841 resultados para Language in Science
Resumo:
This study aims to investigate Namibian teachers’ attitudes towards English as a medium of instruction in Namibian classrooms. Regardless of the fact that English has no historical ties with Namibia, English still operates as the official language and the language of instruction in schools. This study briefly discusses the probable reasons for choosing English as an official language in Namibia, and as the medium of instruction in educational institutions. Furthermore, it discusses the attitudes that Namibian teachers have towards English as a medium of instruction in Namibian classrooms. A pilot electronic questionnaire, a revised questionnaire, and telephone interviews were used to acquire data for the study. The results indicate that English is a challenge for many learners and this poses a challenge to teachers as well. However, a majority of teachers from this study portray English as the language that is capable of uniting Namibian learners from different backgrounds, and a language that makes education possible in Namibia. In addition, teachers also reported that knowledge of English opens up educational opportunities for learners to study abroad.
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'Theory', 'hypothesis', 'model' and 'method' in linguistics: Semasiological and onomasiological perspectives The subject of this thesis is the use of generic scientific terms, in particular the four terms 'theory', 'hypothesis', 'model' and 'method', in linguistic research articles written in French and in Finnish. The thesis examines the types of scientific constructs to which these terms are applied, and seeks to explain the variation in the use of each term. A second objective of the thesis is to analyze the relationships among these terms, and the factors determining the choices made by writers. With its focus on the authentic use of generic scientific terms, the thesis complements the normative and theoretical descriptions of these terms in Science Studies and offers new information on actual writing practices. This thesis adheres to functional and usage-based linguistics, drawing its theoretical background from cognitive linguistics and from functional approaches to terminology. The research material consisted of 120 research articles (856 569 words), representing different domains of linguistics and written in French or Finnish (60 articles in each language). The articles were extracted from peer-reviewed scientific journals and were published between 2000 and 2010. The use of generic scientific terms in the material has been examined from semasiological and onomasiological perspectives. In the first stage, different usages related to each of the four central terms were analyzed. In the second stage, the analysis was extended to other terms and expressions, such as 'theoretical framework', 'approach' and ‘claim’, which were used to name scientific constructs similar to the four terms analyzed in the first stage. Finally, in order to account for the writer’s choice among the terms, a mixed methods approach was adopted, based on the results of a previously conducted questionnaire concerning the differences between these terms as experienced by linguists themselves. Despite the general ideal that scientific terms should be carefully defined, the study shows that the use of these central terms is not without ambiguity. What is understood by these terms may vary according to different conceptual and stylistic factors as well as epistemic and disciplinary traditions. In addition to their polysemy, the semantic potentials of these terms are in part overlapping. In most cases, the variation in the use of these terms is not likely to cause serious misunderstanding. Rather, it allows the researcher to express a specific conceptualization of the scientific constructs mentioned in the article. The discipline of linguistics, however, would benefit from a more elaborate metatheoretical discussion.
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The purpose of this study is to find out what conceptions Rwamwanja refugee settlement teachers have about caring teaching methods. The study was conducted by analysing the data gathered from semi-structured interviews. Twelve teachers were interviewed in four different refugee settlement schools. The main theory of this study is based on ethics of care research by Nel Noddings. In addition, the framework was developed by combining the theories of resilience and psychosocial support which are often employed in research concerning emergency contexts. This study uses qualitative content analysis to describe the conceptions of caring teachers have and protective teaching elements they employ. The results of this study show that many of the key elements of caring and protective teaching were present in teacher’s answers. For example, in their answers, the majority of the teachers pointed out the significance of using soft discipline. However, many teaching elements considered ideal in emergency contexts were missing. These missing methods include routines and flexibility which are considered essential for vulnerable children. The teachers’ levels of conceptual thinking varied remarkably depending on their language skills. The communication was limited to very basic and concrete language in some of the interviews due to lack of mutual understanding. This also raised a question about the level of understanding between refugee pupils and teachers since there is no strong common language between them. The results of this research call for further studies about the effect of caring teaching elements in growth of resilience in refugee children. Keywords: The ethics of care, resilience, psychosocial support, education in emergencies, refugees, education, protection.
