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Lactate dehydrogenase is C-terminally extended by stop codon read-through which targets this isoform into the peroxisomesGeorge, Rosemol 03 August 2016 (has links)
No description available.
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On Collective Communication and Notified Read in the Global Address Space Programming Interface (GASPI)End, Vanessa 14 December 2016 (has links)
No description available.
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A Comparison of Two Methods of Listening and Reading Training in an Eighth Grade Language Arts ProgramKraner, Robert Eugene, 1933- 08 1900 (has links)
The purpose of this study was to compare the effects of two methods of listening and reading instruction when used in the language arts programs at the eighth-grade level as related to listening, reading, study skills, and English achievement. Two groups were studied; one was an experimental group receiving programed material present by the Listen and Read Program and a control group receiving instruction through the regular classroom program.
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Prison Notes: an Introductory Study of Inmate MarginaliaHunter, Cody 12 1900 (has links)
This thesis introduces the study of inmate marginalia as a method for understanding inmates’ uses of texts in prison libraries and for understanding the motivations for these uses. Marginalia are the notes, drawings, underlining, and other markings left by readers in the texts with which they interact. I use the examples of the Talmudic projects to set a precedent for the integration of marginal discourses into the central discourse of society. Next, I discuss the arguments surrounding the use of texts in prison libraries, including an outline for an ideal study of inmate marginalia. Finally, I discuss the findings of my on-site research at four prison libraries in Washington State. After scanning evidence of marginalia from forty-eight texts, a relatively small sample, I divided the marginalia by gender of facility, genre of text, address of the marginalia, and type of marginalia and found statistically significant correlations (p < 0.05) between gender and genre, gender and address, gender and type, and genre and type. However, while these correlations are statistically weak and require further investigation, the statistically significant correlations indicate the potential for integrating inmate marginalia studies into the scholarly discussions regarding inmates’ interactions with texts in prison.
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Motivation för läsning : Hur pedagoger kan arbeta för att bygga motivation och intresse för läsundervisning / Reading motivation : How teachers can work to build motivation and interest in reading educationBergstedt, Emelie January 2019 (has links)
The purpose of this study is to survey how teachers work with reading to motivate students to raise an interest. The aim of this study is to find answers on which elements can affect students reading habits, in which ways teachers can operate to make reading education motivating and how we can operate to build an interest and a desire to read among the students. The survey has been defined to operative teachers in Karlstad kommun and students in the ages 9- 10. To implement this study both qualitative observations and qualitative interviews have occurred. Three teachers have been interviewed and their classes has been observed. The result of this study shows that, a varying education is beneficial and promotes motivation and interest amongst the students. All teachers illustrate how important reading education is and puts much effort in presenting the students a continuous instruction in reading. / Syftet med denna studie är att undersöka hur pedagoger arbetar med läsning för att motivera elever att bygga ett intresse. Studiens avsikt är att få svar på vilka faktorer som kan påverka elevernas läsning, på vilka sätt som pedagoger kan arbeta för att göra läsundervisningen motiverande samt för att bygga ett intresse och en läslust hos eleverna. Studien har centrerats till verksamma pedagoger i Karlstad kommun samt elever i åldrarna 9–10 år. För att genomföra denna studie har kvalitativa observationer samt intervjuer genomförts. Tre pedagoger har blivit intervjuade och deras klasser har observerats. Resultatet av studien visar hur varierande arbetssätt främjar motivation och intresse hos eleverna. Samtliga deltagande lärare belyser hur viktigt läsundervisning är och lägger stor vikt vid att ge eleverna en kontinuerlig undervisning kring läsning.
