O meu projeto de pesquisa e criação artística tem como foco o desenho na minha produção pessoal. Desenhar como forma de pensamento, pensamento como ato de criação nos diários de desenhos, pinturas, gravuras, livros de artista, poemas visuais e cadernos de anotações, onde o desenho é palavra e imagem. / The main focus of my research project and artistic creation is the drawing in my personal art work. To draw as a way of thinking, thinking as an act of creation in the drawing diaries, paintings, prints, artist books, and sketch-books, where the drawing is word and image.

Este trabalho busca construir um pensamento contemporâneo sobre voz a partir da investigação do trabalho do ator com a voz e com a palavra na Cia. Club Noir, companhia teatral fundada em 2006 e com sede na cidade de São Paulo (SP). O texto retoma alguns movimentos e ideias que ao longo do século XX fomentaram uma nova concepção de voz, som e silêncio. A partir das relações entre corpo, voz, leitura textual e emissão no trabalho do ator, constrói um pensamento que dialoga com a música e a poesia experimental. A prática da Cia. Club Noir, focada na exploração da palavra e experimentação da linguagem, constitui um rico material para a construção de um pensamento sobre voz nos processos contemporâneos de criação. Este trabalho compreende palavra como som e sentido simultaneamente e mais do que analisar o trabalho da companhia teatral em questão, pretende levantar novas perspectivas para o entendimento da voz. / This paper aims at constructing a contemporary thought on voice, having as its basis the investigation of voice and word use of actors of the Cia. Club Noir, a theater company from São Paulo (SP) founded in 2006. The text looks back at some movements and ideas that have been influential in the creation of new concepts of voice, sound and silence, and, taking into account the relations between body, voice, text reading, and emission, builds up a thought that establishes a dialogue with music and experimental poetry. The praxis of the Cia. Club Noir, which has as its focus on the study of word and language experiments, consists of a rich material for the construction of a thought on the use of voice in the contemporary creation processes. This work considers words to be the combination of sound and sense and intends not only to analyze the work of the theater company, but also to raise new perspectives for the understanding of voice.

Um pesquisador nascido no Brasil em 1990 se depara com as cartas que Antonin Artaud escreveu durante seu período de internação no asilo de alienados de Rodez, na França, e descobre que chegou ao mundo arruinado. Decide não ignorar que sente uma imensa solidão e que, na maioria das vezes, se vê sozinho neste sentimento; que cresceu fingindo prazer e sentindo saudade, mas que já está desanimado até mesmo para sofrer; que a primeira coisa que disse, quando ainda era um bebê, foi: \"Olá, mamãe, eu já sei que você não sou eu, então estou livre!\" - e todos os adultos aplaudiram o espírito inteligente do menino que iria longe. Este pesquisador que nunca foi à Europa, mas está educado a falar com muita lucidez sobre qualquer matéria disponível no Eu e no além-Eu, recebeu três volumes de cartas escritas por Antonin Artaud, quem está morto há setenta anos, e começou então a ouvir dois tipos de silêncio: um que se estende por toda a superfície acima do palavrório, nasce sobre ele e preenche como neblina o espaço entre as ruínas, um silêncio compactuado; e um outro que grita impessoalmente na imensa falta de fundo abaixo das palavras. Não tem escolha: sente necessidade de partir, deseja esquecer Artaud. Ele se atrasa, porque segue com o corpo e abandona o espírito; leva o espírito, deixa cair a língua. Decide agarrar tudo o que vê pelo caminho, leva todas as palavras que encontra pela frente, para despejá-las no abismo de um silêncio público. E as páginas do presente trabalho são este movimento entre dois silêncios, um caminho de palavras arrastadas que ninguém poderá seguir, porque o pesquisador desapareceu sobre si mesmo. / A researcher born in Brazil in 1990 faces letters Antonin Artaud wrote during his internment period in the asylum of alienated of Rodez, in France, and finds out that he came into this world ruined. He decides not to ignore that he feels an immense solitude and that, most of the time, sees himself alone in this feeling; that he grew faking pleasure and feeling nostalgia, but is already too down-hearted even for suffering; that the first thing he said, when he was still a baby, was: \"Hello, mommy, I already know that you are not me, so I am free!\" - and all the adults applauded the clever spirit of the boy who would go far. This researcher that never went to Europe, but is educated to speak very lucidly about any available subject in the \"l\" and the beyond-\"I\", received three volumes of letters written by Antonin Artaud, who has been dead for sixty years, and started to listen to two kinds of silence: one that extends through all surface above the chatter, that is born over it, that fills the space between the ruins like a mist, an agreed silence; and another one that screams impersonally in the immense lack of bottom under the words. There is no choice: he feels the need to leave, wishes to forget Artaud. He gets late, because he follows with his body and abandons the spirit; he takes the spirit, lets his tongue fall down. He decides to grasp everything that he sees through the way, takes every words he finds ahead, in order to pour them into the abyss of a public silence. And the pages of the present work are this movement between two silences, a path of dragged words that no one will be able to follow, because the researcher disappears over himself.

The development of sight words is essential for individuals with significant disability. There is a plethora of research highlighting the acquisition of sight words for this population but to date, most focus on teacher led interventions (Browder, Algrim-Delzell, Spooner, Mims, & Baker, 2009). This study investigated the use of computer technology vs. one-on-one instruction targeting sight words acquisition for a student with a significant disability. Results showed the participant indicated improved performance using the computer based intervention versus the constant time delay instructor led intervention.