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Aim: The European Commission Cooperation in Science and Technology (COST) Action FA1203 “SMARTER” aims to make recommendations for the sustainable management of Ambrosia across Europe and for monitoring its efficiency and cost effectiveness. The goal of the present study is to provide a baseline for spatial and temporal variations in airborne Ambrosia pollen in Europe that can be used for the management and evaluation of this noxious plant . Location: The full range of Ambrosia artemisiifolia L. distribution over Europe (39oN-60oN; 2oW-45oE). Methods: Airborne Ambrosia pollen data for the principal flowering period of Ambrosia (August-September) recorded during a 10-year period (2004-2013) were obtained from 242 monitoring sites. The mean sum of daily average airborne Ambrosia pollen and the number of days that Ambrosia pollen was recorded in the air were analysed. The mean and Standard Deviation (SD) were calculated regardless of the number of years included in the study period, while trends are based on those time series with 8 or more years of data. Trends were considered significant at p < 0.05. Results: There were few significant trends in the magnitude and frequency of atmospheric Ambrosia pollen (only 8% for the mean sum of daily average Ambrosia pollen concentrations and 14% for the mean number of days Ambrosia pollen was recorded in the air). Main conclusions: The direction of any trends varied locally and reflect changes in sources of the pollen, either in size or in distance from the monitoring station. Pollen monitoring is important for providing an early warning of the expansion of this invasive and noxious plant.
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Abstract: Active or participatory learning by the student within a classroom environment has been fairly recently recognized as an effective, efficient, and superior instructional technique yet few teachers in higher education have adopted this pedagogical strategy. This is especially true in Science where teachers primarily lecture to passively seated students while using static visual aids or multimedia projections. Teachers generally teach as they were taught and lecture formats have been the norm. Although student-learning theories as well as student learning styles, abilities, and understanding strategies have changed, traditional teaching techniques have not evolved past the “chalk and talk” instructional strategy. This research looked into student’s perceptions of cooperative learning or team-based active learning in order to gain insight and some understanding as to how students felt about this learning technique. Student’s attitudes were then compared to student grades to detennine whether cooperative learning impeded or ameliorated academic performance. The results revealed significant differences measured in all the survey questions pertaining to perception or attitudes. As a result of the cooperative learning activities, respondents indicated more agreement to the survey questions pertaining to the benefits of cooperative learning. The experimental group exposed to cooperative learning thus experienced more positive attitudes and perceptions than the groups exposed only to a lecture-based teaching and learning format. Each of the hypotheses tested demonstrated that students had more positive attitudes towards cooperative learning strategies. Recommendations as to future work were presented in order to gain a greater understanding into both student and teacher attitudes towards the cooperative learning model.||Résumé: Lapprentissage actif ou préparatoire par létudiant au sein d’une classe a été reconnu assez récemment comme une technique d’enseignement plus efficace. Cependant, peu d’enseignants ont adopté cette stratégie pedagogique pour l'éducation post-secondaire. Ceci est particulièrement le cas dans le domaine des sciences où les enseignants font surtout usage de cours magistraux avec des étudiants passifs tout en utilisant des aides visuelles statiques ou des projections multimédias. Les professeurs enseignent generalement comme on leur a eux-même enseigné et les cours magistraux ont été la norme par le passé. Les techniques traditionnelles d'enseignernent n'ont pas évolué au-delà de la craie et du tableau noir et ce même si les théories sur l’apprentissage par les étudiants ont changé, tout comme les styles, les habiletés et les stratégies de compréhension d’apprentissage des étudiants. Cette recherche se penche sur les perceptions des étudiants au sujet de l'apprentissage coopératif ou de l'apprentissage actif par équipe de telle sorte qu'on puisse avoir un aperçu et une certaine compréhension de comment les étudiants se sentent par rapport à ces techniques d'apprentissage. Les attitudes des étudiants ont par la suite été comparées aux notes de ceux-ci pour déterminer si l'apprentissage coopératif avait nui ou au contraire amélioré leurs performances académiques. Les résultats obtenus dans l'étude d'ensemble révèlent des différences significatives dans toutes les questions ayant trait à la perception et aux attitudes.
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In the area of linguistics and language teaching, science fiction is useful in very many ways. An obvious way is that it sets up many complex and rich worlds and outlines the sorts of adjustments that language must make in those contexts. It thus draws a strong link between language and context; it shows how the construction of reality is largely a matter of language; and it speculates on where we are linguistically heading. It is a useful mirror on language development. Extrapolating the dialects of the future has been the province of science fiction in the last century. Though few SF writers are professional linguists, their method in general tends to take a holistic view of form, meaning and social context. Characters in science fiction are not individuals but are 'everyman' tokens, and the language they use symbolises the culture they inhabit. Linguistic extrapolation in science fiction thus treats language both as the technology of communication and as an index of social change. In this paper, I argue that predicting the language of the future, though extremely difficult, is possible. I call this new discipline chronolinguistics, and I set out the draft principles and parameters of a chronolinguistics, based on the future languages speculated by John Brunner, Russell Hoban, William Gibson, Greg Bear, Neal Stephenson and Iain M.Banks.
