Gotowe bibliografie tematyczne / English – Brazil

Gotowa bibliografia na temat „English – Brazil”

Autor: Grafiati

Data publikacji: 26 lipca 2024

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych

Wybierz rodzaj źródła:

Spis treści

Artykuły w czasopismach
Rozprawy doktorskie
Książki
Części książek
Streszczenia konferencji
Raporty organizacyjne

Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „English – Brazil”.

Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.

Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.

Artykuły w czasopismach na temat "English – Brazil"

Mompean, Annick Rivens. "Pronouncing English in Brazil". English Today 13, nr 1 (styczeń 1997): 28–35. http://dx.doi.org/10.1017/s0266078400009433.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Friedrich, Patricia. "English in advertising in Brazil". World Englishes 38, nr 3 (28.08.2019): 552–60. http://dx.doi.org/10.1111/weng.12421.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

DE FIGUEIREDO, EDUARDO H. DINIZ. "English identity and Manguebeat in Brazil". World Englishes 34, nr 3 (6.07.2015): 456–70. http://dx.doi.org/10.1111/weng.12152.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Friedrich, Patricia. "English in Brazil: functions and attitudes". World Englishes 19, nr 2 (lipiec 2000): 215–23. http://dx.doi.org/10.1111/1467-971x.00170.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Santos, Gildenir Carolino. "Editorial English". ETD - Educação Temática Digital 11, nr 1 (6.03.2012): 8. http://dx.doi.org/10.20396/etd.v11i1.912.

Pełny tekst źródła

Streszczenie:

It is with great pleasure that we continue the celebration of ETD’s 10th anniversary - one of the first electronic journals to be indexed in Brazil in the 90's. To commemorate these ten years, we are presenting a new design, and also, grouping together works of several researchers from different geographical parts of Brazil. Throughout 2010 we will be releasing commemorative editions organized and / or composed by works of great academic importance. The effort to obtain the Qualis A evaluation, in recent years, counted with the collaboration of renowned Brazilian and foreign researchers, to whom we will always be grateful. The confidence they demonstrated in ETD had allowed us to jump from Qualis C evaluation in Education to Qualis A in 2007. This effort, properly orchestrated, brought good results.

Style APA, Harvard, Vancouver, ISO itp.

Finardi, Kyria. "The Slaughter of Kachru’s Five Sacred Cows in Brazil: Affordances of the Use of English as an International Language". Studies in English Language Teaching 2, nr 4 (31.12.2014): 401. http://dx.doi.org/10.22158/selt.v2n4p401.

Pełny tekst źródła

Streszczenie:

<em>This paper reflects about a change in paradigm regarding the role of English in Brazil relating it to Kachru’s notion of the slaughter of the five sacred cows of English. So as to foreground this reflection the study reviews the role of English materialized in language policies in Brazil suggesting that there is a gap between people’s views of and language policies regarding the role of English in that country. The analysis of language policies in Brazil also suggests that English is seen as a foreign language on the one hand, in public schools, and as an international language on the other hand, in private language institutes. Based on the analysis of language policies in Brazil the study suggests that these two divergent views of English create a social divide between those who can afford to learn English and those who cannot. The study concludes that one possible way to slaughter Kachru’s five sacred cows of English in Brazil so as to enable the change of paradigm regarding the role of English in that country is to adopt a view of English as an international language.</em>

Style APA, Harvard, Vancouver, ISO itp.

Santos, Gildenir Carolino. "Editorial English". ETD - Educação Temática Digital 12, nr 2 (19.12.2011): 2. http://dx.doi.org/10.20396/etd.v12i2.1183.

Pełny tekst źródła

Streszczenie:

We are pleased to be releasing another issue of ETD - Digital Thematic Education, which brings works resulting from the scientific exchange between Brazil and Germany, under the theme: "North-south connection in qualitative research: the multi-sight to the Brazilian and German text and image". In this issue we have 05 contributions to ARTICLES Section, 06 works in the SEARCH section, ending up with 02 contributions to the EXPERIENCE REPORT section.

Style APA, Harvard, Vancouver, ISO itp.

Finardi, Kyria, Roberta Leao i Livia Melina Pinheiro. "English in Brazil: Insights from the Analysis of Language Policies, Internationalization Programs and the CLIL Approach". Education and Linguistics Research 2, nr 1 (7.03.2016): 54. http://dx.doi.org/10.5296/elr.v2i1.9150.

Pełny tekst źródła

Streszczenie:

<p class="Normal1">The paper proposes a reflection on the role of English in the globalized world and its teaching/learning in Brazil. With that aim, the study reviews language policies and internationalization programs in Brazil regarding the role of foreign languages in general and of English in particular. The theoretical framework includes a review of an English language teaching (ELT) approach used mainly in Europe, as a result of globalization and internationalization, the Content and Language Integrated Approach (CLIL). In order to support this reflection, a case study was carried out to examine pre-service English teachers’ beliefs on the use of CLIL in Brazil. The results of study show that pre-service English teachers understand the importance of the CLIL approach though they are aware of the various obstacles to its implementation in that context. The study suggests a review of language policies in Brazil so as to ensure a convergence between them and internationalization policies and approaches, at all levels of education. Regarding the ELT approach analyzed, the study concludes that despite the difficulties associated with the implementation of CLIL in Brazil, it represents a relevant alternative in that context.</p>

Style APA, Harvard, Vancouver, ISO itp.

