scholarly journals EDUCAR PARA LA COMUNICACIÓN DE TEXTOS CIENTÍFICOS EN LAS UNIVERSIDADES DEL SIGLO XXI

2018 ◽  
Vol 3 (2) ◽  
pp. 79
Author(s):  
Maritza Cuenca Díaz
Keyword(s):  
21St Century ◽  
Scientific Activity ◽  
Scientific Texts ◽  
Communicative Skills ◽  
Scientific Text ◽  
Teaching Activities ◽  
Communicative Strategies ◽  
Palabras Clave ◽  
Training Professionals ◽  
Communicative Strategy

En el presente artículo se destaca la necesidad de desarrollar las competencias comunicativas en el proceso de formación de profesionales, desde la perspectiva de su significación para la actividad científica, en  tal sentido se analizan las características de esta tipología textual,  que constituyen una guía para los estudiantes, tanto para la construcción, como para evaluar la calidad y efectividad de sus resultados las producciones estudiantiles. Se enfatiza en  la necesidad de desarrollar estrategias comunicativas y se comentan algunas actividades docentes que pueden realizarse con este propósito en las universidades del siglo XXI, principales centros de generación de ciencia al servicio de la sociedad. PALABRAS CLAVE/PALAVRAS-CHAVE: Texto científico; Competencias comunicativas; Argumentación; Estrategia comunicativa.   EDUCATING FOR THE COMMUNICATION OF SCIENTIFIC TEXTS IN UNIVERSITIES IN THE 21ST CENTURY  ABSTRACT  This article highlights the need to develop communication skills in the process of training professionals, from the perspective of its significance for scientific activity, in this sense we analyze the characteristics of this textual typology, which constitute a guide for the students, both for construction, and to evaluate the quality and effectiveness of their results in student productions. Emphasis is placed on the need to develop communicative strategies and some teaching activities that can be carried out for this purpose are discussed in 21st century universities, the main centers for the generation of science at the service of society. KEYWORDS: Scientific text; Communicative skills; Argumentation; Communicative strategy.

scholarly journals En un lugar del aula… De lo que le sucedió a don Quijote en una clase de E/LE

2017 ◽  
Author(s):  
Luz Celestina Souto
Keyword(s):  
Second Language ◽  
21St Century ◽  
Golden Age ◽  
Siglo De Oro ◽  
Spanish Golden Age ◽  
Don Quijote ◽  
La Mancha ◽  
Palabras Clave ◽  
Selection Of

Resumen: El presente trabajo tiene como objetivo mostrar una vía para la lectura de El ingenioso hidalgo don Quijote de la Mancha en el aula de E/LE. La propuesta se realizará a través de una selección de recursos y actividades sobre el clásico de Cervantes. Las preguntas desde las cuales se parte para el planteamiento son: ¿Qué es un clásico? ¿Por qué leer a Cervantes en la clase de E/LE? ¿Cómo leerlo? ¿Qué ventajas tiene El Quijote en el siglo xxi para quienes tienen el español como segunda lengua?Palabras Clave: Siglo de Oro, Quijote, clase de E/LE, literatura Abstract: The present work aims to show a way to read El ingenioso hidalgo don Quijote de la Mancha in the E/LE class. The proposal is made through a selection of resources and activities about Cervantes. The questions we ask are: what is a classic? Why read Cervantes in E/LE class? How to read it? What are advantages of  El Quijote in the 21st century for those who have Spanish as a second language?Keywords: Spanish Golden Age, Quixote, E/LE class, literature

scholarly journals Polyhedral communication in architecture

2021 ◽  
Vol 5 (1) ◽  
pp. 9
Author(s):  
Belén Butragueño Díaz-Guerra ◽  
Javier Fco. Raposo Grau ◽  
María Asunción Salgado de la Rosa
Keyword(s):  
Design Process ◽  
Architectural Design ◽  
Target Audience ◽  
The Public ◽  
Communicative Strategies ◽  
Fundamental Relationship ◽  
Graphic Language ◽  
Communicative Strategy

