O uso de objetos de aprendizagem (oa) em ensino de ciências

Pós-graduação em Educação para a Ciência - FC

Um olhar sobre a propaganda no livro didático em aulas de Língua Portuguesa no ensino médio

Pós-graduação em Educação - IBRC

"Army of One" to "Army Strong" : visual media and U.S. Army recruitment during Bush"s "War on Terror"

From Bush’s September 20, 2001 “War on Terror” speech to Congress to President-Elect Barack Obama’s acceptance speech on November 4, 2008, the U.S. Army produced visual recruitment material that addressed the concerns of falling enlistment numbers—due to the prolonged and difficult war in Iraq—with quickly-evolving and compelling rhetorical appeals: from the introduction of an “Army of One” (2001) to “Army Strong” (2006); from messages focused on education and individual identity to high-energy adventure and simulated combat scenarios, distributed through everything from printed posters and music videos to first-person tactical-shooter video games. These highly polished, professional visual appeals introduced to the American public during a time of an unpopular war fought by volunteers provide rich subject matter for research and analysis. This dissertation takes a multidisciplinary approach to the visual media utilized as part of the Army’s recruitment efforts during the War on Terror, focusing on American myths—as defined by Barthes—and how these myths are both revealed and reinforced through design across media platforms. Placing each selection in its historical context, this dissertation analyzes how printed materials changed as the War on Terror continued. It examines the television ad that introduced “Army Strong” to the American public, considering how the combination of moving image, text, and music structure the message and the way we receive it. This dissertation also analyzes the video game America’s Army, focusing on how the interaction of the human player and the computer-generated player combine to enhance the persuasive qualities of the recruitment message. Each chapter discusses how the design of the particular medium facilitates engagement/interactivity of the viewer. The conclusion considers what recruitment material produced during this time period suggests about the persuasive strategies of different media and how they create distinct relationships with their spectators. It also addresses how theoretical frameworks and critical concepts used by a variety of disciplines can be combined to analyze recruitment media utilizing a Selber inspired three literacy framework (functional, critical, rhetorical) and how this framework can contribute to the multimodal classroom by allowing instructors and students to do a comparative analysis of multiple forms of visual media with similar content.

2.1 Lloyd Gaines close up image

Charles Hamilton Houston and other NAACP attorneys assembled in early October 1939 to take depositions in preparation for the hearing scheduled a week later in Columbia to determine whether the university had complied with the Gaines decision. Attorneys took depositions from all of the instructors of the new LU law school as their preparation for the court proceedings wound down. The deposition of Lloyd Gaines was next. Attorneys planned to ask Gaines whether he considered Lincoln to be as good of a law school as Missouri and whether he planned to enroll. Called for questioning, Gaines did not respond. He could not be located anywhere. Lloyd’s mother, Callie Gaines, recalled that in January her son “left here to go to Kansas City to make a speech. That’s the last I saw of him.” While in Kansas City, Gaines spoke at the Centennial Methodist Church. He also looked for work, but not finding any caught a train for Chicago, telling people in Kansas City that he would stay a few days and return home.

L'image.

References: Gumuchian, 3125, 3126.

Explication des médailles de l'iconographie de la Bibliothèque latine-française : précédée d'une introduction numismatique sur le droit d'image /

Tít. y mención de resp. en la port. adic.: Iconographie de la Bibliothèque latine-française / publiée par C.L.F. Panckoucke.

No graven image.

Mode of access: Internet.

The house of the seven gables : and The snow image /

Mode of access: Internet.

Made in His image.

Mode of access: Internet.

Shashi Caan Image

http://digitalcommons.fiu.edu/ais_presenters_2013/1000/thumbnail.jpg

Valerie Flectcher Image

http://digitalcommons.fiu.edu/ais_presenters_2013/1003/thumbnail.jpg

Lois Weinthal Image

http://digitalcommons.fiu.edu/ais_presenters_2013/1002/thumbnail.jpg

Dak Kopec Image

http://digitalcommons.fiu.edu/ais_presenters_2013/1001/thumbnail.jpg

Class II malocclusion occlusal severity description

OBJECTIVES: It is well known that the efficacy and the efficiency of a Class II malocclusion treatment are aspects closely related to the severity of the dental anteroposterior discrepancy. Even though, sample selection based on cephalometric variables without considering the severity of the occlusal anteroposterior discrepancy is still common in current papers. In some of them, when occlusal parameters are chosen, the severity is often neglected. The purpose of this study is to verify the importance given to the classification of Class II malocclusion, based on the criteria used for sample selection in a great number of papers published in the orthodontic journal with the highest impact factor. MATERIAL AND METHODS: A search was performed in PubMed database for full-text research papers referencing Class II malocclusion in the history of the American Journal of Orthodontics and Dentofacial Orthopedics (AJO-DO). RESULTS: A total of 359 papers were retrieved, among which only 72 (20.06%) papers described the occlusal severity of the Class II malocclusion sample. In the other 287 (79.94%) papers that did not specify the anteroposterior discrepancy severity, description was considered to be crucial in 159 (55.40%) of them. CONCLUSIONS: Omission in describing the occlusal severity demands a cautious interpretation of 44.29% of the papers retrieved in this study.

Reflexão sobre uma experiência pedagógica interdisciplinar

A função do desenho na metodologia projectual do designer tem merecido o interesse de vários autores. Nessas abordagens está presente a afirmação de que o desenho é essencial no processo de investigação do design para o registo de diversas variantes e de várias soluções ao longo da metodologia projectual (Cross, 2007). As profundas alterações da natureza do Design provocadas pelo contexto histórico actual (Norman, 2011), justificam a pertinência de uma reflexão alargada em torno do papel do desenho nos cursos de design, adaptado a esta nova realidade. Este é um desafio colocado hoje às instituições de ensino e seus intervenientes, na organização de estruturas curriculares e métodos pedagógicos. Conceitos como colaboração ou design multidisciplinar, entre outros, têm sido debatidos como estratégias para o ensino do design (Heller and Talarico, 2011, pp. 82-85). Neste contexto, e enquanto docentes nas áreas do Desenho e do Design, importa-nos abordar as seguintes questões:  de que forma é possível enquadrar métodos do desenho ao ensino do design actual?  de que forma poderá o Desenho ser pensado enquanto prática interdisciplinar?  que contributos podem essas práticas trazer para o processo de ensino/aprendizagem? Com base nestas preocupações, desenvolveu-se um projecto interdisciplinar entre as unidades curriculares de Desenho e de Estética e Teoria do Design no Curso de Design Gráfico, na Instituição onde leccionamos. Neste artigo apresentaremos os objectivos e o processo desenvolvido, assim como a análise e conclusões desta experiência pedagógica.