A proposal for teaching with authentic texts in order to develop social awareness in a language subject in tertiary education

The University of the 21st century has to establish links with society and prepare students for the demands of the working world. Therefore, this article is a contribution to the integral preparation of university students by proposing the use of authentic texts with social content in English lessons so that students acquire emotional and social competencies while still learning content. This article will explain how the choice of texts on global issues such as racism and gender helps students to develop skills such as social awareness and critical thinking to deepen their understanding of discrimination, injustice or gender differences in both oral and written activities. A proposal will be presented which involves using the inauguration speech from Mandela's presidency and texts with photographs of women so that students analyse them whilst utilising linguistic tools that allow them to explore a text's social dimension.

Teaching with radio, audio, recording and television equipment.

Bibliography: p. 41.

Teaching with books ; a study of college libraries /

"The Association [of American colleges] organized in the spring of 1937 a study known as the Library project. 'Teaching with books' is the outcome of this Library project ... made possible by a grant from the Carnegie corporation."--Foreword.

Theory of teaching, with a few practical illustrations.

Mode of access: Internet.

Transforming Mathematics Learning for Students and Teachers with Digital Technologies

Силия Хойлс, Ричардс Нос - Това представяне е вдъхновено от делото на Сиймър Пепърт и много други от целия свят (включително Джим Капут и наши колеги от България), които са работили и работят в духа на конструкционизма и с които сме имали щастието да си сътрудничим в областта на математическото образование и дигиталните технологии в течение на десетилетия.

Understanding Notional Machines through Traditional Teaching with Conceptual Contraposition and Program Memory Tracing

A correct understanding about how computers run code is mandatory in order to effectively learn to program. Lectures have historically been used in programming courses to teach how computers execute code, and students are assessed through traditional evaluation methods, such as exams. Constructivism learning theory objects to students’ passiveness during lessons, and traditional quantitative methods for evaluating a complex cognitive process such as understanding. Constructivism proposes complimentary techniques, such as conceptual contraposition and colloquies. We enriched lectures of a “Programming II” (CS2) course combining conceptual contraposition with program memory tracing, then we evaluated students’ understanding of programming concepts through colloquies. Results revealed that these techniques applied to the lecture are insufficient to help students develop satisfactory mental models of the C++ notional machine, and colloquies behaved as the most comprehensive traditional evaluations conducted in the course.

Climate risk in maize crop in the northeastern of Brazil based on climate change scenarios

This study evaluates the impacts of climate change on the agricultural zoning of climatic risk in maize crop cultivated in the Northeastern of Brazil, based on the Intergovernmental Panel on Climate Change (IPCC) reports. The water balance model, combined with geospatial technologies, was used to identify areas of the study region where the crops could suffer yield restrictions due to climate change. The data used in the study were the time series of rainfall with at least 30 years of daily data, crop coefficients, potential evapotranspiration and duration of the crop cycle. The scenarios of the increasing of air temperature used in the simulations were of 1.5ºC, 3ºC and 5ºC. The sowing date of maize crop from January to March appears to be less affected by warming scenarios than the sowing in November and December or April and May.

Estudo agroambiental de uma microbacia hidrográfica, visando sua sustentabilidade

Pós-graduação em Agronomia (Energia na Agricultura) - FCA

Ocupação do solo em nove sub-bacias incluídas na bacia hidrográfica do Ribeirão do Faxinal - Botucatu (SP)

Expansion of agricultural practice, cattle raising and forestry, in a disorderly way and no limits of land use, generates the degradation of natural resources such as soil, water and vegetation. That fact brings consequences, impacts the environment and the rural landscape. This study aimed to identify and quantify the land use in nine watersheds included in the watershed of Faxinal creek, located in western Botucatu, São Paulo State, Brazil, at 22º 51’ 35” and 22º 57’ 02” – Latitude S and 48º 39’ 42” and 48º 38’ 01” – Longitude W. The basin was subdivided into 9 subunits, being eight from second and one from third-order branch. The diagnosis of the subunits was carried out with geospatial technologies, in order to gather data on the use and occupation of the soil. Based on the obtained results, was concluded that the sub watersheds are occupied by the sum of areas of Citrus, horticulture, coffee plantation and small other occupations (25,81%), followed by reforestation (24,80%), as an isolated occupation element, has occupied the largest area.

Geography, History and Natural Sciences: an interdisciplinary teaching approach with GIS

Geographic Information System (GIS) is a technology that deals with location to support better representations and decision making. It has a long tradition in several planning areas, such as urbanism, environment, riskiness, transportation, archeology or tourism. In academics context higher education has followed that evolution. Despite of their potentialities in education, GIS technologies at the elementary and secondary have been underused. Empowering graduates to learn with GIS and to manipulate spatial data can effectively facilitate the teaching of critical thinking. Likewise it has been recognized that GIS tools can be incorporated as an interdisciplinary pedagogical tool. Nevertheless more practical examples on how GIS tools can enhance teaching and learning process, namely to promote interdisciplinary approaches. The proposed paper presents some results obtained from the project “Each thing in its place: the science in time and space”. This project results from the effort of three professors of Geography, History and Natural Sciences in the context of Didactics of World Knowledge curricular unit to enhance interdisciplinarity through Geographic Information Technologies (GIT). Implemented during the last three years this action-research project developed the research practice using GIS to create an interdisciplinary attitude in the future primary education teachers. More than teaching GIS the authors were focused on teaching with GIS to create an integrated vision where spatial data representation linked the space, the time and natural sciences. Accumulated experience reveals that those technologies can motivate students to learn and facilitating teacher’s interdisciplinary work.

Forest cover monitoring in the Bara district (Nepal) with remote sensing and geographic information systems

Dissertation submitted in partial fulfilment of the requirements for the Degree of Master of Science in Geospatial Technologies

Integration of forest fire management with SDI: user requirements.

Dissertation submitted in partial fulfilment of the requirements for the Degree of Master of Science in Geospatial Technologies.

Geospatial data harmonization from regional level to european level: a usa case in forest fire data

Dissertation submitted in partial fulfillment of the requirements for the Degree of Master of Science in Geospatial Technologies.