bluuebunny/crossref_metadata_2025_split huggingface dataset:
A QUALIFICAÇÃO PROFISSIONAL DOS EGRESSOS DO INSTITUTO FEDERAL DE EDUCAÇÃO, CIÊNCIA E TECNOLOGIA DO CEARÁ – IFCE
Authors: Cruz Keyla de Souza Lima , Sousa Antonia de Abreu , Carneiro Isabel Magda Said Pierre 
Published: April 2016

As transformações contemporâneas no mundo do trabalho implicam na aquisição de novas habilidades e competências que transcendem as possibilidades do sistema educacional, sendo exigido um novo perfil de trabalhador. Tendo em vista essas considerações, esta pesquisa visa analisar a qualificação profissional viabilizada pelo IFCE, a partir da ótica dos Egressos que se formaram no período de 2007.1 - 2013.2. Esta pesquisa, de natureza quanti-qualitativa, teve como amostra 68 egressos, representando 20% do universo. Utilizou-se o questionário on line para a coleta dos dados, tendo como referencial teórico autores como Paiva (2000) e Ramos (2002). Dentre os resultados, destacamos que 75% dos egressos, informaram que o curso contribuiu para sua inserção no mercado de trabalho. Contudo, ressaltam a necessidade de obtenção de conhecimentos e habilidades que mais se aproximem da realidade prática. Finalmente, 94% dos egressos retornariam à Instituição para dar prosseguimento aos seus estudos. É válido ressaltar que esses resultados não podem estar desvinculados da própria dinâmica da Sociedade Capitalista que se apropria ideologicamente da ideia do Capital Humano, adequando à educação às demandas do mercado de trabalho, marcado pela flexibilização das relações de produção e precarização das condições de trabalho.
USO DO SCRATCH NO PROCESSO DE APRENDIZAGEM EM SALA DE AULA: RELATO DE EXPERIÊNCIAS DE ALUNOS DO MESTRADO PROFISSIONAL DE ENSINO TECNOLÓGICO/IFAM
Authors: Araújo Andréia Paula Ferreira de , Souza Pricila Rodrigues de , Silva Jando Abraão de Miranda 
Published: April 2016

O presente trabalho teve como objetivo apresentar as contribuições dos recursos tecnológicos na formação de professores para a educação profissional a partir dos resultados de atividades de ensino envolvendo a linguagem de programação Scratch, vivenciada no contexto da disciplina Ensino e TICs do Mestrado Profissional em Ensino Tecnológico – MPET do Instituto Federal de Educação, Ciência e Tecnologia do Amazonas – IFAM, cursada no 2º Semestre do ano de 2014. A atividade seguiu uma abordagem qualitativa e o uso da técnica de revisão bibliográfica. A construção de atividades de ensino e aprendizagem a partir da linguagem de programação Scratch proporcionou trocas relevantes de saberes docentes entre os mestrandos, considerando o exercício da pesquisa, sendo evidente a complexidade de integração dos recursos tecnológicos para o ensino, que exige do educador disposição e habilidade para o uso pedagógico, sendo uma direção e uma possibilidade de inovação para o exercício da docência no ensino técnico e tecnológico.
IDENTIDADE PROFISSIONAL E TRABALHO DOCENTE: O QUE DIZEM OS PROFESSORES DOS CURSOS DE LICENCIATURA DO IFAL
Authors: Gomes Stephanie Silva Weigel , Brasileiro Regina Maria de Oliveira , Lima Phabyanno Rodrigues 
Published: April 2016