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Citação e alusão nas crônicas machadianas: estratégias de ler e escrever pelo avessoSantos, Erivaldo dos 27 October 2010 (has links)
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Previous issue date: 2010-10-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation deals with the quotations and allusions found in Machado s chronicles. This study focuses on the circuit of the Sermon on the Mount as a reading and writing strategy in the process of alluding and quoting; its rewriting strengths are found in inversion through irony or parody in tune with the seriocomic Lucianic lineage. Five chronicles were selected for the body of this research, namely: "Parasite II" in the "Watercolors" section of October 9th, 1859, published in The Mirror newspaper; the chronicles published in the "By chance" section of June 12nd, 1864 and 22 August 1864, in the Rio de Janeiro newspaper, and besides these, two more chronicles from September 4th , 1892 and March 25th , 1894, which were published in the " The Week" section of the Gazeta de Noticias newspaper. We raised the following question as the central issue of this study: how does Machado de Assis make use of quotations and allusions, thus emptying the canonical discourse and revealing its anti-dogmatism? We hypothesize that the use of quotations and allusions is Machdo s method of reading and writing inside out, which is based on irony and parody, so as to empty the canonical discourse of the biblical tradition, represented by the Sermon on the Mount. Our research was guided by the theoretical support on the readable and writeable text of Barthes and parody grounded in Linda Hutcheon and Bakhtin, in addition to the studies of Enylton de Sá Rego regarding the link of Machado's work with the Menippus satire genre of Lucianic lineage. After reading, analyzing and comparing the quotations and allusions of the Sermon on Mountain in selected chronicles, we believe that Machado de Assis makes uses of quotations and allusions, albeit in a lesser degree, a genre called chronicle, as the discursive strategies that aim at training the reader / Esta dissertação tem como tema a citação e a alusão na crônica machadiana. Objetiva-se estudar o circuito do Sermão da Montanha como estratégia de leitura e de escritura no processo de aludir e citar, tendo na inversão da fonte por ironia ou paródia sua força de reescritura afinada com o sério-cômico de linhagem luciânica. Cinco crônicas foram selecionadas para corpus desta pesquisa, a saber: Parasita II na seção Aquarelas de 9 de outubro 1859, publicada no periódico O Espelho; as publicadas na seção Ao acaso de 12 de junho de 1864 e de 22 de agosto de 1864, no Diário do Rio de Janeiro; além de duas outras - as de 4 de setembro de 1892 e 25 de março de 1894, publicadas na seção A Semana do periódico Gazeta de Notícias. Levantamos como problema da pesquisa a seguinte indagação: como Machado de Assis, pelo uso da citação e da alusão, esvazia o discurso canônico e revela seu antidogmatismo? Como hipótese, consideramos o uso da citação e da alusão como método machadiano de ler-escrever pelo avesso, fundado sobre a ironia e a paródia, de sorte a esvaziar o discurso canônico de tradição bíblica, representado pelo Sermão da Montanha. Norteamos a pesquisa pelo suporte teórico sobre texto legível e escriptível de Barthes e os de paródia alicerçados em Linda Hutcheon e Bakthin, além dos estudos de Enylton de Sá Rego sobre o vínculo da obra machadiana com a sátira menipeia de linhagem luciânica. Após leitura, análise e comparação entre as citações e alusões do Sermão da Montanha nas crônicas selecionadas, consideramos que Machado de Assis se utiliza de citação e alusão, ainda que num gênero considerado menor como a crônica, como estratégias discursivas que visam à formação do leitor
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Högläsning i skolan : En studie om hur tre lågstadielärare arbetar med högläsning – föreställningar och motiv / Reading aloud in school. : A study of how three teachers in the lower level of compulsory school work with reading aloud - ideas and motives.Wiezell, Linda January 2015 (has links)
The aim of the study was to investigate how teachers work with reading aloud. The aim also included examining their ideas about and motives for reading aloud. The study consisted of interviews with three teachers at the lower level of compulsory school along with observation of one of these teachers during a reading aloud session. The interviewed teachers work at three different schools in the same geographical area. The analytical tools chosen for the study were the theories of Rosenblatt. The three basic skills that Damber et al. showed children to develop through reading aloud were also used to interpret the result. The result showed that the teachers have two main purposes for the reading aloud sessions: relaxation and a structured occasion for learning. Two of the teachers use the project “A Reading Class”. The teachers say that the reading aloud creates a sense of community in the classroom when the children share the same reading experience. There are usually conversations during the sessions, but most conversations take place during the structured learning occasions. The teachers’ main motive for reading aloud is the ambition to develop an interest in books among the children, leading them into their own reading development. They want to give the children an entrance to the literary world.