Thonus, Terese. "Anderson, Maicon, and Thyago: "English" Names in Brazil". American Speech 67, nr 2 (1992): 175. http://dx.doi.org/10.2307/455453.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Xavier, Margaret. "E-portfolios and English teacher education in Brazil". Revista Leitura 1, nr 53 (2014): 155–80. http://dx.doi.org/10.28998/2317-9945.2014v1n53p155-180.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Więcej źródeł

Rozprawy doktorskie na temat "English – Brazil"

Silva, João Fábio Sanches. "The construction of english teacher identity in Brazil". reponame:Repositório Institucional da UFSC, 2013. https://repositorio.ufsc.br/xmlui/handle/123456789/122768.

Pełny tekst źródła

Streszczenie:

Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2013.
Made available in DSpace on 2014-08-06T17:21:07Z (GMT). No. of bitstreams: 1 323598.pdf: 1460261 bytes, checksum: d8e97993004e3f2ed3c6957851d8ad27 (MD5) Previous issue date: 2013
O interesse por questões relativas à construção identitária surge na literatura internacional como uma crescente área de investigação, com um número cada vez maior de estudos adotando a abordagem pós-estruturalista ao formular o conceito de identidade no contexto de ensino e aprendizagem de línguas estrangeiras. Pós-estruturalistas alegam que a identidade é uma área de conflito, onde a subjetividade é produzida em uma diversidade de espaços sociais, todos estes estruturados por relações de poder que podem levar um indivíduo a assumir diferentes posições subjetivas, muitas vezes contraditórias (Norton Peirce, 1995; Norton, 2000). Nesta perspectiva, o presente texto traz os resultados de um estudo qualitativo que toma por base os conceitos de identidade, investimento, comunidades imaginadas e resistência (Anderson, 1991; Norton, 2000; Weedon, 1997; Wenger, 1998) para compreender como futuros professores de línguas têm discursivamente construído sua identidade ao longo das suas experiências de aprendizagem e uso de inglês. Os dados foram gerados a partir de um grupo de seis alunos-professores no último ano de um curso de Letras Português/Inglês em uma universidade pública no centro-oeste brasileiro durante o ano acadêmico de 2011, por meio de uma ficha bibliográfica, um questionário aberto, narrativas escritas e entrevistas semi-estruturadas. A análise dos dados foi conduzida de forma qualitativa. Os resultados sugerem que a identidade dos participantes como graduandos, aprendizes/usuários de uma língua estrangeira, e ainda, futuros professores, era uma área de conflito, com posições subjetivas em constante mudança, e por vezes, contraditórias, e que certos contextos sociais e práticas limitaram outras oportunidades de identificação subjetiva. Por outro lado, os resultados apontam que os investimentos realizados nas práticas da língua inglesa reforçaram um profundo senso identitário, permitindo que exercitassem sua agência por oportunidades de prática na língua. Os participantes também demonstraram suas relações com comunidades de prática, fossem estas reais ou imaginadas, envolvendo tanto participação e não-participação, e que suas identidades em construção deveriam ser entendidas na junção do conflito de interesses entre o desejado e o real. Por fim, os resultados sugerem que as identidades são discursivamente construídas e inseridas em práticas e contextos sociais diversificados.

Abstract : The interest for issues related to the construction of identity arises in the international literature as an emerging area of investigation. An increasing number of studies adopt the poststructuralist approach to formulate the concept of identity in foreign language teaching and learning. Poststructuralists claim that identity is a site of struggle in a way that subjectivity is produced in a variety of social sites, all of them structured by relations of power which may lead an individual to assume different subject positions, at times contradictory (Norton Peirce, 1995; Norton, 2000). The present text reports on the findings of a qualitative study which draws on the notions of identity, investment, imagined communities, and resistance (Anderson, 1991; Norton, 2000; Weedon, 1997; Wenger, 1998) to understand how future language teachers have discursively constructed their identity along their experiences of learning/using English. Data were generated with a group of six senior student-teachers of a language teacher education undergraduate program at a public university in the middle-west of Brazil during the academic year of 2011, by means of a profile form, an open-ended questionnaire, written narratives and semi-structured interviews. The analysis was carried out in a qualitative way. The findings suggest that the identity of the participants of undergraduate students, learners/users of a foreign language, and at times language teachers were sites of struggle, together with their changing and sometimes contradictory subject positions. Additionally, certain contexts and practices apparently limited opportunities for the participants to identify with particular subject positions. The findings also point out that the investments of the participants in the English practices highlighted a profound sense of self as they exercised their agency in seeking to find opportunities to practice the language. The participants showed that their relation to communities of practice, whether be they real or imagined, involved both participation and non-participation, and that their identities in construction should be understood in the combination of the conflict of interest between the desired and the real. Finally, the findings suggest that identities discursively constructed are embedded within diverse social practices and contexts.

Style APA, Harvard, Vancouver, ISO itp.

Villanueva, Mariza de Almeida. "A potential English syllabus design for elementary schools in Brazil". reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/24361.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Silva, Karina T. F. da. "Do scripted textbook dialogues reflect native speaker discourse an analysis of English textbooks for adult students in Brazil /". Ohio : Ohio University, 2002. http://www.ohiolink.edu/etd/view.cgi?ohiou1040048746.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Jorge, Beatriz Silva Pinto. "Acquisition of Sociocultural Awareness by Teachers of English as a Foreign Language in Brazil". Ohio University / OhioLINK, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1087843642.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Barnes, Katie, Melo Andrea de, Kathleen Schweitzer, A. Lynn Williams, Ken Bleile, Marcia Keske-Soares, Bruna Tozzetti Alves i in. "Prevalence of SSD in Brazil & English-Speaking Countries: Narrative Review". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2060.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Sklar, Fabiana. "English as a Foreign language in Brazil and Sweden : A comparative study". Thesis, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6353.

