Academic literature on the topic 'Inglš'
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Journal articles on the topic "Inglš"
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Temizgul, Ridvan, Mikail Akbulut, and Domenico Lafiandra. "Genetic diversity of high-molecular-weight glutenin subunit compositions in bread wheat landraces originated from Turkey." Plant Genetic Resources: Characterization and Utilization 16, no. 1 (November 16, 2016): 28–38. http://dx.doi.org/10.1017/s1479262116000356.
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AbstractFocusing on 116 bread wheat landraces, this study investigated high molecular weight glutenin allele polymorphism, gene diversity, genetic variation and linkage disequilibrium (LD) inGlu-1loci. To identify gluten alleles, sodium dodesyl sulphate-polyacrylamide, gel electrophoresis was used and for statistical analyses POPGENE software was employed. The results indicated that average genetic variation (h) was the highest inGlu-B1(0.6421) and the lowest inGlu-A1locus (0.4548); genetic similarity ratio (I) was the highest inGlu-B1(1.4170); the highest average genetic diversity (Ht) was observed inGlu-B1(0.6575) and the lowest diversity was observed inGlu-A1(0.4558). It was also observed that genetic diversity inGlu-1locus was largely due to intra-population variations. Inter-population gene flow was also calculated as 4.0051. Marmara and Southeastern Anatolia regions, the results further indicated, had the highest (2.8691) and lowest (0.1694) heterozygosity. Genetic erosion risk for Turkish bread wheat landraces was also seen to be high. Considering the mutual analyses of subunits of nationwide wheat landraces, it is possible to speculate about a limited migration between the landraces. LD of the landraces was largely because of this limited migration and/or epistatic natural selection. Since Turkey is known as the gene centre for major cereals including wheat, barley, rye and oat, where they diversified and spread throughout the world, studying the gluten allele diversity of Turkish bread wheat landraces is important. In addition, this study has revealed the applicability of LD, and neutrality tests to gluten protein diversity for the first time.
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Smith, Allen. "Comment on Ingle." Peace & Change 23, no. 3 (July 1998): 399–401. http://dx.doi.org/10.1111/0149-0508.00092.
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Ballano Ruiz, Adrian, Raquel Pérez Mesonero, Virginia Melgar Molero, and Francisco Alcántara Nicolás. "Tumoración dolorosa en la ingle." Piel 31, no. 7 (August 2016): 500–501. http://dx.doi.org/10.1016/j.piel.2015.12.010.
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Kilburn, Helen. "Jesuit and gentleman planter: Ingle’s rebellion and the litigation of Thomas Copley S.J." British Catholic History 34, no. 03 (April 12, 2019): 374–95. http://dx.doi.org/10.1017/bch.2019.2.
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Father Thomas Copley S.J. (d. 1652) was born in Madrid in 1595/6 to an exiled English Catholic family. He joined the Maryland mission in 1637 under the alias Philip Fisher. In 1645 in the midst of the English Civil War, Richard Ingle, captain of the Reformation and under the authority of a Parliamentary Letter of Marque, plundered Maryland. Ingle, who mostly pursued wealthy Catholics, brought to England under arrest the Jesuit priests Thomas Copley and Andrew White on charges related to the legislation, An Act Against Jesuits, Seminary Priests and Other Such Disobedient Persons (1585). This article examines the proceedings of the High Court of Admiralty and the High Court of Chancery that relate to Ingle’s Rebellion (1645-1646). In particular, it examines the methods employed by Fr. Copley not only to escape execution but also to pursue Richard Ingle for damages to property and person. It therefore delineates the intersections between national allegiance, civil rights, and confessional adherence in Catholic and non-Catholic imaginations in both England and her empire. Importantly, this case study illustrates how English Jesuits navigated and used an immature English imperial jurisprudence to their advantage.
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Raff, Hershel. "Teaching glucocorticoid negative feedback and adrenocortical regulation using a classic paper by Dr. Dwight Ingle." Advances in Physiology Education 29, no. 3 (September 2005): 141–43. http://dx.doi.org/10.1152/advan.00020.2005.
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Teaching glucocorticoid negative feedback and adrenocortical regulation using a classic paper by Dr. Dwight Ingle. Adv Physiol Educ29: 141–143, 2005; doi:10.1152/advan.00020.2005.—The American Physiological Society (APS) Legacy Project and its accompanying Essays on APS Classic Papers have allowed the scientific community on-line access to the entire collection of APS publications since their inception in 1898 ( http://www.the-aps.org/publications/legacy/ and http://www.the-aps.org/publications/classics/ ). The availability of the classic physiological studies provides a unique teaching opportunity. The classic paper of Dr. Dwight Ingle represents just such a study. Dr. Ingle demonstrated that, using only purified extracts of the pituitary (ACTH) and adrenal cortex (corticosterone) and hypophysectomized rats, he could establish several of the basic principles of the control of adrenal function and glucocorticoid negative feedback that are now standard teaching material in endocrinology. An annotated figure from Dr. Ingle's paper is provided, which, when assigned to undergraduate or graduate students, will allow discovery learning. Furthermore, the brilliance and imagination of the physiologists of the last century are highlighted, which allows an appreciation of the seminal work of our predecessors.
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McIntosh, Scott E. "George Ingle Finch'sThe Struggle for Everest." Wilderness & Environmental Medicine 20, no. 3 (September 2009): 303. http://dx.doi.org/10.1580/09-weme-bk-343.1.
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Monteagudo, B., M. Ginarte, C. Durana, M. M. Used, M. Pereiro, C. de las Herasa, and J. M. Cacharrón. "Erupción dolorosa afectando la ingle derecha." Actas Dermo-Sifiliográficas 98, no. 5 (June 2007): 365–66. http://dx.doi.org/10.1016/s0001-7310(07)70084-4.
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Hiiemäe, Reet. "Taevasest teenäitajast kommertsmaailma sõnumitoojaks: ingli stereotüübid tarbijareklaamides." Mäetagused, no. 51 (August 27, 2012): 113–28. http://dx.doi.org/10.7592/mt2012.51.hiiemae.
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Milledge, James S. "George Ingle Finch's The Struggle for Everest." High Altitude Medicine & Biology 10, no. 1 (March 2009): 103. http://dx.doi.org/10.1089/ham.2008.1095.
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Floyd, Raymond. "Think Before You Write (Ingle, P.; 2006)." IEEE Transactions on Professional Communication 50, no. 2 (June 2007): 175–76. http://dx.doi.org/10.1109/tpc.2007.897620.
Full textDissertations / Theses on the topic "Inglš"
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Silva, Talita Guimar?es da. "Ingl?s para quem? : as implica??es do Programa Ingl?s sem Fronteiras no processo de internacionaliza??o da educa??o superior brasileira." Pontif?cia Universidade Cat?lica de Campinas, 2018. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/1107.
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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES
Due to the worldwide trend of internationalization of higher education, in 2011 the Brazilian government launched Science Without Borders (SwB), a federal program that aimed to qualify national science through student mobility. As a result of the large number of students being sent abroad, foreign language training became essential to the success of the program. In order to ensure the training of English-speaking students and ensure that they could study in English-speaking universities, English without Borders (EwB) was created with three main actions: application of proficiency tests, online and face-to-face courses. It is known that the English language is understood as a lingua franca by participating in different discursive spheres, economy, politics, and business, therefore, the current English language courses should prepare students for the complexity of language and its usage. In this way, our objective is to investigate how the courses work and how the SwB candidates are trained to use the English language in a foreign study context. Since the advent of globalization and the emergence of a vast English teaching industry, language has gained a utilitarian connotation and has come to be understood as a consumer good submissive to the laws of the labor market. In light of these findings, we analyzed the official and proposed documents of the EwB to understand the governmental proposal, we applied a questionnaire to the coordinators of the on-site courses and we, discursively, analyzed the media publications about the programs. With the linking of the different methods used in the research, we sought to explain EwB's submission to the SwB agenda and interests and, as a result, the political-social place in which the program was inserted in the face of the challenges brought by the internationalization of higher education.
