Human Immunodeficiency Virus Reverse Transcriptase and Protease Sequence Database: an expanded data model integrating natural language text and sequence analysis programs

The HIV Reverse Transcriptase and Protease Sequence Database is an on-line relational database that catalogs evolutionary and drug-related sequence variation in the human immunodeficiency virus (HIV) reverse transcriptase (RT) and protease enzymes, the molecular targets of anti-HIV therapy (http://hivdb.stanford.edu). The database contains a compilation of nearly all published HIV RT and protease sequences, including submissions from International Collaboration databases and sequences published in journal articles. Sequences are linked to data about the source of the sequence sample and the antiretroviral drug treatment history of the individual from whom the isolate was obtained. During the past year 3500 sequences have been added and the data model has been expanded to include drug susceptibility data on sequenced isolates. Database content has also been integrated with didactic text and the output of two sequence analysis programs.

Pedagogia do esporte: livro didático aplicado aos jogos esportivos coletivos

The study deals with the pedagogical possibilities of text books as a resource for Physical Education (PE) classes based on sports, specifically team sports. It started from a bibliographical review on the cited terms and after that we advanced our studies in order to propose a didactic text book on Team Sports for PE classes considering two benchmarks: one technical-tactic and the other social-educational. In order to do so, we used methods from linguistics, and the development of a Didactic Sequence allowed the selection and distribution of the contents to be presented in the book in an orderly and judicious way. The focus in Team Sports is justified by its social-cultural insertion and by the need to transform recent studies into new pedagogical procedures for practicing them. The didactic text book, as well as the adequate preparation of the professionals who will use it, is pointed out as facilitator in the process of teaching, experiencing and learning team sports.

Aplicação de texto paradidático no ensino de física como possível alternativa para a inclusão de aluno com deficiência visual

The work completed on the use of para-didactic texts do not address the issue of education in a state that considers the presence of students with visual impairments. Therefore, this article discusses an innovative situation, investigating if the use of para-didactic texts provide the necessary conditions for the inclusion of students with visual impairment in physics education classes. The response indicates a discreet participation of these students, however a significant one, in this application the students were motivated and interested in all of the topics discussed. This prudent participation may have occurred for reasons such as shyness and the behavior of teachers, as they tended to to be more talkative to these students.

Media Education in the Finnish School System : A Conceptual Analysis of the Subject Didactic Dimension of Media Education

The aim of the doctoral dissertation was to further our theoretical and empirical understanding of media education as practised in the context of Finnish basic education. The current era of intensive use of the Internet is recognised too. The doctoral dissertation presents the subject didactic dimension of media education as one of the main results of the conceptual analysis. The theoretical foundation is based on the idea of dividing the concept of media education into media and education (Vesterinen et al., 2006). As two ends of the dimension, these two can be understood didactically as content and pedagogy respectively. In the middle, subject didactics is considered to have one form closer to content matter (Subject Didactics I learning about media) and another closer to general pedagogical questions (Subject Didactics II learning with/through media). The empirical case studies of the dissertation are reported with foci on media literacy in the era of Web 2.0 (Kynäslahti et al., 2008), teacher reasoning in media educational situations (Vesterinen, Kynäslahti - Tella, 2010) and the research methodological implications of the use of information and communication technologies in the school (Vesterinen, Toom - Patrikainen, 2010). As a conclusion, Media-Based Media Education and Cross-Curricular Media Education are presented as two subject didactic modes of media education in the school context. Episodic Media Education is discussed as the third mode of media education where less organised teaching, studying and learning related to media takes place, and situations (i.e. episodes, if you like) without proper planning or thorough reflection are in focus. Based on the theoretical and empirical understanding gained in this dissertation, it is proposed that instead of occupying a corner of its own in the school curriculum, media education should lead the wider change in Finnish schools.

El gènere del text de divulgació científica: una proposta d’aplicació a l’aula

L’objectiu d’aquest estudi és presentar una proposta de lectura i producció textual, el Text de Divulgació Científica, tot fent servir una seqüència didàctica, per tal de preparar l’alumne per a la lectura i anàlisi de l’estructura textual que presenta aquest gènere discursiu, així com despertar-li l’interès per la recerca. D’aquesta manera, l’alumne comptarà amb instruments per a la producció escrita del gènere discursiu del text de divulgació científica. La proposta es basa en els treballs d’autors de lingüística textual i anàlisi del discurs.

