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Massive Open Online Courses (MOOCs) have recently become a hot topic in the academic world, launching a wide ranging discussion on a number of issues. In this research, we surveyed academics' awareness, attitudes, perceptions, and experiences of MOOCs. We received responses from 236 academics from 23 countries, who were working in different roles such as teachers, researchers, managers, and pedagogical developers. Participants were invited to answer questions concerning their awareness and attitudes towards MOOCs. For participants with some knowledge of MOOCs, we requested their experiences and their observations of the impact of MOOCS on their students, teaching colleagues, and within their institutions. We found the most common reaction to MOOCs amongst the academics was concern but many were positive about the phenomenon. The academics claimed their students could be motivated to take MOOCs because of flexibility and no cost involved. While many academics were not aware of their students taking a MOOC and had not observed any changes to teaching programs at their institutions because of MOOCs, there was evidence of some activity and future plans for engagement in MOOCs.
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No seguimento de uma série de contactos estreitos com uma comunidade social situada nos municípios de Baía da Traição, Rio Tinto, Marcação e Mataraca, a 85 quilómetros de distância de João Pessoa, capital do Estado da Paraíba, decidi, desde 2006, levar a efeito um intenso trabalho de campo nestas aldeias indígenas com o objectivo de concretizar um projeto de investigação que englobasse em obrigatória interdisciplinaridade os campos tantas vezes excessivamente singulares da História, da Sociologia, da Política, da Antropologia Cultural e das Teorias da Comunicação, acompanhando e refletindo sobre características e organização social, rituais, manifestações de carácter religioso, evolução histórica, usos e costumes de uma tribo que se abriu quase rendida ao exterior, mas porfiando em manter, todavia, traços e, sobretudo, um discurso narrativo de representações culturais ancestrais. Esta propositada interdisciplinaridade persegue um objectivo epistemológico bem preciso: transformar a investigação empírica em contribuição para uma nova teoria da história da comunicação – a comunicação antropo-histórica entre comunidades ditas tradicionais e o “outro” – a área por mim privilegiada em investigações anteriores, nomeadamente ao nível da licenciatura e do mestrado. Os Potiguara, cuja sociedade ainda não é alfabetizada e, na sua maioria, baseiam a sua cultura na tradição oral, transmitindo os seus lugares da memória sobretudo através do poder do português do Brasil, mesmo quando adornado por escassas palavras tupi, é graças à mensagem e à representação que algumas das suas manifestações culturais reinventam continuadamente a sua identidade Potiguara. É, assim, a mensagem e a representação que inventam o real social e reinventam dinamicamente a sua identidade cultural.
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Fish acoustic signals associated with mating behaviour are typically low-frequency sounds produced by males when in close proximity to females. However, some species make sounds that serve the function and follow the design of advertisement calls, well known in insects, anurans, and birds. Close-range courtship acoustic signals may be used by females in mate assessment as they contain information of male quality such as size and condition. For example, sound-dominant frequency, amplitude, and fatigue resistance may signal body size whereas pulse period (i.e. muscle contraction rate) and calling activity are related with body condition in some species. Some signal features, such as sound pulse number, may carry multiple messages including size and condition. Playback experiments on mate choice of a restricted number of species suggest that females prefer vocal to silent males and may use sound frequency, amplitude, and mainly calling rateCalling ratewhen assessing males. The assessment of males by females becomes more challenging when males engage in choruses or when sounds are otherwise masked by anthropogenic noise but almost nothing is known about how these aspects affect mating decisions and fish reproductive success.
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In 2014 Macao Baptist Church celebrated it’s 110th anniversary. How did the Baptist church come to be established in the Portuguese, predominantly Catholic and Buddhist city of Macao? Through careful examination of letters and reports from the main protagonists, John Laurels and Lilian Reeves Todd Galloway, the process of establishing the Baptist church can be revealed and understood within the greater context of the Baptist missionary work in China. The Galloway’s work will be evaluated through a framework of missions eras presented by Dr. Ralph D. Winter. This work looks at the material in two major sections; first, the lives of the Galloways in Macao from 1908 to 1968, and second, the missionary methods of the Galloways over the same period. Using missiological methods of the Kingdom Mission era, the Galloways stood firmly in the Church Mission era focusing their efforts on Personal rather than Social Transformation efforts. Their work laid the foundation for a century of Baptist work in Macao by local Christians as well as foreign missionaries.
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This thesis investigates the Language Learning Strategies (LLS) used by English as a Foreign Language (EFL) nursing students of higher education in Macao and the effectiveness related to students’ learning outcomes by Strategy Instruction (SI). To date there has been no literature in the area of SI among the Macao Chinese EFL higher education students on teaching all LLS groups, and on four main English skills to look at its effects on learning processes and outcomes at the same time, and this study starts to fill the gap. The research uses an embedded mixed methods research design in phase one and an embedded mixed methods quasi-experimental design in phase two. Phase one aimed to identify students’ LLS use. The findings revealed that students’ cognitive, metacognitive and compensatory strategies were used more than affective, memory-related and social strategies, and overall they used a medium to low level of LLS. In phase two, the effects of SI on students’ changes of LLS use, their proficiency and English learning processes were identified. After SI, students used LLS both more widely and frequently in all four main English skills. Most students’ motivation and self-confidence were enhanced. After SI the affective group of strategies in the treatment group statistically significantly improved, with a moderate effect size, from that of the comparison group. It was found that the widely used Strategy Inventory for Language Learning questionnaires by Oxford (1989c) had limited statistical power and some conceptual confusion. Recommendations are made for policy and practice of EFL instruction
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Using Habermas’s theory of communicative action, this study explores the educational visions held by a multi-cultural class of students enrolled in a teacher preparation programme set in a culturally and linguistic diverse urban environment with a recent history of colonialism. The purpose of the study was to analyse the educational and teaching visions put forward by student teachers in an essay during the course “Principles of Education,” which took place in the 2013–2014 academic year and to determine whether the variation in respondents’ vision statements was related to the students’ cultural backgrounds. The students’ awareness of the instructor’s grading role may have influenced the content of their vision statements, and thus Habermas’s theory of communicative action was selected as it allows one to focus on both the content and the process of communicative interaction. The current qualitative research presents data from twenty Macau-Chinese and twenty non-Chinese overseas students. Their visions for education and teaching were examined along the lines of culture. The findings revealed that the idealised representations of what education and teaching is, does and symbolise, varies along culture lines. Since urban educational environments are growing culturally diverse, it is recommended that additional attention be given to cultural awareness in teacher education programmes.
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