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Interação coordenador pedagógico Professores: um estudo sobre leitura colaborativaPreviattelli, Wania Maria 10 March 2016 (has links)
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Previous issue date: 2016-03-10 / The present work is a research that aimed to analyze to what extent the pedagogical
coordinators, subject of training reading teaching have appropriated the principles of
collaborative/shared reading and as forwarded this discussion with teachers. The critical
incident technique were used for data collection with the pedagogical coordinators of a
Directorate of Public Education in the interior of São Paulo State. As theoretical referents
were used that deal with authors of such training as Délia Lerner, Isabel Solé, Frank Smith e
Ângela Kleiman. The analysis of the responses identified that: there are different
understandings about the purpose of the shared reading and to whom; the applicant's idea of
"help the professor" in forwards proposed by them, yet prescriptive character-based. The data
allowed the analysis of the interactions between the pedagogical coordinators with their
teachers and their consequences on pedagogical practice / O presente trabalho trata de uma pesquisa que teve como objetivo analisar em que medida os coordenadores pedagógicos, sujeitos da formação sobre didática da leitura se apropriaram dos princípios da leitura colaborativa/compartilhada e como encaminharam essa discussão junto
aos professores. Utilizou-se a técnica dos incidentes críticos para a coleta de dados junto aos
coordenadores pedagógicos de uma Diretoria de Ensino da Rede Pública Estadual do interior
de São Paulo. Como referentes teóricos foram utilizados textos de autores que tratam dessa
formação, como Délia Lerner, Isabel Solé, Frank Smith e Ângela Kleiman. A análise das
respostas permitiu identificar que: há diferentes entendimentos acerca do propósito da leitura
compartilhada e a quem se destina; a recorrente ideia de “ajuda ao professor” nos
encaminhamentos propostos por eles é ainda baseada em caráter prescritivo. Os dados
permitiram, ainda, a análise do tipo de interação entre os coordenadores pedagógicos com
seus professores e suas consequências na prática pedagógica
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Frente o lápis e o papel: uma discussão sobre a instituição da posição leitorCosta, Fabiana Regiani da 10 August 2012 (has links)
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Previous issue date: 2012-08-10 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study raise questions and discusses issues related to relationship child - text
particularly, problems that arise during the process concerning the learning of writing
and reading. Some children face special difficulties which may block the above
mentioned process, i.e, they may delay and/or fail in establishing an effective and
productive relation with writing and reading. Those students are usually sent to the
speech-therapy clinic because their production is considered pathological. This study
starts from and focus the difficult paths some children experience in reading and
endeavors to contribute to the understanding of the intriguing aspects that lead to
school failure and that shed light on successful outcomes. Those children become
fixed in an awkward position face-to-face written texts they do not achieve the
expected condition of a reader". The discussion was guided by some questions:
What is the connection between the act of writing and that of reading? Could it be
said that a child writes but does not read - or that s/he reads but does not write? This
study also raises some clinical questions and discusses the decisive value of the
diagnostic (language evaluation) as the very means to block the tendency to
approximate in a naïve way educational evaluation and the clinical one. The
theoretical basis that guides the discussion and analysis here presented is that
developed in the CNPq Research Group: Acquisition, pathology and language clinic,
which was established and supervised by Maria Francisca Lier-DeVitto at LAELPUCSP.
This trend of investigation is also developed at Derdic-PUCSP, by
researchers from the same Group. The theoretical trend known as Interactionism in
Language Acquisition (De Lemos - 1992), the European Structuralism in Linguistics
and Psychoanalysis stand as fundamental theoretical realms / Nesta dissertação, levanto e discuto questões relativas à relação criança-texto em
especial problemas que emergem de efeitos que se manifestam no processo de
instituição do sujeito-leitor de uma língua (no caso, do português brasileiro). Parto de
situações em que há resistência à configuração de tal posição. Refiro-me a
processos que apontam para um fracasso no estabelecimento de uma relação
efetiva e produtiva com o texto. Algumas crianças chegam à clínica fonoaudiológica
porque a relação criança-texto (escrita e/ou leitura) é considerada patológica .
Privilegio, portanto, impasses atestados e vividos ao longo de minhas experiências
clínica e educacional. Entendo que focalizar percursos difíceis de alfabetização, em
que devem se articular as posições da criança como escrevente e leitora, pode
representar uma contribuição ao entendimento de fatores que participam dos
fracassos escolares e, por extensão, também de processos bem sucedidos. É, sem
dúvida, enigmático o fato de que crianças fiquem fixadas numa posição complicada
(e complexa!) frente ao texto escrito e que não acedam a uma condição de leitor
(seja de textos de outros, seja de própria autoria). A discussão foi guiada por alguns
questionamentos: Qual a relação entre o ato de escrever e de ler? Pode-se dizer
que uma criança escreva, mas não leia? Ainda: Pode-se afirmar que ela leia, mas
não escreva? Ao lado dessas questões, o problema clínico, relacionado ao modo
como o fonoaudiólogo recolhe a queixa e a demanda da Escola, quando crianças
são encaminhadas para a clínica. Este trabalho posiciona-se de forma adversa à
complementaridade entre as instâncias educacional e clínica, dando, assim, lugar
privilegiado para o diagnóstico. A direção argumentativa, que orienta este trabalho,
decorre de teorização desenvolvida no Grupo e Pesquisa CNPq Aquisição,
patologias e clínica de linguagem, do LAEL-PUCSP, que é liderado por Maria
Francisca Lier-DeVitto. Esta linha de reflexão tem laços teóricos com o
Interacionismo em Aquisição da Linguagem (De LEMOS - 1992), com o
estruturalismo europeu e com a Psicanálise. Os desdobramentos teóricos
específicos sobre falas e escritas sintomáticas estão no foco das discussões do
acima referido Grupo de Pesquisa, a que estou filiada.