Pełny tekst źródła

Streszczenie:

In Brazil, English is studied from first grade of elementary school. For some reason after eleven years of study, students in general have problems communicating orally and in writing. Swedish students, on the other hand, seem to be able to communicate quite proficiently in English, even though it is also considered to be foreign language learning. The purpose of this comparative study is to discover what differs in the Brazilian and Swedish learning and teaching that makes the Swedish results superior. The purpose was to compare English learning as a foreign language in Sweden and in Brazil, and questionnaires were distributed to teacher and students. Of the many possibilities raised as hypotheses for the effective English learning in Sweden, teacher’s educational background, working hours per week, number of students per teacher, were found to be more problematic in Brazil, according to the teachers’ questionnaire. When it comes to students, it appears that Brazilian students show a lack of commitment to their learning tasks and awareness of the importance of learning English. In addition, several social aspects have to be taken into account when judging the educational situation of a country, but the importance of a good education can never be overlooked.

Style APA, Harvard, Vancouver, ISO itp.

Barros, Abbud Silvia Maria de. "The issue of culture in EFL lessons in Brazil : an ethnographic investigation". Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10020249/.

Pełny tekst źródła

Streszczenie:

This thesis is an ethnographic enquiry into the question of culture in the content of EFL lessons. It focuses on day-to-day classroom practice in a Brazilian school for a critical examination of a truism in the language teaching profession: that culture is an integral part of the content of language lessons. Inspired by Bakhtin's (1981,1986) 'dialogism', this thesis conceptualizes syllabus content as multivoiced discourse which is shaped by teachers and learners as they "assimilate, rework, and re-accentuate" words of others (cf. Bakhtin 1986: 89) in the classroom. Its two-part structure reflects the attempt to construct my own critical voice by building both on the data and on the theoretical voices on the topic. Hence, Part One contextualizes the research within its subject area and considers the main ideas (on culture, foreign language education, and classroom research) providing the theoretical basis for the investigation. Chapter I considers the context, topic, scope and relevance of the research and provides an outline of the organization of the entire thesis. Chapter 2 examines the various definitions and uses of the word 'culture' in circulation in language teaching literature over time against the background of the development of the concept in the social sciences. Chapter 3 gives careful consideration to the principles of ethnography guiding this investigation. In Part Two the ethnographic voice takes the lead to narrate and interpret the documentary, interview, and observational material. Chapter 4 considers the research design as related to the context and purposes of the investigation. The analysis of the data developed through chapters 5-8 relates the views of culture - and cultural content - expressed by teachers and pupils, as well as those identified in the textbooks and other school documents, to the content which emerges out of classroom activities. The thesis concludes with an assessment of the contribution it may be able to make to the examination and understanding of foreign language classroom realities.

Style APA, Harvard, Vancouver, ISO itp.

Kirsch, William. "Teacher development in a community of practice in southern Brazil". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/172932.

Pełny tekst źródła

Streszczenie:

This dissertation study explored the practices that foster teacher development in a community of practice (Wenger, 1998, 2010) of teachers of English as an Additional Language in a large federal university in the south of Brazil. The community is part of a big internationalization effort in Brazilian universities, named Languages without Borders (LwB). In summary, the goal of the program is to teach additional languages for university students, faculty and staff. For that, the local LwB center has fifteen student teachers, from sophomore to senior year, who are pursuing a teaching certification in English as an Additional Language. Although the community has teaching as its end goal, and not teacher development, teacher development has emerged as an epiphenomenon, for student teachers need to learn how to teach in order for the community’s goals to be attained. The objective of this study was to observe, describe and analyze the practices that foster professional development for these student teachers in order to understand in what ways (and if) the experiences in their everyday life of the community become professional learning. While previous research has shown that communities of practice (Lave & Wenger, 1991; Wenger, 1998) can be sites of learning, and has explored communities among teachers and students in a variety of contexts, there is a scarcity of studies about community among these additional language teachers (Costa, 2013; Merril, 2016) With the theoretical framework of Practice Theory (Wenger, 1998; Young, 2009; Ortner, 1983), this interpretative study (Erickson, 1990) examined history-in-person interviews with focal participants as well as intensive participant observation – recorded in the form of field notes, audio recordings and photographs – and collection of artifacts. The research participants consist of fifteen student teachers, two former student teachers, three Fulbright English Teaching Assistants, and two of the three coordinators of the program at this university. Out of these, five student teachers were chosen for the interviews. Results revealed that this community has both formal and informal practices that cultivate teacher development. The formal practices are planned by the coordinator and enacted in weekly pedagogical meetings, and include practices such as microteaching, workshops and lectures. The informal practices emerge from teachers’ everyday interactions in the teachers’ room, and include practices such as sharing materials, requesting help, sharing classroom stories, sharing specialized concepts and literature in the field of AL teaching, and planning classes together. In conclusion, the landscape of practices that student teachers experience throughout their trajectory in the program helps them develop as teachers through the profession (Nóvoa, 1992) and integrate both technical and practical aspects of the job.

Style APA, Harvard, Vancouver, ISO itp.

