A categoria Modalidade no ensino de Francês: análise de Livro Didático

IntroductionIn 2017, both the disability community and popular culture are using the term “inspiration porn” to describe one form of discrimination against people with disability. ABC’s Speechless, “a sitcom about a family with a son who has a disability, (has) tackled why it’s often offensive to call people with disabilities ‘inspirational’” (Wanshel). The reasons why inspiration porn is considered to be discriminatory have been widely articulated online by people with disability. Amongst them is Carly Findlay, a disabled writer, speaker, and appearance activist, who has written that:(inspiration porn) shows non-disabled people doing good deeds for disabled people—feeding them chips at McDonald’s—’serving us all lessons in kindness’: or taking them to the high school dance. These stories usually always go viral. The person with disability probably never gave their permission for the photo or story to be used in a meme or told to the media (Findlay).The definition and dynamics of inspiration porn as illustrated in this quote will be expanded upon in this paper’s critical analysis of captions. Here, the term captions is used to describe both writing found on memes and on Facebook posts (created by a “poster”), and the comments written below these posts (created by “commenters”). Facebook threads underneath posts about people with disability both “reflect and create” (Barnes, Mercer and Shakespeare 202) current societal attitudes towards disability. That is, such threads not only illustrate negative societal attitudes towards disability, but can also perpetuate these attitudes by increasing people’s exposure to them. This paper will focus on a specific case study of inspiration porn on Facebook—the crowning of a student with autism as prom king—and consider both the conflict of whether people’s kind words are patronising use of language, as well as the concerns of over-disclosure used in this thread.What Is Inspiration Porn?The genesis of the term inspiration porn is commonly attributed to the late Stella Young, a disabled woman who was an advocate for people with disability. However, the term has been traced to a blog post written in February 2012 (bear). Anecdotal evidence from Lisa Harris, a disability consultant and advocate with over 20 years’ disability education experience, suggests that the term was blogged about as far back as 2006 on Rachel Cohen-Rottenberg’s Webpage Disability and Representation (Harris). However, it was Young who popularised the term with her 2012 article We’re Not Here for Your Inspiration and 2014 TED Talk I’m Not Your Inspiration, Thank You Very Much. Young defined inspiration porn as “an image of a person with a disability, often a kid, doing something completely ordinary—like playing, or talking, or running, or drawing a picture, or hitting a tennis ball—carrying a caption like ‘your excuse is invalid’ or ‘before you quit, try’”.It is worth noting that the use of the word porn has been considered controversial in this context. Yet it can be argued that the perception of the person with disability having achieved something great gives the person without disability a hit of positive “inspired” emotion. In this way, such inspiration could be termed as porn as it serves the purpose of fulfilling the “pornographic” self-gratification of people without disability.The term inspiration porn has historically been used in disability studies in two ways. Firstly, it has been used to describe the “ableist gaze” (Davis), which is when a person with disability is ‘seen’ through the eyes of someone without disability. Indeed, just as the “male gaze” (Mulvey) is implicit in sexualised porn, so too the “ableist gaze” is implicit in inspiration porn. Secondly, it has been used to highlight the lack of power experienced by people with disability in cultural representation (Barnes, Mercer, and Shakespeare 201). This study is a good example of the latter—it is not uncommon for people with disability to be refuted when they speak out against the inherent discrimination found within captions of (intended) kindness on Facebook threads.Inspiration porn is also a form of “objectification” (Perry) of people with disability, and is based on stereotypes (Haller and Zhang 22) about disability held by people without disability. According to Dr. Paul Sinclair, a disability scholar with 15 years’ experience in disability education, objectification and stereotyping are essential factors to understanding inspiration porn as discrimination:when a person with disability engages in their daily life, it is possible that a person without disability sees them as inspirational by superimposing his/her stereotypical perception of, or understanding about, people with disability onto the identity of the person, as a human being.Such objectification and stereotyping of people with disability is evident across various media captioning. This is particularly so in social media which often includes memes of images with “inspiring” captions—such as the ones Young highlighted as clear examples of inspiration porn, which “feature the Hamilton quote (‘The only disability in life is a bad attitude’)”. Another example of this kind of captioning is found in news items such as the 2015 article Disabled Teen Crowned Homecoming Queen in Awesome Way as featured in the article USA Today (Saggio). This article described how a student not identified as having a disability gave her homecoming queen crown to a student with a disability and captioned the YouTube clip of these students with, “High school senior [Name] was hoping she’d be crowned homecoming queen. She has cerebral palsy and has never felt like she fit in at school. What happened during the crowning ceremony will warm your heart” (Saggio). The fact that the young woman was pleased with getting the crown does not mitigate the objectifying dynamics of inspiration porn present within this example. Captioning such as this both creates and reflects some of the existing attitudes—including charity and its appeal to emotionality—that perpetuate inspiration porn.Measuring Inspiration Porn with Sentiment AnalysisThe challenge for the researcher analysing Facebook threads is how to meaningfully interpret the captions’ numerous contexts. The methodology of this research used a quantitative approach to gather numerical data about selected Facebook captions. This paper discusses data gained from a sentiment analysis (Pang and Lee; Thelwall et al.; Driscoll) of these captions within the contexts of my own and other researchers’ analyses of inspiration porn, as well as the perspectives of people with disability.The sentiment analysis was conducted using SentiStrength, a software tool that extracts both positive and negative sentiment strengths “from short informal electronic text” (Thelwall et al., 2545), and ranks it “on a numerical scale” (Driscoll 3). Sentiment analysis and SentiStrength are useful, but not perfect, tools with which to analyse Facebook captions. For example, SentiStrength determines two scales: a positive emotion measurement scale ranging from +1 (neutral) to +5 (most positive), and a negative emotion measurement scale ranging from –1 (neutral) to –5 (most negative). It calculates the positive and negative scores concurrently rather than averaging them out in order to acknowledge that captions can and do express mixed emotion (Driscoll 5).News articles about people with disability attending proms and comparable events, such as the homecoming queen example described above, are often criticised by disability activists for perpetuating inspiration porn (Mort; Findlay; Brown). Based on this criticism, sentiment analysis was used in this research to measure the emotional strength of captions—particularly their possible use of patronising language—using the Autism Speaks Facebook post as a case study. The post featured an image of a high school student with autism who had been crowned prom king.The Autism Speaks Facebook page was set up to fund “research into the causes, prevention, treatments and a cure for autism; increas(e) awareness of autism spectrum disorders; and advocat(e) for the needs of individuals with autism and their families” (Autism Speaks). The location of the prom was not specified; however, Autism Speaks is based in New York. This particular Facebook page was selected for this study based on criticism that Autism Speaks receives from disability advocates. One of the major critiques is that “(its) advertising depends on offensive and outdated rhetoric of fear and pity, presenting the lives of autistic people as tragic burdens on our families and society” (Boycott Autism Speaks). Autism Speaks has also been described as a problematic example of an organisation that “dictate(s) how disability should be perceived and dealt with. Often without input of disabled people either in the design or implementation of these organizations” (crippledscholar). This article goes on to state that “charities always frame what they do as positive and helpful even when the people who are the intended recipients disagree.”The prom king post included a photo of a young man with autism after he was crowned. He was standing beside a woman who wasn’t identified. The photo, posted by the young man’s aunt on the Autism Speaks Facebook page, included a status update that read:My autistic nephew won PROM KING today! Just so you all know, having a disability doesn’t hold you back if you don’t let it! GO [NAME]. #AutismAwareness (Autism Speaks)The following caption from the comment thread of the same Facebook post is useful as an example of how SentiStrength works. The caption read:Tears of Joy! Thank you for posting!!! Wow this gives me hope for his and my son’s and everyone’s special wonderful child nephew and niece! Way cool!However, because SentiStrength does not always accurately detect and measure sarcasm or idiomatic language usage, ”Tears” (the only negatively interpreted word i

