Made available in DSpace on 2015-03-05T17:55:11Z (GMT). No. of bitstreams: 0 Previous issue date: 30 / Nenhuma / O objeto de estudo da presente tese é a TV Escola, uma das políticas do Ministério da Educação. A TV Escola encontra-se na convergência dos campos da Comunicação e Educação; campos de complexas relações, visto que muitos interesses políticos atravessam esses dois saberes. Subjaz neste estudo o entendimento que, atualmente, se vive em constante mudança tecnológica e social, que modifica a mídia e todos os sistemas de mediações das interações em geral, provocando e acentuando desigualdades. Sendo assim, a partir da Economia Política da Comunicação, numa perspectiva ampla, que considera as relações específicas entre os fenômenos comunicacionais e educativos, a tese consiste em compreender como está sendo explorado o potencial do Programa TV Escola, sua trajetória e perspectivas educacionais e culturais vislumbradas com as possibilidades da futura TV digital, no ambiente escolar. Busca refletir sobre como os modos de disponibilização e aproveitamento desta tecnologia podem fomentar novas maneiras de ensinar e pro / The presented object of study in this thesis is TV Escola- one of the Ministry of Education’s policies. TV Escola is found in the convergence of the communication and education fields; areas of complex relations, once many political interests cross these two knowledge. Underlies in this study the understanding that nowadays we live under constant technological and social changes, which modify the media and all the other mediation systems of interactions in general, causing and stressing inequalities. Being so, from the Political Economy of Communication, in a wide prospective, that considers specific relations between communicational and educational phenomena, the thesis consists in understanding how the potential of the program TV Escola is being explored, also how its path and educational and cultural perspectives are being glimpsed with the possibilities of the future digital TV in the school environment. Seeking to reflect about how the availability and usage of this technology may promote new ways of te

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2017-04-08T14:05:36Z No. of bitstreams: 1 Gabriela Soldano Garcez.pdf: 636743 bytes, checksum: 9610faa4351ee80240463786dc209a7b (MD5) / Made available in DSpace on 2017-04-08T14:05:36Z (GMT). No. of bitstreams: 1 Gabriela Soldano Garcez.pdf: 636743 bytes, checksum: 9610faa4351ee80240463786dc209a7b (MD5) Previous issue date: 2017-02-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The principle of popular participation, a guide to Environmental Law, allows civil society to participate in decision-making process and the preparation, execution and monitoring of public policies in the environmental area, given that it is the duty of both the Government and society the defense and protect of the environment for present and future generations (according to article 225, of the Brazilian Federal Constitution). However, the society may only participate appropriately in this process if obtains the environmental information necessary to do so. Then, access to environmental information is a implementation tool and the assumption of public participation in environmental matters. On the other hand, at present time, the mass communication media produces all kinds of content, keeping the public included informed about environmental issues. The performance of such vehicles is part (both nationally and internationally) of the context of governance and globalization. In this sense, this thesis addresses, at first, global governance, indicating its concept and importance. After, it ponders about the mass communication media, by evaluating its status as an emerging actor in international relations with influence to environmental protection. Then, it examines the role of information as a propellant element of popular participation in the protection and defense of inalienable rights, such as the ecologically balanced environment, as well as providing training in environmental education. Finally, it ponders about the increasing popular participation through access to quality environmental information, as well as on the construction of sustainable development, from the formation of public opinion in favor of the environment. / O princípio da participação popular, norteador do Direito Ambiental, permite que a sociedade civil participe das tomadas de decisões e da elaboração, efetivação e fiscalização das políticas públicas na área ambiental, tendo em vista que é dever tanto do Poder Público quanto da sociedade a proteção e defesa do meio ambiente para as presentes e futuras gerações (conforme o artigo 225, caput, da Constituição Federal de 1988). Entretanto, a sociedade somente poderá participar adequadamente deste processo se obtiver as informações ambientais necessárias para tanto. O acesso à informação ambiental é o instrumento de implementação e pressuposto da participação popular em matéria ambiental. Por outro lado, na atualidade, os veículos de comunicação de massa, ao produzir os mais variados tipos de conteúdo, mantém a população informada sobre as questões ambientais. A atuação de tais veículos insere-se (tanto no plano nacional quanto no internacional) no contexto da governança e da globalização. Neste sentido, a presente tese aborda, primeiramente, a governança global, indicando seu conceito e importância. Após, pondera sobre os veículos de comunicação de massa, ao avaliar seu status como um ator emergente nas relações internacionais com influência para a proteção ambiental. Em seguida, analisa o papel da informação como elemento ensejador da participação popular na proteção e defesa de direitos indisponíveis, como, por exemplo, o meio ambiente ecologicamente equilibrado, além de propiciar a formação da educação ambiental. Por fim, pondera sobre o incremento da participação popular através do acesso à informação ambiental de qualidade, bem como sobre a construção do desenvolvimento sustentável, a partir da formação da opinião pública em prol do meio ambiente.