Gimenez, Telma Nunes. "Learners becoming teachers : an exploratory study of beliefs held by prospective and practising EFL teachers in Brazil". Thesis, Lancaster University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239060.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Frahm, Gertrud Friedrich. "Change/innovation in formal education : building a knowledge-base for EFL research in Parana State, Brazil". Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322089.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Więcej źródeł

Książki na temat "English – Brazil"

Taliani, Alberto, i Eli V. Coslovsky. Brasil: Brazil : português-inglês ; portuguese-english. Bela Vista: Editora Manole, 2000.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

G, Williams Frederick, red. Poets of Brazil: A bilingual selection. New York: Luso-Brazilian Books, 2004.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Jovan, Janićijević, i Jugoslovensko udruženje latinoamerikanista, red. Brazil, pet vekova postojanja, 1500-2000. Beograd: IDEA, 2002.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Campos, Maria de Fatima. B is for Brazil. New York: Silver Press, 1999.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Campos, Maria de Fatima. B is for Brazil. London: Frances Lincoln, 1999.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Gilberto, Freyre. The English in Brazil: Aspects of British influence on the life, landscape and culture of Brazil. Oxford: Boulevard, 2011.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Alexis, Levitin, red. Brazil: A traveler's literary companion. Berkeley, Calif: Whereabouts Press, 2009.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Alexis, Levitin, red. Brazil: A traveler's literary companion. Berkeley, Calif: Whereabouts Press, 2009.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

British Council. English Language Promotion Unit., red. A Survey of English language teaching and learning in Brazil. Manchester: British Council, 1992.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Fonseca, Claudia. Raízes do Brasil: Roots of Brazil / texts, Cláudia Fonseca ; English translations, Jennifer Sarah Cooper, José Frota. Santos, Brazil]: Editora Brasileira de Arte e Cultura, 2013.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Więcej źródeł

Części książek na temat "English – Brazil"

Brown, Adam. "BRAzil, braZIL?" W Activities and Exercises for Teaching English Pronunciation, 93–96. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003092247-21.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Ventura, Alexandre, i Candido Alberto Gomes. "English Private Tutoring: The Case of Brazil". W International Perspectives on English Private Tutoring, 139–57. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26817-5_8.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Almeida, Danielle Barbosa Lins de, i Veralúcia Guimarães de Souza. "11. Toward a Multimodal Critical Approach to the Teaching of EFL in Brazil". W English Language Teaching in South America, redaktorzy Lía D. Kamhi-Stein, Gabriel Díaz Maggioli i Luciana C. de Oliveira, 206–18. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097982-014.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Rajagopalan, Kanavillil. "On the Challenge of Teaching English in Latin America with Special Emphasis on Brazil". W Resistance to the Known, 121–43. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137345196_6.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Figueiredo, Eduardo H. Diniz de, i Aline M. Sanfelici. "10. Addressing Culture from an EIL Perspective in a Teacher Education Course in Brazil". W Preparing Teachers to Teach English as an International Language, redaktor Aya Matsuda, 147–56. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097036-012.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Blair, Andrea. "Becoming Culturally Responsive: Reflections from an Autoethnographic Exploration of Teaching and Learning English in Brazil". W Culturally Responsive Pedagogy, 99–119. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46328-5_5.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Paiva, Vera Lúcia Menezes de Oliveira e., i Junia de Carvalho Fidelis Braga. "English Language Teaching in Brazil: An Overview of Educational Policies and Innovative Computer-Assisted Language Learning (CALL)-Related Projects". W Second Handbook of English Language Teaching, 173–91. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_12.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Paiva, Vera Lúcia Menezes de Oliveira e., i Junia de Carvalho Fidelis Braga. "English Language Teaching in Brazil: An Overview of Educational Policies and Innovative Computer-Assisted Language Learning (CALL)-Related Projects". W Second Handbook of English Language Teaching, 1–20. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-58542-0_12-1.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Lenoir, Lisa D. "What Would Kachru Wear? A Discourse Analysis of Global Englishes in Fashion Weblogs from Expanding Circle Countries". W Fashion Communication in the Digital Age, 144–49. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-38541-4_14.

Pełny tekst źródła

Streszczenie:

AbstractThe fashion weblog (blog) emerged as a space on the Internet to disseminate colorful visuals and complementary stories to chronicle individual musings and promote brands. Fashion and beauty trends, retail news, on-the-street candid shots of personal style, and shopping hauls appeared on homepages and hamburger menus. Content creators connect viewers to matters of taste and socio-cultural implications of style and dress as a way of expression. Scholars look to understand its connection to gender; its cultural production practices; and its legitimacy in the print and digital journalism and media field. I aim to expand the discourse of fashion communication knowledge production of these cultural products and examine English as a lingua franca connecting bloggers from countries such as France, Brazil, and Japan across the digital landscape. This discourse analysis employs Braj Kachru’s model of Global Englishes to identify content and relies on theoretical frameworks of Gramsci’s hegemony and Bourdieu’s cultural capital to interpret rhetorical choices made. I argue English enables bloggers to make definitive statements about identity and culture and contribute to the international discourse about matters of taste.

Style APA, Harvard, Vancouver, ISO itp.

Marques Ribeiro, Andrea da Silva, i Jessica F. Cruz. "Learning English as an Additional Language from Children's Points of View in a Public School in Brazil". W Paulo Freire and Multilingual Education, 110–26. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003175728-9.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Streszczenia konferencji na temat "English – Brazil"

""TECHNOLOGY IN THE PERCEPTION OF ENGLISH TEACHERS IN SOUTHERN BRAZIL SCHOOLS"". W International Conferences on E-Society 2023 and Mobile Learning 2023. IADIS Press, 2023. http://dx.doi.org/10.33965/es_ml2023_202301l033.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Von Sperling, Otto, i Marcelo Ladeira. "Mining Twitter Data for Signs of Depression in Brazil". W VII Symposium on Knowledge Discovery, Mining and Learning. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/kdmile.2019.8785.

Pełny tekst źródła

Streszczenie:

The literature on computerized models that help detect, study and understand signs of mental health disor- ders from social media has been thriving since the mid-2000s for English speakers. In Brazil, this area of research shows promising results, in addition to a variety of niches that still need exploring. Thus, we construct a large corpus from 2941 users (1486 depressive, 1455 non-depressive), and induce machine learning models to identify signs of depression from our Twitter corpus. In order to achieve our goal, we extract features by measuring linguistic style, behavioral patterns, and affect from users’ public tweets and metadata. Resulting models successfully distinguish between depressive and non-depressive classes with performance scores comparable to results in the literature. We hope that our findings can become stepping stones towards more methodologies being applied at the service of mental health.