This study examines the relationships among the school intellectual capital,the school innovation management and school competitiveness of the elementary and junior high schools, the brand-molding, and the differences of school competitiveness. The research subjects are the principals, directors, low leader and teachers of th Yilan County junior high and elementary schools. The research results are deducted from the analysis of the findings, the survey of the questionnaires, and the focus group interviews catering to the research purposes and research questions. The analysis results provide suggestions for future researches for the educational administrative institutes, for the junior high and elementary schools , and teachers. Based on previous researches, a research theoretical scaffolding was built with the focus group analysis technique. The questionnaire of the school intellectual capital,the school innovation management and school competitiveness the elementary and junior high schools, was used to draw random samples of the 1,006 principals, directors, low leader and teachers of the Yilan County. There were 886 effective questionnaires. The dada was analyzed by the Windows SPSS 18.0 statistics analysis software, analyzing the mean value and standard deviations of the view points of the subjects school intellectual capital,the school innovation management and school competitiveness the elementary and junior high schools. Analysis of variance and the Scheffe method were conducted to compare subjects from different school backgrounds and community backgrounds to decide if they have obvious differences upon school competitiveness, school intellectual capital,the school innovation management. Stepwise multiple regression analysis was used in analyzing school intellectual capital,the school innovation management and the school competitiveness. With the analyzed data from the questionnaires along with the researches and the information acquired from the interviews, the following conclusions are formed after comprehensive discussions： 1. Schools intellectual capital, innovation management research for school competitive with the times, the value and applicability. 2. Schools intellectual capital, innovation management and development of the school competitive with theoretical support. 3. Master dissertation domestic capital for innovative business school research and competitive intelligence school, are taking a positive conclusion. 4. The elementary and junior high schools intellectual capital, innovative business schools, schools at all levels are competitive and are performance level. 5. Performance in terms of male educators school intellectual capital, senior and young teachers, principals, and full-time or subject teachers, new schools and a short history of the school educational personnel, representing a higher level of consciousness of other educational personnel. 6. Higher principals than other educational personnel at the school level of perceived innovation management. 7. The degree of intellectual capital, the higher the degree of innovative business schools, their schools more competitive good. 8. Elementary, city (towns and villages) Center Area and mountainous and remote areas, relationship capital, the higher the degree of schools' competitiveness of its high schools. 9. Educators 'Masters and Ph.D.' qualifications, the lower level of consciousness competitiveness. 10. The higher the degree of intellectual capital schools, their school innovation more favorable operating performance. 11. Young and senior education officers perceived a higher degree of innovative business school, rural areas schools, moderate size of the school, the school innovation more favorable operating performance. 12. The elementary and junior high schools intellectual capital of highly positive correlation between the level of competitiveness and schools at all levels. 13. The elementary and junior high schools innovation management of highly positive correlation between the level of competitiveness and schools at all levels. 14. The elementary and junior high schools at all levels of intellectual capital and innovation management schools reached a high positive correlation between the levels. 15. The elementary and junior high schools explanatory power of intellectual capital on highly competitive schools predictive power. 16. The elementary and junior high schools to explain the power of innovative business school is highly competitive predictive power. 17. The elementary and junior high schools to explain the power of intellectual capital is a highly innovative business schools predict. 18. The elementary and junior high schools relational model of intellectual capital, innovation management and competitiveness in school, school innovation management as a mediator. Another study based on the conclusions put forward concrete proposals to enable the competent educational authority, the national primary and secondary schools, teachers and researchers subsequent reference.