O presente trabalho refere-se a uma pesquisa, em andamento, que tem como objetivo refletir sobre a identidade profissional dos professores que atuam nos cursos de licenciatura do Instituto Federal de Alagoas, a partir da sua formação enquanto professor e do trabalho docente desempenhado na instituição de ensino. A abordagem metodológica utilizada é a pesquisa narrativa. A pesquisa está fundamentada pelos estudos de Machado (2008), Lima e Silva (2012), Pimenta e Anastasiou (2002), entre outros. Os sujeitos investigados são os professores efetivos do IFAL – Campus Maceió que atuam nos cursos de licenciatura. Os resultados iniciais da pesquisa possibilitaram iniciar uma reflexão sobre formação continuada para melhoria da prática pedagógica dos professores que atuam nos cursos de licenciatura do IFAL, bem como compreender como se dá o processo de formação da identidade profissional desses docentes, através dos seus relatos por meio de entrevistas.
O PROFESSOR LICENCIADO NA EDUCAÇÃO PROFISSIONAL: QUAIS SÃO OS SABERES DOCENTES QUE ALICERÇAM SEU TRABALHO?
Authors: Morais João Kaio Cavalcante de , Henrique Ana Lucia Sarmento 
Published: April 2016

Situado em meio as discussões acerca da formação e saberes docentes necessários ao trabalho do professor na Educação Profissional (EP), este artigo surge como um recorte inicial de um estudo maior que visa analisar os saberes docentes necessários ao fazer do professor de Biologia que trabalha no Ensino Médio Integrado à Educação Profissional. Em meio a isso, este artigo especificamente, tem como objetivo analisar os saberes docentes dos professores licenciados que atuam na EP. Para isso, consultaram-se os estudos de Araujo (2008) Moura (2008), Machado (2008), Silva Júnior e Garíglio (2014) e Imbernón (2009), o que configurou essa pesquisa enquanto bibliográfica, do tipo qualitativa. Os resultados mostram que o professor licenciado vivencia uma formação inicial em cursos de licenciatura que deveria proporcionar a construção de saberes da docência. Entretanto, percebe-se que a modalidade de Educação Profissional (EP), nas licenciaturas brasileiras, não está presente nos currículos nem, na maioria das vezes, é tema de discussão. De modo que os futuros professores da EP não conseguem construir, de forma sólida e articulada, os saberes necessários à sua atuação nessa modalidade, posto que, segundo a literatura consultada, além dos saberes pedagógicos presentes nas licenciaturas, outros saberes são fundamentais para o professor que atua na EP, como o saber técnico e o saber da pesquisa. Além disso, é importante considerar o próprio lócus de trabalho docente na constituição e mobilização desses saberes referentes à EP. Posto isso, alguns autores enumeram alguns saberes docentes específicos da EP: saber técnico, saber pedagógico e saber da pesquisa
Oral Clefts and Academic Performance in Adolescence: The Impact of Anesthesia-Related Neurotoxicity, Timing of Surgery, and Type of Oral Clefts
Authors: Clausen Nicola G. , Pedersen Dorthe A. , Pedersen Jacob K. , Møller Susanne E. , Grosen Dorthe , Christensen Kaare , Hansen Tom G. , Wehby George L. 
Published: April 2016

Objective Early life exposure to anesthesia and surgery is suspected to associate with cognitive impairment later in life. We compared academic achievement among adolescents with cleft lip only (CL), cleft palate only (CP), and cleft lip and cleft palate (CLP) with a noncleft control group to investigate whether outcome depends on timing and number of operations during childhood and/or type of oral cleft. Design Nationwide register-based follow-up study. Setting Danish birth cohort 1986 to 1990. Participants Five hundred fifty-eight children with isolated CL (n = 171), CLP (n =222), or CP (n = 195), of which 509 children had been exposed to anesthesia and one or more cleft operation(s), and a 5% sample of the birth cohort (n = 14,677). Main Outcome Measure(s) Test score in the Danish standardized ninth-grade exam and proportion of nonattainment, defined as “results for ninth-grade exam unavailable.” Data adjusted for sex, birth weight, parental age, and parental level of education. Results Compared to controls, children with CL achieved higher scores (mean difference 0.12, 95% CI –0.05; 0.29) and children with CLP presented with lower scores (mean difference –0.06, 95% CI –0.21; 0.09), albeit both statistically insignificant. Children with CP achieved significantly lower scores, mean difference –0.20 (95% CI –0.38; –0.03). Odds ratios for nonattainment at final exam were: CL 0.79 (95% CI 0.46; 1.35), CLP 1.07 (95% CI 0.71; 1.61), CP 2.59 (95% CI 1.78; 3.76). Conclusions Oral cleft type rather than number and timing of anesthesia and operations associate to poorer academic performance. Although a potential neurotoxic effect due to anesthetic agents is not reflected in the data, it cannot be completely excluded.
Influence of Standardized Orientation on Patient Perception of Perioperative Care following Alveolar Cleft Repair: A Survey Based Study of Patients Treated in a Large Academic Medical Center
Authors: Chang Brian L. , Wilson Anthony J. , Chin Bianca C. , Friedman Christopher , Jackson Oksana A. 
Published: April 2016

