Don’t go all “TED Talks” on them, but... make a good presentation! – teaching the oral genre through the didactic sequence procedures

Language teaching in a higher education (HE) environment is complex and challenging, much more so when we consider the contemporary demands concerning the additional languages, specifically, English. We start from the understanding that a genre-based approach in teaching is established as a positive strategy for teaching/learning and developing students’ linguistics skills. However, reflections and questions emerge when, as professors, we discuss the role of the HE and its disciplines in potentializing students' actions through language in real social practices, which can contribute to their personal and professional development. Our premise, as well as a problem, considering there seems to be a gap regarding this point, is that academic oral genres should be taught in a systematic and clear way in HE. Seeking to solve this problem, by the supports of Applied Linguistics, we structured two questions to guide this qualitative and exploratory study: 1) What would be an appropriate theory-oriented approach to support the teaching of oral genres in HE? 2) Considering the HE contexts, what would an achievable proposal aiming at the mastery of an oral genre be like? In order to answer these questions, we brought a theoretical discussion and also a Didactic Sequence (DS) regarding oral presentations in academic events as a proposal to show that the Socio-discursive Interactionism and the DS model can be powerful educators’ allies in planning and organizing classes that allow students to perform through language in different academic routines

Online Conferences: A New Paradigm for Periodical Studies?

In spring 2020, during the cataclysmic first wave of COVID-19, academic conferences across the world were postponed or cancelled. A rare exception was in the field of periodical studies: an asynchronous online conference, Future States: Modernity and National Identity in Popular Magazines, 1890–1945, co-directed by Andrew Thacker (NTU) and Tim Satterthwaite, which opened on schedule and ran for three weeks (30 March–17 April 2020). A selection of five papers from the conference forms the body of this special issue of the Journal of European Periodical Studies, and these are introduced below. Given the spate of online academic events that have followed, this introduction first offers some general thoughts on the Future States conference model, in the hope that its pioneering approach may be of interest.

The year 2021 of the International Journal of Innovation – IJI

The International Journal of Innovation: IJI has been making some changes in recent years and, therefore, increasingly improving its content. These are transformations that would not be possible without the incessant collaboration of the entire IJI team. Ther are always tireless and impeccable. It would not be possible without all the articles submitted by the authors who believe and choose the IJI for their publications. It would not be possible either, without the reviewers who contribute with a lot of dedication, spending their time and knowledge on improving the articles to publish the IJI. We are immensely grateful to everyone! Special thanks to UNINOVE, who have always supported and continue to support IJI.At the end of 2021, we would like to present some data and information that enable readers, authors, and reviewers to follow the evolution of the IJI. We remain dedicated to raising the bar for the IJI. IJI is in the main databases: Dialnet, EBSCO, ERIHPLUS, Latindex, ProQuest, Redalyc, Redib, Spell, Web of Science and Zeitschriften Datenbank. It is classified in stratum B1 of the new QUALIS/CAPES proposal. It is published every four months (January-April; May-August; September-December) and accepts submissions in Portuguese, English, and Spanish, and published in English only.The International Journal of Innovation: IJI's mission is to serve as a vehicle for the periodic publication of scientific and technological works in innovation with a focus on emerging markets, which study individuals, organizations, ecosystems, and policies. The journal's topics of interest focusing on emerging markets are Innovative Entrepreneurship, Innovation and Learning, Innovation and Sustainability, Internationalization of Innovation, Innovation Systems, Emerging Themes of Innovation, and Digital Transformation. As we have already mentioned in another editorial comment, the IJI accepts scientific articles, technology articles, perspectives, and reviews, in addition to the editorial comment.We now present some data from IJI submissions for this year, 2021 (Table 1). Table 1Submissions to the IJIWorks submitted87Rejections65%Acceptance35% Eighty-seven works were submitted to the IJI, of which 65% were rejected and 35% were approved. With these numbers, we observe that rejection is still high. The rejection happens; most of the time, in the desk-reject the editors perform that. The reasons are: a) the submitted works are not following the scope of the IJI; b) the submitted works do not meet the minimum requirements for a publication and are not considered to proceed to a peer review and blind.When articles move to the stage of blind and peer review, the number of rejections gets smaller. Generally, works are rejected at this stage when the authors do not comply with the evaluators' recommendations. Our intention is, with the help of reviewers and authors, to increasingly improve the quality of submitted articles and increase the number of publications in the IJI.Submissions are from different countries. In this year of 2021, we had the following scenario (Table 2). Table 2Submissions to the IJI - by countryCountrySubmissionsBrazil59Argentina1Colombia1Cuba1Algeria2Indonesia2India3Jordan1Sri Lanka1Mexico1Malasia1Nigeria3Portugal2Saudi Arabia3Tunisia1Turkey1Ukraine1Vietnam2South Africa1TOTAL87 The most significant works submitted are from Brazilian authors, but with a balanced distribution among other countries. We are happy that the IJI is considered a possibility for authors from different countries on our continent and other continents. We want to increase the number of foreign submissions and their publications. We believe that this action is important for the academic community due to the diversity of contexts.The IJI counts on the valuable availability of the evaluators, who we know have to dedicate their precious time to help us improve our work. Our evaluation time is still high, up to 98 days. Some reasons impact this deadline: a) the reviewers are very demanding with researchers with little experience, causing back and forth in the assessments until they reach the expected quality for the article; b) holidays in the middle of the year and at the end of the year delay the evaluations a little; c) evaluators also divide their time with evaluations of academic events throughout the year. Due to these reasons, the publication of the works is also compromised. We took up to 122 days to publish the articles.Another interesting piece of information that we would like to share with our readers is the number of registered users of IJI. IJI has 1270 registered users, including authors, reviewers, and readers. In the last year of 2021, there were 534 new users. It makes us very happy, as the number of users has almost doubled. This action makes us hope to have more works submitted and, consequently, more quality works published.We aim to improve and make the IJI a journal with more impact in the academic and practical environment. With the help of everyone involved, we will improve the level of evaluations and significantly improve the published works. We want to bring relevant content that contributes to science in Brazil and other countries around the world.We thank you all for your help and support in this growing IJI journey!

