979.
Full textAbstract:
FERREIRA, Elaine Cristina Forte. A oralidade como objeto de ensino: por uma perspectiva de desenvolvimento da língua oral a partir do gênero debate. 2014. 229f. – Tese (Doutorado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2014.Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-06-30T12:45:40Z No. of bitstreams: 1 2014_tese_ecfferreira.pdf: 2832563 bytes, checksum: aa96dc2b0583e77376711f6445317373 (MD5)
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How can the orality teaching be systematized from debate? This issue, which is the main theme throughtout this research, is focused on the fact that meaningful activities are considered to be essential, especially when the latter ones conceive langugae modalities as exchangeable. In other words, language modalities are regarded as a continuum between speech and writing, in a way that the latter one is an extension of the former one. We set as a research aim to propose a systematization in the orality teaching at school, taking the debate as the target text genre, by analyzing the difficulties that students demonstrated in writing this specific genre. As theoretical basis, we were guided by rationale found in the language sociointeractional perspective (BAKHTIN, 2009), which carries the interface that meets our investigation herein. In doing so, we stand on: Socio-Discursive Interactionism (SDI), mainly on the School of Geneva perspective (SCHNEUWLY; DOLZ, 1999; 2004); oral tradition studies (MARCUSCHI, 2001; 2003; ANTUNES, 2003; FÁVERO; ANDRADE; AQUINO, 2003); Text Linguistics, for instance: the argumentative constellation (ADAM, 1992; 2008), and discursive topic (JUBRAN, 1993); Conversation Analysis (MARCUSCHI, 1989; 2003; URBANO, 1999; PRETI, 1999); and Speech-in-Interaction (SACKS; SCHEGLOFF; JEFFERSON, 2003). In order to achieve this investigation’s aims, we relied on a qualitative action research, with the participation of one group on the 6th grade, and one group on the 7th grade from the Elementary Education. The data collection process followed this procedure: Project submission to the Ethics Committee, Pilot Research’s procedures testing, and interaction with the students envolved upon elaborating activities to have them produce debate texts. Data were registered through audio and video. Data productions consist of oral texts, elaborated by students, followed by presentation of polemic themes that might raise discussions, which is, supposedly, a starting point to producing debate. Based on these procedures, we built up a corpus in 30 classes long. Results demonstrate that the most significant obstacles faced by students while producing debate rely on two points: with respect to the argumentative construction – there are inconsistent and arguments and recurrent topic deviation, which might jeopardize this genre proposes; and the ones pertaining to orality elements – there is, on one hand, lack of planing and incertainty manifestation, hesitation and doubt (upon using some conversation markers; and, on the other hand, constant turn-takings, which contribute to ratiocinaton rupture and a break in the meaning construction of the text which is being produced by the speaker in class. For those obstacles, we propose activities that might minimize them, as well as lesson plans on the debate genre.
De que maneira o ensino da oralidade pode ser sistematizado a partir do gênero debate? Essa questão, que permeia toda nossa investigação, centra-se no fato de consideramos essencial a utilização de atividades significativas que possam conceber as modalidades da língua como intercambiáveis, pensadas num contínuo, de forma que uma seja a extensão da outra. Delineamos como objetivo geral desta pesquisa propor uma sistematização do ensino da língua oral na escola a partir do gênero debate, partindo da análise das dificuldades demonstradas pelos alunos na construção desse gênero. Para fundamentar nossa pesquisa, o fio condutor é permeado pelos pressupostos teóricos de uma perspectiva sociointeracionista da linguagem (BAKHTIN, 2009), que contempla a interface sob a qual nos posicionamos: amparamo-nos em conceitos do Interacionismo Sociodiscursivo (ISD), mais especificamente na perspectiva da Escola de Genebra (SCHNEUWLY; DOLZ, 1999; 2004); nos estudos da oralidade (MARCUSCHI, 2001; 2003; ANTUNES, 2003; FÁVERO, ANDRADE E AQUINO, 2003); em pressupostos da Linguística de Texto, como a sequência argumentativa (ADAM, 1992; 2008) e tópico discursivo (JUBRAN, 1993); e da Análise da Conversa (MARCUSCHI, 1989; 2003; URBANO, 1999; PRETI, 1999) e da Fala-em-Interação (SACKS; SCHEGLOFF; JEFFERSON, 2003). No intuito de atingir os objetivos dessa tese, empreendemos a realização da pesquisa de natureza qualitativa com nuances de pesquisa-ação que conta com a participação de uma turma do 6º e uma turma do 7º ano do ensino fundamental. O processo de coleta de dados apresentou os seguintes procedimentos: submissão do projeto ao Comitê de Ética, testagem dos procedimentos da pesquisa piloto e interação com os alunos a partir da elaboração de atividades para a produção do gênero debate. Os dados foram registrados em áudio e vídeo. As produções são constituídas de textos orais, elaborados por alunos, a partir da apresentação de temáticas que suscitam discussão por terem a característica de serem polêmicas, o que, no nosso entender, pode ser a base para dar início à produção de debates. A partir desses procedimentos, construímos um corpus em 30h/ aulas. Os resultados a que chegamos demonstram que os principais entraves enfrentados pelos alunos na produção de um debate giram em torno de dois eixos: no que diz respeito à construção da argumentação, há argumentos inconsistentes e desvios de tópico recorrentes, que podem prejudicar os propósitos do gênero; e no que diz respeito aos elementos da oralidade, há, de um lado, falta de planejamento e manifestação de incerteza, hesitação e dúvida quando do uso de alguns marcadores conversacionais; e, de outro, existem constantes assaltos ao turno, que contribuem para rupturas de raciocínio e quebras na construção de sentido do texto que está sendo produzido pelo falante em curso. Para esses entraves, propomos atividades que podem amenizá-los e um roteiro de ensino do gênero debate.
