ALBERT

Description: Em E-science e políticas públicas para ciência, tecnologia e inovação no Brasil, a autora apresenta o conceito que está relacionado à melhoria e fortalecimento dos laboratórios e grupos de pesquisa como ambientes colaborativos. Além disso, discute ao longo dos capítulos, questões que dizem respeito a políticas públicas para fomento científico, tecnológico e de inovação e também dos institutos nacionais de ciência e tecnologia, entre outros aspectos.

Description: El mundo ha avanzado con la llegada de la ciencia y tecnología desde los diversos campos que la conforman con una visión de innovación involucrando a la sociedad y así satisfacer las necesidades que se han convertido en una problemática para el campo científico. El camino para llegar a un concepto de ciudades inteligentes, por ejemplo, puede conjugar varias aistas que dan cuenta de un aporte de diversas competencias y destrezas por parte de la comunidad científica. De esta manera, podemos encontrar aportes de redes eléctricas inteligentes, servicios de comunicación masiva, aprovechamiento de los recursos hídricos, análisis de ondas sísmicas, manejo de datos en la nube o la interpretación de imagen para aplicaciones médicas, cumpliendo así una vasta demanda de oportunidades para la generación de nuevo conocimiento que aplica la ciencia y tecnología en favor de la sociedad.

Description: Together, computerized writing environments (e.g., physical spaces, hardware, software, and networks) and the humans who use and support such technologies comprise complex ecologies of interaction. As with any ecology, a human-computer techno-ecological system needs to be planned, fostered, designed, sustained, and assessed to create a vibrant culture of support at the individual, programmatic, institutional, and even national and international level. Local and larger infrastructures of composing are critical to digital writing practices and processes. In academia, specifically, all writing is increasingly computer-mediated; all writing is digital. Unfortunately, at far too many institutions, it is difficult to sustain ecologies of digital writing. How then to best plan, foster, design, sustain, and assess the complex ecologies framing the study and practice of digital writing that we do (or hope to do) as teachers, scholars, learners, and writers? The audience for this collection is teachers, scholars, administrators, and graduate students working in fields of composition studies, computers and writing, technical/professional communication, literature, education, and English education. We all face the same dilemma: More and more of our work and instruction takes place in electronic environments, but budget constraints and assessment mandates loom, and often our positions within or institutions prohibit us from active participation in central computing endeavors. This necessarily multivocal collection refines our discussions of the many components of sustainability, providing contextual, situated, and flexible modes and methods for theorizing, building, assessing, and sustaining digital writing ecologies. Section I: Sustaining instructors, students, and classroom practices. Introduction to section I / Heidi McKee -- Political economy and sustaining the unstable : new faculty and research in English studies / Kelli Cargile Cook, Ryan (Rylish) M. Moeller, and Cheryl E. Ball -- A portable ecology : supporting new media writing and laptop-ready pedagogy / Kristie S. Fleckenstein, Fred Johnson, and Jackie Grutsch McKinney -- Stifling innovation : the impact of resource-poor techno-ecologies on student technology use / Anthony T. Atkins and Colleen A. Reilly -- Video for the rest of us? Toward sustainable processes for incorporating video into multimedia composition / Peter J. Fadde and Patricia Sullivan -- Portfolios, circulation, ecology, and the development of literacy / Kathleen Blake Yancey -- Section II: Sustaining writing programs. Introduction to section II / Danielle Nicole DeVoss -- The administrator as technorhetorician : sustainable technological ecologies in academic programs / Michael Day -- Sustainability and digital technology : program analysis via a "three-legged" framework / Patricia Ericsson -- The hybrid academy : building and sustaining a technological culture of use / Beth L. Brunk-Chavez and Shawn J. Miller -- Using the LEED evaluation tool to assess the sustainability of first-year computers and writing programs / Kip Strasma -- Digital studio as method : collaboratively migrating theses and dissertations into the technological ecology of English studies / Jude Edminster, Andrew Mara, and Kristine Blair -- Section III: Sustaining writing center, research centers, and community programs. Introduction to section III / Dickie Selfe -- Sustaining a research center : building the research and outreach profile for a writing program / James E. Porter -- Sustaining community and technological ecologies : what writing centers can teach us / Jeanne R. Smith and Jay D. Sloan -- Sustaining (and growing) a pedagogical writing environment : an activity theory analysis / Mike Palmquist, Kate Kiefer, and Jill Salahub -- Genre-informed implementation analysis : an approach for assessing the sustainability of new textual practices / Lisa Dush -- Section IV: Sustaining scholarship and the environment. Introduction to section IV / Danielle Nicole DeVoss -- Sustainable digital ecologies and considered limits / Lisa Lebduska -- Old world successes and new world challenges : reducing the computer waste stream in America / Shawn Apostel and Kristi Apostel -- Sustaining scholarly efforts : the challenge of digital media / Cynthia L. Selfe, Gail E. Hawisher, and Patrick W. Berry -- Afterword : sustainable writing programs : a continuing agenda / Charlie Moran -- Author biographies and photos.