Objective This study aims to better understand patient-reported outcomes for iliac bone grafting surgery for alveolar cleft repair and to determine how standardizing perioperative patient instruction affects patient-reported outcomes. Design Retrospective survey-based assessment of patients undergoing iliac bone grafting with and without hospital-based systems standardization. Setting Academic tertiary care hospital. Patients Of the 195 identified patients, 127 participated. Interventions Survey on pain and satisfaction regarding iliac bone grafting surgery. Main Outcome Measures Survey answers measured patient opinions about the surgery. Answers of the pre- and poststandardization patients were compared to determine the effect of standardizing patient instructions. Results Patients rated their satisfaction with the surgery and recovery a 4.5 and 4.4 out of 5, respectively. They rated their overall pain in the hospital a 5.5 out of 10 (4.9 in the mouth, 5.7 in the hip). Patients were discharged an average of 1.2 days after surgery and could return to normal daily activity in 6.1 days. Poststandardization patients were more likely to adhere to instructions regarding use of an antibacterial mouthrinse and a protective oral splint. Conclusions Patients were highly satisfied with the iliac bone grafting procedure and the recovery and reported only moderate levels of postoperative pain. Implementing standardized patient instructions may not affect patient satisfaction or pain severity, but it significantly increased patient adherence to physician instructions.
Perceptual Anchors and the Dispersion of Nasality Ratings
Authors: Galek Kristine E. , Watterson Thomas 
Published: April 2016

Objective This investigation studied the effects of perceptual anchors on the dispersion and reliability of listener ratings of nasality. Design Listeners (N = 129) were assigned to one of six listening groups. Each group rated nasality independently for 100 speech samples on a seven-point scale that ranged from 1 = normal nasality to 7 = severe hypernasality. The anchors used were examples of a 1, 3, 4, 5, and/or 7 on the rating scale. These anchors were played selectively to group 2 (4), group 3 (1 and 7), group 4 (3 and 5), group 5 (1, 4, 7), and group 6 (7). Group 1 had no anchor. Participants Of the speakers, 95 were children followed by a craniofacial team and five were children without histories of speech disorders. Main Outcome Measures The outcome measures were 12,900 ratings of nasality on a seven-point scale. Results Q values showed that group 5, which was the only group to receive three anchors, had the lowest, or best, Q value (0.78), and group 1 (no anchor) had the highest, or worst, Q value (0.99). Across groups, the most reliable ratings were those at scale values 1 (Q = 0.46) and 7 (Q = 0.56). The least reliable ratings were at scale values 3 (Q = 1.01), 4 (Q = 1.03), and 5 (Q = 1.06). Conclusions Nasality rating reliability/dispersion was influenced by the presence and location of anchor stimuli. Consistent with absolute judgment theory, nasality ratings showed a strong end effect.
IMPROVING STUDENTS’ LOW CLASS PARTICIPATION IN SPEAKING ACTIVITIES BY USING DRAMA TECHNIQUE
Authors: Wahyuni Erly 
Published: April 2016