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Galan, Teque Lesly Jaqueline. "El debate para desarrollar la expresión oral en niños de segundo grado de primaria del distrito de San José." Bachelor's thesis, Universidad Católica Santo Toribio de Mogrovejo, 2021. http://hdl.handle.net/20.500.12423/3573.
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En nuestra actualidad a nivel internacional, nacional y local se enfrenta una gran deficiencia en el aprendizaje de los niños debido a que estos no han adquirido las competencias comunicativas. Centrándose en esto se realizó esta investigación con el objetivo de explicar el desarrollo de la expresión oral, mediante el uso del debate como estrategia didáctica en niños de segundo grado de primaria del distrito de San José. Así mismo para lograr aquello en su metodología tiene un enfoque cualitativo con un diseño aplicativo, mediante el método no probabilístico intencionado. Como resultado esperado es el desarrollo de la expresión en niños de segundo grado de primaria, así como también mediante esto contribuir a que los estudiantes puedan alcanzar habilidades y competencias comunicativas para un aprendizaje eficiente en su nivel primario. En síntesis, el impacto que tendrá esta investigación es educativo porque contribuirá en el desarrollo de competencias comunicativas como es la expresión oral desde su formación primaria.
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Oliveira, Fernando Alves de. "Oralidade em sala de aula para além dos gêneros informais: uma proposta interventiva com o gênero debate de opinião." Universidade Federal da Paraíba, 2015. http://tede.biblioteca.ufpb.br:8080/handle/tede/7667.
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Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2015-12-07T12:53:08Z
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This paper is a research, interventionist and applied, involving formal oral genres, which culminated in an opinion debate with students from 9th grade of a public school in Joao Pessoa (PB) on "Marijuana: Keep prohibition or decriminalize?". We assume that orality, particularly in formal situations, it is forgotten by the school, which compromises the integral formation of Portuguese-speaking students and therefore should be encouraged in the classroom. The main purpose of the procedure was equip students for responsible and critic production of oral texts, especially in the formal mode, teaching them to use the language in an appropriate manner, in all contexts. As an intervention parameter, we rely (with adjustments) in the model of didactic sequence by Dolz, Noverraz and Schneuwly (2004), taking into account strategies that enable students to understand and produce texts appropriate to the genre in question, considering its style, subject content and compositional structure (Bakhtin, 1997) and also had developed his argumentative skills. As theoretical support, we resort to Antunes (2003), Reyzábal (1999), Koch (2011) and Marcuschi (1997, 2007, 2010), that supported us in the understanding of oral language, reading, writing, oral genres and debate. Besides Preti (2004) and Ramos (1997), which contributed to the study of linguistic register and formal oral genres and Ribeiro (2009); Fiorin (2015) and Piglet (2011), dealing with concepts of argument, counter-argument and argumentative resources. Our analysis was based on comparing the first production (the theme homophobia) and the latter considered the work developed during the modules. It was possible to detect advances as the characterization by students of the genre of opinion debate, from the articulation of its three constituent elements and the formulation of points of linguistic view, semantics and articulated arguably, with the use of resources as the exemplification, the exposure facts and transitivity. At the end, we present a suggested teaching sequence on the gender opinion debate, based on our practice of the classroom.
