thegoodfellas/blogset-br huggingface dataset:
how the difficulties will be studied and solved. Summarizing the teacher should pay attention in the class and students needs and particularities.p. 195,196,197 e 198: Testes resolvidos e resultados comentados.Learning Styles Check List1. I dont mind if people laugh at me when I speak C2. I like to try new words and structures that I am not complete sure of- B3. I feel confident in my ability to succeed in learning this language- A4. I want to learn this language because og what I can personally gain with it- A5. I really enjoy working with other people in group-C6. I like to absorb language and get general gist of what is said or written-B7. If there is an abundance of language to master, I just try to take things just one step at a time- B8. I am not overly conscious of myself when I speak- B9. When I make mistakes I try to use them to learn something about the language-A10. I find ways to continue learning the language outside of the classroom-AIn this test I found difficult to answer many questions, because my reaction depends on the day, I mean it depends on my humor, on my motivation, for example: number 2: I like to try new things even If I am not complete sure, but it depends on the situation. I wouldnt like to try this in a job interview, but I would not mind to try with a teacher or a friend. Question number 5 is another example: I like to enjoy working with other people in group if I have affinities with them, otherwise I do not like it!. So I answered these questions thinking in general life situations, and the result of this test is not far away of my learning style, but I think it is not also that close. Extroverstion/Introvertion Test1. I usually like: mixing with people (a)2. Im more inclined to be: pretty easy to approach (b)3. Im happiest when Im: with other people (b)4. At a party I: interact with many, including strangers (a)5. In my social contacts and groups, I usually: keep abreast what whats happening with others (b)6. I can usually do something better by: talking with others about it (b)7. My usual pattern when Im with other people is: to be open and frank and take risks (a)8. When I make friends usually: someone else makes the first movement (a)9. I would rather: Be at home on my on (a)10. Interaction with people I dont know: taxes my reserves(b)11. In a group of people I usually: wait to be approached (a)12. When Im by myself I usually feel a sense of: solitude and peacefulness(a)13. In a classroom situation I prefer: group work (a)14. When I get into a quarrel of argument, I prefer t: have it out and settle the issue right then and there (a)15. When I try to put deep or complex thoughts into words, I usually: have quite a hard time (a)Result: 4+4+2=109 to 12: moderately extrovertedI really think the result of the test is right,
I think I am a moderately extroverted. Sometimes I feel shy and depending on the situation I can be very extroverted. In this test, the problem that I had in the last test happened again, in some questions the answer does not depend only on me. For example: At a party I usually interact with people, but if I arrive in a party with people I do not like I prefer to stay by myself, or if I am not enjoying the place, the music or is something bothering me, generally I prefer do not interact with people; the questions number 13 was also difficult because sometimes I like working in groups, but when I am in a classroom that I do not know people, or I do not feel comfortable with them , or even if I have too much different ideas of them and I notice the ideas can be discussed I prefer to work alone. I think my relationship with people always depend if I am excited or sad, if I am tired or not.Right/Left Dominance Test1. I remember faces- 42. I respond better to demonstrated, illustrated, symbolic instructions-43. I am intuitive/ I am intellectual- 34. I experiment randomly and with little restraint/ I experiment systematically and with control- 35. I prefer solving problems looking at the whole, the configurations, then approaching the problems through patterns using hunches- 46. I make objective judgments, extrinsic to person/ I make subjective judgments intrinsic person- 37. I am fluid and spontaneous/ I am planned and structured-38. I prefer established, certain information/ I prefer elusive uncertain information- 39. I am a synthesizing reader/ I am an analytical reader- 310. I rely primarily on images in thinking and remembering-411. I prefer drawing and manipulating objects-412. I can easily concentrate on reading a book in noisy or crowded places-413. I prefer studies/work that are opened ended/ I prefer studies/work that are carefully planned-314. I prefer participative authority structures-515. I control my feelings/ I am more free with my feelings- 316. I respond best to kinetic stimuli/ I respond best to auditory, visual stimuli-317. I am good at interpreting body languages-218. I frequently use metaphors and analogies-219. I favor logical problem solving/ I favor intuitive problem solving-320. I prefer opened ended questions- 5Resultado: 68Moderated right- brain orientedModerated right brain oriented teacher: As a teacher I can see the right brain dominance when I prefer to use hands-on activities over a lecture format. Generally I try to incorporate more art (manipulatives, visuals, music) into the classes. I also prefer a busy, active, noisy classroom environment than a quiet and calm one where the students are bored. In this case I think I have to be aware with the students that are left brain dominated because they probably will not identify theirselves with the lessons and the class, and I have to respect they way to learn and mix activities as much as possible for students that uses more the right side off the brain(as I am) and also the ones who use the left side.Moderated right brain