Description: The New Work of Composing is a book-length collection whose purpose is to examine the complex and semiotically rich challenges and opportunities posed by new modes of composing, new forms of rhetoric, new concepts of texts and textuality, and new ways of making meaning. In particular, this book explores how digital media are shaping our understanding of scholarly projects within composition studies, including the need to reconsider print-centric conceptions of composing; theorize and illustrate new digital genres and interrogate definitions of authorial identity; consider how digital media change our understanding of (virtual and scholarly) space and place and allow new possibilities for embodiment; explore political implications of using new media in scholarship. Twelve chapters that respond to these objectives were solicited from participants of the 2008 Thomas R. Watson Conference on Rhetoric and Composition and were reviewed by the book’s editors. The book includes a foreword by N. Katherine Hayles and responses to the themes above written by Marilyn Cooper, Paul Prior, Diana George, and Andrea Lunsford. Authors include established scholars in digital writing studies and digital humanities, as well as new voices.

Description: O professor e arquiteto Mário Mendonça de Oliveira lançou em Salvador, por intermédio da editora da Universidade Federal da Bahia, um tratado inédito de Engenharia Militar, escrito em Pernambuco pelo Brigadeiro Diogo da Silveira Vellozo, e intitulado "Arquitetura Militar ou Fortificação Moderna", um texto interessantíssimo do século XVIII, que consegue desvendar, para os não iniciados, os segredos da fortificação abaluartada e da engenharia da época. Trata-se de texto obrigatório para historiadores, engenheiros, arquitetos e restauradores. O professor Mário Mendonça organizou e transcreveu o manuscrito, acrescentando abundantes notas explicativas que aclaram o texto original, que contém ainda 49 pranchas de desenhos que foram reproduzidos com sistema digital. É um documento que permite ver a grande erudição e conhecimento deste personagem da construção do Brasil. Este livro vem se juntar a outra publicação recente do professor Mário Mendonça, "As Fortificações Portuguesas de Salvador", ambas obras fundamentais para o conhecimento das fortificações militares no Brasil.

Description: Technologies of Wonder: Rhetorical Practice in a Digital World considers the theoretical and pedagogical implications of designing academic scholarship in interactive digital media, and proposes renewed emphasis on embodied visual rhetoric and on the canon of arrangement as an active visual practice. This project uses the concept of the Wunderkammer to argue for techné and wonder as guiding principles for a revitalized visual canon of arrangement and as new models of invention and intervention in multimodal scholarly production. Technologies of Wonder also presents examples of how this rhetoric of inquiry can be applied to multimodal projects in the classroom. New digital technologies offer viable alternatives to linear, less embodied traditions of academic scholarship. Emerging at a time when academic presses are under considerable economic pressure, Technologies of Wonder also serves as a model for how rigorous intellectual projects can be published and disseminated in less costly, more accessible formats.

Description: Stories That Speak to Us—a digital collection of scholarly, curated exhibits—is designed to investigate literacy narratives from a number of perspectives: to explore why they are important, what information they carry about reading and composing, why they might be valuable, not only for scholars and teachers, but also for librarians, community literacy workers, individual citizens and groups of people. As the editors and authors collectively suggest, literacy narratives are powerfully rhetorical linguistic accounts through which people fashion their lives; make sense of their world, indeed construct the realities in which they live. Literacy narratives are sometimes laden so richly with information that conventional academic tools and ways of discussing their power to shape identities; to persuade, and reveal, and discover, to create meaning and affiliations at home, in schools, communities, and workplaces, are inadequate to the task. For this reason, the collection focuses on the work of both narrative theorists and literacy educators. The curated exhibits in Stories That Speak to Us provide analyses of narratives selected by the author/scholars from among the more than 3,500 narratives preserved in the Digital Archive of Literacy Narratives (DALN), a publicly available online archive of personal literacy narratives in a variety of formats (text, video, audio) that recount contributors’ literacy practices and values in their own words. The motif of exhibits and curators is employed in part to suggest the relationship between the narratives “on display” in this particular project and the much larger collection of narratives in the DALN as a whole—the narratives “on display” here constitute less than two percent of the entire archive. The Stories That Speak to Us collection allows visitors to study the literacy narratives in the exhibits directly via links to the DALN, while the essays in this collection constitute something analogous to exhibit catalogs. The individual exhibits examine themes such as “betweenity,” scaffolding, digital divides, ethnolinguistic vitality, ludic literacies, black women’s literacy narratives, the convergence of local and global discourses about literacy, feminism and digital literacy, and transnational “thirdspaces” of literacy. At the end of the collection, we suggest some ways to explore, and provide some tools for exploring, these and other topics in the entire archive.

