Reflexões sobre a prática docente e experiências de futuros professores em cursos de língua online do FIVU (Formação em Idiomas para a Vida Universitária)

RESUMO: Com o auto isolamento exigido pelo COVID-19, o ensino presencial, parte fundamental da experiência de estágio, se tornou inviável implicando e favorecendo o aparecimento de novos campos para a sua realização. Surge, assim, a oferta de cursos de línguas, ainda que temporária, para o ensino remoto emergencial (ERE), como, por exemplo, as aulas do FIVU. Este artigo tem como objetivo principal apresentar e discutir a elaboração e a aplicação de unidades temáticas de língua italiana elaboradas por dois alunos do curso de Letras Italiano, regularmente matriculados na disciplina de Prática de Ensino de Línguas Estrangeiras Modernas Neolatinas 1, além de apresentar sua experiência didática nas regências em sala de aula virtual. A unidade didática e as aulas virtuais foram viabilizadas por meio de compartilhamento de tela, apresentações de slides, bem como por aplicativos online, como o Mentimeter e o Learning Apps. Os cursos de extensão de Língua Italiana estão vinculados ao projeto de extensão FIVU (Formação em Idiomas para a Vida Universitária) e foram viabilizados por meio de uma parceria entre docente orientadora, alunos estagiários e Programa de Pós-Graduação em Educação (PPGE) da Universidade Federal do Paraná (UFPR). O curso de nível básico, e com duração de 30 horas, foi ministrado no Teams Office 365 institucional e teve uma carga horária semanal de 4 horas-aula. O público-alvo foram nove alunos de mestrado e doutorado do PPGE-UFPR, muitos deles já com conhecimento prévio da língua italiana devido às leituras de suas bibliografias de pesquisa.Palavras-chave: Prática de ensino. Ensino remoto emergencial. Unidade didática. ABSTRACT: Con l'isolamento causato dal COVID-19, i lavori faccia a faccia sono diventati irrealizzabili, implicando e favorendo la comparsa di nuovi campi di stage adatti a questa nuova realtà. Nasce così la possibilità di offrire corsi di lingua, anche se temporanei, per la didattica a distanza di emergenza. I corsi di estensione della Lingua Italiana sono vincolati al progetto di estensione FIVU (Formação em Idiomas para a Vida Universitária) e sono stati resi possibili attraverso una partnership tra studenti, professoressa e Programa de Pós-Graduação em Educação (PPGE) dell’Universidade Federal do Paraná (UFPR). Il corso di livello principiante della durata di 30 ore è stato tenuto presso il Teams Office 365 istituzionale, ed ha avuto un carico di lavoro settimanale di 4 ore di lezione. Il pubblico di riferimento era di nove studenti di master e dottorato del PPGE-UFPR e molti di loro avevano già una conoscenza precedente della lingua italiana a causa delle letture delle loro bibliografie di ricerche. L’obiettivo principale di questo articolo è presentare e discutere lo sviluppo e l’applicazione delle unità didattiche elaborate da due studenti del corso di Lettere Italiano, iscritti alla disciplina di Prática de Ensino de Línguas Estrangeiras Modernas Neolatinas, oltre a presentare l’esperienza didattica degli studenti nell’insegnamento di italiano in una una classe virtuale. Le unità didattiche e le lezioni virtuali sono state fatte attraverso la condivisione dello schermo, presentazioni di diapositive, nonché attraverso applicazioni online, come Mentimeter e Learning Apps.Parole-chiave: Pratica di insegnamento. Didattica a distanza di emergenza. Unità didattica. ABSTRACT: With the self-isolation required by COVID-19, face-to-face teaching, a fundamental part of the internship experience, became unfeasible, implying and favoring the appearance of new fields for its realization. Thus, there came the offer of language courses, even though temporary, for emergency remote education (ERE), such as the FIVU classes. The main objective of this article is to present and discuss the development and application of thematic units of Italian language prepared by two students of the Italian Language course, regularly enrolled in the Teaching Practice of Neolatine Modern Foreign Languages, in addition to presenting their didactic experience in the regency in a virtual classroom. The didactic unit and virtual classes were made possible through screen sharing, slide shows, as well as through online tools, such as Mentimeter and Learning Apps. The Italian language extension courses are linked to the FIVU extension project (Training in Languages for University Life) and were made possible through a partnership between the faculty advisor, the intern students, and the Graduate Program in Education (PPGE) of the Federal University of Paraná (UFPR). The basic level course, with a duration of 30 hours, was given through the institutional Teams Office 365 and had a weekly load of 4 class hours. The target audience was nine master's and doctoral students from PPGE-UFPR, many of whom already had prior knowledge of the Italian language owing to the readings of their research bibliographies.Keywords: Teaching practice. Emergency remote education. Didactic unit.