The great didactic of John Amos Comenius /

Mode of access: Internet.

The pastoral care. : A didactic poem, in three parts. Addressed to the junior clergy.

Page [6] at front a blank.

The art of reading : containing a number of useful rules exemplified by a variety of selected and original pieces, narrative, didactic, argumentative, poetical, descriptive, pathetic, humourous, and entertaining, together with dialogues, speeches, orations, addresses, and harangues : calculated to improve the scholar in reading and speaking with propriety and elegance, and to impress the minds of youth with sentiments of virtue and religion : designed for the use of schools and families /

Mode of access: Internet.

A synopsis of didactic theology.

Page 308 incorrectly numbered 803.

Infancy : or, The management of children; a didactic poem in 3 books /

Mode of access: Internet.

The national preceptor; or, Selections in prose and poetry; consisting of narrative, descriptive, argumentative, didactic, pathetic, and humorous pieces ...

Mode of access: Internet.

The discourse of biology lectures : aspects of its mode and text structure

The present thesis investigates mode related aspects in biology lecture discourse and attempts to identify the position of this variety along the spontaneous spoken versus planned written language continuum. Nine lectures (of 43,000 words) consisting of three sets of three lectures each, given by the three lecturers at Aston University, make up the corpus. The indeterminacy of the results obtained from the investigation of grammatical complexity as measured in subordination motivates the need to take the analysis beyond sentence level to the study of mode related aspects in the use of sentence-initial connectives, sub-topic shifting and paraphrase. It is found that biology lecture discourse combines features typical of speech and writing at sentence as well as discourse level: thus, subordination is more used than co-ordination, but one degree complexity sentence is favoured; some sentence initial connectives are only found in uses typical of spoken language but sub-topic shift signalling (generally introduced by a connective) typical of planned written language is a major feature of the lectures; syntactic and lexical revision and repetition, interrupted structures are found in the sub-topic shift signalling utterance and paraphrase, but the text is also amenable to analysis into sentence like units. On the other hand, it is also found that: (1) while there are some differences in the use of a given feature, inter-speaker variation is on the whole not significant; (2) mode related aspects are often motivated by the didactic function of the variety; and (3) the structuring of the text follows a sequencing whose boundaries are marked by sub-topic shifting and the summary paraphrase. This study enables us to draw four theoretical conclusions: (1) mode related aspects cannot be approached as a simple dichotomy since a combination of aspects of both speech and writing are found in a given feature. It is necessary to go to the level of textual features to identify mode related aspects; (2) homogeneity is dominant in this sample of lectures which suggests that there is a high level of standardization in this variety; (3) the didactic function of the variety is manifested in some mode related aspects; (4) the features studied play a role in the structuring of the text.

Comics as a literary-didactic method and their use for reducing gender differences in reading literacy at the primary level of education

The aim of the present study was to examine the effect of the systematic use of comics as a literary-didactic method to reduce gender differences in reading literacy and reading motivation at the primary level of education. It was assumed that the use of comics would have a positive effect on pupils’ reading literacy and reading motivation, while also reducing the aforementioned differences between boys and girls. The dimensions of reading literacy and reading motivation were examined in experimental and control groups, before and after the intervention, by means of questionnaires and tests for pupils. The sample consisted of 143 pupils from second to fifth grade from two Slovenian primary schools in a rural environment, of which 73 pupils participated in the experimental group and 70 pupils represented the control group. Effects of the use of comics as a literary-didactic method were not found: using comics as a literary-didactic method did not have a statistically significant effect on pupils’ reading literacy and reading motivation. However, when the four-way structure of the research (taking into account the age and gender of the pupils) was considered, some subgroups showed a statistically significant increase in reading interest and attitude towards reading. No reduction of gender differences in reading literacy and reading motivation was found. Based on the results, guidelines for further research are established and suggestions are offered for teachers’ work. (DIPF/Orig.)