Abstrak Sering kali pengajaran bahasa Inggris kurang mampu memenuhi tujuannya. Bahkan setelah bertahun-tahun belajar bahasa Inggris, peserta didik tidak mendapatkan kepercayaan diri untuk menggunakan bahasa di dalam dan luar kelas. Komunikasi yang nyata melibatkan gagasan, emosi, perasaan, kesesuaian dan kemampuan beradaptasi. Kelas bahasa Inggris yang konvensional hampir tidak memberikan kesempatan terhadap peserta didik untuk menggunakan bahasa dengan cara ini dan mengembangkan kefasihan di dalamnya. Dengan demikian, sayangnya, tujuan utama dari program pengajaran bahasa yaitu mengembangkan keterampilan dalam komunikasi, menjadi terabaikan. Sebuah alternatif yang menarik adalah mengajarkan bahasa melalui drama karena drama memberikan pengetahuan praktis tentang kekuatan bahasa yang ekspresif dan komunikatif. Dengan kata lain, hal tersebut mengintegrasikan aspek verbal dan non-verbal dalam komunikasi, sehingga menyatukan pikiran dan tubuh, dan memulihkan keseimbangan antara aspek fisik dan intelektual dalam pembelajaran. Selain itu, hal tersebut menumbuhkan kesadaran diri (dan kesadaran akan orang lain), harga diri dan kepercayaan diri, dan melalui hal ini, motivasipun tumbuh. Artikel ini bertujuan untuk melihat teknik drama dan beberapa kegiatannya yang dapat memotivasi siswa untuk berbicara. Kata-kata kunci: partisipasi kelas, kegiatan berbicara, teknik drama Abstract Many a times the teaching of English language falls short of fulfilling its goals. Even after years of English teaching, the learners do not gain the confidence of using the language in and outside the class. Real communication involves ideas, emotions, feelings, appropriateness and adaptability. The conventional English class hardly gives the learners an opportunity to use language in this manner and develop fluency in it. Thus, the main purpose of the language teaching course, i.e., developing skills in communication, is unfortunately, neglected. An attractive alternative is teaching language through drama because drama provides practical knowledge of the expressive and communicative powers of a language. In other word, it integrates verbal and non-verbal aspects of communication, thus bringing together both mind and body, and restoring the balance between physical and intellectual aspects of learning. Furthermore, it fosters self-awareness (and awareness of others), self-esteem and confidence; and through this, motivation is developed. This article is aimed to look at the drama techniques and their activities that can motivate students to speak. Keywords: class participation, speaking activities, drama technique
MODEL PEMBELAJARAN DISKUSI KELOMPOK BERNOMOR (DKB) DALAM PEMBELAJARAN MEMBACA PEMAHAMAN
Authors: Haerudin Dingding 
Published: April 2016