oriented student: As a student I really like to do art projects, I got involved with arts electives subjects in middle school, and graphic design. But as a moderated right brain oriented I also like to write papers and read,something that usually the highly right brain oriented people do not like to do, they would prefer to design and make a mobile rather than write a paper.Comentario sobre um tema do Segundo caderno.Communicative approachAs the language theories underlying the Audiolingual method and the Sitiuational Language Teaching method were questioned by prominent linguists like Chomsky during the 1960s, a new trend of language teaching paved its way into classrooms. Communicative Language Teaching . This theory is an approach to the teaching of second and foreign languages, emphasizing the interaction as both the means and the ultimate goal of learning a language. It is also referred to as Communicative Approach. Historically the approach or the Communicative Language Teaching has gained a considerable popularity.One of the techniques presented by Douglas Brown is the Communicative approach. It is possible to say that the goal in this approach is a functional competence, it means, a person who can communicate in a social context, the language is vied as the product of a social context, and it is used just for communication (they do not see the language as part of an identity which carries a culture and an ideology),tthe focus are in how to produce an appropriate, natural end socially acceptable utterance in all context of communication.The function of the teacher in this process is a facilitador, because he manage the students and promote the communication between them; the teacher should arrange tasks for communication and the students should interact with it. The students learn to communicate by negotiating meaning in an specific context (generally the context is proposed by the teacher in a false real life situation, the activities include information gap, choice and feedback).This proposal wants the students feel motivated because they are learning a new language using the usefulness of language process, generally the language one is not used, the students should practice just the language 2 in way to develop the speaking and listening skills. The mistakes made by the students are not correct by the teachers, it just happens if the mistake disturbs the social context and if interfere in the communication which is been practicing
Teaching methodologiesImmersion ApproachImmersion Approach has being very popular as a way of teaching, generally this method is used to teach children a second language. Immersion Approach methodology was based on the theory that the target language is best acquired if the learner is placed in the target language environment as much as possible so as to improve the language learning efficiency. Children here are exposed both to new culture and new language as well as gaining a well rounded and thorough academic education. Moreover, immersion has exerted a great influence also on the learners attitude toward the culture.The belief of this kind of methodology is that normal children have inherent capacity o learn a second language. In this kind of method students are instructed in most part of their course and subjects in the second language (In-class activities, such as math, social studies, and history, and those outside of the class, such as meals or everyday tasks, are conducted in the target language), its purpose is to create a learning environment in which the students acquire a high level proficiency in oral, listening and literacy skills.This placement can be divided in two types of immersion: partial and total.Total immersion It involves the instruction of all subjects (except the L1 subject) in the second second language, it generally begins in the kindergarten with no use of L1 in the classroom and it continuous until second or third year in school, in these years students start to have a subject about L1 and in this classroom than can receive information in native language, they can speak in that language and they do exercises about and using L1, anyway, they have few time of L1 classes, generally it takes about 45 minutes a day in the initiate classes, and about 60-90 minutes a day in the major classes, as the grade levels increases so the degree that native language is used increases too.Both native and second language skills are carefully monitored during the immersion program, in the beginning levels students can have some problems with their native language, particularly in spelling and reading (for example : kids have some spelling problems in with the letter k and c, because most of time they