Journal articles: 'Venture (New York, N.Y. : 1979)' – Grafiati (2024)

Abstract:

In [Complements to Li's criterion for the Riemann hypothesis, J. Number Theory77 (1999) 274–287] Bombieri and Lagarias observed the remarkable identity [1 - (1 - 1/s)n] + [1 - (1 - 1/(1 - s))n] = [1 - (1 - 1/s)n]⋅[1 - (1 - 1/(1 - s))n], and pointed out that the positivity in Li's criterion [The positivity of a sequence of numbers and the Riemann hypothesis, J. Number Theory65 (1997) 325–333] has the same meaning as in Weil's criterion [Sur les "formules explicites" de la théorie des nombres premiers, in Oeuvres Scientifiques, Collected Paper, Vol. II (Springer-Verlag, New York, 1979), pp. 48–61]. Let λn = ∑ρ[1 - (1 - 1/ρ)n] for n = 1, 2, …, where ρ runs over the complex zeros of the Riemann zeta function ζ(s). In this note, a certain truncation of λn is expressed as Weil's explicit formula [Sur les "formules explicites" de la théorie des nombres premiers, in Oeuvres Scientifiques, Collected Paper, Vol. II (Springer-Verlag, New York, 1979), pp. 48–61] for each positive integer n. By using the Bombieri and Lagarias' identity, we prove that the positivity of these truncations implies the Riemann hypothesis. If these truncations have suitable upper bounds, we prove that all nontrivial zeros of the Riemann zeta function lie on the critical line.

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AbstractWe give a new proof of a result of Sullivan [Hyperbolic geometry and homeomorphisms, in Geometric topology (ed. J. C. Cantrell), pp. 543–555 (Academic Press, New York, 1979)] establishing that all finite volume hyperbolic n-manifolds have a finite cover admitting a spin structure. In addition, in all dimensions greater than or equal to 5, we give the first examples of finite-volume hyperbolic n-manifolds that do not admit a spin structure.

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We apply the diagrammatic method developed by Hill (1977. Free Energy Transduction in Biology. Academic Press, New York) to analyze single-file water transport. We use this formalism to derive explicit expressions for the osmotic and diffusive permeabilities Pf and Pd of a pore. We first consider a vacancy mechanism of transport analogous to the one-vacancy pore model previously used by Kohler and Heckmann (1979. J. Theor. Biol. 79:381-401). (a) For the general one-vacancy case, we find that the permeability ratio can be expressed by Pf/Pd = (Pf/Pd)eqf(wA,wB), where the second factor is a function of the water activities in the two adjoining compartments A and B. As a consequence, the permeability ratio in general can effectively differ from its value at equilibrium. We also find that n - 1 less than or equal to (Pf/Pd)eq less than or equal to n, a result already proposed by Kohler and Heckmann (1979. J. Theor. Biol. 79:381-401). (b) When vacancy states are transient intermediates, the model can be reduced to a diagram consisting of only fully occupied states. Such a diagram resembles the one describing a no-vacancy mechanism of transport (c), but in spite of the similarity the expressions obtained for the permeability coefficients still retain the basic relationships of the original (a) nonreduced one-vacancy model. (c) We then propose a kinetic description of a no-vacancy mechanism of single-file water transport. In this case, the expressions derived for Pf and Pd are formally equivalent to those obtained by Finkelstein and Rosenberg (1979. Membrane Transport Processes. Vol. 3. C.F. Stevens and R.W. Tsien, editors, Raven Press, New York. 73-88.) A main difference with the vacancy mechanism is that here the permeability coefficients are independent of the water activities.

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Review essay of Anthony Esler. The Human Venture. Vol. I: The Great Enterprise, A World History to 1500. Vol. II: The Globe Encompassed, A World History since 1500. Englewood Cliffs NJ: Prentice-Hall, 1986. Pp. xii, 340; xii, 399. Paper, $25.33 each volume. Instructor's manual available; William H. McNeill. A History of the Human Community. Second edition. Vol. 1: Prehistory to 1500. Vol. II: 1500 to the Present. Englewood Cliffs NJ: Prentice-Hall, 1987. Pp. xii, 474; xii, 430. paper, $25.00 each volume. Clothbound combined edition, $36.00; Peter N. Stearns. World History: Patterns of Change and Continuity. New York: Harper and Row, 1987. Pp. x, 598. $25.95. Instructor's manual available. Essay by Stephen S. Gosch of the University of Wisconsin-Eau Claire.