Diante da tend?ncia mundial de internacionaliza??o da educa??o superior, o governo brasileiro lan?ou, em 2011, o Ci?ncia sem Fronteiras (CsF), programa federal que tinha por objetivo qualificar a ci?ncia nacional por meio da mobilidade estudantil. Com a grande quantidade de alunos sendo enviados ao exterior, a forma??o em l?ngua estrangeira passou a ser essencial para o ?xito do programa. No intuito de garantir a forma??o dos alunos em l?ngua inglesa para que pudessem estudar em universidades angl?fonas, o Ingl?s sem Fronteiras (IsF) foi criado com tr?s a??es principais: aplica??o de testes de profici?ncia, oferecimento de cursos presenciais e online. Sabendo que a l?ngua inglesa ? entendida como uma l?ngua franca por participar de diferentes esferas discursivas, da economia, da pol?tica, dos neg?cios, compreendemos que os cursos de l?ngua inglesa da atualidade devem preparar os alunos para a complexidade que constitui a l?ngua e o uso dela. Dessa forma, nosso objetivo ? investigar como os cursos funcionam e de que maneira os candidatos do CsF s?o formados para o uso da l?ngua inglesa em contexto de estudo estrangeiro, uma vez que, diante do advento da globaliza??o e da emerg?ncia de uma vasta ind?stria de ensino de ingl?s, a l?ngua ganhou uma conota??o utilitarista e passou a ser entendida como um bem de consumo submisso ?s leis do mercado de trabalho. Diante dessas constata??es, analisamos os documentos oficiais e propositivos do IsF, para entender a proposta governamental; aplicamos um question?rio aos coordenadores dos cursos presenciais e analisamos, discursivamente, as publica??es midi?ticas acerca dos programas. Buscamos, com o encadeamento dos diferentes m?todos empregados na pesquisa, explicitar a submiss?o do IsF ? agenda e interesses do CsF e, portanto, o lugar pol?tico-social em que o programa se inseriu em face dos desafios propostos pela internacionaliza??o da educa??o superior.
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Endres, L?via Bisch. "Semantic and syntactic issues on aspectual post-verbal particles." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2013. http://tede2.pucrs.br/tede2/handle/tede/6215.
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This paper seeks to shed some light on a few semantic and syntactic issues concerning aspectual post-verbal particles. Besides having directional meanings or forming idiomatic combinations, the particles associated with verbs in the structures known as particle verbs, phrasal verbs, or verb-particle constructions, can also convey aspectual meanings, namely, continuative aspect, a new subcategory of imperfective aspect proposed by Brinton (2009), and telicity, a notion pertaining to accomplishments, one of the kinds of situations proposed by Vendler (1957). Continuative aspect portrays a situation as continuing in time instead of ending; the post-verbal particles which can add continuativity to the situation they are inserted in are on, along, and away. Telicity is a feature that situations have if they have a definite, intrinsic endpoint; the particles which can add a telos to situations are up, down, out, off, through, over, and away. These aspectual notions might be accompanied by some other related meaning, which arises upon the combination of verb and particle. On the telic group, up is the particle which has the purest telic meaning; its correspondent in the continuative group is on. In addition, if we apply the notion of productivity in the sense of Jackendoff (2002) to them, we can conclude that telic up and continuative on and away are productive, in that their combination with verbs can be built online, and the outputs need not be listed in the lexicon.The remaining particles in both groups are, in turn, semiproductive; this means that, even though there is some regularity in their combination with verbs, those cannot be built online and need to be individually listed in the lexicon. These structures also pose a challenge to syntax; not only aspectual, but all particle verbs have syntactic characteristics, such as particle shift, which are difficult to explain in syntactic theory. The two most commonly adopted attempts are the complex head and the small clause analyses, but neither of them is sufficient to explain all the peculiarities in the syntactic behavior of verb-particle constructions. Jackendoff (2002) proposes that, if binary branching were dropped, it would be possible to propose a theory in which the relations that the particle has with the verb and with the DP complement did not have precedence over one another, which seems to be the main reason behind the difficulty in describing the syntactic structure of particle verbs. Furthermore, a few particularities in the syntactic influence of some aspectual particles on the verbs raise even more questions on the syntax of verb-particle constructions.
Este trabalho pretende esclarecer algumas quest?es sem?nticas e sint?ticas sobre part?culas p?s-verbais aspectuais. Al?m de apresentar significados direcionais ou idiom?ticos, as part?culas associadas a verbos nas estruturas chamadas particle verbs, phrasal verbs ou verb-particle constructions tamb?m podem ter sentidos aspectuais; s?o eles continuatividade, uma subdivis?o do imperfectivo proposta por Brinton (2009), e telicidade, uma no??o dos accomplishments, uma das categorias de Vendler (1957). O aspecto continuativo demonstra a situa??o continuando no tempo em vez de terminar; as part?culas que podem adicionar continuatividade ?s situa??es s?o on, along e away. Telicidade ? uma caracter?stica das situa??es que possuem um ponto final intr?nseco; as part?culas que podem dar um telos ?s situa??es s?o up, down, out, off, through, over e away. Estas no??es podem vir acompanhadas de algum outro significado relacionado na combina??o entre verbo e part?cula. No grupo t?lico, up ? a part?cula que possui o significado mais puro de telicidade; sua correspondente no grupo continuativo ? on. Al?m disso, se aplicarmos a no??o de produtividade de Jackendoff (2002), concluiremos que up, e tamb?m as continuativas on e away, s?o produtivas, pois as combina??es entre elas e os verbos podem ser constru?das no momento da fala, sem necessidade de serem listadas no l?xico.O restante das part?culas nos dois grupos s?o, por sua vez, semiprodutivas; isso significa que, embora haja certa regularidade nas combina??es com os verbos, estas n?o podem ser constru?das no momento da fala e precisam ser listadas individualmente no l?xico. Estas estruturas ainda representam um desafio para a sintaxe; n?o apenas os particle verbs aspectuais, mas todos eles, possuem caracter?sticas, como o particle shift, que s?o dif?ceis de explicar na teoria sint?tica. As duas tentativas mais adotadas s?o as chamadas complex head e small clause analyses, por?m, nenhuma das duas ? suficiente para explicar todas as peculiaridades do comportamento sint?tico das verb-particle constructions. Jackendoff (2002) prop?e que, se a ramifica??o bin?ria fosse descartada, seria poss?vel propor uma teoria em que as rela??es da part?cula com o verbo e com o complemento DP n?o tivessem preced?ncia uma sobre a outra, o que parece ser a principal raz?o por tr?s da dificuldade em descrever a estrutura sint?tica dos particle verbs. Ademais, algumas particularidades na influ?ncia sint?tica de algumas part?culas aspectuais nos verbos levantam ainda mais perguntas a respeito da sintaxe de verb-particle constructions.
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Contreras, Armijo Jos? Miguel, Villagra Fabian Andr?s Gonz?lez, D?az Mar?a Loreto Hewstone, and L?pez Violeta Susana Madrid. "The cohesive behaviour of central coordinators in english." Tesis, Universidad de Chile, 2013. http://repositorio.uchile.cl/handle/2250/113103.
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Informe de seminario para optar al grado de Licenciado en Lengua y Literatura InglesaIt is agreed that in order for a stretch of language to constitute a text, it has to form a unified whole (see, for example, Halliday and Hasan, 1976, de Beaugrande and Dressler, 1981, Martins, 1992). Language cannot be seen as mere units in isolation. The components of language, whether grammatical,semantic or pragmatic, have to be interrelated and, in actual language use, they always are. It is at this level that the concept of cohesion becomes of paramount importance because it is a supra-sentential phenomenon (Corval?n and Zenteno, 2009). By supra-sentential, we mean that it is a phenomenon whose boundaries go beyond the sentence and which is related to the meaning conveyed by linguistic units used in combination.
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Queiroz, Rodrigo Nascimento de. ""Eu pensei que ia sair daqui falando ingl?s": um estudo sist?mico-funcional sobre pap?is sociais atribu?dos por alunos de um curso de Letras/Ingl?s." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16246.
