Autonomia e contratualização num agrupamento de escolas TEIP : a visão de um diretor

Trabalho de projeto de mestrado, Ciências da Educação (Administração Educacional), Universidade de Lisboa, Instituto de Educação, 2013

Mental imagery in interpreting – a neurocognitive perspective

The paper discusses mental imagery as an important part of information processing performed during interpreting. Mental imagery is examined to see if visual processing used to remember the source text or to facilitate its understanding helps to ‗off-load‘ other cognitive (mainly linguistic) resources in interpreting. The discussion is based on a neurocognitively-oriented depictivist model by Kosslyn (1994). The overview of mental imagery processes and systems is followed by the discussion of imagery used in interpreting. First, imagery development in student interpreters is described on the basis of a note-taking course for would-be consecutive interpreters organized by the author at AMU. The initial part of the course devoted to imagery involves visualizations of geographical, descriptive and narrative texts. The description abounds in authentic examples and presents conclusions for interpreting trainers. Later, imagery as employed by professional interpreters is discussed on the basis of a qualitative survey. General implications of the use of mental imagery for cognitive processing limitations in interpreting are presented in the concluding section.

Une analyse interactionnelle des émotions dans les institutions totales : le cas de l’émission radiophonique du centre de détention de Montréal

Le sujet principal de ce mémoire est l’expression des émotions en univers carcéral. L’émission radiophonique « Souverains Anonymes » a servi d’étude de cas pour ce travail. Dans cette étude, j’ai analysé en détail l’expression des émotions dans un environnement supposément hostile, soit le milieu carcéral. Je me suis appuyée sur la littérature portant sur les émotions et les institutions totales afin d’étudier un nouvel axe qui est celui de l’analyse interactionnelle de l’expression des émotions dans un environnement imposé, régimenté, a priori non propice à de telles expressions. Le corpus à partir duquel j’ai élaboré mes analyses est constitué, d’une vidéographie intitulée « Hommes de passage » réalisé par Bruno Boulianne. C’est une vidéographie, qui a été tourné sur l’émission de radio avec également des entretiens menés en dehors du contexte de la radio. Quatre extraits pertinents ont été retenus dans cette vidéographie pour l’analyse des moments visibles d’émotion. Le corpus est également constitué d’une journée d’observation de la préparation de cette émission, observation que j’ai enregistrée sous forme de notes manuscrites. Enfin une seconde journée d’observation m’a permise de compléter et de vérifier les résultats de mes analyses. Par l’analyse de toutes ces données, je tente de mieux comprendre comment et dans quelles circonstances les détenus expriment et parlent de leurs émotions. Comme nous le verrons à travers les analyses que je propose, il est principalement question de leur identité lorsque les détenus expriment ou parlent de leurs émotions. Il s’agit d’une identité qu’ils voudraient obtenir, soit celle qu’ils souhaitent regagner ou celle qu’ils souhaitent acquérir. Cette quête identitaire revêt différents aspects, entre autres, avec des références à la morale, à la famille ou encore aux murs de la prison. L’expression des émotions et l’expression identitaire apparaissent donc inextricablement liées dans leur discours.

Influence d’un atelier de prise de notes sur la capacité d’étudiants du collégial à restituer les idées principales d’un texte de philosophie : une vision contrastive étudiants – professeurs de philosophie.

Cette recherche avait pour but de déterminer quelle était l’influence de l’administration d’un atelier de prise de notes dans le cadre du premier cours de philosophie du collégial qui se donnait au début de la deuxième session des apprenants. Elle se situait dans le cadre d’une recherche intervention et le point de vue des parties prenantes, à savoir les apprenants et les enseignants, était recueilli de façon qualitative. Les premiers, forts d’une expérience d’une session au niveau collégial, ont exprimé le besoin de suivre une formation formelle liée à la prise de notes, quand bien même celle-ci leur demanderait un effort supplémentaire. Les deuxièmes nous ont fait part de leurs préoccupations en ce qui a trait à la qualité des notes de leurs étudiants. Nous avons demandé aux répondants de restituer les thèmes principaux de deux textes équivalents distribués de façon simultanée en fonction des rangées (première rangée – premier texte, deuxième rangée – deuxième texte, etc.), puis nous avons interverti l’ordre de distribution des textes après l’atelier. Lors de l’analyse des résultats, nous avons constaté que les répondants avaient restitué les thèmes dans un ordre d’importance plus approprié après l’atelier qu’avant celui-ci, mais nous avons surtout remarqué une amélioration significative dans l’emploi des stratégies de prise de notes et dans la constance de leur utilisation tout au long du second texte étudié.