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Powdery mildew of tomatoes caused by an Erysiphe sp. has been reported to occur in greenhouses in New York (2). In March and April of 1996, outbreaks of this disease were found in greenhouse-grown tomato plants of cv. PSR55809 at the Cook College campus in New Brunswick, NJ, and in cv. Match in commercial greenhouses in Burlington County, NJ. Identification of an Erysiphe sp. was made by comparative morphology of the conidial state since the perfect stage was not observed. Symptoms included development of patches of white mycelium predominantly on upper surfaces of older leaves followed by chlorosis of tissues colonized by the fungus. Microscopic examination of mycelium revealed the presence of typical Oidium conidiogenous cells and conidia. Conidiogenous cells were short and cylindrical and produce conidia in chains apically. Conidia were hyaline, cylindrical to ellipsoidal, and measured 36 + 4.9 × 16.7 + 2.2 μm (n = 20). Both conidia and symptoms of this powdery mildew are comparable to those previously given for the Erysiphe sp. described in New York (2). Another powdery mildew of tomato, caused by Oidiopsis sicula Scalia, occurs in the western U.S., Mediterranean Basin, Africa, and Asia. However, the conidia of O. sicula are of two types, pyriform and cylindrical, and they are larger than those of an Erysiphe sp. (1). To verify pathogenicity of this Erysiphe sp. to tomatoes, conidia washed from leaves were misted onto uninfected leaves of young tomato plants. After 1 week in a growth chamber (25°C; 80% relative humidity; 12 h of light), typical powdery mildew symptoms were evident on inoculated plants, while unmisted plants remained free of symptoms. Microscopic examination of the fungus on surfaces of leaves confirmed it to be an Erysiphe sp. References: (1) R. N. Campbell and R. W. Scheuerman. Plant Dis. Rep. 63:1087, 1979. (2) D. M. Karasevicz and T. A. Zitter. Plant Dis. 80:709, 1996.

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O presente artigo estabelece as relações entre a A room of one’s own e a crítica feminista, observando como essa tem revisto e ressignificado o ensaio de Virginia Woolf. Serão problematizadas questões como a exclusão feminina dos espaços públicos, das esferas políticas e, consequentemente, da literatura e da história. Depois disso, abordaremos a personagem Judith Shakespeare. Por último, duas questões problematizadas serão tratadas nesta análise, a primeira refere-se à tradição literária feminina e a segunda refere-se à própria frase feminina. Palavras-chave: Crítica feminista, Judith Shakespeare, tradição literária feminina. Referências AUERBACH, E. Brown Stocking. In: ______. Mimesis: a representação da realidade na literatura ocidental. São Paulo: Perspectiva, 1971. BARRETT, M. Introduction. In: WOOLF, V. A room of one’s own and Three guineas. Introd. Michèle Barrett. London: Penguin, 1993. ______ (ed.). Women and writing. London: The Women’s Press, 1979. BOWLBY, R. Feminist destinations and further essays on Virginia Woolf. Edinburgh: Edinburgh University, 1997. ______. Walking, women and writing: Virginia Woolf as flâneuse. In: ARMSTRONG, I. (ed.). New Feminist discourses: critical essays on theories and texts. London: Routledge, 1992. CAUGHIE, P. L. Virginia Woolf & postmodernism literature in quest and question of itself. Urbana: University of Illinois, 1991. COELHO, N. N. Dicionário crítico de escritoras brasileiras. São Paulo: Escrituras, 2002. ______. A literatura feminina no Brasil contemporâneo. São Paulo: Siciliano, 1993. GILBERT, S. Woman’s Sentence. Man’s Sentencing: Linguistic Fantasies in Woolf and Joyce. In: MARCUS, J. Virginia Woolf and the Bloomsbury: A Centenary. Bloomington: Indiana UP, 1987. GILBERT, S.; GILBERT, S. Shakespeare’s sisters: feminist essays on women poets. Bloomington: Indiana University, 1979. ______. The madwoman in the attic: the woman writer in the nineteenth-century literary imagination. New Haven: Yale University, 2000. ______. The war of words. vol.1 of No man’s land: the place of the woman writer in the twentieth century. New Haven: Yale University, 1988. HUSSEY, M. Virginia Woolf: A to Z. New York: Oxford University, 1995. JONES, S. Writing the woman artist: essays on poetics, politics, and portraiture. Pennsylvania: University of Pennsylvania, 1991. MARCUS, J. Art and anger: reading like a woman. Columbus: Ohio State University, 1988. ______. Virginia Woolf and the languages of the patriarchy. Bloomington: Indiana University, 1987a. MINOW-PINKNEY, M. Virginia Woolf and the problem of the subject: feminine writing in the major novels. New Brunswick: Rutgers University, 2010. MOERS, E. Literary women: the great writers. New York: Doubleday, 1976. MUZART, Z. L. Escritoras brasileiras do século XIX. Florianópolis: Mulheres, 2005. OLSEN, T. Silences. New York: Seymour Lawrence, 1978. RICH, A. Of woman born: motherhood as experience and institution. New York: W W. Norton, 1995. ROSENBAUM, S.P. Women and fiction: the manuscript versions of A room of one’s own. Oxford: Blackwell, 1992. SHOWALTER, E. Feminist criticism in the wilderness. In: GILBERT, S.; GUBAR, S. Feminist literary theory and criticism. New York; London: W. W. Norton, 2007. SNAITH, A. Introduction. In: WOOLF, V. A room of one’s own and Three guineas. Oxford: Oxford University, 2015. STETZ, M. D. Anita Brookner: Woman writer as reluctant feminist. In: ______. Writing the woman artist: essays on poetics, politics and portraiture. Pennsylvania: University of Pennsylvania, 1991. WALKER, A. In search of our mother’s gardens. In: ______. In search of our mother’s gardens: womanist prose. San Diego: Harcourt Brace Jovanovich, 1983. WOOLF, V. A room of one’s own and Three guineas. Introd. Anna Snaith. Oxford: Oxford University, 2015. WOOLF, V. A room of one’s own and Three guineas. Introd. Michèle Barrett. London: Penguin, 1993.

