Coordination of reading and writing processes in translation

2010 ◽  
pp. 41-62 ◽  
Author(s):  
Barbara Dragsted
Keyword(s):  
Reading And Writing ◽  
Writing Processes

A Storage Model of Equipment Data Based on HBase

2015 ◽  
Vol 713-715 ◽  
pp. 2418-2422
Author(s):  
Lei Rao ◽  
Fan De Yang ◽  
Xin Ming Li ◽  
Dong Liu
Keyword(s):  
Data Management ◽  
Data Model ◽  
File System ◽  
File Systems ◽  
Database Systems ◽  
Labor Management ◽  
Storage Model ◽  
Reading And Writing ◽  
Writing Processes ◽  
Three Stages

Data management has experienced three stages: labor management, file systems, and database systems. In this paper, manage equipment data using a combination of HDFS file system and HBase database: the principles of HBase data management is studied; equipment data’s reading and writing processes is established; data model of equipment database is designed based on HBase.

Mobile Technologies and Web 2.0

2017 ◽  
pp. 1617-1632
Author(s):  
Peggy Semingson
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Literacy Practices ◽  
New Literacies ◽  
Mobile Technologies ◽  
Reading And Writing ◽  
Writing Processes ◽  
Key Concepts ◽  
Prerequisite Skills ◽  
Collaborative Literacy

This chapter explores changing definitions of literacy that build on the key concepts of New Literacies and existing Web 2.0 practices such as blogging, social networking, and other shared and collaborative media spaces (Davies & Merchant, 2009). The chapter also describes concrete examples of mobile-based literacy ideas that build on such a framework. The focus on teacher education, and literacy education in particular, examines and considers new definitions of literacy practices with connections to mobile technologies. Although mobile technologies offer possibilities for multi-modal and collaborative literacy practices, it is suggested that we should also stay grounded in some of the principles of print literacies (the prerequisite skills of the reading and writing processes), while also fostering Web 2.0 and New Literacies (as defined and discussed by Lankshear & Knobel, 2003, 2006). Specific examples of Web 2.0 technologies that can be implemented with mobile tools are shared and discussed.

scholarly journals Comparative study of the neuropsychological and neuroimaging evaluations in children with dyslexia

2006 ◽  
Vol 64 (2b) ◽  
pp. 369-375 ◽  
Author(s):  
Rodrigo Genaro Arduini ◽  
Simone Aparecida Capellini ◽  
Sylvia Maria Ciasca
Keyword(s):  
Comparative Study ◽  
Temporal Lobe ◽  
Neuropsychological Evaluation ◽  
Reading And Writing ◽  
Writing Processes ◽  
Functional Areas ◽  
Cortical Functions

We analyzed retrospectively the neuroimaging exams of children with a confirmed diagnosis of dyslexia and correlated our findings with the evaluation of higher cortical functions. We studied 34 medical files of patients of the Ambulatory of Neuro-difficulties in Learning, FCM/UNICAMP. All of them had been sent to the ambulatory with primary or secondary complaints of difficulties at school and were submitted to neuropsychological evaluation and imaging exam (SPECT). From the children evaluated 58.8% had exams presenting dysfunction with 47% presenting hypoperfusion in the temporal lobe. As for the higher cortical functions, the most affected abilities were reading, writing and memory. There was significance between the hypoperfused areas and the variables schooling, reading, writing, memory and mathematic reasoning. The SPECTs showed hypoperfusion in areas involved in the reading and writing processes. Both are equivalent in terms of involved functional areas and are similar in children with or without specific dysfunctions in neuroimaging.

scholarly journals The bakhtinian concepts of ideology and dialogue as input to promote the development of ideas in academic literacy processes

2017 ◽  
Vol 7 ◽  
Author(s):  
Héctor Manuel Serna Dimas
Keyword(s):  
Learning Environments ◽  
Academic Literacy ◽  
Reading And Writing ◽  
Important Resource ◽  
Writing Processes ◽  
Writing Genres ◽  
Guiding Principles

This theoretical essay works around the changing place of reading and writing, not only in the learning environments but in the society. It brings into consideration the development of ideas as an extremelly important resource when it comes to presenting reading and writing in these contexts. Such development can arise when Bakhtin's concepts around ideology (system of ideas) and dialogue become the guiding principles of any pedagogy that is interested in reading and writing processes.This text addresses the different ideologies of the writing processes (traditional, cognitive expressivist, and socio-epistemic), and it concludes that the socio-epistemic posture expressed through the pedagogy of the writing genres responds better to the concepts of ideology and dialogue, being this one the most solvent to assume processes of reading and writing concerned with the development of ideas.