La incidencia de la toma de apuntes sobre el aprendizaje significativo. Un estudio de enseñanza superior.= The incidence of notetaking on meaningful learning. A study of higher education.

En este estudio presentamos una experiencia llevada a cabo con estudiantes de la asignatura “Psicología de la Educación” de diferentes centros universitarios. Tomando como marco de referencia las teorías constructivistas del aprendizaje, el objetivo de nuestro trabajo se centra en comprobar la incidencia de la utilización de diferentes estrategias de enseñanza por parte del profesor y de determinadas estrategias de aprendizaje en el proceso de registrar la información por parte de los estudiantes, en la significatividad del aprendizaje. Los resultados obtenidos muestran que en los grupos donde los profesores han utilizado estrategias de enseñanza diferentes a la clase magistral, se ha producido un cambio positivo en las respuestas de los estudiantes o se ha mantenido el mismo nivel, mientras que el grupo donde se ha utilizado una metodología magistral, el nivel de respuesta es inferior. Así mismo, hemos podido observar como los grupos de estudiantes que utilizan las estrategias de aprendizaje seleccionadas para tomar apuntes mejoran su nivel de respuestas, lo cual no se produce en el grupo control

Academic study skills guides for students with dyslexia

Six downloadable guides produced by Dyslexia Services covering: academic writing; dissertations; memory, revision and exam techniques; note taking and note making; organisation and time management; reading and research skills

Notetaking and notemaking

University of Southampton, Dyslexia Services have developed a range of academic study skills resources available to download. This resource supports notetaking and notemaking.

Engaging your mind: an academic guide to lectures and seminars

This guide will help you prepare for effective listening and note-taking in lectures, as well as giving hints and tips on how to get the most from seminars.

Un estudi preliminar sobre la presa d’apunts dels estudiants universitaris

En aquest treball es presenten els resultats d’un estudi iniciat per esbrinar com prenen apunts els estudiants de primer curs universitari en una situació de classe habitual i per analitzar com incideixen les condicions d’una determinada situació educativa en les decisions respecte a què cal anotar i com cal fer-ho. L’estudi suposa l’inici d’una línia de recerca que té per objectiu investigar en quines condicions la presa d’apunts esdevé una estratègia d’aprenentatge

iPad use in fieldwork: formal and informal use to enhance pedagogical practice in a bring your own technology world

We report on use of iPads (and other IOS devices) for student fieldwork use and as electronic field notebooks and to promote active. We have used questionnaires and interviews of tutors and students to elicit their views and technology and iPad use for fieldwork. There is some reluctance for academic staff to relinquish paper notebooks for iPad use, whether in the classroom or on fieldwork, as well as use them for observational and measurement purposes. Students too are largely unaware of the potential of iPads for enhancing fieldwork. Apps can be configured for a wide variety of specific uses that make iPads useful for educational as well as social uses. Such abilities should be used to enhance existing practice as well as make new functionality. For example, for disabled students who find it difficult to use conventional note taking. iPads can be used to develop student self-directed learning and for group contributions. The technology becomes part of the students’ personal learning environments as well as at the heart of their knowledge spaces – academic and social. This blurring of boundaries is due to iPads’ usability to cultivate field use, instruction, assessment and feedback processes. iPads can become field microscopes and entries to citizen science and we see the iPad as the main ‘computing’ device for students in the near future. As part of the Bring Your Own Technology/Device (BYOD) the iPad has much to offer although, both staff and students need to be guided in the most effective use for self-directed education via development of Personal Learning Environments. A more student-oriented pedagogy is suggested to correspond to the increasing use of tablet technologies by students

An examination of police officers' notes of interviews with alleged child abuse victims

This study provided a critical examination of handwritten records (notes) of interviews contained in a sample of 89 police case files about alleged child abuse. Some of the notes examined related to initial disclosure (complaint) interviews which were not electronically recorded and were meant to be recorded verbatim. Notes of electronically recorded interviews, which merely constituted a convenient summary of the case details, were also examined. Collectively, the analyses focused on the accessibility, completeness and accuracy of the notes, and the degree to which the interviewers' questions and witnesses' answers were differentiated. In relation to the disclosure interviews, a substantial proportion of these were not accessible. Of those where the notes were obtained, the detail recorded was not a complete record of conversation, and there was often poor delineation of questions and responses. Analysis of the electronically recorded interviews showed that these were not an entirely accurate summary of event details even though the note takers' sole task was to document the interview. The implications of these findings are discussed.