On Investigations of Paradigm of Extension in Spanish Studies During 1970–2020

The article studies the linguistic mechanisms that indicate the structural (syntactic) extension of the sentence in modern Spanish, which in special studies is unreasonably associated with the phenomenon of redundancy. We analyze the works of Russian and foreign hispanists, which appeared from the 70s of the 20 th c. up to the present time. Most of them, written in the context of the phenomenon of linguistic expressivity (as a spontaneous reflection of the affectivity of the speaker / writer), can be considered as separate components of the paradigm of language patterns of extension. The collected material proves that the resources of language extension, being the strategic pillars of communication, do not express (in many cases) the affectivity of the speaking / writing subject, contrary to a popular belief. A significant range of linguistic formations that explicate the phenomenon of the structural extension of the Spanish sentence consists of four types of models that have been poorly studied up to the present time and are mainly qualified as elements of the lexical or phraseological levels in the Spanish studies. These four types are the following: 1) lexical / syntagmatic units that contribute to the communicative extension of the beginning, middle, or end of the sentence; 2) сonstructions of paraphrasing the nuclear components of the sentence; 3) constructions of lexical and syntactic reduplication; 4) constructions of the syntactic emphasis.

Extending C++ for Heterogeneous Quantum-Classical Computing

We present qcor—a language extension to C++ and compiler implementation that enables heterogeneous quantum-classical programming, compilation, and execution in a single-source context. Our work provides a first-of-its-kind C++ compiler enabling high-level quantum kernel (function) expression in a quantum-language agnostic manner, as well as a hardware-agnostic, retargetable compiler workflow targeting a number of physical and virtual quantum computing backends. qcor leverages novel Clang plugin interfaces and builds upon the XACC system-level quantum programming framework to provide a state-of-the-art integration mechanism for quantum-classical compilation that leverages the best from the community at-large. qcor translates quantum kernels ultimately to the XACC intermediate representation, and provides user-extensible hooks for quantum compilation routines like circuit optimization, analysis, and placement. This work details the overall architecture and compiler workflow for qcor, and provides a number of illuminating programming examples demonstrating its utility for near-term variational tasks, quantum algorithm expression, and feed-forward error correction schemes.

On Some Language Extension of Logic MR: A Semantic and Tableau Approach

O pewnym językowym rozszerzeniu logiki MR: podejście semantyczne i tabelau W artykule przedstawiamy rozszerzenie minimalnej, normalnej logiki pozycyjnej, czyli logiki z operatorem realizacji. Logika pozycyjna to logika filozoficzna, która umożliwia odniesienie zdań do kontekstów, które można rozumieć na wiele sposobów. Wzbogacamy podstawowy język minimalnej logiki pozycyjnej o dodatkowe wyrażenia zbudowane z predykatów i stałych pozycyjnych. Akceptujemy również wyrażenia zbudowane z operatorem realizacji oraz wiele pozycji, takich jak: Dzięki temu zwiększyliśmy wyrazistość minimalnej logiki pozycyjnej. W artykule wskazujemy na wiele przykładów na to, że dzięki tej niewielkiej zmianie mogą powstać złożone teorie oparte na proponowanym rozszerzeniu. Jako teorię dowodu dla naszej logiki zakładamy metody tableau, pokazujące twierdzenia o poprawności i zupełności. Na koniec jednak pokazujemy, że badana tutaj logika jest tylko rozszerzeniem językowym MR: wszystkie twierdzenia o przedłużeniu mają swoje odpowiedniki w czystych twierdzeniach MR. Jednak teorie oparte na proponowanym rozszerzeniu mogą wyrazić znacznie więcej niż teorie oparte na czystej MR.

