734 resultados para Scientific concepts. Organic chemistry. Teaching methodology. Learning perspectives
Resumo:
This action research observes a second year Japanese class at a university where foreign language courses are elective for undergraduate students. In this study, using the six strategies to teach Japanese speech acts that Ishihara and Cohen (2006) suggested, I conducted three classes and analyzed my teaching practice with a critical friend. These strategies assist learners toward the development of their understanding of the following Japanese speech acts and also keep the learners to use them in a manner appropriate to the context: (I) invitation and refusal; (2) compliments; and (3) asking for a permission. The aim of this research is not only to improve my instruction in relation to second language (L2) pragmatic development, but also to raise further questions and to develop future research. The findings are analyzed and the data derived from my journals, artifacts, students' work, observation sheets, interviews with my critical friend, and pretests and posttests are coded and presented. The analysis shows that (I) after my critical friend encouraged my study and my students gave me some positive comments after each lesson, I gained confidence in teaching the suggested speech acts; (2) teaching involved explaining concepts and strategies, creating the visual material (a video) showing the strategies, and explaining the relationship between the strategy and grammatical forms and samples of misusing the forms; (3) students' background and learning styles influenced lessons; and (4) pretest and posttests showed that the students' Icvel of their L2 appropriate pragmatics dramatically improved after each instruction. However, after careful observation, it was noted that some factors prevented students from producing the correct output even though they understood the speech act differences.
Resumo:
In concordance whit permanent global and local changes in superior education, not only in Colombia but in the world, and having in account the relevance of pedagogical actions and their incidence in the student’s cognitive level, it’s necessary analyze and to reflect about the mecanism involved in the learning processes, in order to improve the curriculums and inside of them, the teaching methodologies, pedagogy an didacts that promote better the students cognition. In the present article an analysis is made of teaching methodologies developed in Institutions of superior education with subsequent learnings that not always facilitate the cognitive development of the student, as well as a proposal of educative innovation elements aimed to guide the teachers into a careful consideration of their pedagogical practice.
Resumo:
This study explores how children learn the meaning (semantics) and spelling patterns (orthography) of novel words encountered in story context. English-speaking children (N = 88) aged 7 to 8 years read 8 stories and each story contained 1 novel word repeated 4 times. Semantic cues were provided by the story context such that children could infer the meaning of the word (specific context) or the category that the word belonged to (general context). Following story reading, posttests indicated that children showed reliable semantic and orthographic learning. Decoding was the strongest predictor of orthographic learning, indicating that self-teaching via phonological recoding was important for this aspect of word learning. In contrast, oral vocabulary emerged as the strongest predictor of semantic learning.
Resumo:
The research reported here is a retrospective case study of the recent (2010) introduction of the Masters in Teaching and Learning (MTL) as a post-graduate level programme of professional development for teachers. It contributes to the debate and research over the past two decades about the impact of post-graduate professional development and appropriate ways of delivering it. The study is located within an extensive body of literature dealing with the importance of the teaching profession with regard to the success of schools and pupils and the impact of professional development on teaching quality and of teaching quality on attainment. A further relevant context is the ongoing tension between the teaching profession and academics on the one hand and government and political actors on the other, in respect of the approaches to professional development and to the control of educational processes. The research questions which inform the study deal with the perspectives of various participants – policy makers, programme directors, coaches and teachers studying for the MTL – on the extent to which the MTL is likely to have an ameliorative effect on teaching and pupil attainment, their experiences of the process of policy development and their experiences as course participants. The study adopts a case study approach which involves elite interviews with those responsible for the development and implementation of the MTL, questionnaires completed by MTL course participants and a comparison group taking a conventional MA and in depth interviews with participants and coaches. The results revealed tensions and difficulties associated with the development of the MTL including uneasy relationships between HE institutions and government agencies, ideas about ‘producer capture’, the relevance of the MBA model and concern over the role of coaches. However, while acknowledging various difficulties and some misconceived expectations they viewed its potential to meet its expressed aims positively, given time. Course participants were positive about their experience of the MTL and felt that it had contributed to many aspects of their professional development. Most saw it as a positive experience despite the variable quality of support from their schools, particularly in the form of the school-based coach the concept of which had been heralded as the bellwether of the MTL. It was striking that the responses of the MTL participants were very similar to those of teachers taking a conventional MA. A finding which would repay further investigation is that while the great majority of course participants felt that the MTL (and the MA) had contributed to their becoming more effective teachers they were much less confident that it had contributed to increased pupil attainment.
Resumo:
[EN]ICTs have played a major role in transforming the way we teach and learn. The purpose of this paper is to present some ideas on how ICTs can be implemented in the teaching and learning of discourse analysis. ICTs offer valuable material to help explain key theoretical concepts of discourse analysis and to examine linguistic and social reality. A tweet, a video song, a speech, an advertisement or a hoax-mail may enhance students’ motivation and stimulate critical thinking.
