Made available in DSpace on 2017-06-01T18:18:18Z (GMT). No. of bitstreams: 1 dissertacao_francisco_lopes.pdf: 2659858 bytes, checksum: c3b83b5297d32cf5d7a529519df8228d (MD5) Previous issue date: 2012-12-01 / This paper deals with the event taking testimony from the audiovisual methodology Ethnographic Case Study. This study is justified by procedural changes arising from art. 187 of the Code of Criminal Procedure, with the wording included by Law No. 10,792 of 1 December 2003, which prescribes the manner in which the judge must conduct the examination of the defendant. The motivation for this work came from the need to employ new perspectives in legal research determined by the principle of transdisciplinarity. Hence the use of theoretical and methodological assumptions of linguistics and ethnography, which will enable such transgress legal boundaries in order to devise possible solutions to complex problems and present, such as those related to Information Society and application of Information and Communication Technologies in proceedings. The objective of this work is the description of the event taking of testimony in the electronic process of Brazilian justice, comparing where possible to take the deposition event traditionally, using ethnographic description of the taking of testimony from the methodology developed by Virginia Necklaces, as parameter to our research. The methodology used, it is an Ethnographic Case Studyexplanatory descriptive observational research developed through the event making audiovisual testimony. The survey was conducted in two stages: first, observational, which includes the notes of testimony taken audiovisual event, the second descriptive, explanatory, which includes the analysis of the main features of the electronic process, but notably, the testimony of the audiovisual which may involve the use of standardized techniques for data collection. Search to find out that the traditional system of registration statements, by reducing the term made by the judge, after hearing the witness, is flawed because it does not allow the complexity of the testimony be effectively reflected in the paper, not capturing the expressions, doubts, certainties and other relevant aspects of the testimony. The audiovisual record of the testimony allows the overcoming of certain incompleteness of the taking of testimony with reduced term because it will reflect all with unmatched reliability of the testimony, not just the impression that the judge had his instructor and, personally, sent to paper / O presente trabalho aborda o evento tomada de depoimento audiovisual a partir da metodologia de Estudo de Caso Etnográfico. Este estudo justifica-se pelas alterações processuais decorrentes do art. 187 do Código de Processo Penal, com redação incluída pela Lei nº 10.792, de 01 de dezembro de 2003, que prescreve a maneira pela qual o magistrado deve realizar a inquirição do réu. A motivação para esta dissertação partiu da necessidade de se empregar nas pesquisas jurídicas novas perspectivas determinadas pelo princípio da transdisciplinaridade. Daí a utilização de pressupostos teórico-metodológicos da lingüística e da etnografia, que possibilitará transgredirmos tais fronteiras jurídicas, no intuito de arquitetar soluções possíveis a problemáticas complexos e atuais, como aquelas ligadas a Sociedade da Informação e a aplicação das Tecnologias da Informação e Comunicação, nos procedimentos judiciais. O objetivo deste trabalho é a descrição do evento tomada de depoimento no processo eletrônico da justiça brasileira, comparando sempre que possível ao evento de tomada de depoimento tradicional, utilizando a descrição etnográfica da tomada de depoimentos, a partir da metodologia desenvolvida por Virgínia Colares, como parâmetro para nossa pesquisa. Quanto a metodologia empregada, trata-se de um Estudo de Caso Etnográfico descritivo-explicativo desenvolvido através de pesquisa observacional do evento tomada de depoimento audiovisual. A pesquisa foi realizada em dois estágios: o primeiro, observacional, o qual compreende as anotações do evento tomada de depoimento audiovisual; o segundo, descritivo-explicativo, que compreende a análise das principais características do processo eletrônico, mas destacadamente, da depoimento audiovisual do qual poderá envolver o uso de técnicas padronizadas de coleta de dados. Busca-se averiguar que o sistema tradicional de registro de depoimentos, com a redução a termo feita pelo juiz, após ouvir o depoente, é falha, pois não permite à complexidade do depoimento ser efetivamente refletida, no papel, não captando as expressões, as dúvidas, as certezas e outros aspectos relevantes do depoimento. O registro audiovisual dos depoimentos permite a superação de certas incompletudes da tomada de depoimentos com redução a termo, pois irá refletir com incomparável fidedignidade a totalidade do depoimento, e não apenas a impressão que o juiz instrutor dele teve e, de forma pessoal, transmitiu para o papel