Abstrak Banyak hasil penelitian yang menunjukkan rendahnya minat dan kemampuan membaca pada kalangan peserta didik. Hal tersebut menimbulkan kekhawatiran bagi berbagai pihak, khususnya para pendidik. Memperhatikan kondisi yang mengkhawatirkan tersebut, penelitian yang dilakukan ini diharapkan menjadi salah satu alternatif untuk mengatasinya. Upaya yang dilakukan dalam penelitian ini adalah menguji coba model pembelajaran Diskusi Kelompok Bernomor (DKB) dalam pembelajaran membaca artikel. Model pembelajaran ini merupakan salah satu jenis model pembelajaran kooperatif yang dikembangkan pertama kali oleh Spencer Kagan (1994), yaitu Numbered Head Together (NHT). Ruang lingkup masalah yang dikaji dalam penelitian ini meliputi dua hal, yaitu kemampuan membaca dan model pembelajaran. Tujuan penelitian ini untuk mendeskripsikan kemampuan membaca dan keefektifan model pembelajaran DKB dalam membaca pemahaman artikel. Metode yang digunakan dalam penelitian ini adalah metode eksperimen murni. Teknik pengumpulan data yang dilakukan adalah teknik tes, observasi, angket, dan wawancara. Sumber datanya adalah mahasiswa Jurusan Pendidikan Bahasa Daerah FPBS UPI. Hasil penelitian menunjukkan bahwa model pembelajaran DKB mampu meningkatkan kemampuan hasil belajar. Dengan demikian model pembelajaran DKB dapat dijadikan salah satu alternatif model pembelajaran membaca pemahaman di samping model-model pembelajaran membaca lainnya yang telah ada.Kata-kata kunci: membaca pemahaman, diskusi kelompok bernomor AbstractThere are many research results that show the low interest and ability to read among learners. This raises concerns for various stakeholders, especially teachers. Based on the alarming conditions, this study is expected to be one alternative to overcome the problems. The effort made in this study was to test the Numbered Discussion Group (NDG) learning model in teaching to read articles. This learning model is one type of cooperative learning models that was first developed by Spencer Kagan (1994), known as Numbered Head Together (NHT) The scope of the problem investigated in this study consists of two things, namely reading ability and learning models. The purpose of this study is to describe students' reading ability and NDG learning model effectiveness in reading to comprehend articles. Data collection techniques used were technical tests, observations, questionnaires, and interviews. Data was taken from students of the Department of Education Regional Languages of FPBS at UPI. The results of this study show that the NDG learning model was able to improve learning outcomesTherefore, the NDG learning model can be used as an alternative of learning model for reading comprehension in addition to other learning models.Keywords: reading comprehension, numbered discussion group
FOLKLOR LAPINDO SEBAGAI WAWASAN GEO-CULTURE DAN GEO-MYTHOLOGY BERBASIS KEARIFAN LOKAL DALAM PEMBELAJARAN BAHASA INDONESIA BAGI PENUTUR ASING (BIPA)
Authors: Nurwicaksono Bayu Dwi 
Published: April 2016

Abstrak Kearifan lokal tentang insiden lumpur Lapindo adalah cerita rakyat tentang kejadian di masa lalu yang dapat digunakan sebagai pelajaran pada masa kini dan masa depan, tentang dongeng Candi Tawangalun dan dongeng Emas Ketimun. Terlepas apakah itu sebuah dongeng yang pernah terjadi secara empiris atau hanya realitas-fiksi, kehadirannya dapat digunakan sebagai pijakan untuk memahami peristiwa (bencana) dari perspektif budaya. Wawasan Geo-Budaya dan Geo-Mitologi dalam cerita rakyat Lapindo bisa menjadi alternatif bahan pembelajaran kontekstual berbasis kearifan lokal dalam pembelajaran bahasa Indonesia untuk penutur asing karena kontekstualitas dan substansi nilai-nilai yang terkandung di dalamnya sangat menarik. Praktek pembelajaran bahasa Indonesia untuk penutur asing di Australia diketahui bahwa cerita tradisi lisan tapi cerita hanya sebagai pelengkap tradisi lisan sama pentingnya dengan pengetahuan tentang tata bahasa, bahkan dengan pengenalan tradisi lisan cerita, pembelajar BIPA akan mengetahui tentang budaya Indonesia. Kata-kata kunci: cerita rakyat, Geo-Culture, Geo-Mythology, kearifan lokal, BIPA Abstract Local wisdom about Lapindo mudflow incident is the folklore about the events in the past that can be used as a lesson on the present and future, that fairy tales Tawangalun Temple and fairy tale Golden Cucumber. Regardless whether it's a fairy tale ever happened empirically or just reality-fiction, its presence can be used as a foothold for understanding the events (disasters) from the perspective of the present culture. Insights Geo-Culture and Geo-Mythology in Lapindo folklore can be an alternative contextual teaching materials based on local wisdom in learning Indonesian for foreign speakers because contextuality and substance of the values contained in it very interesting. Practice learning Indonesian for foreign speakers in Australia is known that oral tradition story but the story only as a complement to the oral tradition is just as important as knowledge of grammar, even with the introduction of the oral tradition of story, BIPA learners will know the culture of Indonesia.Keywords: folklore, Geo-Culture, Geo-Mythology, local wisdom, BIPA
PERAN LOKATIF DALAM NOVEL THE HUNGER GAMES:SUATU KAJIAN SEMANTIS
Authors: Ma'mun Akhmad Haqiqi 
Published: April 2016

