Do they get the picture?: Visual literacy and low-literacy adult ESL learners

Teachers of low-literate adult English language learners often use visual materials to teach content, but little research has been conducted on how these visuals are interpreted. This research explores the relationship between first language (L1) literacy and visual literacy, specifically the ability of adult ESL learners to identify the functions of graphic devices used in educational materials. The literature review examines how literacy and visual literacy are defined and discusses visual communication using the framework of semiotics. Through think-aloud interview sessions, Somali participants of varying L1 literacy levels interpreted illustrations from ESL materials. Results show lower than expected ability to interpret images and little difference in visual literacy between L1 literate and L1 non-literate participants. The author suggests that visual literacy is more dependent on experiential factors than on L1 education. Other findings include participants\u27 tendency to bring real-world contexts to visuals and to interpret symbolic images as non-symbolic

Graphic device interpretation by low-literate adult ELLs: do they get the picture?

Page 7-29Teachers of low-literate adult English language learners often use visual materials to teach content, but it is not clear how these visuals are interpreted by their intended audience. This research focuses on the concept of visual literacy, specifically, on the ability of low-literate adult ESL learners to identify the functions of graphic devices used in educational materials. A semiotic framework provides a basis to describe how education and cultural background can influence visual literacy. Through think-aloud interview sessions, Somali participants of varying L1 literacy levels interpreted illustrations from ESL materials. Results show lower than expected ability to interpret images and little difference in visual literacy between L1 literate and L1 non-literate participants. The author suggests that visual literacy is more dependent on experiential factors than on L1 education. Other findings include participants' tendency to bring real-world contexts to visuals and to interpret symbolic images as non-symbolic

Comprehensive approach to the National Network of Teleaudiology in World Hearing Center in Kajetany, Poland

To improve the quality of patient care, the Institute of Physiology and Pathology of Hearing (IPPH) developed and implemented into the clinical practice in 2009 the National Network of Teleaudiology (NNT). NNT is a specialized network allowing the use of the internet and modern IT tools to provide medical care, rehabilitation and technical support for patients visiting a one of the affiliated policlinics of the Institute. This was the basis for the development and implementation of the implant fitting procedure, using modern internet and telediagnostic technologies - telefiting. This procedure, implemented in several centers throughout the country and aboard, solves the growing need for constant specialist care, check-ups and periodic reviews of speech processors. Clinical engineers, through teleconferencing links, can carry out the whole process of assessing and fitting the cochlear implant assisted by auxiliary staff of the cooperating center. Material of this study consisted of 316 cochlear implant users scheduled for telefitting in one of 8 centers selected for this study. Each patient underwent a teleconsultation procedure. After telefitting the patient was presented with a questionnaire consisting of questions relating to the quality and time effectiveness of telefitting and the preparation process, assessment of the ease of contact with the audiologist, the sense of security and calm during the session, and an overall assessment of its usefulness as an alternative to different kinds of standard visits. Significantly smaller distances that have to be overcome by patients to cooperating centers have significantly reduced the travel time. The benefits of the telefitting program include the results of surveys, the satisfaction of which was reported by majority of them

„Notatki w sprawie ukraińskiej” Romana Knolla z grudnia 1917 r.

The article presents a little-known memorial drawn up in December 1917 by a leading activist of the Polish Democratic Centre in Ruthenia and, later on, a prominent diplomat Roman Knoll. In the memorial, the author presented a synthetic assessment of the revolutionary events on the Dnieper and outlined a programme of action for the reborn Polish state with regard to Ukraine. The thoughts contained in this document, which Knoll developed in the following period, significantly influenced the formulation of the Piłsudski camp’s eastern policy.W artykule prezentowany jest mało znany memoriał z grudnia 1917 r., sporządzony przez czołowego działacza Polskiej Centrali Demokratycznej na Rusi, późniejszego wybitnego dyplomatę, Romana Knolla. Autor przedstawił w nim syntetyczną ocenę wydarzeń rewolucyjnych nad Dnieprem i zarysował program działań odradzającego się państwa polskiego wobec Ukrainy. Myśli zawarte w tym dokumencie, rozwijane przez Knolla w następnym okresie, wywarły istotny wpływ na formułowanie się założeń polityki wschodniej obozu piłsudczykowskiego

O processo de ensinar e aprender razões: uma proposta investigativa com alunos do 7º ano do ensino fundamental / The process of teaching and learning ratios: an investigative proposal with 7th grade students