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Although humans know instinctually that humour has healing powers, an understanding of the precise effects of humour and laughter had been largely unknown until the twentieth Century, due to the lack of technology. Not all of the barriers to research have been removed – it is still not possible to know “how much” good humour a person has or is experiencing – but there have been significant discoveries that help to prove that while laughter may not be the best medicine, it certainly helps the medicine go down. The understanding of humour has come in four distinct areas, and in periods that reflect the available technologies. With the discovery of laughing diseases, interest in humour drove Harry Paskind in 1932 to create a new machine to study muscle tone during good humour. From the 1950s to 1970s, the neurology of laughter was researched, accompanying further research into the pathology of laughter after an epidemic of laughter in Uganda from 1962-64. After this came the study of the immunology and the discovery that laughter fights cancer, with the champion of laughter research, William Fry, dedicating a decade from 1969-79 to this work. Finally came research on the indisputable effect of laughter – its healthy effects on human psychology. Thanks, in part, to this research, and also supporting it, the past forty years have seen men like Norman Cousins and Hunter “Patch” Adams bring humour into mainstream healthcare. This research provides doctors an opportunity both now and in the future, as we learn even more about humour, to bring a softer face to medicine and truly give patients something to smile about. Cousins N. Anatomy of an Illness. New York: WW Norton & Company, Inc., 1979. Paskind H. Effect of Laughter on Muscle Tone. Archives of Neurology and Psychiatry 1932; 28-3:623-628. Robinson VM. Humor and the Health Professions. New York: McGraw-Hill, 1991.