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Introduction: Reporting guidelines (e. g. CONSORT) have been developed as tools to improve quality and reduce bias in reporting research findings. Trial registration has been recommended for countering selective publication. The International Committee of Medical Journal Editors (ICMJE) encourages the implementation of reporting guidelines and trial registration as uniform requirements (URM). For the last two decades, however, biased reporting and insufficient registration of clinical trials has been identified in several literature reviews and other investigations. No study has so far investigated the extent to which author instructions in psychiatry journals encourage following reporting guidelines and trial registration. Method: Psychiatry Journals were identified from the 2011 Journal Citation Report. Information given in the author instructions and during the submission procedure of all journals was assessed on whether major reporting guidelines, trial registration and the ICMJE's URM in general were mentioned and adherence recommended. Results: We included 123 psychiatry journals (English and German language) in our analysis. A minority recommend or require 1) following the URM (21%), 2) adherence to reporting guidelines such as CONSORT, PRISMA, STROBE (23%, 7%, 4%), or 3) registration of clinical trials (34%). The subsample of the top-10 psychiatry journals (ranked by impact factor) provided much better but still improvable rates. For example, 70% of the top-10 psychiatry journals do not ask for the specific trial registration number. Discussion: Under the assumption that better reported and better registered clinical research that does not lack substantial information will improve the understanding, credibility, and unbiased translation of clinical research findings, several stakeholders including readers (physicians, patients), authors, reviewers, and editors might benefit from improved author instructions in psychiatry journals. A first step of improvement would consist in requiring adherence to the broadly accepted reporting guidelines and to trial registration.
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The use of dialects in audiovisual texts is increasing, but the use of standard language in Finnish subtitles is still the prevalent norm and seldom flouted. This may not be in the best interest of the audience as the way the characters speak – their idiolects – is very important for the atmosphere of the audiovisual text and widely used to give the characters personalities and background. This thesis studies whether the viewing experience could be enhanced by taking the characters’ idiolects into account in subtitling. The study was executed as a survey, and the respondents were recruited from social media and an university of applied sciences. A total of 113 respondents were divided into two groups: the experimental group (n=59) and the control group (n=54). Both groups were shown an excerpt of the British situation comedy Peep Show, but with different subtitles. In the experimental subtitles, three characters were given a written idiolect with a level of colloquial language corresponding to the spoken idiolect of the character, while the control subtitles followed the norm of using standard language. The questionnaire contained background questions, a Likert-scale question and open questions. The quantitative responses were analysed statistically through cross tabulation and Mann–Whitney U test or Kruskal-Wallis test (CI=95%, α=0,05). The results showed a statistically significant difference in keeping track on which of the characters was speaking for the benefit of the experimental subtitles. In the other items no statistically significant difference was found between the groups. In the open questions the use of colloquial language was mostly commented favourably.
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This study uses longitudinal data of undergraduate students from five public land-grant universities to better understand undergraduate students’ persistence in and switching of majors, with particular attention given to women’s participation in Science, Technology, Engineering, and Mathematics (STEM) fields. Specifically, the study examines patterns of behavior of women and minorities in relation to initial choice of college major and major field persistence, as well as what majors students switched to upon changing majors. Factors that impact major field persistence are also examined, as well as how switching majors affects students’ time-to-degree. Using a broad definition of STEM, data from nearly 17,000 undergraduate students was analyzed with descriptive statistics, cross tabulations, and binary logistic regressions. The results highlight women’s high levels of participation and success in the sciences, challenging common notions of underrepresentation in the STEM fields. The study calls for researchers to use a comprehensive definition of STEM and broad measurements of persistence when investigating students’ participation in the STEM fields.
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Recent evidence suggest that academic staff face difficulties in applying new technologies as a means of assessing higher order assessment outcomes such as critical thinking, problem solving and creativity. Although higher education institutional mission statements and course unit outlines purport the value of these higher order skills there is still some question about how well academics are equipped to design curricula and, in particular, assessment strategies accordingly. Despite a rhetoric avowing the benefits of these higher order skills, it has been suggested that academics set assessment tasks up in such a way as to inadvertently lead students on the path towards lower order outcomes. This is a controversial claim, and one that this paper seeks to explore and critique in terms of challenging the conceptual basis of assessing higher order skills through new technologies. It is argued that the use of digital media in higher education is leading to a focus on student's ability to use and manipulate of these products as an index of their flexibility and adaptability to the demands of the knowledge economy. This focus mirrors market flexibility and encourages programmes and courses of study to be rhetorically packaged as such. Curricular content has becomes a means to procure more or less elaborate aggregates of attributes. Higher education is now charged with producing graduates who are entrepreneurial and creative in order to drive forward economic sustainability. It is argued that critical independent learning can take place through the democratisation afforded by cultural and knowledge digitization and that assessment needs to acknowledge the changing relations between audience and author, expert and amateur, creator and consumer.