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Previous issue date: 2012-11-30Research in the area of teacher training in English as a Foreign Language (CELANI, 2003, 2004, 2010; PAIVA, 2000, 2003, 2005; VIEIRA-ABRAH?O, 2010) articulates the complexity of beginning teachers classroom contexts aligned with teaching language as a social and professional practice of the teacher in training. To better understand this relationship, the present study is based on a corpus of transcribed interviews and questionnaires applied to 28 undergraduate students majoring in Letters/English emphasis, at a public university located in the interior of the Western Amazon region, soliciting their opinions about the reforms made in the curriculum of this Major. Interviews and questionnaires were used as data collection instruments to trace a profile of the students organized in Group 1, with freshmen and sophomore undergraduates who are following the 2009 curriculum, and Group 2, with junior and senior undergraduates who are following the 2006 curriculum. The objectives are to identify, to characterize and to analyze the types of pronouns, roles and social actors represented in the opinions of these students in relation to their teacher training curriculum. The theoretical support focuses on the challenge of historical and contemporary routes from English teachers initial education programs (MAGALH?ES; LIBERALLI, 2009; PAVAN; SILVA, 2010; ALVAREZ, 2010; VIANA, 2011; PAVAN, 2012). Our theoretical perspective is based on the Systemic Functional Grammar of Halliday (1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004), Eggins (1994; 2004) and Thompson (2004). We focus on the concept of the Interpersonal meaning, specifically regarding the roles articulated in the studies by Delu (1991), Thompson and Thetela (1995), and in the Portuguese language such as Ramos (1997), Silva (2006) and Cabral (2009). Moreover, we ascribe van Leeuwen s (1997; 2003) theory of Representation of Social Actors as a theoretical framework in order to identify the sociological aspect of social actors represented in the students discourse. Within this scenario, the analysis unfolds on three levels: grammatical (pronouns), semantic (roles), and discursive (social actors). For the analysis of interpersonal realizations present in the students opinions, we use the computational program WordSmith Tools (SCOTT, 2010) and its applications Wordlist and Concord to quantify the occurrences of the pronouns I, You and They, which characterize the roles and social actors of the corpus. The results show that the students assigned the following roles to themselves: (i) apprentice to express their initial process of English language learning; (ii) freshman to reveal their choice of Major in Letters/English emphasis; (iii) future teacher to relate their expectations towards a practicing professional. To assign the roles to professors in the major, the students used the metaphor of modality (I think) to indicate the relationship of teacher training, while they are in the role of a student and as a future teacher. From these evidences the representation of the students as social actors emerges in roles such as: (i) active roles; (ii) passive roles and (iii) personalized roles. The social actors represented in the opinions of the students reflect the inclusion of these roles assigned to the actions expressed about their experiences and expectations derived from their teacher training classroom
Pesquisas na ?rea de forma??o de professores de ingl?s como l?ngua estrangeira (CELANI, 2003, 2004, 2010; PAIVA, 2000, 2003, 2005; VIEIRA-ABRAH?O, 2010) dimensionam a complexidade de contextos da sala de aula de forma??o inicial em aliar o ensino da l?ngua com a pr?tica social e profissional do futuro professor. Como forma de fornecer subs?dios para a compreens?o dessa rela??o, a presente pesquisa baseia-se em um corpus composto de entrevistas transcritas de 28 alunos de um Curso de Letras/Ingl?s (CLI) de uma universidade p?blica localizada no interior da Amaz?nia Ocidental e suas opini?es acerca da reformula??o do curr?culo do curso. Os instrumentos de coleta de dados utilizados foram entrevistas e question?rios para tra?ar o perfil dos alunos do CLI concentrados em Grupo 1, com os alunos do 1? e 3? per?odos do curr?culo de 2009, e o Grupo 2, com os alunos do 5? e 7? per?odos do curr?culo de 2006. Os objetivos propostos buscam identificar, caracterizar e analisar os tipos de pronomes, os pap?is e os atores sociais representados nas opini?es dos alunos em rela??o ao curr?culo de sua forma??o inicial. O aporte te?rico enfoca os desafios do percurso hist?rico e contempor?neo dos programas de forma??o inicial de professores de l?nguas (MAGALH?ES; LIBERALLI, 2009; PAVAN; SILVA, 2010; ALVAREZ, 2010; VIANA, 2011; PAVAN, 2012). Para a perspectiva te?rica e anal?tica, apoiamo-nos na Gram?tica Sist?mico-Funcional (GSF) de Halliday (1994), Halliday e Hasan (1989), Halliday e Matthiessen (2004), Eggins (1994; 2004) e Thompson (2004). Focamos no conceito da Interpessoalidade, especificamente acerca dos pap?is abordados por Delu (1991), Thompson e Thetela (1995), e trabalhos em l?ngua portuguesa como os de Ramos (1997), Silva (2006) e Cabral (2009). A Teoria da Representa??o dos Atores Sociais de van Leeuwen (1997; 2003) contempla a base te?rica para identificarmos o car?ter sociol?gico dos atores sociais representados no discurso dos alunos. Com este panorama, o percurso proposto para an?lise percorre tr?s n?veis principais: os pronomes (n?vel gramatical), os pap?is (n?vel sem?ntico) e os atores sociais (n?vel discursivo). Para a an?lise das marcas interpessoais presentes nas opini?es dos alunos, utilizamos o programa computacional WordSmith Tools (SCOTT, 2010), e suas ferramentas Wordlist (Lista de Palavras) e Concord (Concordanciador) para quantificar as ocorr?ncias dos pronomes: Eu, Voc? e Eles, que permitam caracterizar os pap?is e os atores sociais no corpus. Os resultados demonstram que os alunos atribuem a si mesmos os seguintes pap?is: (i) aprendiz para expressar o processo inicial de seu aprendizado com o ingl?s; (ii) ingressante na licenciatura para expor suas escolhas em cursar Letras/Ingl?s; (iii) futuro professor para relacionar suas expectativas com a pr?tica profissional. Para atribuir os pap?is aos professores e o curso, os alunos utilizam a met?fora de modalidade, Eu acho que para marcar as rela??es da forma??o inicial como aluno e futuro professor. Destas evid?ncias emergem os atores sociais representados pelos alunos em: (i) pap?is ativos; (ii) pap?is passivos e (iii) pap?is personalizados. Esses atores sociais representados nas opini?es dos alunos refletem a inclus?o dos pap?is atribu?dos para as a??es expressas acerca das experi?ncias e expectativas oriundas da sala de aula de sua forma??o
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Soares, Wilka Catarina da Silva. "A aprendizagem de ingl?s mediada por jogos eletr?nicos do tipo MMORPG." Universidade Federal do Rio Grande do Norte, 2013. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16264.
