cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.12210473
title: Adopting English as a Medium of Instruction (EMI) in Brazil and Flanders (Belgium): a comparative study

description: Abstract The objective of this study is to discuss the adoption of English as a Medium of Instruction (EMI) in the Brazilian and Flemish contexts, considering the influence of globalization and internationalization on the languages in higher education. To reach this goal, a bibliographic research1 was carried out, in order to analyze documents related to language teaching/learning, including books, journals, government documents, official websites and reports from international organizations. Data from these sources were categorized according to the country of origin and EMI approaches. Recurring themes were identified using different genres of documents, in order to establish connections between official documents (such as legal ones) and practices described in research published in journal articles and book chapters, looking for connections between theory and practice. Information collected comprised the data retrieved in Brazil and in Flanders, used to generate discussions around challenges and opportunities for adopting EMI in these contexts. The study concludes that actions such as the creation of local support units (for languages) at universities are necessary to overcome the challenges identified in the preparation and implementation of EMI courses in those contexts.
DOI: 10.6084/m9.figshare.12210473.v1
title: Adopting English as a Medium of Instruction (EMI) in Brazil and Flanders (Belgium): a comparative study

description: Abstract The objective of this study is to discuss the adoption of English as a Medium of Instruction (EMI) in the Brazilian and Flemish contexts, considering the influence of globalization and internationalization on the languages in higher education. To reach this goal, a bibliographic research1 was carried out, in order to analyze documents related to language teaching/learning, including books, journals, government documents, official websites and reports from international organizations. Data from these sources were categorized according to the country of origin and EMI approaches. Recurring themes were identified using different genres of documents, in order to establish connections between official documents (such as legal ones) and practices described in research published in journal articles and book chapters, looking for connections between theory and practice. Information collected comprised the data retrieved in Brazil and in Flanders, used to generate discussions around challenges and opportunities for adopting EMI in these contexts. The study concludes that actions such as the creation of local support units (for languages) at universities are necessary to overcome the challenges identified in the preparation and implementation of EMI courses in those contexts.
DOI: 10.6084/m9.figshare.12210338
title: Esp Teaching in Contemporary Medical Education In Brazil

description: Abstract The early 2000s have witnessed significant changes in medical education in Brazil, especially because of the creation of the More Doctors Program (Programa Mais Médicos) in 2013 and the publication of the resolution that establishes the National Curricular Guidelines for Medicine undergraduate courses in 2014. The latter focuses on a human, critical and socially responsible education, which comprehends the development of the proficiency in a foreign language, preferably a lingua franca. The objectives of this paper are (i) to map the inclusion of foreign languages, particularly English, in Political Pedagogical Projects (PPPs) of public medical schools between the years 2013-2019; and (ii) to present a methodological proposal to the teaching of ESP in medical schools, according to the National Curricular Guidelines (Brasil, 2014). Online bibliographical research was carried out and data were collected from the e-MEC system and the PPPs. Descriptive statistics have shown that 65.1% of Medicine undergraduate courses (n=28) include the proficiency of a foreign language in their PPPs, being that language English in 35.7% and any other language in 64.3%; 34.9% of the institutions do not incorporate any foreign language at all. Although the majority of medical schools seem to be conforming with the National Curricular Guidelines, there might be still a gap between targeted English language practices and their association to health education and the promotion of healthcare actions.
DOI: 10.6084/m9.figshare.12210653
title: Audio description and the translation of film language into words

description: Abstract This paper approaches audio description (AD) from a Translation Studies point of view. The two first parts are of theoretical interest: AD is defined as a part of the audiovisual text and as a form of intersemiotic translation. Once this is set up, the paper concentrates on the concept of translation techniques and adapts them to audio description to provide scholars and students with a functional classification of AD techniques (ADT), which can be used for descriptive studies of audio descriptions as well as in training, and is based on a functional classification of translation techniques. The paper ends with detailed examples from a comparative study of several audio descriptions of the film Slumdog Millionaire (2008) using ADTs to illustrate the benefits of the established taxonomy.
DOI: 10.6084/m9.figshare.12210653.v1
title: Audio description and the translation of film language into words

description: Abstract This paper approaches audio description (AD) from a Translation Studies point of view. The two first parts are of theoretical interest: AD is defined as a part of the audiovisual text and as a form of intersemiotic translation. Once this is set up, the paper concentrates on the concept of translation techniques and adapts them to audio description to provide scholars and students with a functional classification of AD techniques (ADT), which can be used for descriptive studies of audio descriptions as well as in training, and is based on a functional classification of translation techniques. The paper ends with detailed examples from a comparative study of several audio descriptions of the film Slumdog Millionaire (2008) using ADTs to illustrate the benefits of the established taxonomy.
DOI: 10.6084/m9.figshare.12210350
title: Introducing COPA-TRAD Version 2.0. A Parallel Corpus-Based System for Translation Research, Teaching and Practice