Description: Writing has changed due to the affordances of digital technologies, and writing assessment has changed as well. As writing programs integrate more digital writing work, students, teachers, and administrators face the rewards and challenges of assessing and evaluating multimodal and networked writing projects. Whether classroom-based or program-level; whether in first-year writing, technical communication, or writing-across-the-curriculum; whether formative or summative; and whether for purposes of placement, grading, self-study, or external reporting, digital writing complicates the processes and practices of assessment. The chapters in Digital Writing Assessment & Evaluation place emphasis on assessment of digital writing—the methodological, technological, and ethical approaches for and issues involved with assessing multimodal, networked texts (and the student learning they represent). Authors address questions such as: How do different approaches to assessing traditional writing (8 1/2 x 11 word-centric texts) port—or not—to the assessment of digital writing? What challenges and opportunities for assessment do multimodal, networked texts present to teachers, program administrators, state-wide organizations, etc.? What material and technological resources are needed when assessing digital writing and/or how might existing resources need to be modified? How are processes and products of selection, collection, and reflection different (or not) with the multimodal affordances of digital technologies? How do guidelines and outcomes of groups such as CCCC, NCTE, WPA, AAC&U, impact approaches to assessment? How might these guidelines and outcomes need to be revised to better address digital writing assessment? How might the multimodal, networked affordances of digital writing affect issues of equity and access? How might groups often disenfranchised by more traditional assessment be impacted by digital writing assessment? How might eportfolios be designed for showcasing the collaborative composing processes of multimodal and/or networked writing? By what criteria should program administrators and instructors assess and select course-management and/or eportfolio systems? The fourteen chapters are organized into four sections, addressing equity and assessment, classroom evaluation and assessment, multimodal evaluation and assessment, and program revisioning and program assessment. Andrea Lunsford provides the foreword to the book; Edward White is the author of the afterword.

Description: Nos tempos atuais de crescente visibilidade pública dos candomblés, dos seus registros nos livros de tombo e da retórica de preservação dos patrimônios culturais afro-brasileiros, não resulta supérfluo lançar um olhar atento para um passado não tão remoto em que tais práticas de matriz africana eram ora silenciadas, ora perseguidas e depreciadas porquanto identificadas com atraso e desvio dos modelos civilizatórios europeus. Se esse olhar retrospectivo resulta salutar ao constatar o quanto se avançou, ele também nos alerta para o quanto ainda se precisa avançar, pois os discursos da intolerância religiosa de ontem se alastram até hoje, embora em novos púlpitos, com os mesmos efeitos perniciosos. Nesse sentido, o livro de Edmar Ferreira Santos atinge uma meta que qualquer pesquisa em história social pode almejar: a de nos permitir compreender em detalhe a complexidade do passado para, através dele, iluminar os paradoxos do presente (trecho retirado do Prefácio do livro).

Description: Las drásticas transformaciones que vive la Amazonía ecuatoriana, expresadas en la expansión del extractivismo, la desterritorialización de los pueblos indígenas y la consolidación del Estado como actor clave y preponderante son aspectos pendientes de ser comprendidos en tanto resultado de procesos históricos de larga data. Esta obra colectiva contribuye a su comprensión y profundiza las complejas relaciones entre los actores que interactuaron en la conformación regional de la Amazonía ecuatoriana, enfatizando el rol de las misiones y de los pueblos indígenas junto a otras agencias tales como los militares, colonos, mineros y élites regionales. La obra convoca a especialistas de diferentes perfiles perfiles y adscripciones institucionales (historiadores, educadores, antropólogos, politólogos...) cuyas contribuciones arrojan una visión compleja y heterogénea, y dan luces para entender la trama del presente a través de estudios de caso regionales, de análisis del discurso y de la investigación del pensamiento y la acción de figuras preponderantes.