Abstrak Penelitian ini berfokus pada dua hal pokok: (1) menjelaskan secara semantis, jenis peran lokatif dan hal yang ada pada peran lokatif dalam bahasa Inggris; (2) jenis verba yang mengharuskan adanya peran lokatif dalam bahasa Inggris. Data diperoleh dari novel “the hunger games”. Penelitian ini menggunakan metode deskriptif dengan teknik distribusi. Hasil penelitian ini menunjukkan bahwa: (1) secara semantis, peran lokatif terdiri atas peran lokatif statis dan dinamis. Peran lokatif dinamis dibagi menjadi: sumber, lintasan dan tujuan, (2) kata kerja yang membutuhkan kehadiran peran lokatif dalam bahasa Inggris dibagi menjadi dua jenis verba: kata kerja transitif dan intransitif. Selain itu, kata kerja transitif dan intransitif dibagi menjadi empat jenis: keadaan, proses, tindakan dan proses-tindakan. Kata-kata kunci: Peran lokatif, novel the hunger games, kajian semantis AbstractThe research focuses on two main points:(1) explain semantically, kinds of locative role and case that presence in locative role in English; (2) kinds of verb which requires the presence of locative role in English. The data are taken from this novel. This research uses descriptive method with distributional techniques. The result of this research shows that: First, Semantically, the roles of locative consist of static and dynamic locative role. The dynamic locative role is divided into: source, path and goal. Second, verbs which require the presence of locative role in English divided into two kinds of verbs: transitive and intransitive verbs. Moreover, transitive and intransitive verb are divided into four kinds of verbs: state, process, action and action-process verbs.Keywords: Locative role, novel the hunger games, semantic study
IMPLEMENTASI MODEL KOMUNIKASI BISNIS FRANKOFON DALAM PEMBELAJARAN FRANÇAIS DE LA COMMUNICATION PROFESSIONNELLE
Authors: Mulyadi Yadi , Gumilar Dudung , Sopiawati Iis 
Published: April 2016

Abstrak Penelitian ini bertujuan untuk memperoleh data perihal (1) efektivitas penggunaan model pembelajaran Komunikasi Bisnis Frankofon dalam meningkatkan kemampuan mahasiswa terhadap bahasa Perancis komunikasi profesional, (2) kontribusi model tersebut dalam pembelajaran bahasa Perancis bisnis, (3) kelebihan dan kekurangan model komunikasi bisnis frankofon dalam pembelajaran Français de la communication professionnelle. Hasil penelitian menunjukkan bahwa model yang diteliti terbukti efektif dalam meningkatkan kualitas pembelajaran Français de la communication professionnelle (PR308) juga telah membantu mahasiswa terkait pemahaman konsep-konsep berupa bahasa Perancis bidang profesi dan bisnis yang kelak akan dibutuhkan di dunia kerja yang nyata.Kata-kata kunci: Model komunikasi bisnis frankofon, bahasa Perancis untuk tujuan khusus AbstractThe aims of this research are to find out (1) the effectiveness of the use of French for business communication model and to develop students skills in French for special purposes (2) the contribution of the model analysed in teaching French for special purposes, namely, Français de la communication professionnelle (3) the advantages and the disadvantages of the model analysed in the teaching of Français de la communication professionnelle. The data analyzed demonstrates that the model analysed was effective and improved the quality of leaning French for special purposes, and the model helped the students to understand the concepts of French for professionals and business. For the students, this model helped to master not only French language skills but also the professionals and the business materials in real world.Keywords: French business communication model, French as special purposes