O presente trabalho trata de uma investigação, de caráter intervencionista e aplicada, envolvendo gêneros orais formais, que culminou na realização de um debate de opinião com alunos do 9º ano de uma escola estadual de João Pessoa (PB) sobre o tema “Maconha: Manter Proibição ou Descriminalizar?”. Partimos do pressuposto de que a oralidade, principalmente em situações formais, é esquecida pela escola, o que compromete a formação integral de estudantes de Língua Portuguesa e, por isso, deve ser incentivada em sala de aula. O principal objetivo do procedimento foi instrumentalizar os estudantes para a produção competente e crítica de textos orais, especialmente na modalidade formal, ensinando-os a usar a língua, de forma adequada, em todos os contextos. Como parâmetro de intervenção, nos baseamos (com adaptações) no modelo de sequência didática de Dolz, Noverraz e Schneuwly (2004), levando em conta estratégias que permitissem aos estudantes compreender e produzir textos adequados ao gênero em questão, considerando seu estilo, conteúdo temático e estrutura composicional (BAKHTIN, 1997) e ainda tivessem desenvolvidas suas capacidades argumentativas. Como aporte teórico, recorremos a Antunes (2003), Reyzábal (1999), Koch (2011) e Marcuschi (1997, 2007, 2010), que nos subsidiaram no entendimento sobre oralidade, leitura, escrita, gêneros orais e debate. Além de Preti (2004) e Ramos (1997), que contribuíram no estudo do registro linguístico e gêneros orais formais e Ribeiro (2009); Fiorin (2015) e Leitão (2011), que tratam dos conceitos de argumentação, contra-argumentação e recursos argumentativos. Nossa análise tomou por base a comparação entre a primeira produção (cujo tema foi homofobia) e a última, considerado o trabalho desenvolvido durante os módulos. Foi possível detectar avanços como a caracterização, pelos alunos, do gênero debate de opinião, a partir da articulação de seus três elementos constituintes e a formulação de pontos de vista linguística, semântica e argumentativamente articulados, com o uso de recursos como a exemplificação, a exposição de fatos e a transitividade. Ao final, apresentamos uma sugestão de sequência didática sobre o gênero debate de opinião, baseada em nossa prática de sala de aula.
Books on the topic "Debat oral"
1
1956-, Espino Gonzalo, ed. Tradición oral, culturas peruanas: Una invitación al debate. Lima, Perú: Fondo Editorial, Universidad Nacional Mayor de San Marcos, 2003.
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2
Barrientos, Moises Efrain Rosales. El juicio oral en Guatemala: Técnicas para el debate. Guatemala: Impresos GM, 2000.
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3
Büsser, Roberto A. El juicio con debate oral en el Código procesal penal de la nación. Buenos Aires: Rubinzal-Culzoni, 1993.
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4
Speaking back: The free speech versus hate speech debate. Amsterdam: J. Benjamins Pub. Co., 2002.
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Gelber, Katharine. Speaking back: The free speech versus hate speech debate. Amsterdam: Benjamins, 2002.
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Muñoz, Carlos Sainz. El debate probatorio oral en los nuevos juicios del trabajo: Doctrina y jurisprudencia. La Victoria, Venezuela: Editorial Cedil, 2004.
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Inter-American Institute of Human Rights, United Nations Fund for Population Activities, and Sweden. Styrelsen för internationellt utvecklingssamarbete, eds. Instituto Interamericano de Derechos Humanos: La anticoncepción oral de emergencia : el debate legal en América Latina. San José, Costa Rica: Instituto Interamericano de Derechos Humanos, 2008.
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Navarro, Sergio Arnoldo Morán, Irina Cervantes Bravo, and Humberto Lomelí Payán. El sistema acusatorio oral de Nayarit a debate: Comentarios a la iniciativa de nuevo código de procedimientos penales del estado de Nayarit. México, D.F: Editorial Fontamara, 2013.
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Los talleres de historia por dentro: Plan nacional de lectura, 1987-1989 (Coleccion Nuestro pueblo, mi pueblo). Ministerio de Educacion, 1989.
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Los talleres de historia por dentro: Plan nacional de lectura, 1987-1989. [Buenos Aires, Argentina]: Secretaría de Cultura de la Nación, Dirección Nacional del Libro, 1989.
Find full textBook chapters on the topic "Debat oral"
1
Goldstein, Rachel, and Bonnie Halpern-Felsher. "Oral Sex and Sexual Debut." In Encyclopedia of Evolutionary Psychological Science, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-16999-6_3646-1.
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Goldstein, Rachel, and Bonnie Halpern-Felsher. "Oral Sex and Sexual Debut." In Encyclopedia of Evolutionary Psychological Science, 5625–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_3646.
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Avery, Linda D., and Joyce VanTassel-Baska. "Local Panel of Leaders and Oral Debate." In Changing Tomorrow 3 Grades 9-12, 129–34. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233626-15.