description: Abstract This paper describes COPA-TRAD Version 2.0, a parallel corpus-based system developed at the Universidade Federal de Santa Catarina (UFSC) for translation research, teaching and practice. COPA-TRAD enables the user to investigate the practices of professional translators by identifying translational patterns related to a particular element or linguistic pattern. In addition, the system allows for the comparison between human translation and automatic translation provided by three well-known machine translation systems available on the Internet (Google Translate, Microsoft Translator and Yandex). Currently, COPA-TRAD incorporates five subcorpora (Children's Literature, Literary Texts, Meta-Discourse in Translation, Subtitles and Legal Texts) and provides the following tools: parallel concordancer, monolingual concordancer, wordlist and a DIY Tool that enables the user to create his own parallel disposable corpus. The system also provides a POS-tagging tool interface to analyze and classify the parts of speech of a text.
DOI: 10.6084/m9.figshare.12210350.v1
title: Introducing COPA-TRAD Version 2.0. A Parallel Corpus-Based System for Translation Research, Teaching and Practice

description: Abstract This paper describes COPA-TRAD Version 2.0, a parallel corpus-based system developed at the Universidade Federal de Santa Catarina (UFSC) for translation research, teaching and practice. COPA-TRAD enables the user to investigate the practices of professional translators by identifying translational patterns related to a particular element or linguistic pattern. In addition, the system allows for the comparison between human translation and automatic translation provided by three well-known machine translation systems available on the Internet (Google Translate, Microsoft Translator and Yandex). Currently, COPA-TRAD incorporates five subcorpora (Children's Literature, Literary Texts, Meta-Discourse in Translation, Subtitles and Legal Texts) and provides the following tools: parallel concordancer, monolingual concordancer, wordlist and a DIY Tool that enables the user to create his own parallel disposable corpus. The system also provides a POS-tagging tool interface to analyze and classify the parts of speech of a text.
DOI: 10.6084/m9.figshare.12210656.v1
title: Interactions Between Individual Differences and Effects Of Explicit Instruction on Spanish / L2 Intonation

description: Abstract Researchers have debated the need to consider the effects of interaction between pedagogical conditions and individual differences (IDs) on the process of second language acquisition (SLA) (ORTIZ-PREUSS; SANZ, 2016; SANZ; SERAFINI, 2018). Therefore, this study was developed to analyze the interaction between pedagogical conditions and IDs in the acquisition of declarative and interrogative utterances in Spanish / L2. For data analysis, three instruments were used: i) a questionnaire of historical and linguistic proficiency; ii) an attention control test; iii) sentence production and perception/comprehension tests of comprehension and production of sentences. In total, the study had 10 participants. The results showed that age and skills domain are variables that seem to have influenced the performance of participants.
DOI: 10.6084/m9.figshare.12210512
title: ‘Asymmetrical Relations in Audiovisual Translation in Brazil: A Corpus-based Investigation of Fixed Expressions

description: Abstract This study aims to investigate, in dubbed and subtitled versions of the films Madagascar (2005) and Ice Age (2002), how fixed expressions (Moon, 1998) are translated in dubbing and subtitling methods and to examine how employing domestication and foreignisation (Venuti, 1995) can undermine or reinforce the asymmetrical relations, here defined by globalisation as discussed by Venuti (1998) and Cronin (2003, 2009). The analysis is carried out through reference and parallel corpus (Baker, 1995). Final results show that subtitling, rather than dubbing, is more prone to adopt foreignising strategies with regard to the translation of fixed expressions. Additionally, there have been identified, in the subtitled versions of the corpus, translation instances that deliberately move away from target language fixed expressions.
DOI: 10.6084/m9.figshare.12210512.v1
title: ‘Asymmetrical Relations in Audiovisual Translation in Brazil: A Corpus-based Investigation of Fixed Expressions

description: Abstract This study aims to investigate, in dubbed and subtitled versions of the films Madagascar (2005) and Ice Age (2002), how fixed expressions (Moon, 1998) are translated in dubbing and subtitling methods and to examine how employing domestication and foreignisation (Venuti, 1995) can undermine or reinforce the asymmetrical relations, here defined by globalisation as discussed by Venuti (1998) and Cronin (2003, 2009). The analysis is carried out through reference and parallel corpus (Baker, 1995). Final results show that subtitling, rather than dubbing, is more prone to adopt foreignising strategies with regard to the translation of fixed expressions. Additionally, there have been identified, in the subtitled versions of the corpus, translation instances that deliberately move away from target language fixed expressions.
DOI: 10.6084/m9.figshare.12210656
title: Interactions Between Individual Differences and Effects Of Explicit Instruction on Spanish / L2 Intonation