Style APA, Harvard, Vancouver, ISO itp.

Silva, Lucas A. "Gamification and Clil: Development Communication Skills in L2 with the Aid of Digital Tools in the Bilingual Context". W Anais Estendidos do Simpósio Brasileiro de Jogos e Entretenimento Digital. Sociedade Brasileira de Computação, 2022. http://dx.doi.org/10.5753/sbgames_estendido.2022.224647.

Pełny tekst źródła

Streszczenie:

This paper describes the results of the project Game Development, an extracurricular subject designed for 11-12 year-old students in the bilingual context, at the Sphere International School, São José dos Campos, Brazil. Considering the relevance of CLIL to teaching EFL and the role that Gamification plays in terms of dynamizing the learning process of a foreign language - in this case, English -, it was possible to observe that both approaches encouraged the students to develop their communication skills and the digital literacy, in English, as part of the institution’s curriculum, in this project.

Style APA, Harvard, Vancouver, ISO itp.

Hildeblando Júnior, Carlos Alberto. "Virtual Exchange as a Third Space to Decolonise ELT (VETSDELT) project: report on its first action-research cycle". W Collaborative Online International Learning Virtual Exchange. Coventry University, 2023. http://dx.doi.org/10.18552/glea/2023/0006.

Pełny tekst źródła

Streszczenie:

This paper aims to report on the VETSDELT (Virtual Exchange as a Third Space to Decolonise English Language Teaching) project. Its focus was to stimulate a reflection on English, ELT, and the ‘native-speakerism’ ideology through a Virtual Exchange (VE) as a safe Third Space. The paper illustrates how students and tutors engaged in English language teacher education in universities in Brazil, Spain, the UK, and Sri Lanka reflected on ELT in a series of synchronous dialogic sessions on Zoom. The paper reports on the initial findings stemming from cycle one of VETSDELT, which ran between November and December 2022 and involved 44 participants. The initial data analysis showed that VE could facilitate intercultural and international knowledge exchange in a safe Third (online) Space.

Style APA, Harvard, Vancouver, ISO itp.

Martinez, Juliana Zeggio. "Teacher Education and Miseducation: An experience from a community of English teacher educators in Brazil". W 2013 IEEE 63rd Annual Conference International Council for Educational Media (ICEM). IEEE, 2013. http://dx.doi.org/10.1109/cicem.2013.6820192.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

ERTHAL, Luísa Canto, Guilherme Felipe Dutra SILVA i Aline Trovão QUEIROZ. "CHILD DEPRESSION IN BRAZIL - A LITERATURE REVIEW". W SOUTHERN BRAZILIAN JOURNAL OF CHEMISTRY 2021 INTERNATIONAL VIRTUAL CONFERENCE. DR. D. SCIENTIFIC CONSULTING, 2022. http://dx.doi.org/10.48141/sbjchem.21scon.44_abstract_erthal.pdf.

Pełny tekst źródła

Streszczenie:

Childhood depression is a very prevalent mental health condition in today's society. Its debate began to become relevant in the 1960s and, although there is no doubt about its existence, the subject is still little discussed. This paper aims to demonstrate the relevance of the subject due to its high prevalence and underdiagnosis. A literature review on Childhood Depression in Brazil was carried out based on research in Pubmed, Scielo, and Google Scholar databases, between 1989 and 2020, in Portuguese and English, using the descriptors: “child depression”, “symptoms of depression” and “treatment of childhood depression” combined. Textbooks, data from Ministério da saúde, the World Health Organization (WHO), and key articles selected from citations in other articles were used to compose the paper. From the data analysis, twenty-two titles that are directly related to the current work were selected. In Brazil, girls and children between thirteen and fourteen years old are the most affected by the disease. The DSM does not differentiate it from adult depression, despite the atypical manifestations of its symptoms in children. Families still have great difficulty on identifying this disorder the biggest obstacle is understanding and accepting that behavioral changes can be part of a depressive condition. Normalizing the discussion of the topic is important so that there is more information about the disease and, consequently, more knowledge is disseminated both to the medical community and the families of affected children. This way, it will be possible to prevent its appearance and, when present, facilitate its detection, improving life quality of those involved and avoiding negative outcomes such as child suicide.

Style APA, Harvard, Vancouver, ISO itp.

Almeida, Adriana Barretta. "English as an international language and Google's pronunciation tool". W V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-188.

Pełny tekst źródła

Streszczenie:

Introduction: The Google pronunciation tool is widely used by English teachers to improve students' pronunciation, and is also, and mainly, an accessible tool for online teaching, as it is available free of charge to all users of the platform. Objective: This article questions how beneficial or harmful this use can be for teaching speaking skills. Materials and Methods: This tool was analyzed in this article in light of the concept of English as a Lingua Franca (ILF), which proposes a decolonial look at the teaching-learning of the language, untying the concept of proficiency from the perfect imitation of the pronunciation of natives of the countries of greater hegemonic power, mainly the United States and England. We explore the evolution of English teaching in Brazil, highlighting a post-structuralist approach to language, which questions the traditional view of language as a structured system ready to be “acquired”. In this sense, a flexible approach is advocated that values the different variants of English, including that spoken by non-natives. In this article, we carried out an investigation into the use of the tool by a student at level B1 (pre-intermediate). Images of the screen were recorded showing the tool's assessment of the student's pronunciation. Results: The Google tool, although useful, is criticized here for restricting itself to prestigious variants and promoting a purist view of pronunciation. The corrections proposed by the tool demonstrate a restricted view of the language, suggesting modifications that would not interfere with the intelligibility of the student's speech. Conclusion: We propose an expansion of pronunciation options and a more flexible approach to assessing speech intelligibility, reflecting linguistic diversity. These considerations are urgent given the importance of Information and Communication Technologies (ICTs) in contemporary teaching.