Student's verbal participation in science classrooms is an essential element in building the skills necessary for proficiency in scientific literacy and discourse. The myriad of new, multisyllabic vocabulary terms introduced in one year of secondary school biology instruction can overwhelm students and further impede the self-efficacy needed for concise constructions of scientific explanations and arguments. Factors inhibiting students' inclination to answer questions, share ideas and respond to peers in biology classrooms include confidence and self-perceived competence in appropriately speaking the language of science. Providing students with explicit, engaging instruction in methods to develop vocabulary for use in expressing conclusions is critical for expanding comprehension of science concepts. This study fused the recommended strategies for engaging vocabulary instruction with linguistic practices for teaching pronunciation to examine the relationship between a student's ability to pronounce challenging bio-terminology and their propensity to speak in teacher-led, guided classroom discussions. Interviews, surveys, and measurements quantifying and qualifying students' participation in class discussions before and after explicit instruction in pronunciation were used to evaluate the potential of this strategy as an appropriate tool for increasing students' self-efficacy and willingness to engage in biology classroom conversations. The findings of this study showed a significant increase in student verbal participation in classroom discussions after explicit instruction in pronunciation combined with vocabulary literacy strategies. This research also showed an increase in the use of vocabulary words in student comments after the intervention.

This is an exploratory, interpretive study, focusing on classroom communication experiences of Chinese teaching assistants (CTA) in a U.S. university. The research asked: What are CTAs' experiences communicating in the U.S. university classroom? How do they interpret their experiences from their own perspective? And what is their emergent adaptation pattern to the U.S. university classroom?

University of Macau / Faculty of Social Sciences and Humanities / Department of Portuguese

The growing popularity of game addiction discourse has necessitated study of how video game critics rhetorically construct addiction. In the following thesis, I analyze contemporary examples of texts that link game addiction to drug abuse. I use Robert Cover’s analysis of how game addiction stereotypes form in conjunction with Aristotle’s rhetorical principles to isolate the persuasive appeals used by authors to rhetorically construct game play as addictive. These addiction arguments, however, are rooted in a larger historical context, and I present examples of game guidebooks and comic books published in the late 1970s and early 1980s to illustrate their rhetorical responses to game addiction rhetoric. I found addiction arguments utilize fear appeals combined with ethos, pathos, and logos to persuade audiences to reject games as potentially dangerous and worthless virtual pursuits. The authors of early game texts use ethos, pathos, and logos to dismantle fear appeals and present video games as a new genre that can be mastered through skill and practice rather than a meaningless virtual experience. This research provides ground for further explorations of game addiction rhetoric, and implications for the continued study of video games.

Univ., Diss.--Bern, 2005.