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A particular problem for the automatic prediction of prosody in speech synthesis is the realisation of accented syllables since these are affected by many parameters and are perceptually very salient. For the Portuguese language, in Europe, a set of comprehensive quantitative characterisation data and rules is totally lacking. The present paper is intended to be a quantitative contribution to the solution of this problem. In this paper, a preliminary modelling of duration, intensity and variation of F0 in the tonic syllable will be presented. The dependencies of the model with the syllable position in the word and the word position in the phrase are also presented.
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In Palestine/Israel the struggle to control the land and the people is not merely conducted through physical violence. More subtle attempts for controlling the region and labeling it as belonging for one side rather than the other are implemented. This paper focuses on an Israeli suggestion to change the orthography of city names on road signs so that they are transliterations of the Hebrew name of the city. This one event, the Israeli suggestion to change city names on road signs, is represented to the public by two competing, and mostly opposing, discourses. This paper uses critical discourse analysis to analyze four articles, two of which are written by Arabic media sources, and the other two are written by Israeli ones. This analysis is paired with a quantitative and a qualitative analysis of the reactions of participants of different political affiliations to chosen excerpts of the articles. The paper aims at showing how one event is represented differently through different discourses, and how people who are affected be specific discourses react to them.
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This study presents a contribution to the conceptual and terminological clarification of the concept of teaching competence, as well as for the identification of a competencial framework of competences for science teaching at a primary education level, having in mind educating citizens for the 21st century as scientific literates. The proposed framework was developed based on an intensive literature review and on the contributions emerging from a shared reflection between researchers in science education (teachers educators), future primary teachers (pre-service teachers) and in-service primary teachers.
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This dissertation traces the ways in which nineteenth-century fictional narratives of white settlement represent “family” as, on the one hand, an abstract theoretical model for a unified and relatively homogenous British settler empire and on the other, a fundamental challenge to ideas about imperial integrity and transnational Anglo-Saxon racial identification. I argue that representations of transoceanic white families in nineteenth-century fictions about Australian settler colonialism negotiate the tension between the bounded domesticity of an insular English nation and the kind of kinship that spans oceans and continents as a result of mass emigration from the British isles to the United States, Canada, New Zealand, and the Australian colonies. As such, these fictions construct productive analogies between the familial metaphors and affective language in the political discourse of “Greater Britain”—-a transoceanic imagined community of British settler colonies and their “mother country” united by race and language—-and ideas of family, gender, and domesticity as they operate within specific bourgeois families. Concerns over the disruption of transoceanic families bear testament to contradictions between the idea of a unified imperial identity (both British and Anglo-Saxon), the proliferation of fractured local identities (such as settlers’ English, Irish Catholic, and Australian nationalisms), and the conspicuous absence of indigenous families from narratives of settlement. I intervene at the intersection of postcolonial literary criticism and gender theory by examining the strategic deployments of heteronormative kinship metaphors and metonymies in the rhetorical consolidation of settler colonial space. Settler colonialism was distinct from the “civilizing” domination of subject peoples in South Asia in that it depended on the rhetorical construction of colonial territory as empty space or as land occupied by nearly extinct “primitive” races. This dissertation argues that political rhetoric, travel narratives, and fiction used the image of white female bourgeois reproductive power and sentimental attachment as a technology for settler colonial success, embodying this technology both in the benevolent figure of the metropolitan “mother country” (the paternalistic female counter to the material realities of patriarchal and violent settler colonial practices) and in fictional juxtapositions of happy white settler fecund families with the solitary self-extinguishing figure of the black aboriginal “savage.” Yet even in the narratives where the continuity and coherence of families across imperial space is questioned—-and “Greater Britain” itself—-domesticity and heteronormative familial relations effectively rewrite settler space as white, Anglo-Saxon and bourgeois, and the sentimentalism of troubled European families masks the presence and genocide of indigenous aboriginal peoples. I analyze a range of novels and political texts, canonical and non-canonical, metropolitan and colonial. My introductory first chapter examines the discourse on a “Greater Britain” in the travel narratives of J.A. Froude, Charles Wentworth Dilke, and Anthony Trollope and in the Oxbridge lectures of Herman Merivale and J.R. Seeley. These writers make arguments for an imperial economy of affect circulating between Britain and the settler colonies that reinforces political connections, and at times surpasses the limits of political possibility by relying on the language of sentiment and feeling to build a transoceanic “Greater British” community. Subsequent chapters show how metropolitan and colonial fiction writers, including Charles Dickens, Anthony Trollope, Marcus Clarke, Henry Kingsley, and Catherine Helen Spence, test the viability of this “Greater British” economy of affect by presenting transoceanic family connections and structures straining under the weight of forces including the vast distances between colonies and the “mother country,” settler violence, and the transportation system.
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The first version of this text was presented in the “Philosophy of Communication” section at the ECREA’s 5th European Communication Conference, “Communication for Empowerment,” in Lisbon in November 2014. I would like to thank the audience for the lively post-presentation discussion.