Made available in DSpace on 2017-06-01T18:25:04Z (GMT). No. of bitstreams: 1 andrea_francisca_luz.pdf: 3614973 bytes, checksum: efe1975d85e3c1f87d641b129812afe3 (MD5) Previous issue date: 2015-12-01 / The overall objective of this research is to analyze Instagram user - Instagramer -multimodal speech from verb-visual interface of posts and, specifically: to identify who is the digital subject Instagramer; to relate lnstagramer s presence traces with meaning construction strategies through verbal-visual interface of multimodal speech; and verify how this speech contributes to a new social vision of digital subject who creates network communicative and interactive relationships.For this, we rely on theoretical assumptions based on image semiotics (SANTAELLA, 2012, 2011, 2008) and visual studies (DOMÈNECH, 2011); on social network concept (RECUERO, 2014) theory of subject speech dialogical analysis (BAKHTIN, 2010, 2009) and Habitus definition of (BOURDIEU, 2004).We focused on Instagram social network, because we believe we are almost in a metabolic process of technological immersion, since technological artifacts have become, practically, extensions of human central nervous system. In few years, digital communication development has become the basis of relations in everyday communication, as McLuhan predicted in the 1960s. Reality has become something "catchable" by clic in the hands of any amateur who processes a smartphone and, within seconds, make its image a fact or event to be enjoyed, commented or shared. It is the digital Era when language and technology are combined to build senses and social, historical, cultural and discursive meanings. Time when verbal-visual interface serve as a link in a participatory, collaborative and supportive process of constitution of meaning that make use of multimodal elements as basis for information spread. Immersed in this digital interaction environment, social networks like Facebook, Whatsapp, Twitter, have become virtual spaces for ideas, interests and values communion. We choose to research photos and videos sharing Instagram app, via IOS system, because, due to their popularity in 2012, it became one of most used social networks for those who "likes" the multimodal relationship between word and image. As a study preliminary proposal, and in order to achieve research objectives, we conducted a pilot survey, in digital questionnaire, released via email and Facebook, from 23th to 31th May 2014, in which we evaluated Instagramers profile. Then were collected posts referring to 2014 Brazil Cup (June 12th to July 13th), an event selected to compose research corpus because of its social networks media spreading. With questionnaire and collected posts results in hands, we conducted the data analysis through rereading of categories described by Santaella (2012) and concluded that Instagramer verb-visual speech is the result of an aesthetic-discursive creative process that uses semiotic elements as basis for communicative and dialogic interaction, making the image autonomous fundamental element in digital subjects actions making in that network interface that acts as a way for information production. / O objetivo geral desta pesquisa é analisar o discurso multissemiótico do