Literatura científica selecionada sobre o tema "Formation auditive"
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Artigos de revistas sobre o assunto "Formation auditive"
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Maslova, Marina. "Problems of auditive skills formation among pupils". Tambov University Review. Series: Humanities, n.º 178 (2019): 27–34. http://dx.doi.org/10.20310/1810-0201-2019-24-178-27-34.
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We consider the problems of formation auditive skills among pupils associated with not mentioning those skills in the methodology of teaching Russian (native) language; crudity of systematic and unified approach to the psychophysiological mechanisms of listening, auditory skills and listening strategies; insufficient knowledge of difficulties in the listening comprehension of words, phrases, texts; the absence of audio equipment; simplified understanding of the dialogue, reflected in the methodological literature; the absence of accurate identification of the differences between the perception of monologue and the perception of dialogue; the lack of interest in the role of the listener in the dialogue among the methodists specialists in Russian philology. In addition, we present the results of an experiment conducted in the 5th grade, on the perception of the proper names; analyzed understanding of the dialogue and the role of the listener in it reflected in the methodological dictionaries; set the “relative share” of dialogical texts in the dictation books, narrations for the 6th grade of secondary school, in the audio application to the academic and methodological complex under the redaction of A.D. Shmelev. Some errors of dialogical texts presentation made in one of the educational methodological manuals are also illustrated, and it is shown what kind of communicative failures can be a consequence of such mistakes; the requirement of levelness to the description of difficulties of speech perception by ear is formulated.
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Ricard, Jeanne, e Hélène Boucher. "L’apport d’une formation professionnelle Kodály sur le développement des compétences en solfège des enseignant·e·s de musique". Revue musicale OICRM 11, n.º 1 (2024): 99–117. http://dx.doi.org/10.7202/1113314ar.
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L’enseignement de la musique requiert de nombreuses compétences. Or, plusieurs enseignant·e·s rapportent des lacunes en formation auditive, ce qui affecte la qualité de leurs interventions en classe. L’objectif de cette étude de cas multiples était de mesurer l’effet d’une formation professionnelle Kodály sur le développement des compétences et stratégies utilisées en solfège. À la suite de la formation, les participantes (N = 7) ont eu des gains significatifs lors des tests de solfège mélodico- rythmiques. De plus, trois profils se sont dessinés en relation avec les stratégies utilisées. Selon leur niveau initial de compétence, les personnes ayant une éducation plus avancée avaient recours à des stratégies comme l’analyse harmonique, alors que celles avec une formation moins élaborée utilisaient la mémorisation des intervalles et celle ayant le moins d’apprentissage formel s’appuyait sur le contour mélodique. Les participantes des trois profils ont évolué de façon distincte, intégrant de nouvelles stratégies selon leurs antécédents musicaux.
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Madeira Monteiro, Patricia C., e Romariz da Silva Barros. "Relações auditivo-visuais via formação de classes de equivalência em crianças com TEA". ACTA COMPORTAMENTALIA 30, n.º 2 (28 de maio de 2022): 239–60. http://dx.doi.org/10.32870/ac.v30i2.82673.
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Estudos recentes sugerem que é promissora a estratégia de ensinar relações auditivo-visuais via formação de classes de equivalência para crianças com TEA. No entanto, mostram certa inconsistência entre o potencial preditivo do teste ABLA e as discriminações efetivamente obtidas. O presente estudo investigou se há diferenças na emergência de relações visuais-visuais quando as relações de linha de base envolvem relações totalmente visuais versus relações auditivo-visuais em crianças no Nível 4 do teste ABLA. Participaram seis crianças com TEA, divididas de acordo com a consequência específica utilizada (Grupo 1 consequência auditiva e Grupo 2, consequência visual). Foi realizado o treino de relações de identidade A1A1 e B1B1, com consequência específica S1 (Grupo 1) e F1 (Grupo 2) e A2A2 e B2B2 com a consequência específica S2 (Grupo 1) e F2 (Grupo 2), e testadas as relações visuais-visuais AB e BA, para ambos os grupos, relações auditivo-visuais SA e SB, Grupo 1, e relações visuais-visuais FA e FB, Grupo 2. Os resultados não apontaram diferença significativa na emergência de relações consequência-estímulo entre os grupos, sugerindo que dificuldades de emergência de relações visuais-visuais em estudos anteriores não podem ser atribuídas totalmente ao fato de essas relações terem como elementos nodais estímulos auditivos.
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Усманов, Т. И., e Э. С. А. Идразова. "Development of students' auditive skills by means of educational english-language podcasts". Management of Education, n.º 10(56) (25 de novembro de 2022): 179–84. http://dx.doi.org/10.25726/n8706-3844-5118-w.
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Статья посвящена формированию и развитию у учащихся старших классов средней общеобразовательной школы аудитивных навыков через посредство англоязычных подкастов, размещенных на сайтах Learn English by the British Council и The English We Speak. Авторами были проанализированы подкасты с позиции дидактических и методических характеристик. В процессе исследования авторы воспользовались уже разработанной методистами А. Бочкаревой и И. Валуевой структурой работы над текстами для аудирования, а именно: pre-listening, while-listening и post-listening. На данном этапе учителю следует сообщить тему подкаста и ввести учащихся в проблематику текста. Педагогу необходимо начать работу с краткой беседы, дав учащимся задание попытаться определить, какой информацией по изучаемой проблеме они уже обладают, составить список вопросов, ответы на которые они желали бы получить. Это также является заданием на прослушивание, поскольку ученики будут искать эти ответы, а учитель всегда может скорректировать дискуссию в нужное русло и поставить вопросы, на которые есть ответы в аудиосообщении. Здесь же можно ознакомить учащихся с лексикой, которая необходима для понимания текста. The article is devoted to the formation and development of auditory skills in high school students through English-language podcasts posted on the Learn English by the British Council and The English We Speak websites. The authors analyzed the podcasts from the standpoint of didactic and methodological characteristics. In the course of the study, the authors used the structure of work on listening texts already developed by the methodologists A. Bochkareva and I. Valueva, namely: pre-listening, while-listening and post-listening. At this stage, the teacher should inform the topic of the podcast and introduce students to the topic of the text. The teacher needs to start with a short conversation, giving the students the task of trying to determine what information they already have on the problem being studied, to make a list of questions that they would like to receive answers to. This is also a listening task, as the students will be looking for these answers, and the teacher can always adjust the discussion in the right direction and pose questions that are answered in the audio message. Here you can also introduce students to the vocabulary that is necessary for understanding the text.
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Mikulovic, Jacques, e Révérien Nshimirimana. "Représentations sociales des enseignants sur la scolarisation des enfants en situation de handicap au Burundi". La nouvelle revue - Éducation et société inclusives N° 100, n.º 3 (20 de junho de 2024): 23–37. http://dx.doi.org/10.3917/nresi.100.0023.
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Cet article s’attache à comprendre les représentations sociales des enseignants des écoles ordinaires à propos de la scolarisation des enfants en situation de handicap. Nous sommes partis de cette question : comment les enseignants des écoles ordinaires se représentent-ils la scolarisation des ESH dans le milieu éducatif burundais ? L’étude a été menée auprès de 138 enseignants ordinaires dont 53,6 % de femmes. Les données collectées par questionnaire ont été traitées sous SPSS. Les résultats montrent que les enseignants sans formation ni expérience expriment des représentations défavorables à l’accueil des enfants en situation de handicap dans le milieu ordinaire. La majorité d’entre eux expriment des représentations discriminatoires qui les conduisent à considérer la déficience mentale, la déficience visuelle, le polyhandicap ainsi que la déficience auditive comme des catégories de handicap à exclure du milieu ordinaire.