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Reddy, Srinivas Gosla, and Avni Pandey Acharya. "De Novo Practice of Oral and Maxillofacial Surgery." In Oral and Maxillofacial Surgery for the Clinician, 871–81. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-1346-6_43.
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AbstractOral and maxillofacial surgery is a bridge between medicine and dentistry and the debate of pursuing a dual degree is a hot to trot topic worldwide, new residents should always weigh their abilities and focus on additional training in respective fields to improve their expertise. The experience of starting a practice in the scenario where more than 100-150 amateur oral surgeons are competing seems to be scary. The chapter deals with the problems faced by new surgeons in establishing their practice along with the solution to thrive in this competitive world. The chapter also emphasizes on the process of planning and setting up of a maxillofacial hospital along with the art of management of finances to guide the new surgeons.
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Perkins, Dallas. "Debate as Oral Activity." In Recovering Argument, 386–91. Routledge, 2018. http://dx.doi.org/10.4324/9781315100869-66.
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"The Oral Examination." In Practice Notes on Debt Recovery, 71–76. Routledge-Cavendish, 2001. http://dx.doi.org/10.4324/9781843142409-9.
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"Set Oral Roles: creating a debate." In Enlivening Secondary History: 50 Classroom Activities for Teachers and Pupils, 206–7. Routledge, 2012. http://dx.doi.org/10.4324/9780203113004-57.
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Breeze, Johno, Sat Parmer, and Niall McLeod. "Oral medicine and pathology." In Vivas for the Oral and Maxillofacial Surgery FRCS, 109–28. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198814306.003.0008.
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This chapter contains eight clinical vivas on the subject of oral medicine and pathology. This will provide candidates sitting the vivas component of the Oral and Maxillofacial Surgery FRCS examination with practical knowledge in the assessment and treatment of pathological conditions affecting the oral mucosa including ulceration, lichen planus, leukoplakia, as well as pemphigoid and pemphigus. It will also provide insight for clinicians in allied specialties, such as otolaryngology and plastic surgery, in how to engage in a debate with a senior clinician in the contemporary management of such complex cases.
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Breeze, Johno, Sat Parmer, and Niall McLeod. "Implants." In Vivas for the Oral and Maxillofacial Surgery FRCS, 177–84. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198814306.003.0013.
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This chapter contains eight clinical vivas on the subject of oral implantology. This will provide candidates sitting the vivas component of the Oral and Maxillofacial Surgery FRCS examination with practical knowledge in the assessment of alveolar ridge deficiency and treatment using bone grafts and osseointegrated implants. It will also provide insight for clinicians in allied specialties, such as otolaryngology and plastic surgery, in how to engage in a debate with a senior clinician in the contemporary management of such complex cases.
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Hoen, Bruno, and Xavier Duval. "Antibiotic prophylaxis and prevention of infective endocarditis." In ESC CardioMed, edited by Gilbert Habib, 1736–38. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198784906.003.0399.
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Prevention of infective endocarditis has historically focused on oral health because oral streptococci are part of oral flora and once caused most cases of native valve infective endocarditis. Because no randomized clinical trial has ever been conducted to confirm the efficacy and safety of antibiotic prophylaxis of infective endocarditis, it is likely that the debate on indications for antibiotic prophylaxis of infective endocarditis will continue in the coming years. In the meantime, it is reasonable to propose antibiotic prophylaxis to patients at high risk of infective endocarditis before they undergo high-risk dental procedures. Prevention of healthcare-associated infective endocarditis should also be targeted through prevention of healthcare-acquired bacteraemia, and antibiotic prophylaxis before the implantation of cardiac implantable electronic devices. Other prevention options include preservation of good oral hygiene. In the future, prevention of Staphylococcus aureus endocarditis might rely on vaccines, with candidate S. aureus vaccines currently being evaluated in humans.
Conference papers on the topic "Debat oral"
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Zhi, Hui, and Shudong Sun. "Double Output of Language and Mind-Empirical Research and Analysis on Postgradu-ates’ In-Class English Oral Debate." In 2013 International Conference on Information, Business and Education Technology (ICIBET-2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icibet.2013.97.
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Miodowski, Adam. "Środowiska naukowe związane z Instytutem Studiów Kobiecych w Białymstoku i ich wkład we współczesne polskie badania z zakresu historii kobiet (2011-2019)." In Ogólnopolska Konferencja Naukowa pt. „Ruchy kobiece na ziemiach polskich w XIX i XX w. Stan badań i perspektywy (na tle porównawczym)”. Wydawnictwo Uniwersytetu w Białymstoku, 2020. http://dx.doi.org/10.15290/rknzp.2020.01.