There are multiple communicative strategies in architecture depending on the target audience. The mechanisms of representation may radically vary when the recipient is the client, the constructor, the curator, a colleague or even an instructor (1). As an example, the approach may be mainly visual when the target is the client. However, it may be strictly structural to start a conversation with a peer ad mostly conceptual when pointing to the jury members in a competition. In certain cases, the adaptation of the graphic language to the different scenarios leads to such a distortion on the message that the original project is hardly recognizable. To illustrate this point, the article will focus on the project of the Public Seattle Library, designed by the architect Rem Koolhaas. The analysis of five different communicative strategies of the project show peculiar and unequal graphic narrations: from the concept book of the competition, the website of LMN (the American partners of Rem Koolhaas- OMA in this particular project), the website of OMA, the coverage on the Seattle press, the Library Brochure for teenagers and the approach developed on the "Content" book. Rem Koolhaas coined the concept of "design of information" to express the fundamental relationship between the message and media in architecture. In his practice, the communicative strategy is present from the beginning of the design process till the final stages. In this article, the thoughtful comparison of these examples will enable to extract conclusions on the use of communication in architectural design and reflect on the iconic and communicative dimension of architecture in general.

scholarly journals 55th ANNIVERSARY OF M.V. GLAGOLEV

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
M. V. Yanin ◽  
I. Yevdokimov
Keyword(s):  
Gas Dynamics ◽  
Scientific Activity ◽  
Wetland Mapping ◽  
Mathematical Methods ◽  
Teaching Activities ◽  
Environmental Processes ◽  
Research Activities

The most sound papers by Mikhail V. Glagolev were reviewed, and the scope of his research activities was provided in the context of his 55th anniversary. The abstracts of some significant publications are provided and deeply discussed. All the publications mentioned were divided into six groups: 1) gas dynamics of ecosystems; 2) wetland mapping; 3) microbiology; 4) modeling of environmental processes, and other mathematical methods; 5) other topics and discussion articles; 6) teaching activities and reviews. Also, scientometrics indicators of M.V. Glagolevs scientific activity were discussed.

scholarly journals Studies in Oberonia, 9: Lessons from excess names in Oberonia for Orchidaceae systematics, including a revision of the Oberonia Sect. Scytoxiphium

Lankesteriana ◽  
2021 ◽  
Author(s):  
Daniel L. Geiger
Keyword(s):  
Electron Microscope ◽  
Scanning Electron Microscope ◽  
Electron Micrographs ◽  
21St Century ◽  
Expert Advice ◽  
Scanning Electron Micrographs ◽  
Palabras Clave ◽  
Microscope Images ◽  
Typological Thinking ◽  
Scanning Electron

The reasons for excess names in microfloral orchids such as Oberonia Lindl. can be traced to poor scholarship (e.g., failure to review the literature, ignoring expert advice), typological thinking, and erroneous assumption of microendemism. Some extraordinarily poor descriptions, including some from the 21st century, can be termed “taxonomic vandalism”. The outdated reliance on drawings as opposed to z-stacked photographs and scanning electron micrographs poses further problems due to an abundance of demonstrable problems with drawings. The Oberonia sect. Scytoxiphium Schltr. with eight described species is reduced to one species, Oberonia heliophila Rchb.f.; it is illustrated by original drawings, live photographs and scanning electron microscope images. The distribution is extended from Java through Micronesia and Samoa. The species occurs predominantly from 0–500 m, less frequently to 900 m, and possibly to even 1900 m. It flowers throughout the year. Keywords/Palabras clave: Oberonia, Oberonia sect. Scytoxiphium, revision, revisión, synonymies, sinonimias, taxonomic vandalism, vandalismo taxonómico

scholarly journals EDUCAR NO PRESENTE EFÊMERO PARA UM FUTURO INCERTO

2019 ◽  
Vol 5 (5) ◽  
pp. 145-167
Author(s):  
José Lauro Martins
Keyword(s):  
21St Century ◽  
Digital Technologies ◽  
The Other ◽  
Technological Advances ◽  
Palabras Clave ◽  
School Model ◽  
The One ◽  
Educational Debate