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Syrovatskaja, Rūta. "La phonétique est-elle l’anatomie + la physique?" Verbum 5 (6 de fevereiro de 2015): 247–52. http://dx.doi.org/10.15388/verb.2014.5.5013.
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La pratique de la correction phonétique en classe du FLE est souvent ignorée ou remplacée par l’écoute des chansons, des dialogues, travail autonome au laboratoire des langues. Et pourtant, l’apprenant adulte n’est plus capable d’apprendre la prononciation des sons, la prosodie et les contours mélodiques d’une langue étrangère cible. Dans cet apprentissage l’apprenant va affronter des difficultés : perception auditive, production des sons n’existant pas dans sa langue, problèmes physiologiques et psychologiques, peur de se ridiculiser aux yeux des autres apprenants. Un grand rôle dans cette formation revient au professeur qui doit créer une ambiance favorable à l’apprentissage étant donné le caractère subtil de ses cours, favoriser la participation au cours de tous les apprenants, être diplomatique, positif, prendre garde à ne pas humilier ou ridiculiser un apprenant. .Pourtant, la mauvaise maitrise des faits phonétiques peut jouer un mauvais coup à l’apprenant.
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Fraser, Sarah A., Kenneth E. Southall e Walter Wittich. "Exploring Professionals’ Experiences in the Rehabilitation of Older Clients with Dual-Sensory Impairment". Canadian Journal on Aging / La Revue canadienne du vieillissement 38, n.º 4 (6 de março de 2019): 481–92. http://dx.doi.org/10.1017/s0714980819000035.
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RÉSUMÉEn vue de mieux comprendre et d’améliorer le processus de réadaptation des personnes âgées présentant à la fois une déficience auditive et visuelle, soit une double déficience sensorielle (DDS), cette étude s’est penchée sur les perspectives des professionnels de la santé qui œuvrent chez cette population. Treize professionnels aux parcours variés ont été interviewés en lien avec leur expérience de travail auprès de personnes âgées avec DDS. Les entrevues ont été transcrites et codées, et une analyse de contenu a été effectuée. Les participants des diverses professions ont perçu qu’ils devaient assumer les rôles additionnels suivants : (1) conseiller, (2) guide, (3) formateur ou rééducateur. Ces rôles consistaient à aider les personnes avec DDS et leurs familles présentant une dépression, des problèmes d’acceptation, des consultations répétées et des parcours complexes dans le système de santé. Selon les professionnels interviewés, ces rôles supplémentaires accroissent leur charge de travail et les confrontent à des problématiques pour lesquelles ils n’ont pas reçu de formation. Ils suggèrent l’implantation d’une formation sur les DDS pour les professionnels et les membres de la famille concernés, ainsi qu’une approche de réadaptation en équipe multidisciplinaire.
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Исраилова, Л. Ю., e А. Ш. Давлетукаева. "Development of oral speech skills in english classes for non-linguistic specialties based on an auditive text". Management of Education, n.º 5(63) (15 de maio de 2023): 227–32. http://dx.doi.org/10.25726/w8256-1197-2567-s.
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В статье рассматриваются некоторые подходы по формированию умений говорения на основе аудитивного текста. Приводятся примеры заданий для обучения студентов иноязычной речи с учетом функционального типа диалога и монолога. В данной аннотации рассматривается проблема развития навыков устной речи на занятиях английского языка для студентов неязыковых специальностей на основе аудитивного текста. Акцент делается на значимости усвоения и использования устной речи в профессиональной сфере. В статье анализируются различные методы и подходы, направленные на эффективное обучение устной речи, такие как прослушивание аудиоматериалов, аудирование с последующим повторением и самопроверкой, групповые дискуссии и ролевые игры. Также рассматриваются возможности использования современных технологий, таких как аудиозаписи, видеоматериалы и онлайн-ресурсы для обогащения процесса обучения. В результате исследования предлагаются рекомендации для эффективного развития навыков устной речи студентов неязыковых специальностей на основе аудитивного текста. The article discusses some approaches to the formation of oral speech skills based on an auditory text. Examples of tasks for teaching students foreign language speech, taking into account the functional type of dialogue and monologue, are given. This annotation discusses the problem of developing oral speech skills in English classes for students of non-linguistic specialties based on an auditory text. The emphasis is on the importance of mastering and using oral speech in the professional sphere. The article analyzes various methods and approaches aimed at effective teaching of oral speech, such as listening to audio materials, listening with subsequent repetition and self-examination, group discussions and role-playing games. The possibilities of using modern technologies, such as audio recordings, video materials and online resources, to enrich the learning process are also being considered. As a result of the conducted research, recommendations are proposed for the effective development of oral speech skills of students of non-linguistic specialties based on an auditory text.
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Piché, Marie-Ève. "Typologie des cycles de quintes évasifs dans Le Clavier bien tempéré de J.S. Bach". Les Cahiers de la Société québécoise de recherche en musique 15, n.º 2 (13 de abril de 2016): 41–54. http://dx.doi.org/10.7202/1036118ar.
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Le musicologue Manfred Bukofzer, dans son ouvrage La musique baroque, mentionne que le système tonal n’arrive à maturité qu’à la fin de la période baroque (1982, 241). Il soutient que c’est par l’utilisation systématique du cycle de quintes dans les oeuvres de cette époque que les compositeurs sont parvenus à mieux définir la tonalité (ibid., 242). Dans les deux volumes du Clavier bien tempéré de Bach (1722 et 1742), les cycles de quintes sont en effet particulièrement nombreux et variés. Cette recherche — qui s’inscrit dans la foulée des travaux de Luce Beaudet, professeure d’analyse et de formation auditive à l’Université de Montréal — propose un point de vue tout à fait nouveau sur le Clavier bien tempéré en ce qui concerne spécifiquement l’utilisation des cycles de quintes. À partir d’exemples tirés de ce corpus, l’article établit une typologie des cycles de quintes évasifs. Ces cycles de quintes présentent une formulation harmonique imprécise et, de ce fait, peuvent poser de réels problèmes d’analyse. En effet, on retrouve dans le Clavier bien tempéré des cycles de quintes de toutes sortes, allant des plus conventionnels aux plus sophistiqués. Les différentes formes que Bach leur a données obligent les analystes à raffiner les méthodes existantes afin de répertorier les variantes par rapport au modèle conventionnel et, en particulier en ce qui concerne les cycles de quintes évasifs, pour faire apparaître ce qui demeure tacite. On observe aussi que le cycle de quintes, en plus d’être abondamment utilisé dans le parcours harmonique des préludes et fugues du Clavier bien tempéré, constitue un élément structurel fondamental, tant au niveau microscopique que macroscopique.
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Miguel, M., e M. Pereira. "La transición al mundo laboral de los jóvenes con deficiencias auditivas". REOP - Revista Española de Orientación y Psicopedagogía 12, n.º 22 (29 de janeiro de 2014): 247. http://dx.doi.org/10.5944/reop.vol.12.num.22.2001.11350.
