Multimodalt skrivande - förutsättningar och lärandemöjligheter : Litteraturstudie om mellanstadieelevers lärandemöjligheter vid multimodalt skrivande inom svenskämnet och förutsättningar för en multimodal skrivundervisning

Kursplanen i svenska förklarar att eleverna ska utveckla det multimodala skrivandet inom svenskämnet. Det multimodala skrivandet innebär att ord, bild och ljud kombineras och samspelar. Huvudsyftet med den här litteraturstudien har varit att undersöka hur det multimodala skrivandet inom svenskämnet för årskurs 4-6 kan se ut, vilka kompetenser och resurser som krävs för att bedriva en multimodal skrivundervisning, samt vilket slags lärande det multimodala skrivandet kan ge upphov till hos eleverna. Litteraturstudien visar att det multimodala skrivandet kan förekomma såväl analogt som digitalt. Vidare visar den att svensk forskning på området är mycket begränsad. De artiklar och avhandlingar som inkluderats i litteraturstudien visar att forskare är eniga om att lärare behöver utveckla sina kunskaper om olika teckenvärldar, såsom auditiva och visuella, för att göra elever medvetna om teckenvärldarnas meningspotential och samspel. Det multimodala skrivandet ger upphov till en form av samordnat lärande, eftersom det multimodala skrivandet är en komplex process, som kräver att eleverna får explicit undervisning om aktuell digital programvara och teckenvärldarnas meningsskapande. Multimodalt skrivande är ett vanligt inslag utanför skolan, men bör få tillträde in i skolvärlden. Det förutsätter att digitala resurser finns tillgängliga och att lärare är positivt inställda till den multimodala skrivutvecklingen.

Languaging in virtual learning sites : studies of online encounters in the language-focused classroom

This thesis focuses upon a series of empirical studies which examine communication and learning in online glocal communities within higher education in Sweden. A recurring theme in the theoretical framework deals with issues of languaging in virtual multimodal environments as well as the making of identity and negotiation of meaning in these settings; analyzing the activity, what people do, in contraposition to the study of how people talk about their activity. The studies arise from netnographic work during two online Italian for Beginners courses offered by a Swedish university. Microanalyses of the interactions occurring through multimodal video-conferencing software are amplified by the study of the courses’ organisation of space and time and have allowed for the identification of communicative strategies and interactional patterns in virtual learning sites when participants communicate in a language variety with which they have a limited experience. The findings from the four studies included in the thesis indicate that students who are part of institutional virtual higher educational settings make use of several resources in order to perform their identity positions inside the group as a way to enrich and nurture the process of communication and learning in this online glocal community. The sociocultural dialogical analyses also shed light on the ways in which participants gathering in discursive technological spaces benefit from the opportunity to go to class without commuting to the physical building of the institution providing the course. This identity position is, thus, both experienced by participants in interaction, and also afforded by the ‘spaceless’ nature of the online environment.

Ensuring Multimodal Course Consistency

The growth of online, hybrid, and distance courses challenges institutions to maintain content consistency across multiple platforms. This report examines the policies, standards, and practices that guide course consistency initiatives.

Random regression analyses using B-splines functions to model growth from birth to adult age in Canchim cattle

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Random regression analyses using B-spline functions to model growth of Nellore cattle

The objective of this study was to estimate (co)variance components using random regression on B-spline functions to weight records obtained from birth to adulthood. A total of 82 064 weight records of 8145 females obtained from the data bank of the Nellore Breeding Program (PMGRN/Nellore Brazil) which started in 1987, were used. The models included direct additive and maternal genetic effects and animal and maternal permanent environmental effects as random. Contemporary group and dam age at calving (linear and quadratic effect) were included as fixed effects, and orthogonal Legendre polynomials of age (cubic regression) were considered as random covariate. The random effects were modeled using B-spline functions considering linear, quadratic and cubic polynomials for each individual segment. Residual variances were grouped in five age classes. Direct additive genetic and animal permanent environmental effects were modeled using up to seven knots (six segments). A single segment with two knots at the end points of the curve was used for the estimation of maternal genetic and maternal permanent environmental effects. A total of 15 models were studied, with the number of parameters ranging from 17 to 81. The models that used B-splines were compared with multi-trait analyses with nine weight traits and to a random regression model that used orthogonal Legendre polynomials. A model fitting quadratic B-splines, with four knots or three segments for direct additive genetic effect and animal permanent environmental effect and two knots for maternal additive genetic effect and maternal permanent environmental effect, was the most appropriate and parsimonious model to describe the covariance structure of the data. Selection for higher weight, such as at young ages, should be performed taking into account an increase in mature cow weight. Particularly, this is important in most of Nellore beef cattle production systems, where the cow herd is maintained on range conditions. There is limited modification of the growth curve of Nellore cattle with respect to the aim of selecting them for rapid growth at young ages while maintaining constant adult weight.