have the same sound in English and Portuguese, so they change it all the time in both languages)Partial immersion It involves instructions in the second language for a half the school day and the other half of the day in the native language. It also begins in the kindergarten, the language of instruction in the morning or in the afternoon may differ each grade from year to year. But when the L2 skills are compared with those students of total immersion at the same grade level, partial students are less proficient.ConclusionSince the immersion programs provide a greater exposure to the l2 than any other type of teaching methodology, it is not surprising that they produce better results. For the same reason early total immersion develop a higher success than early partial programs.Positive outcomes:1.Children of today will need to be bilingual to be
successful in the global society and economy of their adulthood.2. Childhood is the best time to develop an appreciation and understanding of diverse cultures,peoples, and perspectives in the world.3. An optimal time to learn languages is prior to age twelve.4. Children learn language by listening and repeating, and dont have any fear of a foreignlanguage.5.Academic skills are actually enhanced.6. Children are guaranteed to be challenged.7. Parents will get envolvedNegative outcomes:1. It has been noticed in Canada that the global comprehension of L2 in written production shown byimmersion students is not always accompanied by an equal degree of oral comprehension. For instance, spelling, verb forms remain problematic to them even after years of immersion schooling.2. Sometimes the mistakes in L2 language it is not clearly corrected.Used texts: http://www.cal.org/resources/digest/rodgers.htmlhttp://docs.google.com/gview?a=v&q=cache:TjwZ8_sAj7wJ:www.glocality.net/files/G.art.4-Scatolini_bilingualism_and_immersion.pdf+partial+l2+immersion+methodology&hl=pt-BR&gl=br More information on:http://br.guiainfantil.com/bilinguismo/104-vantagens-do-bilinguismo-na-infancia-.htmlhttp://fidusinterpres.com/?p=50
Hair is a movie version of the play written by James Rado and Gerome Ragni, the movie is directed by Milos Forman in 1979. This is a musical movie and it reproduces the scenery of the American youth in the Second World War named counterculture.The story is about a group of young hippies whom criticize the individualist and technocratic society they lived in, they dare this model of society living the free love, the free sex, using drugs, long hairs, and so on.These youngs - George Berger, Lafayette Johnson, Jeanie Ryan, Woof Dashund are happy, lovely, sympathetic and try to be free in the relationships they have to make an opposition against the American way of life. Claude Bukowki, a young man who lived in the country and comes to New York to try to go to the army and to Vietnam war, and Sheila Franklin, a young girls who comes from a traditional family, join this group.In the movie we can see them in the parks and publics spaces singing and dancing with others hippies. During the story Lafayettes fiance and her son join the group.The movie central story is about Claudes draft to Vietnam and his relationship with Sheila; intending to give a last meeting between this couple, Berger pretends to be Claude in the military quarter and unintentionally he goes to Vietnam and dies.The others characters show different ways of the hippie proposal in 1960.We can notice in the songs played in this movie the countercultures ideology, these songs are about the racial segregation, the police, the militaries, the private lands and the traditional family.The movies title summarizes what was the most evident hippie symbol: the longs and uncared hairs, in a society where the men should have short hair, the fact of using this kind of hair was a way to show they didnt agree with the rules in the society, and that they were against those rules, laws and traditions, as we can see on the song:(...)Hair, hair, hair, hair, hair, hair, hairFlow it, show itLong as God can grow itMy hairI want it long, straight, curly, fuzzySnaggy, shaggy, ratty, mattyOily, greasy, fleecyShining, gleaming, streamingFlaxen, waxenKnotted, polka-dottedTwisted, beaded, braidedPowdered, flowered, and confettiedBangled, tangled, spangled, and spaghettied!(...)In this way the movie Hair shows us how the counterculture idea was made of many symbols and themes.The pacifism had the Vietnam war as a target, and it we can see it in the beginning of the movie when Claude leaves his home and goes with his father to the bus which will bring him to New York, and when he arrives in the city he is reading the letter he received ordering him to enter to U.S. army and the letters says if somebody change or damage that paper could be arrested for five years or pay ten thousand dollars; showing the opposition of the idea the hippie group burn the letter.Psychedelics experiments and Astrological elements are shown when the hippies are dancing in Central parks with the song about Aquarius Age.The relations between the people of these group are