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W 2011 r. powstał w Białymstoku Instytut Studiów Kobiecych. Działające od blisko dziesięciu lat stowarzyszenie podjęło w tym czasie szereg inicjatyw ukierunkowanych na prowadzenie i upowszechnianie badań z zakresu historii kobiet oraz ich współczesnej aktywności w przestrzeni społecznej, kulturalnej, medialnej, politycznej, gospodarczej i naukowej. Wśród najważniejszych projektów realizowanych przez Instytut należy wskazać wieloletni cykl debat naukowych pod ogólnym tytułem Kobiety w życiu publicznym. Zainicjowano też ogólnopolską serię konferencji naukowych Polityka i politycy w prasie XX i XXI wieku, która uzyskała rangę międzynarodowej. Ukazały się też cenione tomy pokonferencyjne. Kluczowe znaczenie dla szerszej prezentacji wyników prowadzonych badań z zakresu historii kobiet i ich współczesnej aktywności było utworzenie „Czasopisma Naukowego Instytutu Studiów Kobiecych” oraz jego wprowadzenie na listę czasopism punktowanych Ministerstwa Nauki i Szkolnictwa Wyższego. Jeszcze ważniejszym osiągnięciem Instytutu Studiów Kobiecych stało się powołanie Ośrodka Badań Historii Kobiet. W jego prace zaangażowane są badaczki i badacze z Uniwersytetu w Białymstoku, Uniwersytetu Marii Curie-Skłodowskiej w Lublinie, Uniwersytetu Jana Kochanowskiego w Kielcach, Uniwersytetu Szczecińskiego, Uniwersytetu Pedagogicznego im. Komisji Edukacji Narodowej w Krakowie i innych uczelni. Wykrystalizowanie się tego ogólnopolskiego, międzyuczelnianego środowiska naukowo-badawczego uznać należy za zwieńczenie pierwszej dekady działalności kierowanego przez prof. Małgorzatę Dajnowicz Instytutu Studiów Kobiecych.
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Garcia, Harkaitz, Ramon Sancibrian, Mikel Zubizarreta, Jesus Cuadrado, Eduardo Roji, and Jose Ramon Llata. "A PROPOSAL FOR DEBATE-BASED METHODOLOGIES TO ASSESS AND TO IMPROVE WEAKNESSES IN ORAL-COMMUNICATION IN THE PROFESSIONAL WORLD OF NEW ENGINEERING GRADUATES." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0995.
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Machado, Vanessa Rosa. "Anarquia e crítica em Lygia Pape." In Encontro da História da Arte. Universidade Estadual de Campinas, 2006. http://dx.doi.org/10.20396/eha.2.2006.3857.
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A ainda pouco estudada trajetória da artista plástica Lygia Pape (1927-2004) pode revelar interessantes aspectos sobre as radicais transformações ocorridas nas últimas cinco décadas, período em que ela produziu. Embora parte de sua produção tenha sido voltada ao trabalho poético dos materiais, outra vertente despertou nosso maior interesse: a que se relaciona ao tratamento das questões exteriores, de fora, do cotidiano e da cidade. Sua obra foi marcada pelo experirnentalisrno e pelo engajamento; como artista concreta e neoconcreta esteve envolvida no amplo "projeto cultural moderno", de reconstrução do país em outras bases. Tal engajamento assumiu outras formas no final dos anos 1960, período de recrudescimento das medidas ditatoriais, e se traduziu em obras participativas realizadas em espaços alternativos. Entretanto, e apesar da dura realidade, a grande maioria de suas propostas foge do tom sisudo da denúncia panfletária e da crítica direta. Trabalhos como "Ovo" (1968) e "Divisor" (1968), embora possam ser lidos numa vertente política, apresentam essa questão de modo indireto, filtrado esteticamente. Obras posteriores, de meados da década de 1970, como seu projeto "Eat me: a gula ou a luxúria?" (1976), sobre a transformação da mulher em objeto sexual, já incorporam questões ligadas à cultura de massa e à indústria cultural. Seus anárquicos filmes em super-8, que ora criam uma realidade distinta, ora registram poeticamente a realidade, se apóiam no humor, na insolência e no grotesco para trazer à tona espinhosos aspectos contemporâneos, como o domínio da imagem e a agonia do espaço público. Nesse trabalho pretendemos investigar as inusitadas formas assumidas pela crítica no trabalho de Lygia Pape, uma vez que diante de um contexto repressivo, humor e anarquia podem ter assumido o papel de abrir uma possibilidade para trazer ao debate, através da arte, as questões mais candentes daquele período.