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RESUMENEste artículo forma parte de una investigación más amplia sobre los procesos de inserción laboral de los jóvenes con deficiencias auditivas. En él presentamos las principales conclusiones del análisis documental que efectuamos sobre las investigaciones y estudios realizados sobre personas con problemas auditivos y sus dificultades de inserción sociolaboral. En primer lugar, clarificamos la terminología que se utiliza en este campo, abordamos el tema de la clasificación de las deficiencias auditivas y nos referimos también a la incidencia de este problema. Posteriormente nos centramos en la investigación sobre personas con problemas auditivos: 1) las dificultades asociadas a las deficiencias auditiva; 2) la relevancia de la formación de estas personas; 3) la necesidad de apoyo y orientación para el trabajo; 4) las principales opciones vinculadas a la comunicación y a la integración; 5) la sensibilización de la población ante las dificultades auditivas y 6) la significatividad de las nuevas tecnologías para este colectivo. Para terminar, detallamos las recomendaciones que deben tenerse en cuenta al formar o trabajar con personas que tienen problemas auditivos.ABSTRACTThis article is part of a broader research about the processes of insertion in the world of work of the youth with hearing difficulties. We present the main conclusions of the documentary analysis that we made about the investigations and studies carried out with people with auditory problems and their difficulties of social and labour integration. In first place, we clarify the terminology that is used in this field, we approach the issue of the classification of the auditory deficiencies and we also refer to the incidence of this problem. Next we analyse the investigation about people with hearing difficulties: 1) the difficulties associated to the auditory problems; 2) the relevance of the formation of these people; 3) the need of support and career guidance; 4) the main options linked to the communication and the integration; 5) the sensitising of the population about the hearing difficulties, and 6) the importance of the new technologies for this community. To finish, we detail the recommendations that should be kept in mind when we are forming or working with people with auditory problems.
Teses / dissertações sobre o assunto "Formation auditive"
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Dauphin, Joëlle. "Conception d'une interface de formation auditive". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0005/MQ43811.pdf.
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Bey, Caroline. "Reconnaissance de mélodies intercalées et formation des flux auditifs : analyse fonctionnelle et exploration neuropsychologique". Paris, EHESS, 1999. http://www.theses.fr/1999EHES0083.
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Les processus impliques dans la construction des flux auditifs ont ete examines autour de trois questions, definissant les trois parties experimentales de la these : comment mesurer ces processus ? quels sont les mecanismes qui sous-tendent cette analyse de la scene auditive ? et quelles sont leurs bases neurales ? un paradigme de post-reconnaissance de melodies intercalees a ete elabore afin de mesurer de facon objective les mecanismes impliques dans l'analyse primaire de la scene auditive. Cette tache consiste a presenter a l'auditeur une melodie cible intercalee a une sequence distractrice suivie d'une melodie test, et a lui demander de determiner si la melodie test etait ou non presente dans la sequence composite. La reconnaissance de la melodie intercalee s'ameliorait a mesure que ladifference de hauteur ou la dissemblance de timbre la separant des sons distracteurs augmentait. Les concepts de seuil de fission melodique partiel et seuil de reconnaissance de melodies intercalees sont proposes pour etablir un lien entre la fission d'une sequence cyclique et celle d'une melodie. Les performances de post-reconnaissance ont ete comparees a celles obtenues dans une tache ou la melodie a reconnaitre etait presentee avant la sequence a organiser. Lorsque l'auditeur entendait prealablement la melodie qu'il devait extraire du "melange", ses performances de reconnaissance etaient globalement augmentees, mettant en evidence le role des connaissances dans la construction des flux auditifs. Enfin, deux etudes exploratoires ont examine la capacite de patients cerebro-leses a reconnaitre une melodie intercalee. Elles ont revele l'existence d'une interference en memoire en ecoute polyphonique chez des patients epileptiques presentant une atrophie hippocampique droite ou gauche, et une dissociation dans l'aptitude a reconnaitre une melodie intercalee lorsque celle-ci etait ou non presentee prealablement chez un patient presentant une lesion temporale droite.
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Boucher, Thérèse. "Développement et expérimentation d'une approche harmonique pour favoriser l'acquisition d'habiletés en formation auditive tonale". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ36239.pdf.
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Tremblay, Valérie. "L'enseignement de la formation auditive : approches et démarches pédagogiques des enseignants des cégeps francophones du Québec". Thesis, Université Laval, 2014. http://www.theses.ulaval.ca/2014/30588/30588.pdf.
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Le but de ce mémoire était de cerner comment les enseignants de formation auditive des cégeps francophones du Québec mettent en application les directives du programme d’études en musique présenté par le Ministère de l’Éducation, du Loisir et du Sport. Pour ce faire, nous avons procédé à une enquête auprès des enseignants, par questionnaire et entrevues. Au terme de cette démarche, nous avons décrit le profil des enseignants, le contenu spécifique de leurs cours, le matériel pédagogique qu’ils utilisent, les caractéristiques de leurs approches et démarches pédagogiques, et les ressources dont ils disposent. Nous avons également identifié certains besoins reliés à l’exercice de leur profession. Cette recherche nous permet d’avoir une vue d’ensemble de l’enseignement de la formation auditive dans les cégeps francophones du Québec, tel que perçu par les enseignants eux-mêmes.
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Llave, Adrien. "Amélioration de la compréhension de la parole et de l’écoute spatiale pour les malentendants appareillés". Electronic Thesis or Diss., CentraleSupélec, 2022. http://www.theses.fr/2022CSUP0003.
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Les prothèses auditives ont pour but de faire recouvrir les principales capacités auditives, au premier rang de laquelle : l’intelligibilité de la parole. Cela est assuré principalement par deux tâches : compenser la perte auditive et réduire le niveau de bruit. La réduction de bruit et la compensation de perte auditive sont effectuées l’une à la suite de l’autre. Or, toutes deux ont des objectifs antagonistes et introduisent des artefacts néfastes à l’appréhension d’une scène sonore complexe dans sa globalité. Dans un premier temps, nous unifions le formalisme sous-jacent aux algorithmes de débruitage et de compensation de perte de sorte à développer une solution explicite au problème dans son ensemble, pour une scène sonore composée d’une source de parole et d’un bruit ambiant. Dans un second temps, nous nous employons à mieux préserver les indices de localisation interauraux pour toutes les directions de l’espace. Pour cela, nous développons trois méthodes basées sur des approximations du terme de coût associé à la préservation de la fonction de transfert interaurale. Enfin, nous élargissons notre modèle de scène sonore à plusieurs sources de parole et du bruit ambiant. Le contexte des prothèses auditives rend ce cas difficile à traiter du fait du nombre réduit de microphones. Nous proposons d’exploiter la propriété de parcimonie de la parole dans le domaine temps-fréquence pour dépasser cet obstacleHearing aids are designed to restore the essential abilities of hearing, the most important of which is speech intelligibility. This is achieved mainly through two functions: compensating for hearing loss and reducing the noise level. Noise reduction and hearing loss compensation are performed one after the other. However, both have antagonistic objectives and introduce artifacts that are detrimental to the apprehension of a complex auditory scene in its entirety. In a first step, we unify the formalism underlying the denoising and loss compensation algorithms in order to develop an explicit solution to the problem as a whole, for an auditory scene composed of one speech source and an ambient noise. In a second step, we focus on a better preservation of the interaural localization cues for all spatial directions. For this purpose, we develop three methods based on approximations of the cost function related to the interaural transfer function preservation. Finally, we extend the auditory scene model to several speech sources and ambient noise. The context of hearing aids makes this case difficult to handle due to the small number of microphones. We propose to exploit the sparsity property of speech in the time-frequency domain to overcome this obstacle
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Pomerleau, Turcotte Justine. "État de l'enseignement de la formation auditive en contexte extrascolaire offert aux enfants de 6 à 12 ans, au Québec". Master's thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/27457.