Three-Dimensional Fluid Code with XcalableMP

In order to adapt parallel computers to general convenient tools for computational scientists, a high-level and easy-to-use portable parallel programming paradigm is mandatory. XcalableMP, which is proposed by the XcalableMP Specification Working Group, is a directive-based language extension for Fortran and C to easily describe parallelization in programs for distributed memory parallel computers. The Omni XcalableMP compiler, which is provided as a reference XcalableMP compiler, is currently implemented as a source-to-source translator. It converts XcalableMP programs to standard MPI programs, which can be easily compiled by the native Fortran compiler and executed on most of parallel computers. A three-dimensional Eulerian fluid code written in Fortran is parallelized by XcalableMP using two different programming models with the ordinary domain decomposition method, and its performances are measured on the K computer. Programs converted by the Omni XcalableMP compiler prevent native Fortran compiler optimizations and show lower performance than that of hand-coded MPI programs. Finally almost the same performances are obtained by using specific compiler options of the native Fortran compiler in the case of a global-view programming model, but performance degradation is not improved by specifying any native compiler options when the code is parallelized by a local-view programming model.

XcalableMP Programming Model and Language

XcalableMP (XMP) is a directive-based language extension of Fortran and C for distributed-memory parallel computers, and can be classified as a partitioned global address space (PGAS) language. One of the remarkable characteristics of XMP is that it supports both global-view and local-view parallel programming. This chapter describes the programming model and language specification of XMP.

Video 2: Busy as a Bee

Intended audience: Year three primary school teachers and learners <br><br>This video is designed to support cross-curriculum teaching for third year primary school learners. The video uses ‘big numbers’ in mathematics to help learners understand how hard bees work to make honey. The video was inspired by the Mathematical Literacy researcher Terezhina Nunes who has demonstrated the incredible power of children’s mathematical reasoning when not necessarily tied up in formal number representation. You can also extend understanding to help learners to appreciate the importance of biodiversity (bees need flowers at all times of the year) and the importance of bees for pollinating food crops (1 in every 3 mouthfuls of food we eat is from a crop pollinated by bees).<br><br>The video is linked to the school curriculum in the following ways:<br>• Mathematics: By Grade 3 learners should “Count confidently, verbally in ones, tens, fives, twos, twenties, twenty-fives, fifties and hundreds to 1000”. This activity extends beyond that – by asking learners to visualise what the number 10 000 might look like.<br>• Life Skills: Science: Learning about ‘animals that help us’<br>• Language extension possibilities. This video also draws on young children’s passion for numbers. As an extension into Languages you can try and get hold of the book: Guess how much I love You which plays with the delight children find in large numbers.<br><br>

Video 2: Busy as a Bee

Intended audience: Year three primary school teachers and learners <br><br>This video is designed to support cross-curriculum teaching for third year primary school learners. The video uses ‘big numbers’ in mathematics to help learners understand how hard bees work to make honey. The video was inspired by the Mathematical Literacy researcher Terezhina Nunes who has demonstrated the incredible power of children’s mathematical reasoning when not necessarily tied up in formal number representation. You can also extend understanding to help learners to appreciate the importance of biodiversity (bees need flowers at all times of the year) and the importance of bees for pollinating food crops (1 in every 3 mouthfuls of food we eat is from a crop pollinated by bees).<br><br>The video is linked to the school curriculum in the following ways:<br>• Mathematics: By Grade 3 learners should “Count confidently, verbally in ones, tens, fives, twos, twenties, twenty-fives, fifties and hundreds to 1000”. This activity extends beyond that – by asking learners to visualise what the number 10 000 might look like.<br>• Life Skills: Science: Learning about ‘animals that help us’<br>• Language extension possibilities. This video also draws on young children’s passion for numbers. As an extension into Languages you can try and get hold of the book: Guess how much I love You which plays with the delight children find in large numbers.<br><br>