usuário do Instagram o Instagramer- a partir da relação verbo-visual de suas postagens e, especificamente: identificar quem é o sujeito digital Instagramer; relacionar as marcas de presença do lnstagramer com estratégias de construção de sentidos por meio da relação verbo-visual do discurso multissemiótico; e verificar de que forma esse discurso contribui para uma nova visão social de sujeito digital que tece relações comunicativas e interativas em rede. Para isso, partimos de pressupostos teóricos fundamentados na semiótica da imagem (SANTAELLA, 2012, 2011, 2008) e dos estudos visuais (DOMÈNECH, 2011); do conceito de rede social (RECUERO, 2014), bem como da teoria da análise dialógica de sujeito do discurso (BAKHTIN, 2010, 2009) e da definição de Habitus (BOURDIEU, 2004). Tomamos como foco essa rede social Instagram, por acreditarmos que estamos num processo quase metabólico de imersão tecnológica, uma vez que os artefatos tecnológicos se tornaram, praticamente, extensões do sistema nervoso central humano. Em poucos anos, o desenvolvimento da comunicação digital tornou-se a base das relações cotidianas de comunicação, como previu Mcluhan na década de 1960. A realidade tornou-se algo capturável a partir de um clic nas mãos de qualquer amador que tenha um smartphone e que, em poucos segundos, torne a sua imagem um fato ou evento a ser curtido, comentado ou compartilhado. É a Era digital. Momento em que linguagem e tecnologia se aliam para a construção de sentidos e significados sociais, históricos, culturais e discursivos. Ocasião em que a relação verbo-visual entra em cena para servir de link num processo participativo, colaborativo e solidário de constituição de significados que se valem de elementos multissemióticos como base para a propagação da informação. Imersos nesse ambiente digital de interação, redes sociais como: Facebook, WhatsApp, Twitter, transformaram-se em espaços virtuais para comunhão de ideias, interesses e valores. Optamos por pesquisar sobre o Instagram, aplicativo para compartilhamento de fotos e vídeos, via sistema IOS, porque, devido à sua popularização em 2012, ele se tornou uma das redes sociais mais usadas para quem curte a relação multissemiótica entre palavra e imagem. Como proposta preliminar de estudo, e visando atingir os objetivos da pesquisa, realizamos uma pesquisa-piloto, em questionário digital, divulgado por e-mail e via Facebook, no período de 23 a 31 de maio de 2014, no qual foi avaliado o perfil dos usuários do Instagram. Em seguida, foram coletadas postagens referente à Copa no Brasil de 2014 (12 de junho a 13 de julho), evento este selecionado para compor o corpus da pesquisa devido à sua propagação midiática de copa das redes sociais. De porte do resultado do questionário e das postagens coletadas, realizamos as análises dos dados por meio da releitura das categorias apontadas por Santaella (2012) e concluímos que o discurso verbo-visual do Instagramer é o resultado de um processo criativo estético-discursivo que utiliza os elementos semióticos como base para a interação comunicativa e dialógica, tornando a imagem elemento autônomo fundamental para a tessitura das ações dos sujeitos digitais na interface dessa rede que atua como meio para a produção da informação.