The Third School Nutrition Dietary Assessment Study: Summary and Implications

In this article it is argued that a link between the analysis of political language use and language criticism exists. Nevertheless, there is disagreement as to how far the linguistic analysis of political language use should be critical or descriptive. The author of this article argues that the different approaches of lay linguistic criticism and critical discourse analysis are not convincing from a linguistic point of view. On the other hand, it is not disputed that linguistic analysis on a purely descriptive level is impossible. Particularly with regard to the euphemistic language use of the National Socialists in Germany, a purely descriptive analysis seems to be unsatisfactory. It is argued that linguistic discourse analysis allows to combine both – linguistic description and a critical view on political communication.

A educação é um direito social e dever do Estado, devendo ser obrigatória e gratuita durante toda a Educação Básica (EB). Em vista de efetivar esse direito, o Estado estabeleceu a meta para garantir a progressiva universalização do acesso à educação, no entanto, a evasão escolar ainda é um dos grandes gargalos da educação no Brasil. Diante desse contexto, o presente artigo buscou demonstrar a quantidade de matrículas e a taxa de abandono escolar no Ensino Médio do Estado do Amapá, entre 2015 e 2017, a partir de buscas realizadas no banco de dados do INEP, bem como pesquisa bibliográfica e documental. Esses dados apresentam a soma de discentes matriculados no Ensino Médio (EM), Ensino Médio Técnico Integrado (EMTI) e Estudantes Incluídos; e também, demonstram a porcentagem de discentes que abandonaram a escola, no período estudado. As informações analisadas expressam uma redução ano a ano na taxa de matriculados e na porcentagem de abandono escolar. Esse comportamento pode ser explicado pelo fato de a escola pública registrar os maiores índices de abandono e uma das maiores taxas de reprovação. No entanto, esses dados são conflitantes, pois não avaliam a existência de evasão escolar e reprovação por fatores intra e extraescolares, percentuais que interferem no número de concluintes de uma série para outra no ensino médio.