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Previous issue date: 2013-02-01Massively Multiplayer Online Role-Playing Games (MMORPGs) are role-playing games that, through the Internet, can integrate thousands of players interacting at the same time in at least one virtual world. This way, these games can provide, further than fun, a greater familiarity with the additional language and opportunity to improve the linguistic proficiency in a real context. Hence, what is proposed in this study is extended knowledge about the learning of an additional language mediated by MMORPGs for teachers to know how, if relevant, to present, use or encourage this practice to their students. Based on this major purpose, we seek to answer the following research questions: (a) what distinguishes the learning profile of the gamers and non-gamers; (b) if MMORPGs can, through a hybrid and systematic approach, assist the development of proficiency of the additional language and (c) what the think-aloud protocols show about the learning mediated by the MMORPG Allods Online. Following an experimental method (NUNAN, 1997), 16 students of the curricular component Reading and Writing Practices in English Language have comprised the control group and 17 students of the same class formed the experimental group and were submitted to a pre and post-test adapted from the Key English Test (KET) by the Cambridge University (2008). The tests were conducted before and after a period of 5 weeks of 3 hours of practice with Allods Online a week (experimental group), and classes of the curricular component (both groups). A quantitative analysis of the questionnaires about the exposure to English profiles of the participants, a quantitative analysis of the tests scores and a qualitative analysis of the thinkaloud protocols collected during the experiment were conducted based on the theories of (a) motivation (GARDNER, 1985, WILLIAMS & BURDEN, 1997, BROWN, 2007, HERCULANO-HOUZEL, 2005); (b) active learning (GASS, 1997, GEE, 2008, MATTAR, 2010); (c) interaction and collaborative learning (KRASHEN, 1991, GASS, 1997, VYGOTSKY, 1978); (d) situated learning (DAMASIO, 1994; 1999; 2003, BROWN, 2007, GEE, 2003) and (e), tangential learning (PORTNOW, 2008; MATTAR, 2010). The results indicate that the participants of the experimental group (gamers) seem to be more engaged in tangential English learning activities, such as playing games, listening to music in English, communicating with foreigners and reading in English. We also deduced that the period of experiment possibly generated positive results on the gamers proficiency scores, mainly in the parts related to orthographic development, reading and comprehension, writing with focus on content and orthographic accuracy. Lastly, the think-aloud protocols presented evidences that the gamers have engaged in active English language learning, they have interacted in English with other players, and learned linguistic aspects through the experience with the MMORPG Allods Online
Os Massively Multiplayer Online Role-Playing Games (MMORPGs) s?o jogos de interpreta??o de personagem que, atrav?s da Internet, podem integrar milhares de jogadores interagindo ao mesmo tempo em pelo menos um mundo virtual. Desta forma, esses jogos podem proporcionar, al?m de divers?o, um maior conv?vio com a l?ngua inglesa e a oportunidade de aprimorar a profici?ncia lingu?stica dentro de um contexto real. Por isso, o que se prop?e neste estudo ? um maior conhecimento sobre a aprendizagem de l?ngua adicional mediada por MMORPGs para que os professores saibam como, se relevante, apresentar, utilizar ou incentivar essa pr?tica junto a seus alunos. Com base neste objetivo principal, procuramos responder as seguintes perguntas de perquisa: (a) o que distingue o perfil de exposi??o ? l?ngua inglesa dos gamers e non-gamers; (b) se os MMORPGs podem, por meio de uma pr?tica h?brida e sistem?tica, auxiliar no desenvolvimento da profici?ncia na l?ngua adicional e (c) o que os protocolos think-aloud evidenciam acerca da aprendizagem mediada pelo MMORPG Allods Online. Seguindo o m?todo experimental (NUNAN, 1997), 16 alunos do componente curricular Pr?ticas de Leitura e Produ??o Escrita em L?ngua Inglesa fizeram parte do grupo controle e 17 alunos da mesma turma compuseram o grupo experimental e foram submetidos a um pr? e p?s-teste adaptados do Key English Test (KET) da Universidade de Cambridge (2008). Os testes foram administrados antes e depois de um per?odo de 5 semanas com 3 horas por semana de experimento com o game Allods Online (grupo experimental), e de aulas do componente curricular (ambos os grupos). Uma an?lise quantitativa dos question?rios sobre os perfis de exposi??o ? l?ngua inglesa dos participantes, uma an?lise quantitativa das notas dos testes e uma an?lise qualitativa de protocolos thinkaloud coletados durante o experimento foram feitas com base nas teorias de (a) motiva??o (GARDNER, 1985, WILLIAMS & BURDEN, 1997, BROWN, 2007, HERCULANOHOUZEL, 2005); (b) aprendizagem ativa (GASS, 1997, GEE, 2008, MATTAR, 2010); (c) intera??o e aprendizagem colaborativa (KRASHEN, 1991, GASS, 1997, VYGOTSKY, 1978); (d) aprendizagem situada (DAMASIO, 1994; 1999; 2003, BROWN, 2007, GEE, 2003) e (e), aprendizagem tangencial (PORTNOW, 2008 E MATTAR, 2010). Os resultados indicam que os participantes do grupo experimental (gamers) parecem ser mais engajados em atividades tangenciais de aprendizagem de l?ngua inglesa, como jogar games, ouvir m?sica em ingl?s, comunicar-se com estrangeiros e ler em ingl?s. Tamb?m conclu?mos que o per?odo de experimento pode ter gerado resultados positivos nas notas dos testes dos gamers, principalmente nas partes relacionadas (a) ao desenvolvimento ortogr?fico, leitura e interpreta??o; (b) ? escrita com foco no conte?do e (c) ? acur?cia ortogr?fica. Por fim, os protocolos think-aloud apresentam evid?ncias de que os gamers engajaram-se na aprendizagem ativa de l?ngua inglesa, interagiram em ingl?s com outros jogadores e aprenderam aspectos lingu?sticos atrav?s da experi?ncia com o MMORPG Allods Online
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PORCINO, M. C. S. "TECNOLOGIAS E METODOLOGIAS NA ENSINAGEM DE INGLÊS NO SÉCULO XXI: Elaboração e análise de WebQuests." Universidade Federal do Espírito Santo, 2015. http://repositorio.ufes.br/handle/10/3781.
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Previous issue date: 2015-02-09Este trabalho tem como objetivo geral apresentar mecanismos de análise e validação de propostas de material didático na forma de Webquests e, com base nesses mecanismos, elaborar e validar três propostas de material didático em forma de WebQuests criticamente situados para a ensinagem de inglês como língua adicional. As WebQuests elaboradas visam priorizar o desenvolvimento do letramento digital crítico e da competência comunicativa em inglês como língua adicional do aprendiz. A WebQuest se insere na perspectiva de uma metodologia que tem esse mesmo nome e consiste na proposta de uma pesquisa orientada e organizada em etapas em que toda ou grande parte do conteúdo a ser acessado e necessário para a realização da(s) tarefa(s) encontra-se disponível online (DODGE, 1995). A metodologia deste estudo é de cunho qualitativo e também se insere na perspectiva da metodologia de desenvolvimento. O design metodológico dessa investigação foi organizado em três etapas, quais sejam, a análise de necessidades, a elaboração de três WebQuests e a análise das WebQuests elaboradas a partir de uma rubrica. A revisão de literatura, que constituiu parte da análise de necessidades, sugere que as demandas do século XXI exigem maior atenção e investimento para o desenvolvimento de letramentos múltiplos e críticos, de competências comunicativas e interacionais e de formação de cidadania. A análise de WebQuests disponíveis para ensinagem de inglês no principal sítio brasileiro de WebQuests, que compôs a segunda parte da análise de necessidades desse estudo, evidenciou a escassez de WebQuests que abordam de forma significativa tanto as questões do letramento digital crítico quanto os aspectos da competência comunicativa na língua adicional do indivíduo. A análise de necessidades como um todo forneceu subsídios relevantes para o processo de elaboração das WebQuests propostas neste estudo, que também se embasou nas diretrizes e princípios do modelo WebQuest e em grande parte do seu embasamento teórico. Como fase final deste estudo, as três WebQuests elaboradas foram submetidas à validação a partir de uma rubrica criada especialmente para esse propósito. Os resultados das análises de validação das três WebQuests elaboradas sugerem que a proposta desses materiais é válida sob o ponto de vista teórico, pois mostram que as ferramentas criadas vão ao encontro da proposta do modelo WebQuests de Dodge (1995, 2001) e das recomendações de qualidade sugeridas por Bottentuit Junior e Coutinho (2008a, 2012), bem como estão ancoradas na teoria sócio-construtivista e do ensino situado e nos princípios metodológicos da abordagem de ensino baseada em tarefas e da abordagem de ensino de conteúdos diversos por meio da língua (CLIL). Concluímos que as três WebQuests são materiais de ensinagem de inglês que fogem do enfoque tradicional conteudista historicamente voltado para o ensino de vocabulário e gramática na língua-alvo, extrapolando os objetivos linguísticos para alcançar também objetivos sociais e culturais da ensinagem de inglês como língua adicional, na medida em que se trabalha paralelamente (e intencionalmente, por entender que ambos se complementam) o desenvolvimento da competência comunicativa e do letramento digital crítico do indivíduo, contribuindo, assim, para a sua formação cidadã e colaborando para a inclusão do aprendiz no mundo social e digital.
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Milanez, Maria Kassimati. "Hist?rias de professores universit?rios sobre ensinar ingl?s para fins espec?ficos." Universidade Federal do Rio Grande do Norte, 2014. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16389.