Made available in DSpace on 2017-06-01T18:25:05Z (GMT). No. of bitstreams: 1 julio_cesar_brandao_carvalho.pdf: 2143820 bytes, checksum: eac73e50827aca03296c8302e228103d (MD5) Previous issue date: 2016-03-16 / This research proposes the union of two practices that can contribute to the sociocultural training of an individual. On the one hand the acquisition of English in educational contexts as the main foreign language learned in most schools around the world, which is likely to be recognized as an international language and has played an important role with the possibility of an individual to be understood, in part at least, in most places, besides being the predominant language of the world media, film, television, music and computers, with emphasis on the Internet, even in countries where the United Kingdom or the United States have historically had little influence; and on the other, the aesthetic experience of the cinema, represented here by short films, with productions that can shed light on political and spiritual issues as well as provide catharsis and (new) prospects, opening our eyes to new ways of thinking, feeling of living and coexisting. Moreover, it is emphasized that if shorts are used properly in the school context, they prove to be a fantastic tool in the acquisition of the English language, while providing more chances for a better use, understanding, participation and assimilation making the lessons more communicative and dynamic, going beyond the stereotype that a film in class is only a distraction or "stalling". Thus, this work has as main objective to investigate the use of short films as a teaching resource in English language acquisition classes. Directed to the action and the autonomy of the student, it seeks to incite students, teachers and language professionals to (re)learn linguistic and extralinguistic skills in learning English as well as the importance of the alliance between language acquisition and film for school education with a natural and communicative approach. The theoretical foundation was based on authors like Chomsky (2006, 1976), Skinner (1957) and others to a presentation on language acquisition; Krashen (1987, 1985, 1983) and others about different languages teaching approaches in formal learning contexts or not, with an emphasis on Natural Approach; Dolz and Schneuwly (2006), Haydt (2006), Hedge (2000) with important considerations on the use of audio-visual in English-speaking classrooms within didactic sequences; Biskind (2009) and others to provide a reflection on a history / evolution of cinema with an emphasis on Hollywood productions. The use of shorts, as authentic materials can constitute a good tool for teaching and learning languages because they are interesting, use a real language, can be chosen for individual interests, illustrate the precise use of language in the target culture, and can help students to systematize his speech about what they see and hear on screen. / Essa pesquisa propõe a união de duas práticas que podem contribuir para a formação sociocultural de um indivíduo. De um lado a aquisição de uma língua, aqui, a inglesa em contexto escolar, a principal língua estrangeira aprendida na maioria das escolas ao redor do mundo, que é passível de ser reconhecida como língua internacional e vem desempenhando um papel importante com a possibilidade de um indivíduo ser entendido, parcialmente pelo menos, em quase todos os lugares, além de ser a língua predominante da mídia mundial, cinema, televisão, música e do mundo da informática, com ênfase na internet, mesmo em países em que o Reino Unido ou os Estados Unidos historicamente tiveram pouca influência; e do outro, a experiência estética do cinema, aqui representado pelos curtas-metragens, com produções que podem lançar luz sobre questões políticas e espirituais, bem como proporcionar catarses e (novas) perspectivas, abrindo nossos olhos para novas maneiras de pensar, de sentir, de viver e conviver. Além do mais, enfatiza-se que se utilizado adequadamente no contexto escolar, o curta revela-se uma ferramenta fantástica na aquisição da língua inglesa, ao passo que proporciona mais chances de um maior aproveitamento, entendimento, participação e assimilação tornando as aulas mais comunicativas e dinâmicas, indo além do estereótipo de que um filme em sala é apenas uma distração ou enrolação . Dessa maneira, este trabalho tem como objetivo geral investigar curtas-metragens como recurso didático-pedagógico no contexto de ensino e aprendizagem de língua inglesa. Direcionado para a ação e para a autonomia do aluno, busca-se incitar estudantes, professores e profissionais de idiomas a (re)conhecer aspectos linguísticos e extralinguísticos na aprendizagem do inglês, bem como a importância da aliança entre aquisição linguística e cinema para a educação escolar com enfoque natural e comunicativo. A fundamentaçãoteórica se pautou em autores como Chomsky (2006, 1976), Skinner (1957) e outros para uma apresentação sobre aquisição linguística; Krashen (1987, 1985, 1983) e outros para discorrer sobre diferentes abordagens de ensino de idiomas em contextos de aprendizagem formais ou não, com ênfase na Abordagem Natural; Dolz e Schneuwly (2006), Haydt (2006), Hedge (2000) com considerações importantes sobre o uso de audiovisuais em sala de aulas de língua inglesa, inseridos em sequências didáticas; Biskind (2009) e outros para proporcionar uma reflexão acerca de um histórico/evolução do cinema com ênfase nas produções de Hollywood. A utilização dos curtas, como materiais autênticos pode se constituir em uma boa ferramenta para o ensino e aprendizagem de línguas, porque eles são interessantes, usam uma linguagem real, podem ser escolhidos para interesses individuais, ilustram o uso preciso da linguagem na cultura alvo, e podem ajudar os alunos a sistematizar sua fala em relação ao que vêem e ouvem nas telas.