Letramento no trânsito: eventos e práticas na formação de condutores de veículos

In the contemporary society, the language is presented in all social spaces and assumes many different purposes in order to meet the needs that emerge from each of these sphere. In traffic, this reality is not different. To guide vehicles, it is necessary to know, by means of reading artifacts, what the legislation establishes in what concerns the way to act in this domain. Thus, this works aims at describing the practices of literacy held in events of driver trainings and know the expectations generated by drivers/learners from this training. In theoretical terms, it anchors in Literacy Studies, comprehended here as social practices (BARTON; HAMILTON, 1998; KLEIMAN, 1995, 2008; MORTATTI, 2004; STREET, 1984; OLIVEIRA, 2008, 2010; ROJO, 2009; PAZ, 2008). Genre Theory (BRONCKART, 2004, 1999; OLIVEIRA, 2010) and in your multimodal instance (KRESS; VAN LEEUWEN, 1996; DIONÍSIO, 2006). In terms of methodology, it follows the bias of qualitative research, because of its ethnographic nature (BOGDAN; BIKLEN, 1994; MINAYO, 2010; CANÇADO, 1994; CHIZZOTTI, 2005). The research corpus was generated by reading the Brazilian Traffic Code, by observing the literacy events held in Drivers Training Centers of Natal, analysis of course books used in these events, plus questionnaires with open and closed questions and semistructured interviews. The collaborators are constituted of drivers in training, and instructors who work in this field. The analyses show significant contributions regarding the placement more committed of future drivers with the welfare and safety of those who use the public roads, from the practice or reading done during the traffic training. The contribution of this work lies in the possibility to expand the discussion about the language practice uses regarding the training for the traffic, more specifically, the training of drivers of vehicles

O ensaio jornalístico na revista Veja: uma análise multidimensional

This work has as objective generality to make a multidimensional analysis in the genre journalistic assay, communicative genre that, beyond complex and multimodal, presents hybrid characteristics. Specifically, with the intention to propose defining criteria of the cited genre, this research looks for to establish differences and similarities between the assay and other genres of the same sphere, from the description and interpretation of used multimodal resources. The analysis of the formal, schematical and rhetorical resources identified in the formatting of the journalistic assay sample that the analyses are supported in the socio-semiotic and socio-rhetorical approaches. In the formal dimension, we contemplate elements that constitute design of the text, including the forms of representation from the typography, the colors, images, as well as the aspects communicative-linguistics: the modalization indices, the communicative operators and the category time; in the schematical dimension, we present the organizational structure, considering the rhetorical movements postulates for Swales (1990) and in the rhetorical dimension we observe the categories: who writes, for who it writes, on what it writes and where writes. The adopted methodologicals postulates are of qualitative nature and the procedure is documentary, data that in we are valid them written texts of this genre as analysis object. Corpus it is constituted by a composed sample for 14 extracted texts of a set of 173 propagated journalistic assays weekly for the magazine Veja, in the period between August of 2004 and January of 2008. The analysis of the data showed that the journalistic assay, object of this study, materializes through multiple symbolic representations and multiple subjects that turn since a small episode of the daily facts of great social relevance in the present time, of historical and cultural nature, nationwide or international. Used for the first time by Montaigne in 1580, to assign, in saying of the proper author, written fast on its life and historical events, which could nor be remembered later , the term `assay' was enriched with other specifications, of form to enclose the one that if they call scientific assay today, academic assay, journalistic assay and other types of specific assays. These denominations have to see with the enrollment of the members of diverse of practices communities, in virtue of the multiplicity of activities carried through in these spheres. The conclusions the one that we arrive had been the following ones: 1. the discursive genre is not a pure entity, in virtue of the multiplicity of situations where the sorts if insert in the social actions; 2. the institutions define the configuration of one definitive genre, also its proper assignment, since for backwards of all discursive genre a voice exists to discipline - institutional voice, and in the case of the assays for analyzed us, the institutional voice if it presents, really, as a defining trace; 3. the journalistic assay, for its multiple symbolic representations, multiple subjects and for passing explicit or implicit opinions of its author, resembles it other genres, being able, therefore, to be inserted in a colony of opinionatives genres