More than a mere story : social and political markers in Australian short fiction of the 1980's

This thesis is a literary history which argues that much of the short fiction published in Australia during the 1980s was deeply influenced by the rapid social and political changes during that decade. My argument concentrates on links between the short stones of the period and the socio/political environment into which they were written. The decade was marked by massive changes in technology, the workplace, and in all other areas of social life. In general terms, the ideology of the 'market' predominated over notions of small 'l' liberalism and the last vestiges of state intervention in the economy. The Australian short story benefited from the social 'experiments' of the 1970s in that its concerns became broader - encompassing the onslaught of feminism, the foregrounding of 'multicultural' concerns, and a move away from the bush into the city as a primary site for narratives. The decade was a rich period for the genre. Why was there a tolerance for a new diversity, in literary terms, when the social and political environment was turning to the right? This is a central question of the thesis. I argue that instead of the 'base' determining the 'superstructure' (i.e. culture) the superstructural changes were essential to the deconstruction of the social and political landscape. This thesis contends that a relationship always exists between the 'literary' and 'the social'. I argue, among other things, that many of the short fictions were influenced by 'postmodern' theory to the extent that they became a form of traumatic note-taking, which masked a late romanticism beneath a fear of the sovereign subject. The fear of 'closure' which insinuated itself into many of the texts, besides being a form of academic corrective, was also a flight from emotional candor. I argue that storytelling was, in many cases, the loser.

A controlled analysis of professionals' contemporaneous notes of interviews about alleged child abuse

Objective : The current study investigated (under optimal conditions) the accuracy and completeness of professionals’ contemporaneous written notes of child abuse interviews.
Method : Participants included 107 experienced child abuse investigators who were all trained to adhere to best-practice interview guidelines and who routinely took notes as records of interviews. The interviews documented for this study were read live for 15 min duration, and at a pace of 2.2 words (on average)/s. The professionals’ notes of the interviews were analyzed for completeness and accuracy. Key outcome measures were the prevalence and discernability of the questions (i.e., whether the structure of questions was recorded accurately) as well as the child responses.
Results : Despite the omission of 39% of abuse-related details, recording of content details was clearly prioritized over interviewer questions. This was revealed irrespective of the measure of note taking quality or the quality of the interview being recorded. Of the various layout styles employed, scrutiny of interviewer questions was maximized by: (a) using symbols or spacing to delineate questions and responses, (b) capturing the first two words of a question, and (c) using abbreviations.
Conclusions : Although note taking could potentially improve with further research, training and instruction, this form of documentation does not provide full scrutiny of the interview process, even under optimal conditions.
Practice implications : Electronic recording is strongly recommended for all interviews, especially considering global concerns about interviewers’ adherence to best-practice interview guidelines. If notes continue to be used as a record of interview, further research and training are urgently warranted to improve note taking competency.

Improving the quality of professionals’ contemporaneous notes taken during interviews about alleged child abuse

The current study explored the effectiveness of note-taking instructions to increase the completeness and accuracy of professionals’ contemporaneous written notes of child abuse interviews. Police members had their base-line note-taking assessed before receiving brief instructions focusing on layout style, abbreviations, and question codes. Participants’ note-taking was reassessed immediately post-instruction and again at follow-up, 4 weeks later. Instructions increased the number of questions that participants recorded and the information that they recorded about question structure. These increases in question information did not occur at the expense of witness response information. Instructions encouraged participants to use more abbreviations and question codes and to use a clearer layout style to differentiate questions and responses. Instructing professionals in simple note-taking strategies immediately increased the completeness and accuracy of their notes. However, electronic recordings remain the most effective method of ensuring complete and accurate interview notes.

The Tablet PC: A Complete Teaching Studio

The Tablet PC is a flexible teaching tool. It can be used to increase the lecturer’s productivity in note taking and in assignment marking. It can be used in the lecture room with increased interaction. With a few minor accessories it can be used to record all aspects of a lecture or presentation. It can also be used to record short topic segments that can be used as references or summaries by students. Containing the abilities of both a tablet device with multi touch, a pen interface for accurate drawing and handwriting and with the power of a full PC, it is a complete teaching studio.