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Previous issue date: 2014-02-04This research has as its theoretical and methodological assumptions (1) the Narrative Inquiry (CLANDININ; CONNELLY, 2011), (2) the Systemic Functional Grammar (HALLIDAY, 1985, 1994; THOMPSON, 2002; EGGINS, 1994; HALLIDAY; MATTHIESSEN, 2004) and (3) the English for Specific Purposes Approach (ESP - HUTCHINSON; WATERS, 1987; CELANI, 2005; RAMOS, 2005), and its overall objective is to survey the meanings construed by the participants who are ESP practitioners and have not received a specific education to teach this approach at their undergraduation. The field texts and therefore the analises were divided into two distinct groups: the first with data generated from a questionnaire applied to nine professors from a federal university in the northeast of Brazil, which contains open and closed questions about their training and their experiences in teaching ESP; the second group, focusing this time on the experiences of three professors from the first group who were still teaching ESP, with data generated from interviews with these participants in addition to the data generated from their autobiographies and from the researcher?s as well. The computational tool WordSmith Tools 6.0 (SCOTT, 2012) was used to select, organize, and quantify data to be analyzed in the first group of texts, identifying the types of Processes and Participants through the Transitivity System (HALLIDAY; MATTHIESSEN, 2004). The Processes which were more used by the professors in the questionnaire were the Material, followed by the Relational and then the Mental ones, indicating that most professors reported their actions related to the teaching of ESP, rated or evaluated the approach, their training to teach it and their experiences, hence, rarely showing their thoughts and emotions about teaching ESP. Most of the nine professors say they carry out needs analysis, but not all do it according to the authors cited by them or the ones that are considered a reference in this area, such as the ones used in this research as reference. Similarly, their definitions and conceptions of ESP, in most cases, differed from these authors. All the professors claim not having had specific education to teach ESP at the undergraduation. When examining the stories of the four teachers, in the second group of the field texts, based on meaning composition according to Ely, Vinz, Downing and Anzul (2001), it was revealed that the kind of knowledge they report using when they teach ESP is related to their Personal Practical Knowledge and their Professional Knowledge (ELBAZ, 1983; CLANDININ, 1988). In their autobiographies, metaphors were also identified and they represent their concepts of teaching and being a teacher. Through this research, we hope to contribute to the understanding of what teaching ESP might mean for professors in the researched context and also to the continuing education of ESP practitioners, as well as to a review of the curricula in the English language undergraduate courses and of the role of ESP in the training of these professionals
A presente pesquisa tem como pressupostos te?rico-metodol?gicos (1) a Pesquisa Narrativa (PN CLANDININ; CONNELLY, 2011), (2) a Gram?tica Sist?mico-Funcional (GSF HALLIDAY, 1985, 1994; THOMPSON, 2002; EGGINS, 1994; HALLIDAY; MATTHIESSEN, 2004) e (3) a abordagem de ensino de Ingl?s para Fins Espec?ficos (IFE HUTCHINSON; WATERS, 1987; CELANI, 2005; RAMOS, 2005), com o objetivo geral de fazer um levantamento dos sentidos constru?dos pelos professores participantes sobre o IFE, a forma??o espec?fica que receberam para ministr?-lo e a sua experi?ncia em ensin?-lo no n?vel superior. Os textos de campo e, por conseguinte, as an?lises, foram organizados em dois grupos distintos: o primeiro com dados gerados a partir de um question?rio aplicado a nove professores de uma institui??o p?blica no nordeste brasileiro, contendo perguntas abertas e fechadas a respeito de sua forma??o e de suas experi?ncias em ministrar a disciplina de Ingl?s Instrumental e o segundo grupo, a partir do enfoque nas experi?ncias de tr?s professoras do primeiro grupo que continuavam ensinando IFE, com dados gerados por entrevistas com essas participantes e por suas autobiografias, al?m dos dados gerados pela autobiografia da pr?pria pesquisadora, tamb?m participante da pesquisa. Foi usada a ferramenta computacional WordSmith Tools 6.0 (SCOTT, 2012) para selecionar, organizar e quantificar os dados a serem analisados no primeiro grupo de textos, identificando-se os tipos de Processos e os Participantes, pelo Sistema de Transitividade (HALLIDAY; MATTHIESSEN, 2004), sendo que os Processos mais usados pelos professores no question?rio foram os Materiais, seguidos dos Relacionais e em terceiro lugar os Mentais, indicando que a maioria relatou mais suas a??es com rela??o ao ensino de IFE, classificou ou definiu a abordagem, sua forma??o e suas experi?ncias do que demonstrou seus pensamentos e emo??es a respeito de ensinar IFE. A maioria dos nove professores afirma fazer a an?lise de necessidades, mas nem todos a fazem de acordo com o que estabelecem os autores por eles citados ou outros autores considerados refer?ncia nessa ?rea, tais como os que usamos nesta pesquisa. Do mesmo modo, suas defini??es e concep??es sobre IFE, na maioria das vezes, diferem das desses autores. Todos os professores participantes alegam n?o ter tido forma??o espec?fica para ensinar IFE na licenciatura. Ao analisar os relatos das quatro professoras do segundo grupo de textos de campo, com base na composi??o de sentidos segundo Ely, Vinz, Downing e Anzul (2001), percebeu-se que o tipo de conhecimento que estas referem usar para ministrar IFE est? relacionado ao Conhecimento Pr?tico Pessoal e ao Conhecimento Profissional (ELBAZ, 1983; CLANDININ, 1988). Em seus relatos, foram identificadas tamb?m imagens que representam suas concep??es a respeito de ensinar e ser professora. Esperamos, atrav?s desta pesquisa, contribuir tanto para a compreens?o do que pode significar ensinar IFE para os professores do contexto pesquisado, como para a forma??o continuada de professores de IFE, assim como para uma revis?o nos curr?culos de Letras e do papel do IFE na forma??o do professor de l?ngua inglesa
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Milanez, Maria Kassimati. "A interpreta??o dos sintagmas nominais com adjetivos atributivos por alunos de ingl?s instrumental." Universidade Federal do Rio Grande do Norte, 2009. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16159.
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Previous issue date: 2009-07-07This present work has as objective to analyze the interpretation of the syntactic and semantic meaning performed by third graders in the nominal groups (NGs) with attributive adjectives in the English language in a text of the final exam in the ESP (English for Specific Purposes) discipline. The corpus is made up of 30 exams of two classes from a third grade institution of the biomedical area, corresponding to the basic and advanced levels of the second term in 2006. The text has 24 NGs of different lexical content, a total of 27 NGs in the whole text summing up to 810 analyzed occurrences. The analysis is carried out at the morphologic, syntactic and semantic levels using as theoretical background the traditional and functional grammars (QUIRK et al, 1985; CELSE-MURCIA et al, 1998; TUCKER, 1998), in their semantic aspects, the Semantics (FRAWLEY, 1992) and the Cognitive Linguistics (TAYLOR, 2002). We concluded that the main difficulties were due to the lack of vocabulary and to the use of mother tongue strategies instead of using the top-down strategies for reading a text in English to compensate this gap. We also observed that even when the vocabulary was known, there were difficulties in establishing the semantic and syntactic relations between modifier and noun head. We suggested improvements for the teaching of reading English texts at the third grade grounded in the obtained results such as a more comprehensive study of the several different morphologic and syntactic structures of the NGs with premodifiers and their semantic consequences, an approach of the morphologic, syntactic and semantic aspects of the NGs and the use of both top-down and bottom-up strategies when reading a NG in the English language
Este trabalho tem como objetivo analisar a interpreta??o do significado sint?tico e sem?ntico realizada por alunos universit?rios de Ingl?s Instrumental nos sintagmas nominais (SNs) com adjetivos atributivos na l?ngua inglesa em um texto da prova de final de semestre. O corpus ? constitu?do por 30 provas de duas turmas de uma institui??o de n?vel superior, da ?rea biom?dica, do segundo semestre de 2006, do n?vel b?sico e avan?ado. O texto da prova ? composto por 24 SNs de conte?do lexical diferente, num total de 27 SNs presentes no texto, totalizando 810 ocorr?ncias analisadas. Usamos como pressupostos te?ricos as gram?ticas tradicional (QUIRK et al, 1985) e funcionalista (CELSE-MURCIA et al, 1998; TUCKER, 1998), em seus aspectos sem?nticos, a Sem?ntica (FRAWLEY, 1992) e a Ling??stica Cognitiva (TAYLOR, 2003). Conclu?mos que as maiores dificuldades deveram-se ? falta de vocabul?rio, ao uso inadequado de estrat?gias da L?ngua Materna no lugar de se usar as estrat?gias descendentes de leitura para suprir esta falta. Observamos tamb?m que, mesmo quando se conhecia o vocabul?rio do SN, muitas vezes houve dificuldades em se perceber a rela??o sem?ntica e/ou sint?tica entre os modificadores e o n?cleo do SN acarretando inadequa??es de interpreta??o. Sugerimos melhorias para o ensino da leitura de textos em l?ngua inglesa nas universidades com base nos resultados obtidos, como um estudo mais detalhado das v?rias estruturas morfossint?ticas dos SNs com modificadores antepostos e suas conseq??ncias sem?nticas; uma abordagem conjunta dos aspectos morfol?gico, sint?tico e sem?ntico dos SNs com adjetivos atributivos na l?ngua inglesa e o uso das estrat?gias descendentes juntamente com as ascendentes ao se ler um SN na l?ngua inglesa
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Leandro, Di?go Cesar. "Escrita colaborativa com google docs: flash fiction, noticing e aprendizagem de ingl?s como L2." Universidade Federal do Rio Grande do Norte, 2014. http://repositorio.ufrn.br/handle/123456789/19924.