Style APA, Harvard, Vancouver, ISO itp.

Martins, Márcia Jacobina Andrade, i Claudia Bauzer Medeiros. "Linking Heterogeneous Health Data Sources in Brazil Centered on Drug Leaflet Processing". W Simpósio Brasileiro de Banco de Dados. Sociedade Brasileira de Computação - SBC, 2023. http://dx.doi.org/10.5753/sbbd.2023.233356.

Pełny tekst źródła

Streszczenie:

Health Information Systems often include a medication Recommendation module that helps doctors find medications based on symptoms. Most such modules rely on simple AI engines, fed by rules that correlate symptoms, diseases and medications. This, however, presents research and practical problems - e.g., some of the medications may no longer be commercially available, or their components may have been updated. Moreover, studies conducted to design such modules are based on corpora and databases in the English language. This hinders an adaptation to the Brazilian context, not only because of the language, but also due to the lack of authoritative integrated bases. To help solve these issues, we have designed a framework based on automatically extracting and linking information from all drug leaflets of approved medications in Brazil to feed recommendation systems. We processed and linked heterogeneous official data sources of the Ministry of Health, symptoms and diseases. The ongoing implementation, described here, created an ontology from the extracted data to enable linkage and identified quality problems in official data.

Style APA, Harvard, Vancouver, ISO itp.

Martins, V. S., i C. D. Silva. "Text Classification in Law Area: a Systematic Review". W Symposium on Knowledge Discovery, Mining and Learning. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/kdmile.2021.17458.

Pełny tekst źródła

Streszczenie:

Automatic Text Classification represents a great improvement in law area workflow, mainly in the migration of physical to electronic lawsuits. A systematic review of studies on text classification in law area from January 2017 up to February 2020 was conducted. The search strategy identified 20 studies, that were analyzed and compared. The review investigates from research questions: what are the state-of-art language models, its application of text classification in English and Brazilian Portuguese datasets from legal area, if there are available language models trained on Brazilian Portuguese, and datasets in Brazilian law area. It concludes that there are applications of automatic text classification in Brazil, although there is a gap on the use of language models when compared with English language dataset studies, also the importance of language model in domain pre-training to improve results, as well as there are two studies making available Brazilian Portuguese language models, and one introducing a dataset in Brazilian law area.

Style APA, Harvard, Vancouver, ISO itp.

Raporty organizacyjne na temat "English – Brazil"

McNaught, Tim. A Problem-Driven Approach to Education Reform: The Story of Sobral in Brazil. Research on Improving Systems of Education (RISE), marzec 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/039.

Pełny tekst źródła

Streszczenie:

For more than two decades, the Brazilian municipality of Sobral has focused intensively on improving the quality of its public education system; the resulting success has been remarkable. In 2005, the Brazilian federal government started calculating a Basic Education Development Index (IDEB in Portuguese), which measures the quality of education in schools across the country. In the inaugural results in 2005, 1,365 municipalities had a better score for primary education than Sobral. By 2017, Sobral made national news by ranking number one in the entire country for both primary and lower secondary education (Cruz and Loureiro, 2020). These results are even more impressive when considering that Sobral is located in the northeastern state of Ceará, which is the fifth poorest state in Brazil in terms of GDP per capita (Cruz and Loureiro, 2020). The case of Sobral exhibits many elements that are similar to Problem Driven Iterative Adaptation (PDIA), an approach wherein problems are key to driving change (Andrews et al., 2015). The PDIA approach relies on reformers to identify problems that matter, break them down into their root causes, identify entry points, act, stop to reflect, and then iterate and adapt their way to a solution.1 This process of constant feedback and experimentation by local actors allows for the development of a solution that fits the local context. This paper explores the transformation of Sobral’s education system through the lens of PDIA2 , with an emphasis on the early reform period of 2000-2004. Many excellent papers have been written, in Portuguese and English, about the case of Sobral; this paper draws heavily on this existing literature.3 The paper is also supported by interviews from key individuals who either were closely involved with the reform efforts or have studied them. The paper follows the narrative of the Sobral story, starting in 1997, and uses boxes and other diagrams to view the reform efforts through the lens of PDIA. Finally, the paper explains how the reform efforts grew and scaled over the years, not only within Sobral, but also to other municipalities in Ceará and across Brazil.

Style APA, Harvard, Vancouver, ISO itp.

Angel, Félix, i Cristina Rossi. Latin American Artists of Italian Descent. Inter-American Development Bank, sierpień 2011. http://dx.doi.org/10.18235/0006441.

Pełny tekst źródła

Streszczenie:

This catalogue belongs to the exhibit that celebrates the 150th Anniversary of Italy's Unification. The exhibition includes a selection of art works by Latin American artists of Italian descent that constitutes a symbolic yet significant exploration of the Italian cultural presence and its influence in Latin America. Among the artists included are: Héctor Borla, Sergio Camporeale, Ricardo Crivelli, Eduardo Medici, Emilio Pettoruti, and Rogelio Polesello (Argentina), Lyria Palombini (Brazil), Roberto Sebastián Matta (Chile), Umberto Giangrandi (Colombia), Francisco Amighetti (Costa Rica), Javier Bassi, Miguel A. Battegazzore, José Belloni, Enrique Broglia, Pedro Figari, Antonio Frasconi, Diego Masi and Carlos María Tonelli (Uruguay). The catalogue comprises an essay on the interaction of experiences between Italy and Latin America by Professor Cristina Rossi. The text can be found in English, Spanish and Italian.