description: Abstract Researchers have debated the need to consider the effects of interaction between pedagogical conditions and individual differences (IDs) on the process of second language acquisition (SLA) (ORTIZ-PREUSS; SANZ, 2016; SANZ; SERAFINI, 2018). Therefore, this study was developed to analyze the interaction between pedagogical conditions and IDs in the acquisition of declarative and interrogative utterances in Spanish / L2. For data analysis, three instruments were used: i) a questionnaire of historical and linguistic proficiency; ii) an attention control test; iii) sentence production and perception/comprehension tests of comprehension and production of sentences. In total, the study had 10 participants. The results showed that age and skills domain are variables that seem to have influenced the performance of participants.
DOI: 10.6084/m9.figshare.12210482
title: Retrieving L2 word stress from orthography: Evidence from word naming and cross-modal priming

description: Abstract This study aims at showing how L1 word stress affects L2 word naming for cognates and non-cognates in two lexical stress languages, Brazilian Portuguese (BP, L1) and American English (AE, L2). Based on the bilingualism literature, there are indications that the access to the lexicon is non-selective, thus, cognate words would have a facilitation effect in recognition in L2 and in L1. Our hypothesis is that co-defining features of words, such as word stress, would be more activated by cognate word pairs in the target language of use. In a first experiment with low frequency cognate words of English and Portuguese (Post da Silveira, et. al. 2014), we noticed that the low frequency caused word stress dominance in bilinguals to emerge in production. We hypothesize that words of higher frequency in the lexicons will provide more lexical effects of word stress than low frequency words. In order to test this hypothesis, in Experiment 1 of this study, Brazilian Portuguese (BP)-American English (AE) bilinguals named a mixed list of disyllabic moderate frequency words in L1 (Portuguese) and L2 (English). In Experiment 2, BP-AE bilinguals named English (L2) disyllabic target words presented simultaneously with auditory Portuguese (L1) disyllabic primes. Voice-onset-times, which will be called Reaction Times along the task, were measured. Our results led to the conclusion that word stress is actually a co-defining lexical feature, because it is directly affected by lexical frequency. We also noticed that word stress has a task-dependent role to play in bilingual word naming. Given the findings of this study, we advocate that word stress must be incorporated in bilingual models of lexical production, lexical perception and reading aloud.
DOI: 10.6084/m9.figshare.12210482.v1
title: Retrieving L2 word stress from orthography: Evidence from word naming and cross-modal priming

description: Abstract This study aims at showing how L1 word stress affects L2 word naming for cognates and non-cognates in two lexical stress languages, Brazilian Portuguese (BP, L1) and American English (AE, L2). Based on the bilingualism literature, there are indications that the access to the lexicon is non-selective, thus, cognate words would have a facilitation effect in recognition in L2 and in L1. Our hypothesis is that co-defining features of words, such as word stress, would be more activated by cognate word pairs in the target language of use. In a first experiment with low frequency cognate words of English and Portuguese (Post da Silveira, et. al. 2014), we noticed that the low frequency caused word stress dominance in bilinguals to emerge in production. We hypothesize that words of higher frequency in the lexicons will provide more lexical effects of word stress than low frequency words. In order to test this hypothesis, in Experiment 1 of this study, Brazilian Portuguese (BP)-American English (AE) bilinguals named a mixed list of disyllabic moderate frequency words in L1 (Portuguese) and L2 (English). In Experiment 2, BP-AE bilinguals named English (L2) disyllabic target words presented simultaneously with auditory Portuguese (L1) disyllabic primes. Voice-onset-times, which will be called Reaction Times along the task, were measured. Our results led to the conclusion that word stress is actually a co-defining lexical feature, because it is directly affected by lexical frequency. We also noticed that word stress has a task-dependent role to play in bilingual word naming. Given the findings of this study, we advocate that word stress must be incorporated in bilingual models of lexical production, lexical perception and reading aloud.
DOI: 10.6084/m9.figshare.14291376
title: THE DEVELOPMENT OF THE VOICE ONSET TIME PATTERN OF INITIAL VOICELESS STOPS OF ENGLISH BY BRAZILIAN LEARNERS FROM SALVADOR, BRAZIL: EFFECTS OF EXPLICIT INSTRUCTION