Resumo:
This dissertation involves study of various aspects of sulfoxide chemistry. Specifically designed t-butyl and propanenitrile sulfoxides tethered to indole-2-carboxamide were used as a source of intramolecular sulfenylating agents to synthesize novel indolo[3,2-b]-1-5-benzothiazepinones which are structurally analogous to the other biologically active benzothiazepinones. This study reveals that the intramolecular cyclization of sulfoxide follows an electrophilic sulfenylation (Sulfoxide Electrophilic Sulfenylation, SES) reaction pathway. Evidence of the absence of sulfenic acid as a transient reactive intermediate in such intramolecular cyclization is also provided. In another study, sulfoxide was used as a “protecting group” of thioether to synthesize 8-membered, indole substituted, thiazocine-2-acetic acid derivative via Ring Closing Metathesis (RCM). Protection (oxidation) of inert (to RCM) sulfide to sulfoxide followed by RCM produced cyclized product in good yields. Deprotection (reduction) of sulfoxide was achieved using Lawessons Reagent (L.R.). Application of the sulfide-sulfoxide redox cycle to solve the existing difficulties in using RCM methodology to thioethers is illustrated. A new design of a “molecular brake”, based on the sulfide-sulfoxide redox cycle is described. N-Ar rotation in simple isoindolines is controlled by the oxidation state of the proximate sulfur atom. Sulfide [S(II)] shows “free” [brake OFF] N-Ar rotation whereas sulfoxide displayed hindered [brake ON] N-Ar rotation. The semi-empirical molecular orbital (PM3) calculations revealed concerted pyramidalization of amidic nitrogen with N-Ar rotation.
Resumo:
This commentary is based on a general concern regarding the low level of self-criticism (-evaluation) in the interpretation of molecular pharmacological data published in ethnopharmacology-related journals. Reports on potentially new lead structures or pharmacological effects of medicinal plant extracts are mushrooming. At the same time, nonsense in bioassays is an increasing phenomenon in herbal medicine research. Only because a dataset is reproducible does not imply that it is meaningful. Currently, there are thousands of claims of pharmacological effects of medicinal plants and natural products. It is argued that claims to knowledge in ethnopharmacology, as in the exact sciences, should be rationally criticized if they have empirical content as it is the case with biochemical and pharmacological analyses. Here the major problem is the misemployment of the concentration-effect paradigm and the overinterpretation of data obtained in vitro. Given the almost exponential increase of scientific papers published it may be the moment to adapt to a falsificationist methodology.
Resumo:
Stable carbon and nitrogen isotopic compositions as well as organic carbon and total nitrogen contents are reported for Site 645 in Baffin Bay and Sites 646 and 647 in the Labrador Sea. Both low-resolution analyses (1 sample/section) and high-resolution results (up to 7 samples/section) are presented. These records indicate that large-scale changes in productivity since the middle Miocene have occurred in Baffin Bay. Such changes are not evident in samples from the Labrador Sea. Isotopic records of all the sites are influenced strongly by rapidly changing influxes that combine terrigenous debris with planktonic production. In parts of the cores, relationships to other phenomena, such as ice stages, are present. However, these correlations are not common and indicate that these events were masked by the dynamic changes in sources of organic matter occurring in this complex system.
Resumo:
Thirty sediment samples from Tortonian to Pleistocene age of five ODP locations (Holes 650A, 651A, and 652A, and Sites 654 and 655) in the Marsili Basin, Vavilov Basin, and Sardinia Margin (Tyrrhenian Sea) were studied by organic geochemical methods including total organic carbon determination, Rock-Eval pyrolysis, bitumen extraction, pyrolysis-gas chromatography, and organic petrography. Six organic facies, including open ocean anoxia with variable terrestrial input, oxic open ocean, oxic tidal flat, mildly oxic lagoon, and anoxic lacustrine algal-bacterial mat environments, have been recognized in these sediments. The sediments below 500 m in Sardinia Margin are mature for significant hydrocarbon generation. Possible mature source-rock (Type I and IIB/III kerogen) and migrated bitumen occur in the deeper part of the section in Vavilov Basin and Sardinia Margin sediments. Sporadic sapropel formation observed in the studied Pliocene-Pleistocene sediment section is probably controlled by organic productivity due to nutrient supply by the rivers and terrestrial input associated with open ocean anoxia or anoxia caused by the material balance between rate of organic matter supplied by turbidites and organic matter consumption. Pliocene and Pleistocene sapropels are mostly immature and lie within Type II-III (precisely as IIA-IIB and IIB source rocks) kerogen maturation path.
Resumo:
Organic-carbon-rich anoxic sediments from the continental shelf (Site 680) and the lower continental slope (Site 688) off Peru were studied to determine factors controlling the accumulation of reduced sulfur. High concentrations of organic matter in diatomaceous muds, its thermal immaturity, and the presence of abundant hydrogen-containing organic compounds lead to the conclusion that organic matter is not limiting for reduced sulfur formation. Rather, high degrees of iron pyritization at Site 680 limit pyrite accumulation in sediments from this shelf site. The low degree of iron pyritization and nearly complete reduction of dissolved sulfate at Site 688 suggest that a lack of interstitial sulfate is limiting pyrite formation there. Although factors that limit the formation of sedimentary iron sulfide are different at each site, the resulting average reduced-sulfur concentrations are remarkably similar (0.85 wt.% at Site 680 and 0.86 wt.% at Site 688). Carbon to sulfur (C/S) ratios are higher in samples containing in excess of 3 wt.% organic carbon than the average of 2.8 in normal marine sediments and have been primarily influenced by variations in organic matter concentrations.