Relationship between prehypertension and socioeconomic level in a hispanic population

Single-pill combinations equalize black-white differences in time-to-control as initial therapy in previously untreated stage 1 and 2 hypertension

Background/Context Relying largely on high school measures of home language use, the literature examining immigrant incorporation in schools provides contradictory evidence of home language effects on educational outcomes. More recent research has demonstrated that home language use is dynamic and thus it is important to examine the implications of elementary school home language, as opposed to the typically used high school home language, as a factor influencing various school processes. We argue that it is also necessary to take into account school-related language contexts when considering the experiences of Latino immigrant students. Purpose This study investigates the effects of early acculturation, measured by elementary school language, immigrant generation, and early linguistic experiences on high school completion. Research Design Using hierarchical generalized linear models, we test the effects of elementary home language, immigrant generation, early language classification, and middle school concentration of English Learners (EL) on the probability of high school completion for a cohort of Latino students in a large urban school district (N = 26,487). Findings Consistent with some of the existing research, this study finds that speaking Spanish at home in the elementary school years has positive effects on high school completion. Moreover, for Spanish speakers, having been reclassified as English-fluent before sixth grade and having attended middle schools with lower concentrations of EL students increases the probability of high school completion. Conclusions These findings suggest that taking into account earlier schooling processes and contexts in discussions about the influence of home language on academic achievement broaden the scope of accountability for educating immigrant students.

"Language use" refers to the ability to use language and words. The concept of "language use" aims to improve students' ability to use language and words, which is one of the important tasks of reading teaching in elementary school. At the elementary school level, many teachers still focus on the misconception of understanding the content of the text in their teaching practice, ignoring the guiding role of the concept of "language use", which seriously hinders the development of students' language use ability. This paper provides a scientific and reasonable teaching strategy for reading teaching in elementary school under the guidance of the concept of language use, and provides a new direction for educators who are concerned about "language use reading teaching".

PurposeThe purpose of this paper is to clarify the lesson study (LS) processes and evaluate their effectiveness in Japanese elementary and secondary (middle and high) schools, through a school survey by the National Institute for Educational Policy Research of Japan (NIER).Design/methodology/approachThe authors randomly selected 1,000 elementary schools and 1,000 middle schools and 500 high schools in Japan. Survey items are methods of LS, and indicators of building professional learning communities (PLC) through LSs, close communication between teachers, high quality instruction by teachers, and test scores of students of the school.FindingsBased on the school survey in elementary and middle schools, almost all schools set up a school‐wide committee, a research theme, and a schedule for LS, and LSs were implemented as part of a school‐wide lesson study from which an action research report is produced. On the other hand, in high schools, almost all the schools implemented LSs, but each LS is independent and implemented specifically for the professional development of the individual teacher who undertakes the research lesson. The authors consider LS as a way to facilitate a PLC in the school. There are correlations between the methods of LS and the indicators of a PLC in elementary and middle schools. However, the effectiveness of LS differs between elementary and middle schools. With respect to the research theme and the organization and discussion of lesson plans, LS methods in middle schools are developed into LS methods in elementary schools. The LS methods may be developed gradually both in elementary and middle schools.Originality/valueStatistical data of LS in Japanese elementary and secondary schools are presented for the first time, demonstrating the effectiveness of LS.

In this study we investigated the student with high skills/giftedness in a riverside School in Amapa’s Amazon with possibility of inclusion in school? A research based on the qualitative approach was conducted, from the following problem question: How has the inclusion of a student with high skills/giftedness at a riverside school in the city of Mazagao in the state of Amapa been taking place? The study aimed to analyze the inclusion process of students with high skills/giftedness from the 1st to the 5th grade of elementary School. The locus of the research was a riverside school located in the municipality of Mazagao in the state of Amapa. For data collection, semi-structured interviews, observation and photographic recording were performed. The participants of this research were a teacher of the student's class with high skills/giftedness, a teacher of specialized educational attendance, a student with high skills/giftedness, a pedagogical coordinator and the school principal. The collected data was analyzed from the definition of the Aprioristic Category: school inclusion, as well as other intermediate categories and final categories that, in the case, are the non-aprioristic ones that emerged from the theoretical framework adopted in the research and Empirical research. As a result, this study brings significant theoretical and practical contributions to the process of inclusion of students with high skills/giftedness in this riverside School in the Amapa’s Amazon. The results showed that there are difficulties in the process of inclusion of this public related to various aspects such as the formation of teachers and of the entire school team, infrastructure, the organization of classrooms, among others, as well as, demonstrate the importance of research in this universe to strengthen theoretical-practical questions related to inclusion.