Style APA, Harvard, Vancouver, ISO itp.

Shujaa, Asaad Suliman, i Qasem Almulihi. Is Hypertonic Saline an Effective Alternative to Mannitol in the Treatment of TBI in Adult and Pediatric Patients? A Systematic Review and Meta-Analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, listopad 2022. http://dx.doi.org/10.37766/inplasy2022.11.0010.

Pełny tekst źródła

Streszczenie:

Review question / Objective: Evaluate and compare the effectiveness of hypertonic saline and mannitol in patients with traumatic brain injury. Rationale: Traumatic brain injury is one of the main reasons for death and disability worldwide. Generally, the frequency of traumatic brain injury in Europe is >2,000 per million yearly; guidelines suggest more conservative interventions, e.g., raising of the upper body, cerebrospinal fluid drainage, and the use of hypertonic saline or mannitol before executing decompressive craniectomy. It is still uncertain whether hypertonic saline is better than mannitol in managing pediatric and adult patients with traumatic brain injury. The present systemic review and meta-analysis aimed to evaluate the effect of hypertonic saline compared to mannitol for managing TBI in traumatic brain injury. Eligibility criteria: Studies were included based on the described eligibility criteria using PICOS: P (Population); I (Intervention); C (Control); O (Outcome); S (Studies); only clinical trials and cohort studies published in English were selected.

Style APA, Harvard, Vancouver, ISO itp.

LI, Na, Xia AI, Xinrong Guo, Juan Liu, Rongchao Zhang i Ruihui Wang. Effect of acupuncture treatment on cognitive impairment after traumatic brain injury in adults: A systematic review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, listopad 2021. http://dx.doi.org/10.37766/inplasy2021.11.0113.

Pełny tekst źródła

Streszczenie:

Review question / Objective: Are acupuncture more effective than control interventions (i.e. treatment as sham acupuncture or placebo) in the treatment of motor and cognitive impairment after traumatic brain injury in adults? Information sources: search database:The following electronic databases will be searched for relevant literature: the Cochrane Library, MEDLINE, EMBASE, Web of Science, Springer, the Chinese Science Citation Database (CSCD), China National Knowledge Infrastructure (CNKI), the Chinese Biomedical Literature Database (CBM),Wanfang, and. the Chinese Scientific Journal Database (VIP). Time limit: the searches will be conducted from the inception of each database to November 30, 2021. Protocol of Systematic review and Meta analysis of acupuncture in the treatment of cognitive impairment after traumatic brain injury and the included literatures were all RCTS with English and Chinese on language.

Style APA, Harvard, Vancouver, ISO itp.

Zeng, Yongjian, Zhiyi Guo, Kejia Yang, Jing Lei, Zhidong Guo i Xianjuan Sun. Deep brain stimulation in the treatment of Tourette's syndrome: a Meta analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, wrzesień 2022. http://dx.doi.org/10.37766/inplasy2022.9.0065.

Pełny tekst źródła

Streszczenie:

Review question / Objective: Patients who meet the clinical diagnostic criteria of Gilles de la Tourette syndrome (DSM-IV/DSM-V) are included, regardless of race, sex, age, etc. Deep brain electrical stimulation for the treatment of Tourette's syndrome, with no limit on the specific procedure and duration of stimulation. Randomized controlled trials were selected, the language was limited to Chinese and English, and there were no restrictions on race, age, sex and so on. The main outcome indicators were the Yale Global tic severity scale score. Other outcome indicators included the Modified Rush Video Rating Scale score, Beck's Depression Inventory score, State-Trait Anxiety Inventory score, Gilles de la Tourette Syndrome-Quality of Life Scale score and Yale Brown Obsessive Compulsive Scale score. Information sources: The Cochrane Library, Embase, Web of Science, MEDLINE and four Chinese electronic databases: China Biomedical Literature Database (CBM), China knowledge Network (CNKI), VIP Chinese Technical Journals Database (VIP), Wanfang Digital Database.The search time limit is from the self-built database to July 03, 2022.

Style APA, Harvard, Vancouver, ISO itp.

Nunes, Isadora, Katia Sá, Mônica Rios, Yossi Zana i Abrahão Baptista. Non-invasive Brain Stimulation in the Management of COVID-19: Protocol for a Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, grudzień 2022. http://dx.doi.org/10.37766/inplasy2022.12.0033.

Pełny tekst źródła

Streszczenie:

Review question / Objective: What is the efficacy or effectiveness of NIBS techniques, specifically repetitive transcranial magnetic stimulation (rTMS), transcranial direct current stimulation (tDCS), transcranial alternating current stimulation (tACS), transcutaneous auricular vagus nerve stimulation (taVNS), percutaneous auricular vagus nerve stimulation (paVNS), and neck vagus nerve stimulation (nVNS), in the control of outcomes associated with COVID-19 in the acute or post-COVID persistent syndrome? Eligibility criteria: Included clinical studies assessed participants with acute or persistent post-COVID-19 syndrome submitted to NIBS interventions, namely transcranial direct current stimulation (tDCS), transcranial alternating current stimulation (tACS), transcranial random noise stimulation (tRNS), transcranial magnetic stimulation (TMS), repetitive transcranial magnetic stimulation (rTMS), theta burst (cTBS or iTBS). Studies that used peripheral and spinal cord stimulation techniques were also included. Those included vagus nerve stimulation (VNS), such as transcutaneous auricular (taVNS), percutaneous auricular (paVNS), transcranial random noise stimulation (tRNS) trans-spinal direct current stimulation (tsDCS) and other peripheral electrical stimulation (PES) techniques. Scientific communication, protocol studies, reviews and non-English papers were excluded.