A crítica de alguns autores quanto ao papel da escola na nova realidade educativa perante as possibilidades de interação e informação, chega a extremos. Há autores que consideram que a escola, diante dos avanços tecnológicos capazes de distribuir com eficiência a informação, perde a razão de existir (PERELMAN, 1992). Embora entenda que este seja um posicionamento reducionista e obtuso, uma vez que o papel da escola não é ou não pode ser apenas o de informar. No contexto deste artigo propomos um viés para o debate educacional para a educação no século XXI: por um lado as tecnologias digitais de comunicação e informação que abalam as estruturas centenárias da educação e por outro a autonomia que esta tecnologia possibilita contrasta com o modelo de escola e da educação oficial que temos.   PALAVRAS-CHAVE: Tecnologias digitais; autonomia, educação.     ABSTRACT The critique of some authors regarding the role of the school in the new educational reality towards the possibilities of interaction and information, reaches to extremes. There are authors who consider that the school, given the technological advances capable of efficiently distributing information, loses its existence reason  (Perelman, 1992). Although understands that this is a reductionist and obtuse position, since the role of the school is not or cannot be just to inform. In the context of this article we propose a bias towards the educational debate for education in the 21st century: on the one side the digital technologies of communication and information that undermine the centennial structures of education and on the other the autonomy that this technology allows contrasts with the school model and the official education we have.   KEYWORDS: Digital technologies; autonomy, education.   RESUMEN La crítica de algunos autores respecto al rol de la escuela en la nueva realidad educativa delante de las posibilidades de interacción e información, llega a extremos. Hay autores que consideran que la escuela, frente a los avances tecnológicos capaces de repartir con eficiencia la información, pierde la razón de existir (PERELMAN, 1992). No obstante entienda que este sea un posicionamiento reduccionista y obtuso, una vez que el rol de la escuela no es o no puede ser solamente el de informar. En el contexto de este artículo proponemos un sesgo para el debate educacional hacia la educación en el siglo XXI: por un lado las tecnologías digitales de comunicación e información que tiemblan las estructuras centenarias de la educación y por otro la autonomía que esta tecnología posibilita y contrasta con el modelo de escuela y de educación oficial que tenemos.   PALABRAS CLAVE: Tecnologías digitales; autonomía, educación.

scholarly journals Analyzing the communicative strategies of Egyptian political influencers: content and discourse analyses of Twitter accounts

2020 ◽  
Vol 33 (2) ◽  
pp. 295-311
Author(s):  
Maha Abdulmajeed ◽  
Rasha El-Ibiary
Keyword(s):  
Public Discourse ◽  
Information Sources ◽  
Arab World ◽  
Public Perceptions ◽  
Opinion Leaders ◽  
Unit Of Analysis ◽  
Current Role ◽  
Communicative Strategies ◽  
Social Media Platforms ◽  
Communicative Strategy

The advantages of social media platforms as interactive information sources raise the importance of examining how they are used by political digital opinion leaders to influence public perceptions. Twitter, especially, played a major role in Egypt’s January 25 revolution facilitating news dissemination, public discussions and debates. Analyzing the communicative strategies of two Egyptian political influencers –Ammar Ali Hassan and Ezzedine Fishere– ten years after Egypt’s political change, and the role they play in public discourse through their Twitter accounts, this research offers an overview of the current role played by Egyptian digital political influencers in influencing public opinion. Focusing on the content and discourse of their tweets for two months, October and November 2019, the digital political influencers were selected based on the number of followers divided by the amount of interactivity on their tweets, such as retweets and favorites. The unit of analysis is the tweet that received the largest amount of interactivity. Results showed that both influencers had a unidirectional opinion strategy. While Hassan’s tweets, @ammaralihassan, seemed purposeless, not yielding any clear and valuable content to the reader, Fishere, @FishereEzzedine, was more outspoken and clearer in his communicative strategy, using evidence in defending human rights in Egypt and the Arab World. The analysis indicated more fact-based tweets by Fishere, who seems to play a more significant role in his communication network, despite minimal interaction.

scholarly journals Estrategias de gestión ambiental frente al desarrollo minero-extractivista en el municipio de Quinchía (Risaralda)

