The present paper describes the main results of an on-going research aiming to develop standard flood damage data in the form of generic flood-damage curves. This type of curve allows estimating flood damages from the depth of inundation. Although the research project encompasses flood damages on different urban land use activities (residential, commercial, services and industrial land uses), the paper focus on residential flood damage information. The empirical data used on this research was obtained from systematic surveys performed in the city of Itajubá, a town with 85.000 inhabitants located in the Sapucaí river valley in the South-eastern region of Brazil, during the year of 2002. The survey consisted in interviewing residents in the Itajubá flood prone urban area in order to develop a data base characterizing the social class, the building fabric, the contents (inventory items) and the damages caused to dwellings by a reference flood event, the 2000 flood event. During this event, the town had more than 70% of its urban area flooded for three days and, in some densely urbanised areas, the depth of water was superior to three meters. The FDC curves obtained show relatively high damage according to the submersion depth considering the Brazilian context. This issue suggests that inhabitants can rarely recover, in the short time, from all the harm caused by flooding.
This paper focuses on the procedures of an action-research (STRINGER, 2007) that was conducted with undergraduates enrolled in an ESP course at Faculdade de Letras (UFMG). The impelling drive was the creation of a means to solve an educational problem, namely, the enhancement of students' reading comprehension of texts in English for academic purposes. The problem-solving process involved the use of concept maps (NOVAK; CAÑAS, 2008) powered by the CMap Tools software (CAÑAS et al., 2004) to meet the educational needs of a localized teaching situation. Data indicate that concept mapping, facilitated by computer software, can be a useful strategy to improve comprehension. Support for the investigation comes from the theories underlying the ESP approach, meaningful learning, learning as a social enterprise, and collaborative learning.
O objetivo principal deste artigo é discutir o papel das tecnologias digitais nas mudanças sociais, econômicas e comunicacionais da era contemporânea. Tais mudanças influenciam diretamente a formação do professor de inglês. Imperativo se torna, então, o desenvolvimento de seus multiletramentos para que se possa construir e produzir significados de textos digitais multimodais de forma crítica. A investigação empírica do estudo revela que as WebQuests constituem ambientes adequados a esse fim, isto é, ao desenvolvimento profissional do professor em relação aos multiletramentos. Parece possível afirmar que um professor multiletrado pode provocar mudanças em seu fazer pedagógico e um realinhamento às necessidades de seus alunos para os desafios da era do ciberespaço.
Speech is the data frora which the linguist deduces the systeo of the language he is describing.From the point of view of language teaching, Structural! Linguisties represented a major theoretical landmark: despite its limitations, it supplied the language teacher with more precise and objective descriptions of languages than had previously been available to him.As pointed out before, the combination of the assumption of behaviorist thoories, on the one hand, and of Structuralis Linguisties, on the other hand, gave rise to the so-ealled audio-visual method and its variants. In other words, this teaching method is an amalgam of the principies of StructuraIist Linguisties and Behaviorist Psyehology in relation to the nature of language and the nature of the learning process.The acceptance of the systematic and objective nature of language in the structuralist view led language teaching to cmphasize the sentence patterns of the language rather than isolated words as had been done before. The language teaching content is also defined in terms of formal items rclying on He proposes a transformational grammar which is a device consisting of a set of ruies that will account for both the produetivity and regularity of a natural language and also for the linguistic intuitions of speakers of a language.The ultimate goal of this grammar is to generate all the acceptable sentenees of a language and no unaccoptablc ones.As Bell points out "a transformational grammar is a logical specification of the syntactie knowledge which the learner 8 needs in order to produce grammatical sentenees."Two types of ruies are present in a transformational grammar: phrase strueture ruies and transformation ruies.
O livro didático de língua inglesa é uma realidade recente no sistema brasileiro de educação pública. Embora os alunos tenham garantido o direito constitucional de aprender pelo menos uma língua estrangeira na educação básica, o Programa Nacional do Livro Didático (PNLD) passou a distribuir livros de inglês bem recentemente. Como esse material pedagógico é de fundamental importância para o ensino e aprendizagem da língua estrangeria no contexto educacional público, torna-se relevante investigá-lo sob o viés de pesquisas recentes em linguística aplicada. Neste artigo analisamos aspectos multimodais das duas coleções de inglês mais adotadas nas escolas públicas de ensino médio, High Up e Way to go, aprovadas pelo PNLD-2015. Adotamos uma perspectiva multimodal sistêmico-funcional para compreender as relações entre as verbiagens e as imagens nestes instrumentos de significação multifacetados e complexos (BUNZEN, 2008). Com base em elementos do arcabouço de Painter, Martin e Unsworth (2013), analisamos o corpus a partir de três perspectivas: a integração multimodal, o enquadramento e o foco para entender como os espaços visuais são compostos. Acreditamos que estudos como o relatado neste texto podem ajudar professores de inglês a compreender os aspectos multimodais presentes nos livros com os quais trabalham para que possam aperfeiçoar suas práticas pedagógicas. Palavras-Chave: Análise de Discurso Multimodal Sistêmico-Funcional; Livros Didáticos de Língua Inglesa; Educação Pública.
The Distance Learning to explore the technology and media is presented as a possible alternative for the access and integration of deaf people in education, especially in higher education. In this work, we sought to identify the main difficulties of using Virtual UFMG Moodle, the deaf public as well as the communication breaks present in the interface. For this, we conducted a case study in the Virtual UFMG Moodle was evaluated from the perspective of deaf students. The results generated indicators that contribute to the accessibility of deaf students in distance education. Resumo.A educação a distância ao explorar a tecnologia e mídias apresentase como uma possível alternativa para o acesso e integração dos surdos no ensino, em especial, no ensino superior. Neste trabalho, buscou-se identificar as principais dificuldades de uso do Moodle da UFMG Virtual, pelo público surdo, bem como as rupturas de comunicação presentes na interface. Para isso, foi realizado um estudo de caso no qual o Moodle da UFMG Virtual foi avaliado sob a perspectiva de alunos surdos. Os resultados geraram indicadores que contribuem com a acessibilidade de alunos surdos na EaD.
ABSTRACT:The main purpose of this article is to report data findings and results obtained in a 60-hour course designed for 20 pre-service English teachers in the first semester of 2014. The course integrated technologies and pedagogical practices to improve advanced oral communication skills. The theoretical framework comprised Kalantzis and Cope (2012, 2013) and their work on literacy, the use of technology by Prensky (2010) and Warschauer (2011), blended-learning (THoRnE, 2003 and genre (KREss, 2003). The methodology involved critical reflection of teaching practice, blendedlearning classes using Moodle forums and class discussions as well as recording of personal introductions, interviews and documentaries. The results showed that pre-service teachers improved their oral communication skills by means of critical reflection, use of web tools and recording, thus comprehending oral genres in a significant way. Based on our study, we can say that our student teachers will be able to implement these instructional strategies in their future teaching practices. (KREss, 2003). a metodologia aproximou as reflexões críticas de práticas pedagógicas, aulas no formato semipresencial utilizando fóruns do Moodle e discussões em aula, assim como gravações de apresentações pessoais, entrevistas e documentários. os resultados mostraram que professores em formação pré-serviço melhoraram suas habilidades orais de forma significativa. Com base em nosso estudo, acreditamos que eles serão capazes de implementar essa pedagogia, denominada pedagogia dos letramentos, em suas práticas de ensino quando passarem a atuar em sala de aula. PALAVRAS-CHAVE: comunicação oral avançada; aprendizagem semipresencial; tecnologias; letramentos.
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