Management of the national education system under the conditions of globalization

The internationalization of education is a requirement for the survival and adaptation of higher education institutions to the conditions of globalization. The internationalization of educational programs involves attracting and training students from outside the borders of nation states; elaboration and implementation of academic mobility programs for teachers and students; organization of scientific and academic events, where the exchange of good practices takes place - characterizes the training opportunities for students and graduates of higher education institutions who could work in conditions of professional mobility and labor migration. The authors in this study aim to describe some educational policies, practiced by developed countries have international higher education systems, based on innovative models.

Plurilingual discourse competence

We present a didactic model for the multidimensional analysis of discourse genres as situated practices, illustrated through the study of a transactional conversation in Spanish. This model represents a basis for developing and assessing the discourse competence of plurilingual adult language learners (Spanish-, Catalan-, French- or English-learning university students) acquiring a minimal competence to participate in academic events (lectures, seminars and workshops), as well as to cope with everyday needs in a foreign city. For proficiency in the use of language in context, students must be aware of the three dimensions which define a discourse genre: the sociocultural, the pragmatic and the textual, each entailing specific criteria and indicators of achievement. Special focus is placed on the sociocultural dimension because of its underlying importance for the teaching and learning of discourse genres. One factor especially relevant in this dimension is the community of practice to which the learners belong as autonomous social agents and in which they critically and consciously engage in learning activities.

Política Pública de Esporte Educacional: Implementação do Programa Segundo Tempo Universitário na UFMS (Política Pública Educativa Deportiva: Implementación del Programa Segundo Tiempo Universitario en la UFMS) (Educational Sport Public Policy: Implemen

O objetivo foi analisar a implementação do convênio do Programa Segundo Tempo Universitário (PST Universitário) na Universidade Federal de Mato Grosso do Sul (UFMS) no Brasil. Mediante uma pesquisa descritiva com abordagem qualitativa, realizou-se a coleta de dados por meio de entrevistas semiestruturadas com o professor e monitores esportivos que atuaram no convênio. A análise das entrevistas foi realizada por meio do Programa Iramuteq e de forma complementar foi utilizada a análise dos documentos do PST Universitário. Os principais resultados indicaram que houve uma dissociação entre o planejamento inicial (diretrizes nacionais) e a implementação do PST Universitário na UFMS. O convênio pesquisado sofreu com atrasos na estruturação devido à burocratização e constantes paralisações por conta da realização de congresso científico, que interditou todos os equipamentos esportivos por um mês. A pandemia de COVID-19 também paralisou o programa por cinco meses. Conclui-se que o PST Universitário seguiu parcialmente as diretrizes nacionais e esbarrou nas limitações burocráticas da estruturação e sistematização dos dados, já que não estava alinhado com os eventos acadêmicos da instituição e não conseguiu finalizar o plano inicial conforme planejado. Resumen: El objetivo fue analizar la implementación del convenio del Programa Según Tiempo Universitario (PST Universitario) en la Universidad Federal de Mato Grosso do Sul (UFMS) en Brasil. Mediante una investigación descriptiva con abordaje cualitativo, la coleta de datos fue hecha con entrevista semi-estructurada con el profesor y los monitores deportivos que actuaron en el convenio. Para el análisis de las entrevistas fue utilizado el Programa Iramuteq y de modo complementar, fue utilizado el análisis de los documentos del PST Universitario. Los principales resultados indicaron la disociación entre la planificación inicial (las pautas nacionales) y la implementación del PST Universitario en la UFMS. El convenio investigado presentó limitaciones con retrasos en la estructuración debido a la burocratización y las constantes paralizaciones por la realización de congreso científico, que interdicto a todos los equipamientos deportivos por un mes. Lo de la pandemia de COVID-19 también ha paralizado el programa por cinco meses. Se ha concluido que el PST Universitario siguió parcialmente las pautas nacionales y fue retrasado por las limitaciones burocráticas de la estructuración y sistematización de los datos, ya que no estaba en consonancia con los eventos académicos de la UFMS y no consiguió finalizar el plan inicial como planificado. Abstract: This study aimed at analyzing the agreement of the implementation of the Segundo Tempo University Program (STUP) at the Federal University of Mato Grosso do Sul (UFMS) in Brazil. It was a descriptive research, with a qualitative approach. Data collection was carried out through semi-structured interviews with the teacher and sports monitors who worked in the program. The analysis of the interviews was carried out through the Iramuteq Program and, in a complementary way, the analysis of documents from the STUP was used. The main results indicate that there was a dissociation between the initial planning (national guidelines) and the implementation of the STUP at UFMS. The researched agreement suffered from delays in structuring due to bureaucratization and constant stoppages due to the holding of a scientific congress, which interdicted all UFMS sports equipment for a month. The COVID-19 pandemic also paralyzed the program for five months. It is concluded that the STUP partially followed the national guidelines and bumped into bureaucratic limitations in structuring and systematizing the data, as it was not aligned with the academic events of the institution and was unable to finish the initial plan as planned.