The influence of group values and behavior on adolescent male perceptions of and use of homophobic language

This study was conducted to explain the phenomenon of the use of diglossia language which still often occurs in the learning environment. Thus, in order to provide a solution to these symptoms, it is necessary to first explain the phenomena that occur or are behind them. The phenomenon in the use of diglossia language occurs because of the process of cultural mixing in the use of language and the dualistic attitude shown by Indonesian language teachers, especially Indonesian language teachers at the Junior High School of Cilegon City. Based on the research that has been done, it was found that teachers have been stuck between following the rules of language or getting closer to students by ignoring the rules of language. It is known that today's students are very thick in the use of language that is influenced by the media, what they see on television, or social media. So that this phenomenon goes unnoticed by teachers and students in the learning process. The results of the study were found by using a phenomenological approach that focuses on the object of study on the situation or phenomenon behind it.

The aim of the study is to define the problems arising from language use in history courses by analyzing the connection between history education and language in a spectrum from students and to establish the characteristics of the historical language used in history education from the perspective of students. Furthermore, the study offers a unique model regarding how the connection between history education and language should be analyzed.In the research, descriptive research model was adopted. The research data was obtained from literature reviews, observations and interviews. The collected data classified as quantitative and qualitative. A sample of four schools, nine teachers and three-hundred-sixty students is selected to establish the characteristics of historical language use of teachers, students and course books. By Permission of Cankiri Provincial Directorate for National Education, observations with three-hundred-sixty students and nine teachers from Anatolian High School, Anatolian Teachers’ High School, Anatolian Vocational High School and Anatolian Technical High School were carried out. In addition to observation forms, cameras and audio recorders were used in order to record the observations. Data related to in class historical language use of both teachers and students are obtained from these observations. Moreover, interviews with students were carried out and recorded. Data related to the historical language use of students included in the sample by content analysis method.

Introduction Healthy school start times are important for ensuring students obtain sufficient sleep, which may impact other health outcomes. Previous studies have not examined the impact of changing school start times on nurses’ visits related to sleep and nutrition in students in grades K-12 after district-wide changes to delay start times in middle and high school and advance start times in elementary school. Methods Electronic medical record data (reason for student visit and time of visit) were retrieved from nursing offices for elementary (n=44), middle (n=14), and high (n=6) schools. For this study, we included sleep and nutrition visits within the first two hours of the school day in April/May for the year prior (pre-change) and two years after (post-change, follow-up) implementing new school start times. Within each school level (i.e., elementary, middle, high), descriptive statistics examined the number of visits by health category. Results In elementary school, nurse visits increased in the first two hours when school start times were moved from 9:00am to 8:00 am for both sleep (pre-change n=45; post-change n=78; follow-up n=58) and nutrition (pre-change n=30; post-change n=63; follow-up n=48). For middle school, nurse visits slightly decreased in the first two hours of school when start times were moved from 8:00am to 8:50am for both sleep (pre-change n=14; post-change n=11; follow-up n=11) and nutrition (pre-change n=47; post-change n=42; follow-up n=6). High school nurse visits also slightly decreased in the first two hours of school when start times moved from 7:10am to 8:20am for both sleep (pre-change n=16; post-change n=7; follow-up n=7) and nutrition (pre-change n=5; post-change n=5; follow-up n=2). Conclusion While not unexpected, elementary school nurse visits for sleep and nutrition increased when start times were moved earlier. However, at follow-up, visit frequency notably decreased, suggesting that it may take time for families to adjust to the new start times. For both middle and high school students, nurse visits for sleep and nutrition slightly decreased with later start times. More research is needed to determine optimal start times for elementary school students, as healthy start times are essential for adolescent health and well-being. Support (if any) RWJF Evidence for Action (#75277)