The Exclusive System to Learn-Not Just Memorize-Essential Words A powerful vocabulary opens a world of opportunity. Building your word power will help you write more effectively, communicate clearly, score higher on standardized tests like the SAT, ACT, or GRE, and be more confident and persuasive in everything you do. But in order to truly increase your vocabulary, you need a system that works. With most guides, you end up only memorizing the new words for a short time, often not even long enough to use them in tests. Fiske WordPower is different. Using the exclusive Fiske system, you will not just memorize words, but truly learn their meanings and how to use them correctly. This knowledge will stay with you longer and be easier to recall-and it doesn't take any longer than less-effective memorization. How does it work? This book uses a simple three-part system: 1. Patterns: Words aren't arranged randomly or alphabetically, but in similar groups that make words easier to remember over time. 2. Deeper Meanings, More Examples: Full explanations-not just brief definitions-of what the words mean, plus multiple examples of the words in sentences. 3. Quick Quizzes: Frequent short quizzes help you test how much you've learned, while helping your brain internalize their meanings. Fiske WordPower is the most effective system for building a vocabulary that gets you clear and successful results. / https://dc.etsu.edu/alumni_books/1024/thumbnail.jpg

Here are the 250 most important words students need to know to be successful in college and beyond, from the former education editor of the New York Times and a leading authority on college admissions. Each entry contains information on the word origin, a complete definition, and example sentences, making it both the perfect gift for high school graduation and an effective tool for expanding a student's vocabulary, increasing word comprehension, and honing their writing skills. This is the perfect book for giving young adults entering college or starting a career a clear advantage before they begin / https://dc.etsu.edu/alumni_books/1025/thumbnail.jpg

In clear and lively prose that avoids jargon, the author carefully and systematically examines the many kinds of subtly nuanced words or word-pairs of everyday discourse such as 'and'-'but', 'before'-'ere', 'Chinese'-'Chink', and 'sweat'-'perspiration', that have proven resistant to truth-conditional explanations of meaning. / https://dc.etsu.edu/etsu_books/1108/thumbnail.jpg

No description available.

Studies of early communicative development have shown a relationship between rates of communicative acts (CA) and the acquisition of words for typically developing children. Rates of CA provide a measure that predicts vocabulary growth. For children with cleft lip and/or palate, early vocabulary delays are common. Examination of rates of CA may provide a means for predicting which children show readiness for vocabulary expansion. The purpose of this study was to examine children’s rates of CA, canonical vocalizations (CV), and words during the transition from prelinguistic to linguistic development. This retrospective study included 15 participants from northeast Tennessee that were drawn from a previous longitudinal study of nonsyndromic children with cleft lip and/or palate. There were nine females and six males; nine of the participants had cleft lip and palate, while the remaining six participants had cleft palate only. Through video recordings, children were evaluated at 18, 24, and 30 months of age, during which time they transitioned from the prelinguistic level (< 10 words on CDI) to the linguistic level (> 10). Data was recorded on the number of CA [e.g., protodeclaratives (PD) and protoimperatives (PI) to determine the purpose of communication], CV, and words the child produced at each age. The data was then converted to a rate per minute ratio. The results show that from the prelinguistic to the linguistic level, the children’s average rate of CA overall increased from 1.94 to 3.08; PD from 18.86 to 19.45; words from 0.46 to 2.66 and both CV and PI decreased from 0.39 to 0.36 and 0.21 to 0.00 respectively. Results indicate that when compared to typically developing children, children with cleft lip and/or palate demonstrated delays when transitioning from prelinguistic to the linguistic level in rates of CA, CV, and words. This study did not show a significant correlation between CA at the prelinguistic level and word use at the linguistic level. When compared to the study of typically developing children conducted by Proctor-Williams, Dixon, Brown, Ringley, Barber, and Light-Newell (2007), the participants in this study demonstrated a delayed progression in the rate of CA, CV and word acquisition. Scores for PI and PD were not found to be statistically different across age groups for children with cleft lip and/or palate. Measurement of rates of CA at the prelinguistic level could assist clinicians in better assessing early communicative development in children with cleft lip and/or palate beyond traditional measures of vocalization. While this study did not find a significant difference between prelinguistic CA and linguistic CDI, CV, and words, a study with more participants is necessary to identify potential predictive relationships. This study identified differences in rates of CA, CV, and words, which suggest that early delays are not restricted to developmental parameters associated with sound production. Future studies should also incorporate testing at closer age intervals to more specifically determine their development and provide a better indication of rates of CA and CV per minute.

Academic vocabulary is an important determiner of academic success for both native and non-native speakers of English (Corson, 1997; Gardner, 2013; Hsueh-chao & Nation, 2000). In an attempt to address this need, Coxhead (2000) developed the Academic Word List (AWL)—a list of words common across a range of academic disciplines; however, Gardner & Davies (2014) identified potential limitations in the AWL and have more recently produced their own list of core academic vocabulary—the Academic Vocabulary List (AVL). This study compares the occurrences of the AWL and AVL word families in an intensive English program (IEP) corpus of 50 texts to determine which list has the best overall coverage, frequency, and range in the corpus. While the results show a strong presence of both lists in the IEP corpus, the AVL outperforms the AWL in every measure analyzed in the study. Suggestions for instruction and future research regarding these lists are provided.