Esta produção decorre de uma vivência emergida do Estágio Curricular Supervisionado II, disciplina obrigatória do Curso de Licenciatura em Matemática do Instituto Federal de Educação, Ciência e Tecnologia Farroupilha - Campus Santa Rosa/RS. O referido estágio desenvolveu-se em uma escola pública da Rede Municipal de Ensino da mesma cidade, com uma turma do 7º ano do Ensino Fundamental. O momento do estágio se revela de fundamental importância na formação acadêmica visto que nele faz-se necessário o estudo da teoria na prática. No decorrer do Curso são desenvolvidos estudos acerca dos aspectos pertinentes e relevantes que agem como subsídio para a formação inicial de professores e, portanto, análises de livros e teorias de autores renomados nos campos da Educação e da Educação Matemática são enfatizadas. Chegado o momento de experienciar na prática esses aportes teóricos, são elaborados planos de aula que, posteriormente, são executados mediante a regência de classe. Socializa-se, aqui, uma atividade desenvolvida no período de regência para o estudo do conceito de Razão entre Grandezas de mesma Natureza, numa perspectiva investigativa embasada nos pressupostos de Ponte, Brocardo e Oliveira (2009), no que tange a metodologia da Investigação Matemática, em Serrazina (1990) no que se refere ao envolvimento dos alunos para com a aula, em busca do efetivo conhecimento, bem como em Lorenzato (2006) quanto a utilização de materiais manipulativos. Com o propósito de aliar o uso de material manipulativo à metodologia de Investigação Matemática, o destaque da atividade concentra-se em proporcionar aos estudantes uma atividade lúdica na qual fossem os principais investigadores e exploradores do material para que, a partir do concreto, chegassem à abstração do conceito matemático abordado. Sendo assim propiciado, aos licenciandos, um momento de aprendizados sobre a prática de sala de aula e percepção das potencialidades da investigação matemática aliada ao material manipulativo no processo de ensino e aprendizagem

On the validation of the LS-DYNA Geo Metro numerical model

The paper presents experiences gained during work with numerical model of Geo Metro vehicle used for simulations of crash tests with road safety barriers. Attention is drawn to the subject of tire/wheel breakage during collision events. Some methods for improvement of the model are presented in the paper. Several results for the normative vehicle numerical tests are introduced. Simulations were carried out using LS-DYNA finite element code with solver version R8.1

Avaliação de protocolos hormonais de seis, nove e doze dias sobre o estro, ovulação e fertilidade de cabras da raça Toggenburg em anestro.

O objetivo deste estudo foi avaliar as taxas de ovulação e gestação, após o uso de dispositivos intraginais de progesterona (CIDR) 6, 9 e 12 dias, em cabras em anestro. Os animais (n=51) utilizados, foram distribuídos homogeneamente em dois grupos. Cada grupo era composto or 3 tratamentos , T1 o CIDR permaneceu por seis dias; T2 nove dias com o CIDR e T3 seis dias com o CIDR. As cabras receberam uma dose de 10 mg de dinoprost no dia de inserção do implante e 200 IU de eCG 24 horas antes da retirada do CIDR. As fêmeas no G1 foram cobertas naturalmente e no G2 as fêmeas foram inseminadas em tempo fixo. O período entre o início do estro e a ovulação no G1 foi de 23,3 ± 4,08 horas e de 15,47 ± 4,08 horas no G2. A percentagem de animais que ovularam foi de 100% no G1 e no G2 foi de 85%, 71% e 71% para T1, T2 e T3, respectivamente, mas não foi observado diferença (p=0,05) entre os tratamentos A taxa de gestação no G1 foi de 60%, 70% e 40% para T1, T2e T3, respectivamente, no G2, 50%, 80 % e 60% para T1, T2 e T3, respectivamente, sem haver diferenças entre os tratamentos e entre os grupos. A indução e a sincronização de estro em cabras com CIDR no período de anestro, independente do tempo de exposição a progesterona resulta em uma boa fertilidade, tanto na monta natural quanto também na IATF. Efectos del protocolos hormonales del seis, nueve o doce días sobre celo, la ovulación y la fertilidad en las cabras Toggenburg en anestrous estacionales. Abstract -The aim of the study was to evaluate the rates of ovulation and pregnancy, after the use of controlled internal drug release device impregnated with progesterone (CIDR) 6, 9 and 12 days, in anoestrus season. Animals (n=51) were used, distributed homogeneously into 2 groups (G1 = 30 animals and G2 = 21 animals). Each group had 3 treatments, T1 remained 6 days with CIDR®; treatment T2 9 days with CIDR and T3 6 days with CIDR. The goats received dose of 10 mg of dinoprost on the insertion of the device in 200 IU of eCG 24 hours before the removal of CIDR. The method of mating was covered by natural insemination in G1 and AIFT in G2. The period that includes the start of estrus to ovulation was in G1 23.3 ± 4.08 hours and 15.47 ± 4.08 hours to G2. The percentage of animals that had ovulation was 100% in G1 and G2, 85%, 71% and 71% for T1, T2 and T3, respectively, But there was no significant difference (p=0.05) between treatments. The pregnancies of G1 had 60%, 70% and 40% for T1, T2 and T3, respectively in G2, 50%, 80 % and 60% for T1, T2 and T3, respectively, with no statistical difference between treatments and between groups. The induction and synchrony of estrus in goats with CIDR in the period of anoestrus season, independent of the time of exposure to P4 result in good fertility, natural mated and in AIFT