List of references

The following list of references includes works that are often cited in the neological studies of English and French. Most references are therefore either in English or in French. This bibliography is by no means an exhaustive list, and cannot be: when you work in lexicology, you are bound to mention neology – be it lexical or semantic neology. The following works or articles are merely suggested readings and other relevant studies may be added

A utilização dos jogos pedagógicos no ensino da geografia com alunos do 8o e 9o anos do ensino fundamental

Anais do II Seminário Seminário Estadual PIBID do Paraná: tecendo saberes / organizado por Dulcyene Maria Ribeiro e Catarina Costa Fernandes — Foz do Iguaçu: Unioeste; Unila, 2014Este trabalho foi desenvolvido pelos bolsistas do Programa Institucional de Bolsa de Iniciação à Docência – PIBID/Geografia da Universidade Estadual do Centro – Oeste – UNICENTRO, Campus de Irati – PR numa das escolas parceiras, sob a supervisão da professora e da coordenadora de área. O trabalho foi realizado através da realização de um jogo pedagógico com alunos do 8o e 9o anos do ensino fundamental e também teve como objetivo melhorar as relações de grupos em sala de aula. Os alunos foram divididos em grupos de 4 e 5 sendo que em cada grupo um representante ficava na trilha e cada jogada era vez de um integrante jogar o dado, sendo que o grupo todo poderia responder a pergunta. Foi possível observar, além do entendimento do conteúdo uma maior participação em sala, promovendo além do aprendizado, a socializaçã

Integrating reading and writing: supporting students' writing from source

Writing from sources is an important academic skill but students find it a difficult skill to learn. The lesson study method was used to design and evaluate learning and teaching strategies aimed at improving students’ writing from sources skills. The team developed a seven-part lesson plan and associated learning activities and practice opportunities which was delivered over 12 hours. The lesson was delivered to first-year students (n = 150) taking a Critical Skills module. Students’ writing was analysed to identify how they approached integrating sources into their writing. Analyses of student texts suggest significant improvement in some skills, for example, finding, interpreting and synthesising content across sources. Other skills showed less marked improvement, for example, critiquing sources and creating new text. This paper shares the lesson and makes suggestions for future iterations of the lesson

New exploration of the γ-gliadin structure through its partial hydrolysis

The partial enzymatic hydrolysis of wheat gliadins constitutes an interesting tool to unravel their structural specificity. In this work, the structure and conformation of γ-gliadin were investigated through its limited chymotrypsic digestion. Using a combination of computational, biochemical and biophysical tools, we studied each of its N and C terminal domains. Our results reveal that γ-gliadin is a partially disordered protein with an unfolded N-terminal domain surprisingly resistant to chymotrypsin and a folded C-terminal domain. Using spectroscopic tools, we showed that structural transitions occured over the disordered N-terminal domain for decreasing ethanol/water ratios. Using SAXS measurements, low-resolution 3D structures of γ-gliadin were proposed. To relate the repeated motifs of the N-terminal domain of γ-gliadin to its structure, engineered peptide models PQQPY/F were also studied. Overall results demonstrated similarities between the N-terminal domain and its derived model peptides. Our findings support the use of these peptides as general templates for understanding the wheat protein assembly and dynamics

Integrating reading and writing: supporting students\u27 writing from source

Writing from sources is an important academic skill but students find it a difficult skill to learn. The lesson study method was used to design and evaluate learning and teaching strategies aimed at improving students’ writing from sources skills. The team developed a seven-part lesson plan and associated learning activities and practice opportunities which was delivered over 12 hours. The lesson was delivered to first-year students (n = 150) taking a Critical Skills module. Students’ writing was analysed to identify how they approached integrating sources into their writing. Analyses of student texts suggest significant improvement in some skills, for example, finding, interpreting and synthesising content across sources. Other skills showed less marked improvement, for example, critiquing sources and creating new text. This paper shares the lesson and makes suggestions for future iterations of the lesson

Principes et fonctions de la métaphore en langue de spécialité dans un cadre cognitiviste

International audienceThéorie et étude des métaphores de la crise économique (allemand, anglais, français

Principes et fonctions de la métaphore en langue de spécialité dans un cadre cognitiviste

International audienceThéorie et étude des métaphores de la crise économique (allemand, anglais, français