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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES
O Google Docs (GD) ? um editor online de textos por meio do qual m?ltiplos autores podem trabalhar s?ncrona ou assincronamente em um mesmo documento, o que pode auxiliar no desenvolvimento da habilidade de escrita em ingl?s (WEISSHEIMER; SOARES, 2012). Ao escrever colaborativamente, os aprendizes t?m mais oportunidades para perceber as lacunas na sua produ??o escrita, visto que s?o expostos a mais insumo lingu?stico por parte dos colegas coautores (WEISSHEIMER; BERGSLEITHNER; LEANDRO, 2012), e priorizam o processo de (re)constru??o textual, em detrimento da preocupa??o com o produto final (i.e., o texto pronto) (LEANDRO; WEISSHEIMER; COOPER, 2013). Ademais, no processo de aprendizagem de uma segunda l?ngua (L2), a produ??o de linguagem propicia a consolida??o de conhecimentos existentes e a cria??o de novos conhecimentos (SWAIN, 1985; 1993). Levando isto em considera??o, o presente estudo, de natureza quasi-experimental (NUNAN, 1992) e abordagem mista (D?RNYEI, 2007), objetiva investigar o impacto da escrita colaborativa mediada pela ferramenta GD no desenvolvimento da habilidade de escrita em L?ngua Inglesa (LI) e na percep??o de erros sint?ticos ou noticing (SCHMIDT, 1990). Trinta e quatro licenciandos em Letras/Ingl?s integraram o estudo, sendo 25 no grupo experimental e nove no grupo controle. Ambos os grupos passaram por um pr?-teste e por um p?s-teste para que pud?ssemos medir o noticing de estruturas sint?ticas. Os participantes do grupo experimental foram expostos a uma experi?ncia de aprendizagem h?brida, a qual consistiu em aulas presenciais de leitura e produ??o escrita em LI e na escrita colaborativa de tr?s narrativas completas contadas em 100 palavras, denominadas flash fiction (FF), fora de sala de aula, online por meio do GD, durante 11 semanas. O grupo controle teve igualmente aulas presenciais de leitura e produ??o escrita em LI, por?m n?o praticou nenhum tipo de escrita colaborativa. Analisamos a primeira e a ?ltima narrativa produzida pelos participantes do grupo experimental a fim de medir a acur?cia gramatical, operacionalizada como a quantidade de erros gramaticais a cada 100 palavras (SOUSA, 2014) e a densidade lexical, operacionalizada como a rela??o entre o n?mero de palavras produzidas com propriedades lexicais e o n?mero de palavras produzidas com propriedades gramaticais (WEISSHEIMER, 2007; MEHNERT, 1998). Adicionalmente, os participantes do grupo experimental responderam a um question?rio online sobre a experi?ncia h?brida a qual foram expostos. Os resultados quantitativos mostram que os participantes passaram a produzir textos com mais densidade lexical ap?s 11 semanas de interven??o pedag?gica. J? os resultados quantitativos do noticing e da acur?cia gramatical foram contr?rios ao esperado, por?m nos fornecem insights sobre o modelo de teste, no caso do noticing, e sobre a atitude ? positiva ? dos participantes em rela??o ? escrita colaborativa de FF. Os resultados qualitativos evidenciam a utilidade da escrita colaborativa mediada por tecnologia no processo de aprendizagem de L2.
Google Docs (GD) is an online word processor with which multiple authors can work on the same document, in a synchronous or asynchronous manner, which can help develop the ability of writing in English (WEISSHEIMER; SOARES, 2012). As they write collaboratively, learners find more opportunities to notice the gaps in their written production, since they are exposed to more input from the fellow co-authors (WEISSHEIMER; BERGSLEITHNER; LEANDRO, 2012) and prioritize the process of text (re)construction instead of the concern with the final product, i.e., the final version of the text (LEANDRO; WEISSHEIMER; COOPER, 2013). Moreover, when it comes to second language (L2) learning, producing language enables the consolidation of existing knowledge as well as the internalization of new knowledge (SWAIN, 1985; 1993). Taking this into consideration, this mixed-method (D?RNYEI, 2007) quasi-experimental (NUNAN, 1999) study aims at investigating the impact of collaborative writing through GD on the development of the writing skill in English and on the noticing of syntactic structures (SCHMIDT, 1990). Thirtyfour university students of English integrated the cohort of the study: twenty-five were assigned to the experimental group and nine were assigned to the control group. All learners went through a pre-test and a post-test so that we could measure their noticing of syntactic structures. Learners in the experimental group were exposed to a blended learning experience, in which they took reading and writing classes at the university and collaboratively wrote three pieces of flash fiction (a complete story told in a hundred words), outside the classroom, online through GD, during eleven weeks. Learners in the control group took reading and writing classes at the university but did not practice collaborative writing. The first and last stories produced by the learners in the experimental group were analysed in terms of grammatical accuracy, operationalized as the number of grammar errors per hundred words (SOUSA, 2014), and lexical density, which refers to the relationship between the number of words produced with lexical properties and the number of words produced with grammatical properties (WEISSHEIMER, 2007; MEHNERT, 1998). Additionally, learners in the experimental group answered an online questionnaire on the blended learning experience they were exposed to. The quantitative results showed that the collaborative task led to the production of more lexically dense texts over the 11 weeks. The noticing and grammatical accuracy results were different from what we expected; however, they provide us with insights on measurement issues, in the case of noticing, and on the participants? positive attitude towards collaborative writing with flash fiction. The qualitative results also shed light on the usefulness of computer-mediated collaborative writing in L2 learning.
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Cavalcanti, Beatriz Alves Paulo. "Representa??es discentes sobre a afetividade nas aulas de ingl?s de uma escola t?cnica." Universidade Federal do Rio Grande do Norte, 2011. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16197.
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Previous issue date: 2011-02-04This work has risen from the researcher s pedagogical practice at a technical school in Natal, and it aims to observ how affectiveness is noticed by the students in their English classes, since we can have an idea of technicist teaching, which foccus on the acquisition of technical abilities. As cognition and affectiveness are considered indivisible elements in this research, we tried to identify the linguistic signs that express the students representations about affectiveness in their English classes. We used the Systemic Functional Linguistics approach to study the Ideational metafunction of Halliday (1994), by means of the transitivity system, to show how the clauses are used to illustrate these representations, and the interpersonal metafunction, that deals with the relationship between the teacher and the students. We tried to identify the most common processes (HALLIDAY, 1994) mentioned by the 68 students who participated in this work. We used learning narratives (BARCELOS, 2006) submitted to Wordsmith Tools computing program (SCOTT, 2009), whose results indicate the most frequent lexical items found in their narratives. The lexical choices seem to indicate that affectiveness is noticed as a composing element of the English classes in that school. There are representations of interacting classes, where the students needs are considered. These representations are built in the relationship of the students and the teacher, and they are grammatically realized by means of the polarity adjunct no , the intensity adjunct very , and the nominal group the teacher . The relational and mental processes (be) and (like) are the most used in their narratives, and we also observe that affectiveness and disponibility to help the students are considered the most important attitudes in their representations. The Appraisal system is used to analise the choices related to the attitudes and judgement of the students, that show appreciation for interacting classes, but there is still authorithary berhavior from the teacher in the English classes
Esta pesquisa surgiuda pr?tica pedag?gica da pesquisadora em uma escola t?cnica, na cidade de Natal/RN, e tem por objetivo verificar como a afetividade ? percebidapelos alunosnas aulas de ingl?s, pois,a princ?pio, pode-se tera ideia de um ensino tecnicista, cujo foco ? o processo de aquisi??o de habilidades, nos cursos t?cnicos. Como neste trabalhocogni??o e afetividade s?o considerados elementos indissoci?veis,procuramos identificar as marcas lingu?sticas que expressam as representa??esconstru?das pelos alunos sobre a afetividade nessas aulas. Utilizamos a metafun??o ideacional de Halliday (1994),realizada pelo sistema de transitividade para ilustrarcomo as ora??es s?o utilizadas para realizar as representa??es e ametafun??o interpessoal, que trata das rela??es entre professor e aluno.Procuramosidentificar os processos (HALLIDAY, 1994) mais utilizados pelos 68 alunosparticipantes da pesquisa, de modo a estabelecer o lugarda afetividadeem suas representa??es.Utilizamos narrativas de aprendizagem (BARCELOS, 2006), submetidas ao programa computacional WordsmithTools (SCOTT, 2009), cujos resultados apontam os itens lexicais mais frequentes. As escolhas lexicais parecem sugerir que a afetividade ? percebidacomo elemento integrante das aulas de ingl?s dessa escola. H? representa??es de aulas interativas,nas quais as necessidades dos alunos s?o consideradas. Essas representa??es s?o constru?das no relacionamento do professor com os alunos, realizadas gramaticalmente pelo adjunto de polaridadenegativa n?o , adjunto de intensidade muito , e do grupo nominal o(a)professor (a) junto a um operador verbal. Os processos relacionais (ser e estar) e mentais (gostar) foram os mais utilizados em seus textos, e observamos que a afetividade e a disponibilidade em ajudar s?o elementos de articula??o de primeira ordem para eles. O sistema de Avaliatividade (MARTIN; WHITE, 2005) foi utilizado para analisar as escolhas relacionadas ?s atitudes de julgamento e ao afeto feitas pelos alunos, que apontaram aprecia??o por aulas interativas e participativas,mas ainda h? posturas autorit?rias nas aulas
Books on the topic "Inglš"
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Bulger, Anthony. Ingle s perfeccionamiento: (ingle s e ingle s americano). Chennevie res-sur-Marne: Assimil, 1991.