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Ce projet a pour but de dresser un portrait de l’enseignement de la formation auditive (FA) en milieu extrascolaire offert aux enfants de 6 à 12 ans au Québec. Un questionnaire en ligne complété par 147 professeurs a permis de récolter des informations sur les activités réalisées avec les élèves, leurs perceptions à propos de l’apprentissage et de l’enseignement de la formation auditive, ainsi que sur leur utilisation des technologies et des stratégies qu’ils proposent aux élèves lorsqu’ils réalisent des dictées musicales. De façon générale, les résultats obtenus permettent d’en savoir davantage sur la façon dont la FA est enseignée aux enfants au Québec, et sur les besoins des professeurs. Plus précisément, ces réponses obtenues mettent en lumière que les professeurs interrogés ont, pour la plupart, une conception traditionnelle de la pédagogie de la formation auditive. Une majorité des professeurs questionnés ont vécu une expérience positive de leur propre apprentissage de la FA, et ont une perception positive de l’enseignement de cette matière. De plus, ces professeurs semblent peu utiliser les technologies pour enseigner la FA, et ceux qui néanmoins les utilisent sont davantage les hommes, ceux n’enseignant pas le piano, de même que ceux ayant une perception plus négative de leur apprentissage de la FA ou des ressources disponibles pour l’enseigner. Finalement, le choix des stratégies pour enseigner la dictée musicale est corrélé avec des caractéristiques sociodémographiques, avec le vécu des professeurs pour l’apprentissage de la FA et avec leur perception pour l’enseignement de cette matière. Mots-clés : formation auditive, dictée musicale, enfants, milieu extrascolaire, stratégies, technologies.The goal of this project is to draw a portrait of aural skills (AS) teaching to children between 6 and 12 in studios, in Quebec. An online survey completed by 147 teachers gave insights about the activities made with their students, their perceptions of learning and teaching of AS, their use of technology, and the strategies they propose to their students during musical dictations. The results lead to a better understanding of the way AS are taught in Quebec, and of the teachers’ needs. More precisely, the data highlights the fact that most of the surveyed teachers have a rather traditional conception of AS pedagogy. A majority of participants have a positive perception of their own learning of AS and of its teaching. Furthermore, they do not use technologies a lot when teaching AS, and those who use them most are men, people who teach another instrument than piano, and those who have a negative perception of their learning experience of AS and of the resources currently available to teach it. Finally, the strategies chosen by the respondents to teach musical dictation are correlated with sociodemographic characteristics, learning experience of AS, and the perception of its teaching. Keywords: aural skills, musical dictation, children, instrumental teaching, strategies, technologies.
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Suissa, Dédé. "Langage et apprentissage en éducation musicale à l'école et en formation professionnelle : un exemple dans une situation de production sonore et d’analyse auditive". Thesis, Bordeaux, 2016. http://www.theses.fr/2016BORD0366/document.
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A l’heure actuelle, des didacticiens des diverses disciplines s’interrogent sur les pratiqueslangagières mises en oeuvre pour penser, pour négocier des significations et stabiliser dessavoirs au sein des contextes scolaires (Jaubert, Rebière). Participant à cette recherche enéducation musicale, l’objet de cette étude porte sur l’analyse de « l’outil » langage (oral etécrit), à la fois linguistique et musical, dans l’acquisition des connaissances des élèves del'école et/ou des étudiants pour le professorat des écoles. Il s’inscrit dans une perspectivehistorique et culturelle, qui voit dans le langage un outil de conceptualisationAt the moment, didacticiens of the diverse disciplines wonders about the linguistic practicesoperated to think, to negotiate meanings and stabilize knowledges within the school contexts(Jaubert, Rebière). Participating in this research in musical education, the object of thisstudy concerns the analysis of " the tool " language (oral and paper), at the same timelinguistic and musical, in the acquisition of the knowledge of the pupils of the school and thestudents for the teaching profession of schools. It joins in a historical and culturalperspective, which sees in the language a tool of conceptualization
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Munive, Benites David. "Les outils numériques pour l'optimisation des apprentissages auditifs et musicaux". Electronic Thesis or Diss., Sorbonne université, 2024. http://www.theses.fr/2024SORUL133.
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Cette thèse propose une revue de l'état de l'art des applications pédagogiques pour la formation auditive dans l'enseignement supérieur et explore des stratégies d'optimisation potentielles pour ces applications. Nous avons effectué une analyse de la manière dont ces applications sont utilisées du point de vue des étudiants, des enseignants et des développeurs. L'objectif est d'identifier des stratégies pour optimiser le développement et l'utilisation de ces applications dans les programmes éducatifs. En particulier, nous avons étudié l'interaction entre la formation auditive, la technologie d'apprentissage, la cognition musicale et les théories de l'apprentissage. Notre recherche vise à combler l'écart entre les exigences pédagogiques de l'entraînement auditif et les avancées technologiques en menant une analyse multidisciplinaire. Nous traitons en premier lieu l'évolution historique de l'enseignement des compétences auditives, en commençant par retracer ses racines dans le solfège, en passant par la notation et la théorie musicales et en terminant par sa forme spécialisée actuelle en France. Les théories de l'apprentissage liées au développement des compétences auditives, à la cognition musicale et à l'apprentissage en ligne ont également été examinées. Après cette revue approfondie de la littérature, nous définissons des lignes directrices pour la conception d'applications pédagogiques pour la formation auditive. Nous complétons notre proposition par des exemples d'exercices qui utilisent ces lignes directrices pour améliorer les apprentissages. Enfin, nous présentons les résultats de notre approche expérimentale afin d'évaluer la pertinence de nos idées en tant qu'alternative innovante aux méthodes d'enseignement traditionnelles, en offrant de nouvelles perspectives sur la manière dont la technologie peut améliorer le processus d'apprentissage auditif. Plusieurs facteurs doivent cependant être pris en compte pour parvenir à optimiser ces applications : l'inclusion des théories d'apprentissage basées sur les neurosciences, la prise en compte des besoins spécifiques des enseignants et des étudiants et la mise en œuvre d'une approche pédagogique qui reflète la complexité du traitement auditifThis thesis presents a review of the current state of learning applications for higher aural education and potential optimization strategies. An analysis of how these applications are used is conducted from the point of view of students, teachers, and developers. The goal is to identify ways to optimize the development and use of these applications in educational programs. In particular, we study the interaction between aural education, learning technology, music cognition, and learning theories. The research aims to bridge the gap between the educational requirements of aural training and technological advancements by conducting a multi-perspective analysis. The historical evolution of aural skills education was studied, starting from tracing its roots in "solfège", passing by its connection to music notation and theory, and finishing with its current specialized form in France. Learning theories related to auditory skills development, music cognition, and e-learning were also reviewed. After a deep review of the literature in the field, we define possible guidelines for designing aural learning applications for aural education. In addition, the thesis proposes sample exercises that utilize these guidelines for supporting learning. We conducted an experimental approach to evaluate our ideas as a novel alternative to traditional teaching methods, providing new perspectives on how technology can improve the aural learning process. However, several factors must be considered to achieve such optimization: include learning theories based on neuroscience, consider the specific requirements of teachers and students, and implement a pedagogical approach that reflects the complexity of auditory processing. Finally, we want to emphasize that instructors, students, developers, and institutions must engage in robust dialogue to create a more inclusive educational environment using digital applications
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Boëda, Batiste. "Formation de la touffe ciliaire des cellules sensorielles auditives : approche génétique fondée sur l'étude de surdités héréditaires humaines et murines". Paris 6, 2003. http://www.theses.fr/2003PA066027.
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Lepage, Sébastien. "Entendre des voix : une recherche évaluative sur les effets d'un groupe de formation et de soutien". Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/26320/26320.pdf.
Texto completo da fonteLivros sobre o assunto "Formation auditive"
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Lecointe, Michel. Ethique et pratique de l'audit: Le cas des audits de formation. Lyon: Chronique sociale, 1994.
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Suyc, Viktor, Aleksandr Horin e Anatoliy Sheremet. Comprehensive analysis and audit of integrated reporting on sustainable development companies. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1072676.
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The monograph describes theoretical problems of formation of integrated reporting on sustainable development companies, methods of analysis and auditing of this reporting, methods of complex evaluation of the effectiveness and sustainability of ecological and socio-economic development, and modern problems of development of accounting, economic analysis and audit.