This thesis reports on an investigation of the schemata of trainee teachers from a range of different ethnic and language groups in KwaZulu-Natal who had been educated in racially segregated school systems. Informed by the insight that schemata are the products of life experience and that they constrain linguistic choices (see Tannen 1979), it was hypothesised at the outset that different ethnic groups have some different assumptions of what constitutes appropriate classroom behaviour and that this schematic knowledge is reflected in the surface linguistic forms used by teachers and pupils in classroom discourse. These differences in schemata could have unfortunate consequences for pupils of a different ethnic group from their teacher, and, in particular, those pupils from historically disempowered groups. Data was collected using an eclectic mix of quantitative and qualitative methods. Firstly, students responded to a questionnaire which elicited responses concerning pupil and teacher roles. This was followed by interviews with selected student teachers during which they were asked to comment on those statements in the questionnaire which exhibited the greatest differences between respondents who attended schools administered by racially different educational authorities. Finally, a story recall experiment was conducted. Respondents/subjects were all trainee teachers at a multi-racial college of education. The analyses of the findings of the quantitative questionnaire revealed significant differences between subjects from different education systems. The interview data, however, revealed that the differences were less marked than the findings of the questionnaire suggested. The analyses of the recall experiment suggested that while some differences between the subjects who had attended schools administered by racially segregated authorities do exist, these are not as great as initially hypothesised. Teachers need to be made aware of the problems inherent in cross-cultural encounters, and this awareness should be extended to pupils. This awareness, together with goodwill, should ensure that pupils having different schemata from their teacher and/or other pupils in the classroom will not be disadvantaged. / Thesis (M.A.)-University of Natal, 1997.

The end of apartheid in South Africa in 1994 triggered unprecedented changes in the country's institutions including the school. In the city of Durban one such change was the influx of Zulu-speaking pupils into previously "Indian" and "White" schools in their quest to learn through the medium of English only. The majority of these students are less proficient in English and therefore find it difficult to participate in classroom activities. Drawing on questionnaires, interviews and personal observations of classroom interaction, this study reports on one teaching method, peer tutoring, that some teachers at Southlands Secondary use to attend to the communicative needs of these students. In particular, the study reports on how peer-tutoring works at this school, what its benefits are to the learners, what the learners' attitudes are toward this teaching method, and what its implications are for the English-only argument. The study shows that contrary to the English-only argument, using the students' native tongue, Zulu, in an English-only classroom can assist rather than impede ESL learning. Peer tutoring not only contributes to the academic development of Zulu-speaking pupils and fosters friendships and meaningful contacts between Zulu-speaking and Indian pupils, but it also provides the latter with opportunities to learn Zulu and to appreciate the language as a resource in an English-only environment. It is hoped that this study, which is very much pilot in nature, will help highlight issues that can become the subject of more detailed studies in this field. / Thesis (M.A.)-University of Natal, 1999.

This study investigates the relationship of instructor behaviour and classroom practices with Chinese ESL speaking-in-class anxiety of a group of first-year university students in Hong Kong. The factors contributing to second language learning speaking-in-class anxiety (SA) are identified by means of interviews,a questionnaire and discussion. The relationship between sex, majors, students' second language (English) proficiency, self-evaluation of their first language (Chinese) and second language (L2) proficiency with SA are examined with the help of a questionnaire. A further aspect of the study explores the kinds of classroom practices and teacher behaviour that help students reduce SA by means of an experiment, comparison of data gathered from pre-and-post experiment questionnaires, participant observation, interviews, classroom activity records, audio recording and comparison of students' English oral grades before and after the experiment. Factor analysis identified five factors contributing to SA. They are - speech anxiety and fear of negative evaluation - comfortableness when speaking with native speakers - negative attitudes towards the English class - negative self-evaluation and - fear of failing the class/consequences of personal failure. Speaking in front of the class without preparation, being corrected when speaking, inadequate wait-time and not being allowed to use the first language in a second/foreign language class were also indicated by this group of first-year Chinese ESL university students as important elements leading to SA. Results suggested that teacher behaviour such as creating a warm and easy going atmosphere in the classroom, upholding teaching professionalism, providing specific help to students and providing pleasant language experience are useful to encourage spoken English in an ESL classroom. Classroom practices such as adopting appropriate tasks and activities that address varied leaning styles and strategies in the classroom, adopting appropriate modes of assessment and correction, allowing preparation in advance before asking students to speak in front of the class, providing adequate wait-time and allowing the use of the first language help lower students' SA. The thesis concludes with an examination of the methodological and theoretical implications of the study. The present research has highlighted the importance of considering the cultural elements, wait time and the use of LI in the L2 classroom, elements which have been neglected in previous anxiety research. A number of tentative and practical recommendations from the study are proposed together with suggestions for future research.