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Brenner, Gail Abel. Frases en Ingls Para Dummies. New York: John Wiley & Sons, Ltd., 2007.
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Serrano, Alberto López. Y qué imposible no llamarte ingle. [San Salvador, El Salvador]: Editorial EquiZZero, 2011.
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Fernandez, Cecilia Monroy. Diccionario del video, Ingle s-Español. Madrid: Paraninfo, 1992.
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Bolt, Thomas. John Stuart Ingle: Watercolors: [exhibition catalogue]. New York: Tatistcheff and Company, 1985.
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Irueste, Jose Mari a. Lozano. Diccionario bilingue de economi a y empresa: Ingle s-espan ol, espan ol-ingle s. 2nd ed. Madrid: Ediciones Pira mide, 1991.
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Bugeja, Pawlu. Kelmet il-Malti: Dizzjunarju Malti-Ingli z, Ingli z-Malti = dictionary Maltese-English, English-Maltese. 3rd ed. Malta: Grima, 1988.
Find full textBook chapters on the topic "Inglš"
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Broccias, Cristiano. "Oriented -ingly adjuncts in Late Modern English." In English Historical Linguistics 2008, 147–64. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/cilt.324.09bro.
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Iyeiri, Yoko. "So-called -ingly adverbs in Late Middle and Early Modern English." In Studies in Corpus Linguistics, 199–222. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/scl.96.08iye.
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Steinberg, Dan, Mikhaylo Golovnya, and Nicholas Scott Cardell. "Mobile Phone Customer Type Discrimination via Stochastic Gradient Boosting." In Data Warehousing and Mining, 1519–38. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-951-9.ch087.
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Mobile phone customers face many choices regarding handset hardware, add-on services, and features to subscribe to from their service providers. Mobile phone companies are now increas-ingly interested in the drivers of migration to third generation (3G) hardware and services. Using real world data provided to the 10th Pacific-Asia Conference on Knowledge Discovery and Data Mining (PAKDD) 2006 Data Mining Competition we explore the effectiveness of Friedman’s stochastic gradient boosting (Multiple Additive Regression Trees [MART]) for the rapid development of a high performance predictive model.
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McIlvenna, Noeleen. "Ingle’s Rebellion, 1638–1650." In Early American Rebels, 7–30. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469656069.003.0002.
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This chapter describes events in Maryland and England in the 1640s.The settlement of Maryland as a Catholic colony by the Calvert family began in the 1630s. After the English Civil War broke out in 1642, an English trader, Richard Ingle, brought Parliament’s ideology to Maryland in 1644. Local rebels joined him to cast out the Catholic lords and would govern themselves until 1647. This was known as Ingle’s Rebellion, or the Plundering Time. Meanwhile in England, Cromwell’s New Model Army grew revolutionary, as the Leveler movement pushed for a wide franchise. In 1649, King Charles was executed.
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"Curcuma longa L.: From Ethnomedicinal to Novel Biomedical Applications Mahendra Rai, Avinash Ingle, Raksha Pandit, Priti Paralikar, Farkhanda Rehman, Netravati Anasane, Pramod Ingle andSuneesh Buxy." In Ethnobotany, 142–61. Boca Raton, FL : CRC Press/Taylor & Francis Group, [2018] | "A: CRC Press, 2018. http://dx.doi.org/10.1201/9780429453137-13.
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CARVALHO, JULIANA CORDEIRO, and MONIQUE DE FREITAS GONÇALVES LIMA. "QUAIS MEDIDAS DE SAÚDE PÚBLICA SÃO SUGERIDAS PARA O COMBATE AO COVID 19 NO PÚBLICO IDOSO?" In Envelhecimento baseado em evidências: Tendências e Inovações. Realize, 2020. http://dx.doi.org/10.46943/vii.cieh.2020.01.045.
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COM O OBJETIVO DE IDENTIFICAR AS MEDIDAS DE SA?DE IMPLEMENTADAS PARA O COMBATE AO NOVO CORONAVIRUS, REALIZOU-SE BUSCA POR ARTIGOS CIENT?FICOS PUBLICADOS, EM PORTUGU?S E INGL?S, NAS BASES: MEDLINE, LILACS, UTILIZANDO COMO DESCRITORES: ?COVID-19?, AND ?AGED? OR ?ELDERY? AND ?PUBLIC HEALTH?. POR SER, AINDA, UM TEMA MUITO RECENTE E COM POUCA QUANTIDADE DE ARTIGOS ENCONTRADOS NESSAS BASES, FOI MAIS ADEQUADO N?O UTILIZAR CRIT?RIOS DE EXCLUS?O E/OU DE QUALIDADE DO ARTIGO; POR ISSO FORAM ANALISADOS TODOS OS ARTIGOS CONTIDOS NAS BASES DE DADOS, TENDO COMO RESULTADO FINAL: NOVE ARTIGOS. OS RESULTADOS MOSTRARAM QUE POR N?O EXISTIR VACINA E/OU TRATAMENTO ESPEC?FICO PARA O COMBATE DO NOVO CORONAVIRUS, FAZ-SE NECESS?RIO ADOTAR MEDIDAS DE SA?DE COMO: TREINAMENTO VIRTUAL SOBRE O CONTROLE DE INFEC??O, PR?TICAS DE HIGIENIZA??O E CUIDADOS PALIATIVOS DOS PROFISSIONAIS DE SA?DE, MEDIDAS DE DISTANCIAMENTO SOCIAL, RESTRI??O DE VISITAS DOMICILIARES, INVESTIMENTOS EM TESTES E, A IMPROVISA??O DE UNIDADES DE TERAPIA INTENSIVA. CONCLUI-SE QUE NO MEIO ? UMA PANDEMIA ? NECESS?RIO QUE OS PA?SES ADOTEM MEDIDAS DE SA?DE SEMELHANTES E COERENTES, PARA QUE EVITE AS LOTA??ES DOS SISTEMAS DE SA?DE, CONSIDERANDO A FRAGILIDADE DE ESTRUTURA DE SUPORTE MATERIAL E DE REDUZIDA EQUIPE T?CNICA PARA ATENDIMENTO, E PARA QUE OS PROFISSIONAIS DE SA?DE ATENDA TODOS OS PACIENTES DE MANEIRA IGUALIT?RIA. VALE SALIENTAR QUE O P?BLICO IDOSO ? QUE MERECE MAIS ATEN??O E, QUE PROVAVELMENTE SER?O OS MAIS COMPROMETIDOS POR MEDIDAS DE SA?DE INADEQUADAS.