For practitioners and teachers in the field of sustainable development.
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Stalans, Loretta J. Citizens' procedural expectations for an upcoming tax audit: Their nature and formation. Chicago: American Bar Foundation, 1991.
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Arzumanova, Lana, Ol'ga Boltinova, Ol'ga Bubnova, Aleksandr Bylya, E. Gorlova, Andrey Kartashov, Dar'ya Moshkova et al. Legal regulation of accounting. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/2049691.
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The textbook was prepared by teachers of the Department of Financial Law of the Kutafin Moscow State Law University, where for the first time in law schools a training course "Legal regulation of accounting" was developed.
The structure of the textbook consists of general and special parts. The general part includes the most significant sections of the legal regulation of accounting, such as the history and theory of its formation and development, the methodology of its management, introduces the accounting system, its legal foundations, features of the legal regulation of inventory, calculation and accounting. A special part is devoted to the specifics of accounting in budgetary institutions, credit organizations, the organization of tax accounting and the legal regulation of auditing.
For students of the magistracy of law and non-law universities studying the legal foundations of accounting and auditing, as well as for practitioners.
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Ponomareva, Lyudmila, e Natal'ya Stel'mashenko. Accounting (financial) statements. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1898405.
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The textbook provides a comprehensive understanding of the content and procedure for the preparation of reporting forms included in the annual accounting statements; reveals the stages of preparatory work preceding the preparation of accounting statements; analyzes typical errors made during its formation; provides a line-by-line commentary on filling out each of its forms in accordance with current federal accounting standards.
The methodological material is illustrated with digital examples of accounting and filling out annual accounting forms.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For students and teachers of economic universities, as well as practitioners specializing in accounting, analysis and auditing.
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Boronenkova, Svetlana, Margarita Mel'nik e Anton Chepulyanis. Comprehensive economic analysis in enterprise management. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1763708.
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The textbook outlines the methodology and presents the methodological tools of a comprehensive economic analysis focused on the features of the current stage of economic development and the structure of economic entities. Methodological recommendations are given for a detailed analysis of the use of resources, analysis of the range of products and their management, organization of production processes, identification of features of cost formation in various fields of activity, the specifics of making estimates and calculating in conditions of rapidly changing demand and unstable operating environment.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
It is intended for use in master's programs, in the preparation of students specializing in accounting, analysis and auditing, and in the system of professional development of specialists of economic services.
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Ontario. Legislative Assembly. Standing Committee on Public Accounts. Training Division (Section 3.11, 2002 Annual report of the Provincial Auditor) =: Division de la formation (Rapport annuel du Vérificateur provincial 2002, section 3.11). Toronto], Ont: Standing Committee on Public Accounts = Comité permanent des comptes publics, 2003.
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Business, United States Congress Senate Committee on Small. Entrepreneurship in America: Focus on capital formation : field hearing before the Committee on Small Business, United States Senate, One Hundred Fourth Congress, first session, April 12, 1995. Washington: U.S. G.P.O., 1995.
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Assembly, Canada Legislature Legislative. Bill: An act further to amend the act to provide for the formation of joint stock companies, for supplying cities, towns, and villages, with gas and water. Quebec: Thompson, 2003.
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How to Take a Training Audit (Practical Trainer). State Mutual Book &, 1991.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Formation auditive"
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Mathieu, Louise. "De la formation auditive et corporelle à l’expression musicale : une démarche de création et de formation artistique". In Réfléchir à la formation artistique, 11–26. Les Presses de l’Université de Laval, 2016. http://dx.doi.org/10.1515/9782763727011-002.
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Otero Escobar, Alma Delia. "Recurso Educativo Multimedia para el Aprendizaje de la Lengua de Señas Mexicanas". In Mujeres en la Ciencia: Experiencias con Recursos Educativos y Tecnológicos para la Docencia y la investigación, 126–36. Universidad Tecnocientífica del Pacifico, 2024. http://dx.doi.org/10.58299/utp.118.c645.
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El aprendizaje de la Lengua de Señas Mexicanas es esencial para la inclusión y la comunicación efectiva con personas con discapacidad auditiva en México. En este contexto, los recursos educativos multimedia han demostrado ser una herramienta poderosa para facilitar el proceso de enseñanza y aprendizaje de esta lengua. La combinación de elementos visuales y auditivos en formato multimedia pueden ayudar a los estudiantes a comprender y retener mejor la gramática y el vocabulario de la Lengua de Señas Mexicanas, es así que presenta el diseño y desarrollo de un Recurso Educativo Multimedia dirigido a niños de 7 años en adelante con discapacidad auditiva buscando que, independientemente de sus habilidades, antecedentes o características individuales, tengan igualdad de oportunidades para acceder a una educación de calidad y alcanzar su máximo potencial a través de una educación que sea respetuosa, diversa y adaptada a sus necesidades.
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Miller, Leta E. "The Formation of Black AFM Locals, 1897–1927". In Union Divided, 28–45. University of Illinois Press, 2024. http://dx.doi.org/10.5622/illinois/9780252045561.003.0003.
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This chapter documents the formation of segregated Black locals in the AFM and the benefits that African American musicians anticipated in requesting them: namely, setting competitive pay scales that could undercut those of the white locals in the same regions; diversifying the repertory for the required entrance audition in order to include improvisatory techniques; and securing a voice in the national association (as each local was guaranteed at least one representative to the annual convention). The first Black local (no. 44 in St. Louis) formed prior to the organization of the AFM; Black locals in Chicago and New Orleans followed in 1902; and sixty-three more segregated locals were chartered between 1902 and 1927. A descriptive table summarizes the complex history of each of these locals. This chapter also documents the way in which Local 310 in New York City (later replaced by Local 802) managed to permanently thwart the establishment of an independent Black local by offering a “modified audition” process. The chapter ends with a discussion of the relation between Black political actions in the post–World War I era and the formation of Black AFM locals, which could potentially empower African American musicians to have an influential voice in the national labor movement.
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Lin, Shujia, e Cuilin Wang. "Research on the Development Direction of China’s Carbon Audit Under the Background of Low Carbon Economy". In Advances in Transdisciplinary Engineering. IOS Press, 2021. http://dx.doi.org/10.3233/atde210293.
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In recent years, climate change, global warming, and environmental degradation these issues have intensified. Among them, carbon dioxide is a key factor in climate warming. Controlling carbon emissions by auditing them can make a big difference to the environment. Therefore, most countries have formulated corresponding policies to control carbon emissions and carry out the work of carbon audit. China has vigorously advocated the development of resource and environmental auditing these years. It is expected that carbon will reach its peak in 2030 and achieve its neutrality in 2060. And theoretical research and practical operation of carbon auditing has gradually aroused everyone’s attention. Based on this, article will study the theory of carbon audit up to now, combine with the actual operating conditions of various countries, sort out China’s carbon emissions, carbon accounting and carbon audit related systems. And the authors propose that the short-term work should increase the construction of carbon audit system, information collection platform construction and government-led operations, etc. And the long-term work should formulate carbon audit standards, cultivate its talent team, build its evaluation system and formation mechanism, etc.
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Sánchez Texis, Paloma, e Glenda Mirtala Flores Aguilera. "Diseño de herramienta tecnológica DALMAPp para atender la discapacidad auditiva y desarrollar contenidos de la lengua materna primero de primaria para el USAER No.77 en Izúcar de Matamoros, Puebla". In Proyectos de investigación en Tecnología Educativa, 93–114. Astra Ediciones, 2024. http://dx.doi.org/10.61728/ae24240055.