frequently shown as an disinterested relations, they are there because they are friends, and that is all. By the way, the affections theme shows the love free from the marriages, the dates, and the monogamy situation by the Jeanie and Sheila, Jeanie is pregnant and she doesnt know who the father is, but they are all happy. Here we can see the breakup with the social conventions, they are just living the moment.It is impossible to say about hair without comment the drugs experiences, in the movie we see a big music festival in the country which make us remind the Woodstock; in this festival there were a lot of hippies, hare Krishnas, rock bands, kids, and in the middle of these people a young man is distributing LSD to people whom receive the drug like the saint bread.The connections between spiritual and psychedelic experience is evident, not only for the act that remember the catholic experience, but the presence of Claudes vision that is very religious. The movie shows the hippies research for the perceptions expansion and the sacred conducted by the drugs.Concluding the counterculture ideas the places where the story happen like the parks, are there to show many socials segments like: bourgeoisies, hippies, black people, children, polices and the Country man Claude, we cannot forget that these spaces represents open spaces where everyone (despite if they are men, women, black, white, old, young, etc.), the public space offers the diversity and the way the collectivity is interlocked.Character analysisGeorge Berger: the leader of the hippie group, a symbol of uncorformism, the voice of countercultures ideas like: the war opposition, the free love, freedom, the use of drugs looking for another perception, the disinterested relation for his friend, for whom he cut his hair, goes to the army, and unfortunately to the war and death.
Basic descontruction Questions1- The music seems to tell the story of a poor boiy whom left his house looking for his dreams, and a better life (in a big city). The public which mpays for it and the one who wants to hear it are people looking for a better life and got frustraded ebcause he became a loser.2- Poor and brave people looking for a better life. Keywords: I am just a poor boy/ I left my home seeking for a job/ Fighter/ boxer/ gloves traht laid him down3- a story4- The idological part: a voice that seems to say the american dream is not true, it doens't happen all the time otherwise it hardly happens, there are losers in the world and there are also people who needs some others people beliving in it to maintain teh system.Intermediate questions1-Target audience: young people, poor people, people who has the american dream, the winning desire, all people marginalized in the society. Keywords: poor, lies, running scared, bleeding, seeking out the poorer quarters.2/ 3: idem 1 e 4 basic questions4- Negative messages: there are losers in the world and consequently there are also winner, generally the explores ones.Positive message: we can still fighting.Advanced questions1- It's not glamorizes. It's a "Maria" lifestyle, the poor people fighting for a life and seeking for a better life.2- The value is teh descontruction and reflexion of american dream3- Empower: People with a similar lifestyle and a critical sense Dispower: The ones who wants the maintenance of the society4-There's no midia interest5- idem questions 3(intermediate) Motivation in the classroomIn the classroom, as in most areas of life, motivation is essential for a person to succeed. It is important for a teacher to have some understanding of what motivation is and how it will affect each and every student and their learning progress. Douglas Brown has a cognitive view of motivation includes factors such as the need for exploration, activity, stimulation, new knowledge, and ego enhancement.Extrinsic motivation is caused by any number of outside factors, for example, the need to pass an exam, the hope of financial reward, the possibility of future travel, having a gift as consequence of an attitude, and so on.Intrinsic motivation, by contrast, comes from within the individual. Here a person might be motivated by the enjoyment of the learning process itself or by a desire to make themselves feel better.By the knowledge of the motivation theory the teacher can greatly affect the success of the student in so far as how lessons are presented, and also how the teacher in fact presents themselves to their students. The students will be influenced by the attitude of the teacher. It is very important for students success that the teachers has an obvious enthusiasm for teaching and a positive can do attitude.So the teachers must be conscient of their role and the kind of motivation he/she is workingh with.Answer about the textQuestion number 7:Parents and societys ideas, values and wishes are forced into pupils, they make the institutions that dictates the school curriculum, teachers have almost any
or none choices about this curriculum and students cant chose if they want or like it. In this way the students are taught that the life is praise the teachers, authorities, families and then they can get something good as consequence like: good job, good gifts, some money and so on. The consequence of this game is that the students prefer to praise the ones whom have a good place in the society (priests, parents, authorities, bosses, etc.) instead of developing and wish of having some knowledge, experiences, good values and have their own opinion.