scholarly journals ALFABETIZAÇÃO E LETRAMENTO DE ESTUDANTES COM SURDEZ: ANÁLISE DAS PROVAS DE AVALIAÇÃO DOS PROCESSOS DE LEITURA E SUAS CONTRIBUIÇÕES

2018 ◽  
Vol 10 (Especial 5) ◽  
pp. 62-68
Author(s):  
Érica Farias Silva ◽  
Tamiris Santana da Silva ◽  
Danielle Aparecida do Nascimento dos Santos ◽  
Sandra Silva Lustosa Dearo
Keyword(s):  
School Education ◽  
Research Approach ◽  
Deaf Students ◽  
Reading Processes ◽  
Reading And Writing ◽  
Writing Processes

The importance of literacy in literacy of deaf students involves the ability to read and write to accomplish diverse goals such as informing, interacting with others, telling a story, expanding knowledge, orienting oneself, having fun, among others . In this perspective, the objective of the research was to analyze the PROLEC - ASSESSMENT PROOF OF THE READING PROCESSES and their contributions to the literacy of students with deafness. The research approach is qualitative. The analysis was performed using criteria such as the organization and classification of the material. The analytical categories were generated from the axes: contextualization of PROLEC, Studies on PROLEC, description of the tests and application standards. The results indicate that it is possible to use PROLEC for the deaf student's school education. It is concluded that the material can contribute in the context of the inclusion of deaf students in an approach to their reading and writing processes.

Struggling with historical significance: Reasoning, reading, and writing processes

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Johan van Driel ◽  
Jannet van Drie ◽  
Carla van Boxtel
Keyword(s):  
Historical Context ◽  
Think Aloud ◽  
Christopher Columbus ◽  
Thinking Aloud ◽  
History Teachers ◽  
Reading And Writing ◽  
Historical Significance ◽  
Writing Processes ◽  
Think Aloud Protocols ◽  
Historical Accounts

Abstract The concept of historical significance is seen as a key concept of historical reasoning. Assigning significance is based on criteria and related to the identity of who assigns significance. However, little is known about reasoning-, reading-, and writing processes when students attribute significance. The aim of this study is to investigate how students and experienced history teachers with a master’s degree reason, read, and write about historical significance while thinking aloud. We analyzed the think-aloud protocols of twelve 10th-grade students and four history teachers on reasoning, reading, and writing processes. While thinking aloud, participants read two contrasting accounts after which they wrote an argumentative text about the historical significance of Christopher Columbus. Analysis of participants’ think-aloud protocols and their written texts showed that students did not recognize historical accounts as perspectives—influenced by the historical context. In contrast, teachers looked for the authors’ judgement, evidence, and context. In addition, students’ limited use of metaknowledge regarding texts and the concept of historical significance hampered them. These out-comes provide direction for teaching reasoning, reading, and writing with respect to historical significance.

Association of dorsal inferior frontooccipital fasciculus fibers in the deep parietal lobe with both reading and writing processes: a brain mapping study

2014 ◽  
Vol 121 (1) ◽  
pp. 142-148 ◽  
Author(s):  
Kazuya Motomura ◽  
Masazumi Fujii ◽  
Satoshi Maesawa ◽  
Shunichiro Kuramitsu ◽  
Atsushi Natsume ◽  
...  
Keyword(s):  
White Matter ◽  
Parietal Lobe ◽  
Diffusion Tensor ◽  
Inferior Parietal Lobule ◽  
White Matter Tracts ◽  
Reading And Writing ◽  
Writing Processes ◽  
Subcortical Stimulation ◽  
Parietal Lobule ◽  
Cortical Regions

Alexia and agraphia are disorders common to the left inferior parietal lobule, including the angular and supramarginal gyri. However, it is still unclear how these cortical regions interact with other cortical sites and what the most important white matter tracts are in relation to reading and writing processes. Here, the authors present the case of a patient who underwent an awake craniotomy for a left inferior parietal lobule glioma using direct cortical and subcortical electrostimulation. The use of subcortical stimulation allowed identification of the specific white matter tracts associated with reading and writing. These tracts were found as portions of the dorsal inferior frontooccipital fasciculus (IFOF) fibers in the deep parietal lobe that are responsible for connecting the frontal lobe to the superior parietal lobule. These findings are consistent with previous diffusion tensor imaging tractography and functional MRI studies, which suggest that the IFOF may play a role in the reading and writing processes. This is the first report of transient alexia and agraphia elicited through intraoperative direct subcortical electrostimulation, and the findings support the crucial role of the IFOF in reading and writing.