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La propuesta tuvo como objetivo diseñar un producto tecnológico educativo para apoyar el aprendizaje de alumnos con discapacidad auditiva para la materia Lengua Materna de nivel primaria en el primer grado. La problemática a apoyar con dicha herramienta fue coadyuvar con los aprendizajes esperados del campo formativo de Lengua Materna en primero de Primaria, con la población en comento. La institución donde se contextualiza el proyecto es la Unidad de Servicios de Apoyo a la Educación Regular (USAER) N°77 del estado de Puebla, en el municipio de Izúcar de Matamoros.
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Martin, Daniel. "Cinema of Cruelty: The Birth of Asia Extreme and Miike Takashi’s Audition". In Extreme Asia, 41–70. Edinburgh University Press, 2015. http://dx.doi.org/10.3366/edinburgh/9780748697458.003.0003.
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This chapter covers the case of Takashi Miike’s Audition (1999), the first Japanese horror film released into cinemas by Tartan after the notable impact of Ring, and a formative moment in the development of the nascent Asia Extreme brand. This chapter argues that Audition was associated much more strongly with Orientalist views of Japan by critics, partly as a mechanism used to reject the film’s theme and message. This chapter lays out some of the theoretical groundwork that will inform later analyses, specifically academic debates concerning transgression in cinema and the merits of the visually explicit ‘body horror’ sub-genre. It conducts a detailed analysis of the extensive and innovative marketing campaign for the film, comparing the film’s apparent appeal in the UK to its original marketing in Japan. The film’s critical reception in analysed in detail, as responses ranged from high praise to alarm and derision, with critics divided over issues of exploitation, violence, feminism, and Orientalism. The legacy and continued relevance of Audition is also discussed.
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Laughlin, Patrick R. "Collective Induction". In Group Problem Solving. Princeton University Press, 2011. http://dx.doi.org/10.23943/princeton/9780691147918.003.0005.
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This chapter discusses collective induction, the cooperative search for descriptive, predictive, and explanatory generalizations, rules, and principles. As a psychological process induction begins with the perception of some pattern, regularity, or relationship. The two basic processes in induction are hypothesis formation and hypothesis evaluation. This inductive process occurs for both single individuals and cooperative groups such as scientific research teams, auditing teams, securities and intelligence analysts, art experts, or air crash investigators. Theoretically, collective induction is a divisible and complementary group task in which groups may perform better than individuals by dividing the task into subtasks and combining the different insights, understandings, strategies, and other cognitive processes of the group members.
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DANTAS DA SILVA, ERICA, DAVI MILAN, TAINARA DE SOUSA SOARES e ANGLIDIMOGEAN BARBOZA BIDO. "EDUCAÇÃO E INCLUSÃO: A IMPORTÂNCIA DO INTÉRPRETE DE LIBRAS NAS SALAS DE AULA DAS SÉRIES FINAIS DO ENSINO FUNDAMENTAL". In A inclusão das pessoas com deficiência, TEA e Altas Habilidades na pauta do V CINTEDI: tecendo redes de solidariedade na sociedade pós-moderna. Editora Realize, 2024. http://dx.doi.org/10.46943/v.cintedi.2024.03.009.
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O presente artigo tem como objetivo discutir sobre a importância do intérprete de libras nas salas de aula das séries finais do ensino fundamental. Diante disso, delineia-se a seguinte questão de pesquisa: Qual é a relevância do intérprete de libras no que concerne ao processo de ensino aprendizagem do discente surdo na etapa dos anos finais do Ensino Fundamental? Metodologicamente, o presente estudo caracteriza-se por ser uma revisão de literatura de cunho bibliográfico e sua abordagem é qualitativa, tendo como referências pesquisas oriundas da literatura científica, nos formatos de artigos, livros, etc., cujas bases pesquisadas foram o Google Acadêmico e o Scielo. O aporte teórico deste estudo respaldou-se em autores como Müller (2007), Freire (2008), Santos (2012), Anna (2011), dentre outros teóricos que versam sobre o referido tema. Assim, percebeu-se que o intérprete de Libras desempenha um papel fundamental no processo de ensino-aprendizagem do aluno com deficiência auditiva, pois ele atua como um facilitador na comunicação entre este educando e os demais colegas e professores, pois ao traduzir as informações transmitidas oralmente para a língua de sinais, o intérprete possibilita que o aluno surdo tenha acesso completo ao conteúdo educacional, garantindo sua participação ativa nas atividades escolares. Portanto, este profissional contribui para a inclusão social do aluno, ao permitir a sua integração plena na comunidade escolar e no ambiente de aprendizagem, desempenhando uma função fundamental na garantia do direito à educação inclusiva e de qualidade para os alunos com deficiência auditiva.
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Miller, Leta E. "Early Black Locals". In Union Divided, 46–59. University of Illinois Press, 2024. http://dx.doi.org/10.5622/illinois/9780252045561.003.0004.
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This chapter fleshes out the motivations for the formation of Black AFM locals through examination of three specific cases: Local 208 in Chicago (which became the largest Black local in the federation); Local 648 in San Francisco (which eventually instituted a lawsuit against its white counterpart); and Local 458 in Seattle. In Chicago, Black musicians faced overt discrimination by white Local 10. San Francisco’s Local 6 was at first racially integrated, but the audition requirement—which was geared to Western classical music and sight-reading—proved a stumbling block for some Black applicants. The history of the Seattle locals demonstrates the problems posed by competing pay scales and work rules. Demographics are important as well. In Chicago, Local 208 was able to secure meaningful employment for its members because the large Black population and the overall segregation of the housing market promoted the establishment of a lively, independent, successful Black music scene. In San Francisco and Seattle, however, the more integrated housing scenes ironically led to more direct competition between Black and white musicians for the same jobs (and therefore to more direct conflict).
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Zolten, Jerry. "“I Just Got on My Travelin’ Shoes”". In Great God A'Mighty! The Dixie Hummingbirds, 17—C2.F2. 2a ed. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780190071493.003.0002.
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Abstract The 1930s were formative and expansive years for all styles of African American entertainment, including acapella gospel quartets. Recordings, radio, and touring provided regional groups access to broad audiences. James Davis and Barney Parks were inspired to pursue a livelihood as professional singers. They called themselves the Dixie Hummingbirds and began a campaign of “wildcatting,” going from town to town and remaining until they had established themselves there before moving on to the next. The Hummingbirds drove as far north as Michigan down south to Florida. They faced trial and tribulation along the way: detentions, sleeping in the car, all-night driving, wrecks, not getting paid, and racist confrontations. Their break came in the late 1930s for the famous recording group when Jimmy Bryant, stranded in Greenville while on tour with the Heavenly Gospel Singers of Detroit, used his record company connections to get the Hummingbirds an audition. The group, Bryant, James Davis, Barney Parks, and Wilson Baker, drove to New York City and recorded fourteen acapella spirituals for the Decca record label, which were released in 1939. The Hummingbirds were paid a flat fee. They returned home with the prestige of having recorded, but otherwise their career had stalled, leaving them wondering where to go from there.
Trabalhos de conferências sobre o assunto "Formation auditive"
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Kuznetsov, Alexander V., Marina Gurskaya e Mikhail Kuter. "The Formation of Accounting Education in Russia". In 5th International Conference on Accounting, Auditing, and Taxation (ICAAT 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icaat-16.2016.27.
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Supataev, Kylychbek. "Audit and its Influence on the Formation of National Capital". In International Conference on Eurasian Economies. Eurasian Economists Association, 2015. http://dx.doi.org/10.36880/c06.01256.