The critical literacy is focused in the relationship betwen language and points of view. It's a way to show the reader that reading is linked with cultures, ideologies, values, social questions; it's a way to show that the reader should not be passive.When we are reading a text we shoud ask some questions to analyse it with a critical point of view.These are some questions:1. Whose message is this? Who created or paid for? Why2. Who is the target audience?3. What part of the story is not being told?4. What are the positive and negative messages presented?5. Is presented any kind of lifestyle? Which one is presented?6. What values is expressed?7. Change the point of view, how could it be if other person tell the same text? Ola!Estou aqui para falar dos corretivos que eu tenho usado, seis, quanta coisa ne?! Bom, quem e maquiador entende que nos gostamos de testar produtos :) e eu tambem gosto de cada um para uma finalidade. Fui comprando um ali e outro la, assim juntei seis.Para quem nao sabe o corretivo serve para fazer correcao, corrigir tonalidades da pele, ou seja, disfarcar olheiras, manchas e tambem fazer jogo de luz para iluminar ou afinar o rosto.Muitas pessoas tentam esconder manchas com base e as vezes fica com o rosto todo "rebocado" e passa mais 1kg de po e assim vai ficando com uma maquiagem mega "rebocada".As vezes passando um pouquinho de corretivo ja resolve. Se conseguir disfarcar de 50% a 70% ja esta otimo, ficar tentando esconder 100% das imperfeicoes as vezes acaba chamando mais a atencao para o problema.Bom, vamos la... Esses sao corretivos que gosto, alguns para o dia a dia e alguns ja para uma maquiagem mais pesada. Coloquei mais ou menos por ordem de compra.Na foto esta o corretivo da Tracta, o Healthy mix da Bourjois, o Instant Age Rewind da Maybelline, o Airbrush concealer da Clinique, o Pro longwear da Mac e por ultimo Enlightening concealer da Kiko.O corretivo da Tracta foi o primeiro que eu comprei, e um corretivo com custo beneficio muito bom. Tem otima cobertura e nao marca as rugas, uma coisa que me preocupo muito ultimamente...rsrs, porque na area dos olhos tenho um pouquinho de linhas de expressoes. O lado negativo e que tem um cheirinho de maquiagem barata e ele demora um pouquinho para secar, mas da para usar de boa. A minha cor e a media. O valor deve estar em media de R$35,00. Confesso que agora ele e um dos que menos uso, mas por causa do cheiro, entao prefiro os outros. E possivel usar em uma maquiagem para o dia e para uma maquiagem que necessite de mais cobertura.Esse aqui foi um achado, o Correcting Concealer healthy mix da Bourjois, comprei uma vez na Renner, estava na promocao e nem tinha tester, tive que escolher a cor no olho e deu super certo.A cobertura dele e leve, e anti fadiga, gosto de usar ele bem para o dia a dia mesmo, as vezes para ir para a academia, so para tirar a