2017 ◽  
pp. 135-191
Author(s):  
Yuliana Salazar Duque
Keyword(s):  
Environmental Management ◽  
21St Century ◽  
State Of The Art ◽  
Management Strategies ◽  
Transnational Corporations ◽  
Local Context ◽  
Environmental Conflicts ◽  
Sustainable Mining ◽  
Environmental Management Strategies ◽  
Palabras Clave

Este artículo tiene como propósito analizar las principales estrategias de gestión ambiental implementadas en el municipio de Quinchía, Risaralda, en especial en los orregimientos de Naranjal e Irra, frente al desarrollo minero extractivista en el siglo xxi. Para tal fin, en primer lugar, se realizó un estado del arte sobre el desarrollo minero extractivista en el contexto nacional, departamental y local en el siglo xxi. Seguidamente se identificaron las estrategias de gestión ambiental en el desarrollo minero, la cuales se concretaron principalmente en marcos normativos y programáticos, que en su mayoría buscan promover un desarrollo minero sostenible asociado fundamentalmente a empresas transnacionales, ocasionando conflictos socioambientales. Palabras clave: Quinchía, extractivismo, minería, gestión ambiental. Abstract: Environmental management strategies to deal with extractivist mining development in the municipality of Quinchía (Risaralda) Abstract: This article aims to analyze in the 21st century the main environmental management strategies implemented in the municipality of Quinchía (Risaralda), especially in the corregimientos of Naranjal and Irra, in front of extractive mining development. To this end, first, a state of the art on extractive mining development was carried out in the national, departmental and local context in the 21st century. Next, environmental management strategies in mining development were identified. These strategies were mainly implemented in normative and programmatic frameworks, most of which seek to promote sustainable mining development, mainly associated with transnational corporations, leading to socio-environmental conflicts. Keywords: Quinchía, extractivism, mining, environmental management.

scholarly journals “E OS CABOCLOS FORAM SE ACABANDO”: A (re)construção de sentidos do passado dos Caboclos da Vila de Guarany

2017 ◽  
Vol 3 (2) ◽  
pp. 392
Author(s):  
Marcos Felipe Vicente
Keyword(s):  
Oral History ◽  
21St Century ◽  
Public History ◽  
The Public ◽  
Methodological Foundation ◽  
Palabras Clave ◽  
In The Beginning ◽  
The Way

A História Pública tem apresentado um esforço de construção de uma história com maior participação de seus públicos, desde seu entendimento como plateia, ao seu papel de sujeitos históricos. Utilizando a História oral como fundamento teórico-metodológico, este trabalho busca analisar a construção da memória dos descendentes dos Caboclos de Guarany no início do século XXI e a forma como representam seu passado ancestral e seu direito à terra, atribuindo sentidos ao passado e ao presente. Dessa maneira, a memória desses descendentes representa uma resistência ao interminável processo de expropriação e, principalmente, ao esquecimento produzido pela sociedade, em processo de compartilhamento de autoridade sobre o que se produziu entre depoentes e pesquisador.   PALAVRAS-CHAVE: História Pública, Memória, Esquecimento, Identidades.     ABSTRACT The Public History has shown an effort to build a history with greater participation of its public, since its understanding as an audience to its role as historical subjects. Using oral history as a theoretical-methodological foundation, this paper aims to the construction of the Caboclos of Guarany descendants' memory in the beginning of  the 21st century and the way they represent their ancestral past and their right to the land, assigning meanings to past and present. In this way, the memory of these descendants represents a resistance to the endless process of expropriation and, mainly, to the oblivion produced by society, in process of sharing authority over what took place between deponents and researcher.   KEYWORDS: Public History, Memory, Oblivion, Identities.     RESUMEN La historia pública ha demostrado esfuerzo para  la construcción de una historia con una mayor participación de su público, desde su comprensión como audiencia, a su papel como sujetos históricos. Utilizando la historia oral como fundamento teórico y metodológico, este trabajo analiza la construcción de la memoria de los descendientes de los Caboclos de Guarany a principios del siglo XXI y cómo representan su pasado ancestral y su derecho a la tierra, dando sentido al pasado y al presente. De esta manera, la memoria de los descendientes es una resistencia al interminable proceso de expropiación y, en especial, para el olvido producido por la sociedad, en el proceso de compartir la autoridad sobre lo que se produjo entre participantes y investigador.   PALABRAS CLAVE: Historia pública, Memoria, Olvido, Identidades.