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This article is about the objective requirement in audit for acceptance of the well-founded economic decision by users of the financial reporting to exclude or lower information risk, and also are dealt with the reasons of occurrence of information risk and ways of their decrease. And also are researched market of auditing services, the location of the audit entities and their influence on ensuring timely auditing businesses. Financial reporting transparency are studied and their impact on the financial issue of the managing subject. Recommended actions aimed at ensuring transparency of financial statement of an entity and the rights of owner. And explored the current state and prospects of development of independent audit, it is influense on the formation of national capital.
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Martínez Ardila, Yimi Fabián. "3 Sentidos". In Encuentro de investigación formativa en Diseño – Semilleros y Grupos de investigación RAD 2022. Cali, Colombia: Red Académica de Diseño - RAD, 2022. http://dx.doi.org/10.53972/rad.eifd.2022.4.27.
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Se hace una reflexión a partir de la experiencia y se hace referencia a los sentidos que están ahí, algunos de ellos no son visibles o conscientes, de los cuales tenemos 5 pero en el trabajo que nos compete vamos a bordar 3 todo desde el punto de vista de la academia, del aprendizaje y del sentir de un estudiante. Que son lo visual, lo publicitario y lo comunicativo que son abordados no desde lo corpóreo, encaminados hacia la comunicación hablada o auditiva. Lo que nos da una bifurcación, lo primero es pensar una solución - creación que arroje un producto y lo segundo es a partir de lo anterior, poder dar visibilización a todo este proceso que a la vez fortalece el campo de aprendizaje de un comunicador gráfico específicamente desde el proceso de investigación, pero así mismo abrir, construir un medio universitario, en donde los directivos, maestros y a su vez el público externo, aporten desde el espacio que está otorgado como El Observatorio Tingra, que como su nombre lo indica es observar, más allá, todo acompañado desde el Semillero de Tendencias Gráficas de la Tecnología en comunicación gráfica de la Corporación universitaria Minuto de Dios. Planteando así un Podcast, que fue a su vez un resultado de las problemáticas vistas en pandemia y otros problemas como la procrastinación y el constante cansancio que se da por el estar totalmente conectados a partir de pantallas, debemos descansar algunos sentidos para poner a prueba otros.
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Bektybayeva, Makpal, Airat Ismagilov, Ridvan Akkurt, Ivan Velikanov, Anna Zhelezova, Alibek Zhaikanov, Sholpan Pangereyeva e Ruslan Malmanov. "Maximizing Information Value Through Machine Learning: AI-Powered Petrophysical Solution for the Mature Uzen Field". In SPE Caspian Technical Conference and Exhibition. SPE, 2023. http://dx.doi.org/10.2118/217585-ms.
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Abstract In response to declining oil production in Kazakhstan's Uzen oilfield (over 9000 wells), a renovation program was launched. The program's objective is to review the geological model, FDP, and address petrophysical challenges associated with a significant volume of data, time constraints, resource limitations, and poor log data quality. The conventional approaches proved inadequate to handle these challenges efficiently. To overcome these obstacles, an AI/ML-based solution was employed to perform logs quality check, data reconstruction, and address petrophysical complexities. Our study utilized an Automated Log Editing solution for the entire process of petrophysical data processing. We started with log data preparation stage which include harmonization of mnemonics and units of measurements. Subsequently, we employed a machine learning (ML) approach, encompassing further exploratory data analysis to remove non-physical data points, followed by outlier detection to identify anomalous intervals. To establish well-level proximity, we utilized a similarity analysis algorithm based on petrophysical properties, and the resulting relationships were leveraged for log reconstruction. The analysis of the project results revealed that approximately 15% of the wells required significant log corrections. These corrections primarily focused on washed-out intervals, where inaccuracies were observed in the logs. Additionally, intervals with incorrect neutron porosity calculations were identified and promptly corrected. The reliability and accuracy of the project results were validated by comparing them with the high-quality NMR logs from the three wells. The NMR logs served as a valuable reference for formation evaluation, ensuring the integrity of the project outcomes. The utilization of the automated log editing solution proved instrumental in reducing data processing time and minimizing bias during log reconstruction. By swiftly identifying and loading missing data, the project enhanced the efficiency of the data auditing process. The automated approach demonstrated its effectiveness in identifying and correcting log discrepancies. The successful implementation of the project highlights the importance of utilizing automated log editing solutions for accurate data auditing and log corrections in well logging. By incorporating high-quality NMR logs as a validation tool, the project outcomes were verified and ensured to meet the required standards of reliability. This approach contributes to improving the overall quality and reliability of log data in formation evaluation. This paper will present novel information by demonstrating the successful utilization of historically available Soviet Union data, including logs like SP, acquired over a 60-year. The use of custom-built and adapted algorithms in the project sets it apart from previous research in the field. The findings of this study will provide valuable insights to professionals in the industry, offering a new approach to leveraging old data, reducing the requirement for additional wellsite operations, and minimizing associated CO2 emissions.
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Torres Mandiola, Roberto Alexis. "Conexiones más allá de la pantalla". In Congreso CIMED - I Congreso Internacional de Museos y Estrategias Digitales. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/cimed21.2021.12635.
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En la actualidad la tecnología y el uso de herramientas digitales han permitido nuevas formas de relacionarse con las audiencias. Conscientes de esto, museos y espacios que promueven la cultura y el acceso al conocimiento, están implementando nuevas medidas para estar presentes en las plataformas virtuales donde las personas interactúan a diario. Sin embargo, en muchos de estos casos, el centro de la comunicación continúa siendo institucional, enfocándose en las actividades, exhibiciones o el valor patrimonial de sus colecciones.Es por esto, que a pesar de que hoy existan avances significativos en el acceso y la forma de comunicarnos, se hace más necesario profundizar en cómo transitar desde un paradigma hegemónico a una forma más abierta y colaborativa de creación, a través de comunidades que sean promotoras de las temáticas que abordan los museos, siendo estas mismas quienes desde su experiencia, generen nuevos contenidos usando sus propios lenguajes.Frente a este desafío, el Museo de la Memoria y los Derechos Humanos de Chile ha implementado algunas acciones digitales para compartir parte de sus colecciones, en formatos que desde su inicio se desarrollaron priorizando la narrativa y la experiencia emocional que estas acciones pueden generar con el público. Es el caso de Sintoniza con la Memoria (www.sintonizaconlamemoria.cl), una galería auditiva online que se transmitió por señal abierta de radio y que revivió minuto a minuto el golpe de Estado en Chile, al cumplirse 45 años de este hecho. El día de su lanzamiento fue escuchada por más de 4 millones de personas.
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MALDONADO, Raquel Fonseca, Mariana Leite Marques da Silva BEZERRA, Tábata de Oliveira SANTANA e Edison Souza TRINDADE. "Os Desafios e uma Nova Possibilidade para o Ensino de Ciências para Alunos Surdos: O estudo dos Seres Vivos". In Semana Online Científica de Educação. CONGRESSE.ME, 2021. http://dx.doi.org/10.54265/vgmc2478.