Style APA, Harvard, Vancouver, ISO itp.

Cheng, Fangqun, Biyun Ye, Ying Tang, Zhuo Xiao, Dan Liu, Ke Wang, Peiyu Cheng i Jingping Zhang. Risk factors for deep vein thrombosis in patients with cerebral hemorrhage: a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, marzec 2022. http://dx.doi.org/10.37766/inplasy2022.3.0068.

Pełny tekst źródła

Streszczenie:

Review question / Objective: To identify the risk factors of deep venous thrombosis in patients with cerebral hemorrhage. Eligibility criteria: Inclusion criteria: ①Comply with the “Guidelines for diagnosis of cerebral hemorrhage in China”[7] or “Guidelines for the management of spontaneous intracerebral hemorrhage in the United States”[37], or be diagnosed as ICH in combination with brain CT, MRI, and cerebral angiography; ②Age ≥18 years old; ③Ultrasonography or color polygraph Pler ultrasonography confirmed DVT; ④ The study type was cohort study or case-control study; ⑤ Newcastle-Ottawa Scale (NOS) [8] score ≥ 6 points; ⑥ The language was limited to Chinese and English. Exclusion criteria: ① Repeated publications; ② Studies without full text, incomplete information, or data extraction impossible.

Style APA, Harvard, Vancouver, ISO itp.

Scheffler, Bettina, Alexander Bremer i Christian Kopkow. Evidence-based guideline recommendations for physiotherapy in Parkinson's disease: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, październik 2022. http://dx.doi.org/10.37766/inplasy2022.10.0042.

Pełny tekst źródła

Streszczenie:

Review question / Objective: The aim of the systematic review is to identify and analyse physiotherapeutic guideline recommendations for people with idiopathic Parkinson's syndrome (IPS). In particular, the quality with which the guidelines were developed and the extent to which the internationally existing recommendations for the physiotherapeutic field of action are consistent with regard to their level as well as the precision of the recommendation are considered. Eligibility criteria: Restrictions will be applied with regard to language (English, German) and publication Date (prior 5 years).The following documents will be excluded:- Guidelines without recommendations of physiotherapeutic interventions- Guidelines recommending healthy lifestyles or including physical activity in general - Guidelines recommending physiotherapy in general - Recommendations on pharmacological, surgical, complementary interventions or non-invasive brain stimulation.

Style APA, Harvard, Vancouver, ISO itp.

Wu, Xin. The efficacy and safety of anti-CD20 antibody treatments in relapsing multiple sclerosis: a systematic review and network meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, czerwiec 2022. http://dx.doi.org/10.37766/inplasy2022.6.0075.

Pełny tekst źródła

Streszczenie:

Review question / Objective: The objectives of this systematic review were to evaluate the efficacy and safety of the three existing anti-CD20 antibodies for the treatment of relapsing multiple sclerosis and to aid clinicians in choosing medications. Eligibility criteria: We set the inclusion criteria as follows: (1) study type: RCT; (2) language restriction: only available in English; (3) participants: patients ≥18 years of age diagnosed with relapsing MS, whether with a relapsing–remitting course or a secondary progressive course; (4) intervention: anti-CD20 antibody treatments including ocrelizumab, ofatumumab, rituximab, and corresponding control including placebo and active treatments; (5) outcomes: clinical outcomes including annualized rate of relapse (ARR), the number of patients free of relapse, and the number of patients with confirmed disease progression (CDP); magnetic resonance imaging(MRI) outcomes including gadolinium-enhancing lesion change in T1, change in the volume of lesions on T2, the number of patients with no new or newly enlarged lesions in T2 and the brain volume change (BVC); safety outcomes including adverse events (AEs) and serious adverse events (SAEs). Included RCTs were not requested to supply all the outcomes mentioned above. We set the exclusion criteria as follows: (1) study type: retrospective studies, cohort studies, case reviews and case reports; (2) patients diagnosed with primary progressive MS.

Style APA, Harvard, Vancouver, ISO itp.

Penman, Olivia, Andrew Sheridan, Nic Badcock, Georgia Horsburgh i Carmela Pestell. Could local sleep explain the occurrence of attentional lapses in primary school-aged children? A scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, grudzień 2022. http://dx.doi.org/10.37766/inplasy2022.12.0074.

Pełny tekst źródła

Streszczenie:

Review question / Objective: The current review aims to describe the literature on the relationship between local sleep and attentional lapses in neurotypical children or children with ADHD and how this can be applied to inform our understanding of poor attention under conditions of low arousal and increased sleep pressure. The main/primary question is, what is known from the existing literature about the relationship between local sleep and attentional lapses in children? In answering this primary question, we also want to know under what conditions is local sleep occurring? For example, does local sleep occur more frequently with increased fatigue? Eligibility criteria: All papers identified must meet the following criteria for inclusion: the population is neurotypical children and children with ADHD aged between 6 and 12 years of age, published in English, full text available (where full-text is not available, authors will be contacted to request a copy of the paper). All time frames, types of sources (e.g. qualitative or quantitative research studies), geographic locations, cultural and sociodemographic contexts will be included. Review papers (i.e. systematic reviews, meta-analyses), papers with animal studies and clinical cohorts other than ADHD (e.g. autism, sleep disorders, acquired brain injuries etc.) will be excluded. As local sleep is defined as occurring during wakefulness, studies with participants who are asleep will also be excluded.

Style APA, Harvard, Vancouver, ISO itp.

Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!