scholarly journals Epistemología nómada en las ciencias sociales: para una recapitulación y memoria de la complejidad

2018 ◽  
pp. 061-081
Keyword(s):  
Social Sciences ◽  
Key Words ◽  
Cultural Models ◽  
Scientific Activity ◽  
The Enlightenment ◽  
Palabras Clave ◽  
The Way

Resumen: Se señalan algunos elementos problemáticos, no resueltos aún por las ciencias sociales, que se desprenden de la noción de cultura establecida desde la mentalidad secularista dominante que tiene sus orígenes en la Ilustración y que ha condicionado y erosionado el reconocimiento de ontologías que esclarezcan el sentido de la actividad científica. Estas condiciones forman parte de la práctica de las ciencias sociales explicando la imposibilidad de vislumbrar de manera pragmática la vía por medio de la cual se logren integrar los conocimientos de las ciencias sociales. Dicha integración se manifestaría como una grieta de luz esperanzadora en la construcción societaria y en la generación de modelos culturales alternativos a los propuestos desde el discurso interpretativo dominante de corte efectivista. Palabras clave: Epistemología, ciencias sociales, cultura, sociedadEpistemology nomadic in Social Sciences: For a recapitulation and memory of complexity Abstract: Someproblematic elementsare reported, not yetresolved bythe social sciences thathave aroused fromthe notion of cultureestablishedfromthe dominantsecularistmentality thathas had its originsfrom the Enlightenment andthat have conditionedanderodedthe recognition ofalternativeontologies that can clarify the meaning of the scientific activity. These conditions are part of social sciences practices and explain the impossibility of catching pragmatically the way through witch to obtain integrity in the knowledge of social sciences. Such integration would manifest as hopefully as a crack of lightin the construction of society and in the generation of alternative cultural models to those proposed by the dominant interpretative discourse of effectivist type. Key words: Epistemology, social sciences, culture, society

scholarly journals Learning and knowledge technologies in the content language integrated learning for the development of intercultural communicative competence

2021 ◽  
Vol 10 (11) ◽  
pp. 562-577
Author(s):  
Leidy Dayan Perlaza Torres ◽  
Adela Macias Molina ◽  
Gonzalo Romero Martínez
Keyword(s):  
21St Century ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Communicative Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Integral Development ◽  
English Students

This article focuses on the incidence of learning knowledge technologies and the content learning integrated language approach in the development of intercultural communicative competence (ICC). ICC is considered a relevant competence for the 21st century in the process of teaching and learning foreign languages and the integral development of students. This research arose from the need to complement the development of communicative skills in English students from the UCEVA Language Department of the municipality of Tulua. With the aim of developing intercultural competence in 32 students of English level 2 of Teens and Adults programs. In order to promote the recognition, respect, and acceptance of cultural diversity and the enrichment of cultural identity through interaction, and socialization with others in different situations and contexts. To carry out this quantitative study, with a quasi-experimental design, the “ICC skill to 21st-century” test was applied as a pre-test and post-test to identify and evaluate the level of development of intercultural communicative competence in the participants. Also, the didactic unit “Beyond my thoughts” framed in the use of LKT tools and the CLIL approach was implemented and the descriptive frequency and independent samples techniques of the SPSS v.20 were used to analyze the data obtained. As a result, the statistical analysis showed that there were no significant incidents in the development of intercultural communicative competence, therefore the null hypothesis was accepted. While the descriptive results reflected that the implementation of the didactic unit generated an impact on the development of this 21st-century skill given that intercultural communicative competence involves both the dimensions of people and those experiences that they live. Therefore, its evaluation is not limited to tests but to the analysis and reflection that students make of their process sequentially when facing their reality.  

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