description: Abstract In this work, we investigate the effect of explicit pronunciation instruction on the development of the Voice Onset Time (VOT) pattern of initial voiceless English stops by learners from Salvador, Brazil. The study included three data collections, a pre-test, an immediate post-test and a postponed post-test, from 16 learners, divided into control and experimental groups, and with an explicit instruction session on the production of the English stops. Acoustic analyses of VOT are reported. The results revealed that the control group, which received no instruction, did not produce the expected VOT pattern for English at any time of the study. On the other hand, in the experimental group, which received explicit instruction, we could perceive a considerable increase in the duration of the L2 stops. Our data reveal positive effects of explicit pronunciation instruction for the development of English VOT and are in line with Sancier and Fowler (1997) and Kupske (2016), who state that BP speakers are able to achieve productions that are statistically close to what is expected for English, at least as far as VOT is concerned.
DOI: 10.6084/m9.figshare.14291376.v1
title: THE DEVELOPMENT OF THE VOICE ONSET TIME PATTERN OF INITIAL VOICELESS STOPS OF ENGLISH BY BRAZILIAN LEARNERS FROM SALVADOR, BRAZIL: EFFECTS OF EXPLICIT INSTRUCTION

description: Abstract In this work, we investigate the effect of explicit pronunciation instruction on the development of the Voice Onset Time (VOT) pattern of initial voiceless English stops by learners from Salvador, Brazil. The study included three data collections, a pre-test, an immediate post-test and a postponed post-test, from 16 learners, divided into control and experimental groups, and with an explicit instruction session on the production of the English stops. Acoustic analyses of VOT are reported. The results revealed that the control group, which received no instruction, did not produce the expected VOT pattern for English at any time of the study. On the other hand, in the experimental group, which received explicit instruction, we could perceive a considerable increase in the duration of the L2 stops. Our data reveal positive effects of explicit pronunciation instruction for the development of English VOT and are in line with Sancier and Fowler (1997) and Kupske (2016), who state that BP speakers are able to achieve productions that are statistically close to what is expected for English, at least as far as VOT is concerned.
DOI: 10.6084/m9.figshare.7518884.v1
title: Aerospace Vehicle Development Applications of Atmospheric Thermodynamic Inputs

description: ABSTRACT: Aerospace engineering has always had the need for various natural environment parameters to be used as inputs in research and engineering analyses used in the design and development of aircraft and launch/reentry vehicles. Although winds are indeed the main natural environment parameter used as inputs in vehicle design, the thermodynamic atmospheric parameters and models are also of great value and much needed as inputs. This paper will help the design engineer, chief engineer, or project manager understand the role that these thermodynamic parameters/models play.
DOI: 10.6084/m9.figshare.7518884
title: Aerospace Vehicle Development Applications of Atmospheric Thermodynamic Inputs

description: ABSTRACT: Aerospace engineering has always had the need for various natural environment parameters to be used as inputs in research and engineering analyses used in the design and development of aircraft and launch/reentry vehicles. Although winds are indeed the main natural environment parameter used as inputs in vehicle design, the thermodynamic atmospheric parameters and models are also of great value and much needed as inputs. This paper will help the design engineer, chief engineer, or project manager understand the role that these thermodynamic parameters/models play.
DOI: 10.6084/m9.figshare.7519499.v1
title: Life Cicle Inventory for Lead Azide Manufacture

description: ABSTRACT: Like any other manufactured chemical compounds, explosives are produced using chemical reactants and other utilities (steam, heat, compressed air, feed water and electricity) and generate a set of environmental impacts (waste water, solid and water residue and waste heat, for example). On top of that, one can count the intrinsic hazard characteristic of explosives and the possibility of accidents involving these compounds. Within this framework, explosives present themselves as chemical compounds suitable for both LCI (Life Cycle Inventory) and LCA (Life Cycle Assessment). This LCI study takes into account all the raw materials, utilities and wastes taking place during the production process. In this particular article, lead azide has its processed mapped and inventoried under the scope of ISO 14040. ISO 14040:2006 describes the principles and framework for life cycle assessment (LCA), including: definition of the goal and scope of the LCA, the life cycle inventory (LCI) analysis phase, the life cycle impact assessment (LCIA) phase, the life cycle interpretation phase, reporting and critical review of the LCA, limitations of the LCA, the relationship between the LCA phases and conditions for use of value choices and optional elements. The Lead azide was chosen due its singular explosive characteristics (very sensitive, which makes lead azide the explosive of choice as a primer in several applications. The results and conclusions of this study are drawn from the review of the process, its analysis, as well as from the application of life cycle inventory methods upon the manufactory of lead azide, a highly sensitive primer explosive, providing solid ground for the further studies, such as a full LCA assessment. Furthermore, for explosives, most LCA research works aims towards disposal, not addressing manufacturing, which is the main strength of this work.