The purpose of Presentations World Wide System (PWWS) is to allow students to view a live presentation through an Internet browser and allow the instructor to have control over the presentation.

The purpose of this project is to create and implement a web page design curriculum for the secondary level.

Computer mediated communication (CMC) fundamentally influences the function of communication. It influences the organization's management and administration, but it most affects the dynamics of middle and lower level employees. The most simplistic model is that of an electronic office in which its employees need to know and understand the role of CMC. The purpose of this study is to investigate the performance and satisfaction of co-workers who use CMC to communicate within their organization, and to check employees' performance when using CMC.

Women are currently underrepresented in the Science, Technology, Engineering, and Mathematics (STEM) fields. The purpose of this thesis is to explore how this underrepresentation translates to a gender gap in the field of technical communication and how this gap causes women to challenge the predominant objectivist paradigm in the field. Through an investigation of peer-reviewed journal articles, periodicals, critical theory, and articles published in online magazines such as Slate, I identify the gendered nature of modern technology and discuss to what extent a shift in the predominant paradigm has occurred in the professional arena. In looking at several theoretical approaches and contemporary examples, I conclude that a significant paradigm shift has not in fact occurred due to an underlying, culturally promoted sexism. Additionally, I conclude that neither new approaches in the technical communication classroom, nor attempts to increasingly include women in the technological fields will result in a significant paradigm change by themselves. I also point to a need for further meaningful research in how sexism influences the professional world as well as a more thorough conversation regarding a fundamental shift in workplace relations between the genders.

Thesis (M.A. (Communication Studies)) -- University of Limpopo, 2017 / The use of communication technologies has brought changes to our daily ways of doing things. Youth use technology for different purposes at different locations. As technology grows everyday with various advantages, its benefits come along with some disadvantages. Road accidents are one of the major problems that South Africa experiences. The focus of this study was to explore the danger of texting and driving and its potentials for road accidents. This research focused on the negative impact of technology, mainly technological distraction, while driving. Broadly, this research looks at the social and cultural impact of texting and mobility, with specific focus on distracted driving. This study is significant in the social analysis of technology use and distraction; this significance is made more important considering that there is very limited study of this social issue in South Africa. The always-available communication culture (such as texting while driving) should be viewed as a problematic phenomenal. For data collection, the researcher conducted a survey with adults and youth drivers to explore the perceptions and attitudes of drivers towards cell phone use, texting and driving. The researcher also conducted roadside observations of drivers to investigate the occurrence of distracted driving due to technology use, and interviews were conducted with Traffic Officers to share their professional experience on observing incidences of texting and driving. The study reveals that technology use, texting and driving is a common problem among young drivers, while adults tend to be more careful and engage less in this activity. Aspect of the findings of the study shows that 60% of drivers report that they have sent a text while driving. Moreover, the study explores ways of curbing cell phone use texting and driving on South African roads. There should be more research on distracted driving and technology use, so that more suggestions on how to curb technology use while driving can be offered

Thesis (Ph.D. (Curriculum Studies)) -- University of Limpopo, 2022 / This study explored the use of information communication technology (ICT) to enhance teaching and learning in selected schools in Limpopo Province of South Africa. The study examined how ICT could be used to the advantage of the educator and learners in the classroom. The research is important because of the need to shift from teacher centred to learner centred approaches through using technology in the classroom. In addition, today’s learners are different from those of 20 years ago in that they are inquisitive and want to discover knowledge on their own. In the past twentyfive years that the researcher has been a teacher, she has seen a significant change in the learners’ attitude towards education. The current learners are energetic, enjoy change and are opposed to traditional teaching approaches that focus on rote learning. This qualitative research implemented the principle of life-long learning to increase a variety of educational mediums and promote the learners’ technology literacy. The research also sought to encourage the culture of learning through the development of learning skills. To achieve the study objectives, a case study design which is an aspect of qualitative research, was adopted. This led to a naturalistic inquiry which allowed the researcher to collect data by interacting with selected individuals in their everyday setting. The study exploits the constructive-interpretivist paradigm because this enabled the researcher to critically explore the use of ICT in enhancing teaching and learning at secondary schools. Data was collected through interviews with participants. Subsequently, the data was analysed to gain in-depth understanding about how educators implement and ensure quality teaching and learning through the use of ICT in the classroom. Data was transcribed verbatim and then grouped according to different themes. The research findings indicate that the use of ICT in the classroom promotes teaching and learning. ICT is an innovative tool which also allows diverse perspectives to emerge, enabling learners to develop a group identity.

The objective of the project was to develop an online educational technology tool based on research from multiple disciplines to improve effective communication between students, counselors, teachers, parents, and school staff. The website developed for the project aims to increase the involvement of parents in their child's academic progress. The project also includes discussions concerning the website's field testing at a middle school in Rosemead, California, its evaluation through participant surveys, and final revision. The field test participant instructions, survey questions, and a computer disc of the website accompanies the project.