Examples to relate school mathematics to everyday life mediated by video, Tracker and GeoGebra

ABSTRACT We describe video or photographic examples of everyday life problem situations that were analyzed using Tracker and GeoGebra. These examples were used in workshops taught in the classroom, at academic events and as part of a Calculus course in three institutions for engineering students. Further, the examples were used both for individual and collaborative work to learn the mathematics topics selected. Activities begin with obtaining records of semiotic representation, the data table, graphs, and the analytical expression, which relationship is established in order to generate the modeling of the problem situation. Based on classroom observation, the didactic sequence, the clinical interview, the written report and the presentation that was prepared and given, we claim that students learned the corresponding mathematics subject and that values such as punctuality, participation, honesty, interest and respect were encouraged to emerge throughout the process. RESUMEN Describimos ejemplos en vídeo o fotografía de situaciones problemáticas de la vida cotidiana que fueron analizadas utilizando Tracker y GeoGebra. Estos ejemplos se utilizaron en talleres impartidos en el aula, en eventos académicos y como parte de un curso de Cálculo en tres instituciones para estudiantes de ingeniería. Además, los ejemplos se utilizaron tanto para el trabajo individual como colaborativo para el aprendizaje de los temas matemáticos seleccionados. Las actividades se inician con la obtención de registros de representación semiótica, la tabla de datos, las gráficas y la expresión analítica, cuya relación se establece para generar la modelación de la situación problema. A partir de la observación en el aula, la secuencia didáctica, la entrevista clínica, el informe escrito y la presentación elaborada y realizada, afirmamos que los alumnos aprendieron el tema matemático correspondiente y que en todo el proceso se fomentaron valores como la puntualidad, la participación, la honestidad, el interés y el respeto.

Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students

Low performance of high school students and repeating a year are major problems in the education system. Low performance in the classroom generates negative emotions in young people and has been related to development of school burnout. The objective of this study was to analyze the repercussions of academic performance on burnout in high school students, and establish the role of emotional intelligence in this relationship. The sample was made up of 1287 high school students aged 14 to 18, who filled out questionnaires for evaluation of these variables. The results showed that youths who had failed a subject or had repeated a year showed more exhaustion and cynicism than their classmates with better performance and higher academic efficacy. A relationship was also found between school burnout and emotional intelligence in these adolescents, positive for self-efficacy and negative for cynicism and exhaustion. The model results showed that low academic performance affected burnout level, and that stress management and mood in emotional intelligence acted as a mediator in this relationship. In conclusion, development of emotional intelligence programs in the educational context is proposed as a measure for preventing burnout in the face of adverse high school academic events, such as failing or repeating a year.

Ontology-Based Context Event Representation, Reasoning, and Enhancing in Academic Environments

An Ambient Intelligence responds to user requests based on several contexts. A relevant context is related to what has happened in the ambient; therefore, it focuses a primordial interest on events. These involve information about time, space, or people, which is significant for modeling the context. In this paper, we propose an event-driven approach for context representation based on an ontological model. This approach is extendable and adaptable for academic domains. Moreover, the ontological model to be proposed is used in reasoning and enrichment processes with the context event information. Our event-driven approach considers five contexts as a modular perspective in the model: Person, temporal (time), physical space (location), network (resources to acquire data from the ambient), and academic events. We carried out an evaluation process for the approach based on an ontological model focused on (a) the extensibility and adaptability of use case scenarios for events in an academic environment, (b) the level of reasoning by using competence questions related to events, (c) and the consistency and coherence in the proposed model. The evaluation process shows promising results for our event-driven approach for context representation based on the ontological model.