Mobile Technologies and Web 2.0

2013 ◽  
pp. 277-291 ◽  
Author(s):  
Peggy Semingson
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Literacy Practices ◽  
New Literacies ◽  
Mobile Technologies ◽  
Reading And Writing ◽  
Writing Processes ◽  
Key Concepts ◽  
Prerequisite Skills ◽  
Collaborative Literacy

This chapter explores changing definitions of literacy that build on the key concepts of New Literacies and existing Web 2.0 practices such as blogging, social networking, and other shared and collaborative media spaces (Davies & Merchant, 2009). The chapter also describes concrete examples of mobile-based literacy ideas that build on such a framework. The focus on teacher education, and literacy education in particular, examines and considers new definitions of literacy practices with connections to mobile technologies. Although mobile technologies offer possibilities for multi-modal and collaborative literacy practices, it is suggested that we should also stay grounded in some of the principles of print literacies (the prerequisite skills of the reading and writing processes), while also fostering Web 2.0 and New Literacies (as defined and discussed by Lankshear & Knobel, 2003, 2006). Specific examples of Web 2.0 technologies that can be implemented with mobile tools are shared and discussed.

scholarly journals Faded Ink: The Material Trace of Handwriting in Neo-Victorian Fiction

2019 ◽  
Vol 9 (3) ◽  
pp. 242-258
Author(s):  
Kym Brindle
Keyword(s):  
Nineteenth Century ◽  
Sensory Experience ◽  
Dual Purpose ◽  
Handwritten Documents ◽  
Reading And Writing ◽  
Victorian Fiction ◽  
Writing Processes ◽  
The Past ◽  
Contemporary Writing ◽  
Relationship Of

Neo-Victorian novelists reimagine handwritten documents to feed contemporary nostalgia for the materiality of handwriting. Handwriting signifies the personal and the private in ways that seem threatened in a digital age. Writers like Andrea Barrett, A. S. Byatt, and Peter Carey map material pathways to the nineteenth century with fictional characters who strive to possess the written past. Archival fantasies are simulated by novelists depicting writing processes and subsequent discovery and rereading of the handwritten trace by later generations. Imagined scenes of reading and writing describe tactile traces of handwriting that stage possession of the Victorian body in fragmented and partially recoverable states. Resurrection of the desired Victorian body through a metonymical relationship of hand/handwriting evokes a sense of a partial past recovered and experienced. Part of the aestheticism of the past relies on the aura of documents worn to a trace to evidence time and decay. Discovering the handwritten trace in this way becomes a sensory experience for readers and descriptions of decayed materiality emphasise survival for imagined fragments. Contemporary writing thus reveals a dual purpose to aestheticise the material past whilst demonstrating a postmodern drive to refute closure and ultimately celebrate the indeterminate facets of the handwritten trace.

scholarly journals Textos de lengua castellana. Instrumentos para consolidar un proyecto nacional

2013 ◽  
pp. 27
Author(s):  
Doris Lilia Torres Cruz
Keyword(s):  
Content Analysis ◽  
Historical Period ◽  
Quantitative Interpretation ◽  
Reading And Writing ◽  
Qualitative And Quantitative ◽  
Writing Processes ◽  
Palabras Clave ◽  
Analysis Technique ◽  
Conservative Values ◽  
Siglo Xx

Los procesos de lectura y escritura en Colombia apuntaron a comienzos del siglo XX a desarrollar estrategias que, de una u otra manera, fortalecieron proyectos políticos, pedagógicos o ideológicos. La educación elemental acogió los textos escolares como una herramienta para la proyección confesional, hispanista y conservadora del momento. Se buscó entonces, analizar algunos textos para encontrar las huellas y voces que se superponen. De tal manera, se hizo uso de la técnica de análisis de contenido, con bases de interpretación cualitativa y cuantitativa. Se identificaron algunos rasgos en los textos escolares que caracterizaron esta época histórica en el país. Palabras clave: Lenguajes en Educación –LEEN–, textos, escuela elemental, política, nación.AbstractIn the early twentieth century, reading and writing processes in Colombia aimed at developing strategies that, in one way or another, strengthened political, pedagogical or ideological projects.Elementary education adopted textbooks as a tool for the projection of the confessional, hispanistic and conservative values of the time. With this in mind, a series of textbooks were analyzed in order to find the overlapping traces and voices (Bakhtin, 1982) in the text. For this, the content analysis technique was used, along with elements of qualitative and quantitative interpretation. Some of the features that characterized this historical period of the nation were identified in the selectedtextbooks. Key words: Languages in Education –LEEN– research group, textbooks, elementary school,politics, nation.

Sign in / Sign up

Export Citation Format

Share Document