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RESUMO O ensino de Ciências permeia a vida acadêmica dos alunos das instituições de ensino, pois colabora na formação do cidadão para ser protagonista do mundo e dos fenômenos naturais ao seu redor. A uma educação inclusiva para surdos e regulamentada nos currículos de Ensino Básico no Brasil e preconiza o bilinguismo LIBRAS/Português, mas na prática não acontece. Nos deparamos com escassos estudos e materiais didáticos voltados, o que dificulta o processo de ensino-aprendizagem e, além disso, a realidade linguística da maioria dos alunos surdos é: não são alfabetizados no português (L2), não dominam a LIBRAS (L1) e chegam para o ensino de Ciências com a perspectiva de aprenderem uma “terceira linguagem”, a linguagem própria da Ciência. Entretanto, apesar da maior barreira para a aprendizagem desses alunos ser linguística, não é impeditiva para a aquisição dos conhecimentos científicos, mas que acoplados ao aspecto visual/espacial, é possível conduzir o aluno a aprendizagem, de forma simultânea, dos signos imagético das Ciências, da LIBRAS e das nomenclaturas em português. Neste trabalho, trazemos um relato de experiência de produção de material didático bilingue e "não estático" para alunos surdos baseado que vai além da necessidade de definições traduzidas Português/Libras da modalidade oral-auditiva. A ferramenta Scratch para a produção do material didático foi escolhida devido fazer uso de uma linguagem de programação de fácil compreensão e apropriada metodologicamente para exploração visual e imagética em movimento, para isso foi feita a inserção de “atores” na ferramenta Scratch no formato gif, possibilitando a comunicação gestovisual. Foi possível a produção de 4 materiais dinâmicos, sequenciais e que se complementam, abordando o assunto dos reinos/grupos de classificação dos seres vivos. O presente trabalho vem mostrar uma nova possibilidade de produção de material didático para atender os estilos e estratégias de cada aluno na construção do conhecimento. PALAVRAS-CHAVE: Acessibilidade, Gesto-visual, Scratch, Seres Vivos, Signos Imagéticos
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Patiño Nieto, Luz Marina, e Daniela Soto Grajales. "Desarrollo de la red social "Social Deaf" para personas sordas". In Ingeniería: una transición hacia el futuro, 1–7. Asociación Colombiana de Facultades de Ingeniería - ACOFI, 2024. http://dx.doi.org/10.26507/paper.3749.
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Este informe detalla el progreso de un proyecto de investigación iniciado en 2023 resultado de la estrategia institucional de la política del sistema de investigación, con la participación en un semillero de investigación de Ingeniería de Software de la Facultad de Ingeniería, que se enfoca en el desarrollo de la red social "Social Deaf" diseñada específicamente para personas sordas. El proyecto tiene como objetivo abordar la falta de adaptación de las redes sociales convencionales a las necesidades de las personas con discapacidad auditiva. También este proyecto es resultado de experiencias significativas de escenarios de investigación formativa para jóvenes de programas de pregrado en la Red de Semilleros de la región del Eje Cafetero y Valle del Cauca. Asimismo, se presenta en este documento el estudio del contexto donde las personas sordas enfrentan dificultades de comunicación en entornos virtuales debido a la falta de adaptación de las herramientas disponibles, "Social Deaf" se propone como una solución centrada en el usuario. En dónde su finalidad es proporcionar una plataforma de interacción adaptada a las necesidades particulares de esta comunidad, permitiéndoles participar e involucrarse activamente en la sociedad digital sin limitaciones. El diseño del producto tecnológico resultado del estudio de investigación en el semillero se fundamenta en la aplicación de metodologías de diseño centrado en el usuario y en el conocimiento de expertos en comunicación digital para personas sordas. En este se busca identificar las necesidades y características específicas de esta población en cuanto a la comunicación social y la interacción en línea, con el fin de diseñar e implementar una red social que satisfaga sus requerimientos de manera efectiva. Finalmente, con este trabajo se pretende responder al eje temático de experiencia de estudiantes en su proceso de formación en ingeniería con es este caso el desarrollo de un proyecto con una aplicación tecnológica se pretende alcanzar objetivos a través de metodologías científicas formativas tales como: la posibilidad de emplear técnicas de investigación mixtas, combinando enfoques cuantitativos y cualitativos para recopilar información sobre las experiencias y necesidades de las personas sordas en el uso de redes sociales. Se espera que "Social Deaf", además de mejorar la experiencia de interacción en línea de las personas sordas, contribuya al avance en un campo poco explorado y fomente la construcción de una sociedad más inclusiva y equitativa para todos.
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Soler Artiga, Marta, David Rovira Pujo e Quim Garreta Escuder. "El Museu de les Aigües en el mundo Minecraft y otras visitas virtuales". In Congreso CIMED - I Congreso Internacional de Museos y Estrategias Digitales. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/cimed21.2021.12186.
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Adaptamos las visitas digitales a las necesidades y expectativas de cada público. Para público familiar recreamos el Museu de les Aigües en el mundo MINECRAFT con una finalidad divulgativa y educativa. A través de este videojuego creamos un reto y aprovechamos las ventajas de jugar y aprender desde un mundo imaginario: podemos equivocarnos sin una repercusión crítica para el entorno, viendo resultados más rápidamente que en la realidad, y con la opción de ser creativos y usar los recursos disponibles según nuestro criterio, posiblemente distinto a la solución propuesta por otros usuarios. El mundo de la fantasía nos permite licencias que en el museo no podrían darse y, al mismo tiempo, somos rigurosos con el contenido ofrecido. Así, a través del primer reto del Museu de les Aigües en MINECRAFT, proponemos a los participantes colaborar para afrontar los dos grandes desafíos del planeta: el cambio climático y la pérdida de biodiversidad. Para público adulto sugerimos una visita virtual 360º que posibilite detenerse y contemplar aquello que llame nuestra atención en el Museo de las Aguas. Mientras se realiza el recorrido por el museo, la guía comparte, en formato auditivo y textual, el contenido de la historia que nos narra. Seguimos su explicación y recorrido, pero, a diferencia de lo que sucedería en un vídeo, tenemos posibilidad de detenernos y girar 360 grados sobre nosotros mismos, de modo que podemos dedicar nuestra observación al aspecto que decidamos. Para público familiar, optamos por crear una visita inmersiva al museo que permita realizar distintos recorridos según la temática de interés y conocer en profundidad aquellas piezas o módulos que más nos atraigan. Podemos pasearnos libremente por el museo, tal y como haríamos en una visita libre. Además, en esta visita incorporamos actividades complementarias más lúdicas y educativas que puedan realizar adultos y niños juntos. Por otro lado, con una finalidad tanto divulgativa como educativa, optamos por la realidad aumentada para incrementar la motivación y capacidad de entendimiento de jóvenes y adultos al mostrarles instalaciones industriales como la estación de tratamiento de agua potable. En este caso, si bien pueden desplazarse por la instalación siguiendo un recorrido guiado, también pueden detenerse en cada punto seleccionado y observar tanto lo que verían desde la instalación como el proceso que sucede bajo el agua o bajo el hormigón y que, en el caso de una visita tradicional, deberían imaginar…
Relatórios de organizações sobre o assunto "Formation auditive"
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Nezhyva, Liudmyla L., Svitlana P. Palamar e Oksana S. Lytvyn. Perspectives on the use of augmented reality within the linguistic and literary field of primary education. [б. в.], novembro de 2020. http://dx.doi.org/10.31812/123456789/4415.
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The article analyzes the scientific sources on the problem of augmented reality in the educational field. There is a fragmentary rationale for new technology in primary school, to a greater extent the experience of scientists and practitioners relate to the integrated course “I am exploring the world”. The peculiarities of Ukrainian and foreign writers’ works with AR applications, which are appropriate to use during the classes of literary reading, are analyzed. The authors substantiated the prospect of augmented reality technology for mastering the artistic image of the world of literary work, the relevance of use of AR to modern educational challenges, and also demonstrated the possibility of immersion into the space of artistic creation and activation of students’ imagination with the help of AR applications. The article demonstrates the possibilities of use AR-technology for the development of emotional intelligence and creative thinking, solving educational tasks by setting up an active dialogue with literary heroes. The basic stages of the application of AR technologies in the literary reading lessons in accordance with the opportunities of the electronic resource are described: involvement; interaction; listening, reading and audition; research; creative work; evaluation. It is confirmed that in the process of using augmented reality technology during the reading lessons, the qualitative changes in the process of formation of the reader’s culture of the students of experimental classes appears, as well as the increase of motivation, development of emotional intelligence and creative thinking.