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"kW electron beam would thus process 180 kg of food or other materials, the 67,578-Ci 60Co would process 108 kg, and the 308,641-Ci 137Cs would process 72 kg, always with a dose of lOkGy in 1 h. If a 5-MeV electron beam were converted to x-rays with % efficiency and the x-ray beam were absorbed by the irradiated food with 50% efficiency, the electron beam power would have to be about 14.5 kW to process 180 kg with a dose of 10 kGy/h (12). If we recalculate this in each case for a throughput of 1.8t/h, the beam power or source load indicated in Table 2 is obtained. Many 60Co sources of this size exist all over the world, but not a single 137Cs source approaching 7 MCi exists anywhere. Electron accelerators of the capacity indicated in Table 2 are commer cially available. The possible throughput is only one of the parameters that influence the choice of a particular type of irradiator. Many other technical, economical, and, increas ingly, sociopolitical aspects must be taken into consideration. Technical considerations refer primarily to the different penetrating power of various types of radiation and to differences in dose rate. If large crates of potatoes are to be irradiated, it is obvious that a gamma source rather than an electron irradiator must be chosen. When the two types of gamma sources are compared, it must be considered that the use of Co, due to the higher penetrating." In Safety of Irradiated Foods, 43. CRC Press, 1995. http://dx.doi.org/10.1201/9781482273168-33.
Full textConference papers on the topic "Inglš"
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Bae, In-ho, Han Seb Moon, Sebastian Zaske, Christoph Becher, Seung-Nam Park, and Dong-Hoon Lee. "Continuous-wave 532 nm pumped ingly-resonant optical parametric oscillator based on MgO-doped PPLN." In The Pacific Rim Conference on Lasers and Electro-Optics (CLEO/PACIFIC RIM). IEEE, 2009. http://dx.doi.org/10.1109/cleopr.2009.5292486.
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Snider, Mark, Sudhakar Teegavarapu, D. Scott Hesser, and Joshua D. Summers. "Augmenting Tools for Reverse Engineering Methods." In ASME 2006 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/detc2006-99676.
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Reverse engineering has gained importance over the past few years due to an intense competitive market aiding in the survivability of a company. This paper examines the reverse engineering process and what, how, and why it can assist in making a better design. Two well known reverse engineering methodologies are explored, the first by Otto and Wood and the second by Ingle. Each methodology is compared and contrasted according to the protocols and tools used. Among some of the reverse engineering tools detailed and illustrated are: Black box, Fishbone, Function Structure, Bill of Material, Exploded CAD models, Morphological Matrix, Subtract and Operate Procedure (SOP), House of Quality matrix, and FMEA. Even though both methodologies have highly valued tools, some of the areas in reverse engineering need additional robust tooling. This paper presents new and expanded tooling to augment the existing methods in hopes of furthering the understanding of the product, and process. Tools like Reverse Failure Mode and Effects Analysis (RFMEA), Connectivity graphs, and inter-relation matrix increase the design efficiency, quality, and the understanding of the reverse engineering process. These tools have been employed in two industry projects and one demonstrative purpose for a Design for Manufacture Class. In both of these scenarios, industry and academic, the users found that the augmented tools were useful in capturing and revealing information not previously realized.
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Zhang, Shenghui, Shuiting Ding, and Tian Qiu. "Aerodynamic Performance Investigation of Turbine in the Event of One Blade Primary Fracture Failure." In ASME Turbo Expo 2020: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/gt2020-15152.
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Abstract One of major safety requirements from current airworthiness regulations is that the probability of hazardous engine effects should not occur exceed 10−7 per engine flight hour even in the event of component failure. Service experience of aeroengines indicates that turbine blade fracture is a common fault whose probability is far more than 10−7 per engine flight hour. It is obvious that overall engine system will be affected by blade failure. So, aerodynamic performance investigation in the event of one blade fracture failure has been assessed in the current study. With ANSYS-CFX, numerical model of GE-E3 (Energy Efficient Engine) high pressure turbine was established according to literature data. By comparing surface Mach number distribution at mid-span of vane in the first stage obtained numerically and experimentally, the most efficient turbulence model, i.e., the SST k-ω model, was identified. Based on the model, the 3-dimensional flow simulations under two configurations, full wheel geometry GE-E3 high pressure turbine without and with one blade fracture failure have been achieved. The following conclusions were drawn from 3-dimensional simulations: firstly, as for GE-E3 high pressure turbine, the effect of single turbine blade failure on turbine characteristics is slight; secondly, with blade loading coefficient as a criterion which is used for judging whether blade is affected, five blades which are significantly affected can be identified, and the surface pressure distributions of these five affected blades alter to varying degrees, accord-ingly, these film outflow static pressure characteristics alter as well; thirdly, after turbine blade fails, airflow accelerates violently along the suction side of downstream blade closest to failed blade and separates, however, air flow can not expand efficiently along the pressure side of upstream blade nearest to failed blade.
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Schleuning, W. D. "THE BIOCHEMISTRY AND CELL BIOLOGY OF SINGLE CHAIN UROKINASE TYPE PLASMINOGEN ACTIVATOR." In XIth International Congress on Thrombosis and Haemostasis. Schattauer GmbH, 1987. http://dx.doi.org/10.1055/s-0038-1642956.
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Urokinase was discovered in the late nineteenth century, as an enzymatic principle in urine, that initiates the dissolution of blood clots. The basis of this phenomenon was recognized more than fifty years ago as the activation of plasminogen, the precursor of a tryptic protease, then known as profibrinolysin. Despite this long history, detailed data on the biochemistry of plasminogen activation have only become available recently. Urokinase (now designated urokinase-type plasminogen activator : u-PA) is synthesized and secreted as a single chain polypeptide (Mr-: 53,000) by many cell types. Single chain u-PA (scu-PA) is with equal justification called prourokinase (pro-u-PA), notwithstanding its low catalytic activity for synthetic peptide substrates and plasminogen, as most proenzymes of proteases display a certain degree of activity. The structure of pro-u-PA has been elucidated by protein and cDNA sequencing. It consists of three domains, exhibiting characteristic homology to other proteins: a serine protease domain, homologous to trypsin, chymotrypsin and elastase; a kringle domain, likewise found in prothrombin, plasminogen, tissue-type plasminogen activator (t-PA) and Factor XII; and an epidermal growth factor (EGF)-like domain, found in many other proteins, including certain clotting factors. Pro-u-PA is activated by the cleavage of its LYS158-Ile159 h1 bY either plasmin or kallikrein. This cleavage leads to a high increase of Kcat values with respect to both plasminogen and synthetic peptide substrates, but apparently to a reduction of its affinity to plasminogen. Thrartoin inactivates pro-u-PA irreversibly by the cleavage of the Arg156-Phe157 bond. U-PA but not pro-u-PA rapidly forms ccnplexes with plasminogen activator inhibitors (PAI)-l and PAI-2: second order rate constants Kass are respectively > 107 and 0.9xl06 (M-11sec-1). Unknown enzymes process pro-u-PA and u-PA to low molecular weight (LMW) pro-u-PA and LMW u-PA (Mr: 33,000) by cutting off a fragment consisting of the kr ingle and the EGF—like region. Pro—u—PA mediated plasminogen activation is fibrin dependent in vivo, and to a certain degree in vitro. Hie biochemical basis of this fibrin specificity is at present uncertain, although there are reports indicating that it may require polyvalent cations. Through its EGF-like region HMW pro-u-PA and HMW u-PA are capable of binding to specific membrane protein receptors which are found on many cells. Thus, u-PA activity may be restricted to the cell surface. According to a recent report, binding of u—PA to the receptor may also mediate signal transduction in auto- or paracrine growth control. In cells permissive for the respective pathways, pro-u-PA gene transcription is stimulated by mechanisms of signal transduction, that include the cAMP, the tyrosine specific kinase and the protein kinase C dependent pathways. Glucocorticoid hormones downregulate pro-u-PA gene transcription in cells where the gene is canstitutively expressed. Although different cells vary greatly in their response to agents that stimulate urokinase biosynthesis, growth factors and other mitogens are in many cases effective inducers. Significantly elevated levels of u-PA are also found in many malignant tissues. These findings and many others suggest that plasminogen activation by u-PA provides localized extracellular matrix degradation which is required for invasive growth, cell migration and other forms of tissue remodelling. Fibrin represents in this view only a variant of an extracellular matrix, which is provided through the clotting system in the case of an emergency.