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O (re)significado da leitura de contos para jovens e adultos privados de liberdade / The (re)signified of reading stories to young people and adults deprived of freedomReis, Danielle Bin dos 08 August 2015 (has links)
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Previous issue date: 2015-08-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The theme of this dissertation came from my concerns as a teacher of Criminal Unit,
teaching Portuguese for private students of freedom in the form of Education of
Young and Adult (EJA), always reflect on the theme of reading and worried me in
how to motivate them a constant practice. The research topic was defined in reading
the literary genre tale. Justify the choice of narrative, tale feature as a permanent
dialogue with life. The tale excites and stimulates ideas in discussions. The research
geral objective I propose is to (re)signification of reading stories to young people and
adults deprived of freedom. How to (re)signified, I understand a new reading with
positions and a meaning that goes beyond the text of the speech and interact with life
and with others. Some questions guided this research: How to include in the
pedagogical practices, sociointeractional reading conception as social practice? How
to propose pedagogical practices that enable the student to (re)signify the story
read? As from the reading of short stories motivate writing, giving voices to these
students? Initially, I made a short theoretical base on literature as a human right,
essential in the process of humanization of people, dialoguing with authors such as
Candido (2004) and Cosson (2012). In theoretical basis, I sought to analyze the
different conceptions of reading, based on Bakhtin (2003); Koch and Elias (2012);
Sole (1998) and Geraldi (1997). As conception of reading to support both classes
taught, as the analysis of these, I have chosen one sociointeractional and reading as
a social practice design. For this purpose, the authors that dialogue are: Rojo (2004);
Kleiman; Moita Lopes (1995) and Fairclough (2001). The research method focused
on Applied Linguistics guidelines following a qualitative-interpretative approach. To
this end, I performed a didactic intervention project in the perspective proposed by
Gasparin (2012), in other words, the Plan for Teaching Work (PTD). Analysis of the
classes was carried through my diary and student written productions. As a result,
the application of lessons shows the voices of the students in both oral (in listening
moments of his interpretations) as in times of writing in which students produce other
stories, poems, phrases and illustrations. The students were able to (re)signify the
reading of tales read in accordance with the relations established with their
impressions of the world, as well as listening to their own colleagues and realizing
that we can weave different understandings about what we read. Thus, students
extend this continuity of meaning out of school sphere and this implies the reading as
a social practice / O tema desta dissertação surgiu de minhas inquietações como professora de
Unidade Penal, lecionando Língua Portuguesa para alunos privados de liberdade na
modalidade de Educação de Jovens e Adultos (EJA). Inserida nesse contexto, reflito
sempre sobre o tema da leitura e preocupo-me em como motivá-los a uma prática
constante. Delimitei meu tema de pesquisa na leitura do gênero literário conto.
Justifico a escolha pela narratividade, característica do conto, como diálogo
permanente com a vida. O conto emociona e estimula discussões de ideias. O
objetivo geral de pesquisa que proponho é a (re)significação da leitura de contos
para jovens e adultos privados de liberdade. Como (re)significado, entendo uma
nova leitura com posicionamentos e um significado que extrapole o discurso do texto
e interaja com a vida e com as outras pessoas. Alguns questionamentos nortearam
esta pesquisa: Como incluir, nas práticas pedagógicas, uma concepção
sociointeracional da leitura como prática social? Como propor práticas pedagógicas
que possibilitem ao aluno (re)significar o conto lido? Como, a partir da leitura dos
contos, motivar a escrita, dando voz a esses alunos? Inicialmente, fiz um breve
embasamento teórico sobre a literatura como direito humano, imprescindível no
processo de humanização das pessoas, dialogando com autores como Candido
(2004) e Cosson (2012). Na fundamentação teórica, busquei analisar as variadas
concepções de leitura, baseando-me em Bakhtin (2003); Koch e Elias (2012); Solé
(1998) e Geraldi (1997). Como concepção de leitura para respaldar tanto as aulas
ministradas, como a análise dessas, elegi uma concepção sociointeracional e da
leitura como prática social. Para tanto, os autores com que dialogo são: Rojo (2004);
Kleiman; Moita Lopes (1995) e Fairclough (2001). O método de pesquisa centrou-se
nas orientações da Linguística Aplicada, seguindo uma abordagem qualitativainterpretativista.
Para tanto, realizei um projeto de intervenção didática na
perspectiva proposta por Gasparin (2012), ou seja, o Plano de Trabalho Docente
(PTD). A análise das aulas foi realizada por meio de meu diário de campo e das
produções escritas dos alunos. Como resultado, a aplicação das aulas mostrou as
vozes dos discentes tanto na oralidade (nos momentos de escuta de suas
interpretações) como nos momentos de escrita em que os alunos produziram outros
contos, poemas, frases e ilustrações. Os discentes puderam (re)significar a leitura
dos contos lidos de acordo com as relações estabelecidas com suas impressões do
mundo, assim como ouvindo os próprios colegas e percebendo que podemos tecer
compreensões diferentes sobre o que lemos. Dessa forma, os alunos estendem
essa continuidade de significados para fora da esfera escolar e isso implica na
leitura como prática social.
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