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У статті досліджується актоіллокутивний потенціал англійського побутового дискурсу виправдання шляхом зіставлення іллокутивних характеристик частотних у дискурсі виправдання мовленнєвих актів. Спираючись на змодельовані конструкти змісту виправдання, дифенсивну інтенцію мовця визначено передумовою породження дискурсу виправдання. У результаті вивчення наявних у науковій літературі класифікацій мовленнєвих актів визначено, що домінантна іллокутивна сила дискурсу виправдання включає складові інформування та переконування, що типово представлено констативом та асертивом. Власне мовленнєвий акт виправдання визначено як кредитив з включеною перлокуцією винесення виправдального вердикту, яким регулюється міжсуб’єктна взаємодія. Література References Вендлер З. Причинные отношения // Новое в зарубежной лингвистике. – Вып. 18:Логический анализ естественного языка. – М.: Прогресс, 1986. – С. 264–277.Vendler, Z. (1986). Prichinnije otnoshenija [Causal Relations]. In: New in World Linguistics,(pp. 264-277), Issue 18: Study in Logic of Natural Language. Moscow: Progress. Вендлер З. Факты в языке // Философия, логика, язык. – М.: Прогресс, 1987. – С. 293–318.Vendler, Z. (1987). Fakti v jazike [Facts in Language], (pp. 293-318). In: Phylosophy, Logic,Language. Moscow: Progress. Йоргенсен, Марианне В., Филлипс Луиза Дж. (2008). Дискурс-анализ. Теория и метод.Xарьков: Гуманитарный Центр [Humanitarian Centre].Jorgensen, M & Phillips, Louise. (2002). [Discourse Analysis as Theory and Method]. –London; Thousand Oaks; New Delhi. Карабан В. И. Сложные речевые единицы: прагматика английских асиндетическихполипредикативных образований: [монография] / Карабан В. И. – К.: Вища школа, 1989.Karaban, V. I. (1989). Slozhnije rechevije jedinitsi: pragmatika anglijskikh asindeticheskikhpolipredikativnikh obrazovanii [Complex Speech Acts: Pragmatics of English AsyndeticPolypredicative Formations]. Kyiv: Vyshcha Shkola. Остин Дж. Слово как действие // Новое в зарубежной лингвистике. – Вып. 17: ТРА. – М. :Прогресс, 1986. – С. 22–129.Austin, J. (1986). Slovo kak deistvije [Word as Action] In: New in World Linguistics, (pp. 22–129), Issue 17: Speech Acts Theory. M.: Progress. Хилпинен Р. Семантика императивов и деонтическая логика // Новое в зарубежнойлингвистике. – Вып. 18: Логический анализ естественного языка. – М. : Прогресс, 1986. –С. 300–318.Hilpinen, R. (1986). Semantica imperativov i deonticheskaja logica [Semantics of Imperativesand Deontic Logic]. In: New in World Linguistics, (pp. 300–318), Issue 18: Study in Logic ofNatural Language. Moscow: Progress. Шевченко І. С. Дискурс як мисленнєво-комунікативна діяльність / І. С. Шевченко,О. І. Морозова // Дискурс як когнітивно-комунікативний феномен: [кол. монографія] / [зазаг. ред. І. С. Шевченко]. – Х. : Константа, 2005. – С. 21–28.Shevchenko, I. (2005). Dyskurs jak myslenevo-komunikatyvna diyalnist [Discourse as Mentaland Communicative Activity]. In: Discourse as Cognitive and Communicative Phenomenon,(pp. 21–28). I. Shevchenko, (ed.). Kharkiv: Konstanta. Austin, J. L. (1962). How to do Things with Words. Oxford: Oxford University Press. Auwera, J. van der. (1980). On the Meaning of Basic Speech Acts. Journal of Pragmatics, 4(3), 253–303. Auwera, J. van der & Alsenoy, L. van. (2016). On the Typology of Negative Concord. Studiesin Language, 40, 473–512. Bach, K. & Harnish, R. M. (1979). Linguistic Communication and Speech Acts. Cambridge,Mass.: MIT Press. Ballmer, Th. T. & Brennenstuhl, W. (1981). A Study in the Lexical Analysis of EnglishSpeech Activity Verbs. New York, Berlin: Ruhr-Universität. Dijk, T. A. van. (1997). The Study of Discourse. In: Discourse as Structure and Process,(pp. 1–35). London: Sage Publications. Grice, H. P. (1991). Logic & Conversation. Pragmatics, 305–316. Gruber, H. (1998). Disagreeing: Sequential Placement and Internal Structure of Disagreementsin Conflict Episodes. Text, 4 (18), 467–503. Habermas, J. (1981). Theorie des kommunikativen Handelns. In: Handlungsrationalität undgesellschaftliche Rationalisierung. Frankfurt am Main: Suhrkamp. Leech, G. N. (1983). Principles of Pragmatics. New York, London: Longman. Levinson, S. (1983). Pragmatics. London, New York, Melbourne etc: CUP. Rees-Miller, J. (2000). Power, severity & context in disagreement. The Journal of Pragmatics,8 (32), 1087–1111. Searle, J. R. (1979). Expression and Meaning. Cambridge: Cambridge University Press. Schifrin, D. (2001). Handbook of Discourse Analysis. Oxford: Blackwell. Schlieben Lange, Br. (1975). Linguistische Pragmatik. Stuttgart, Berlin: Kohlhammer. Stalnaker, R. (1978). Assertion. In: Syntax & Semantics, (pp. 315–333), Vol. 9: Pragmatics.New York, San Francisco, London. Tatsuki, D. H. (2000). If my complaints could passion move: an interlanguage study ofa*ggression. The Journal of Pragmatics, 7 (32), 1003–1007. Tannen, D. (1995). You Just Don’t Understand. N.Y.: University of California. Tsui, A. B. M. (1995). English Conversation. Oxford: Oxford University Press. Wunderlich, D. (1980). Methodological Remarks on Speech Act Theory. In: Speech ActTheory & Pragmatics, (pp. 291–312), Vol. 10. Dordrecht : D. Reidel Publ. Comp. Джерела іллюстративного матеріалу Sources Amis, M. (1991). Time’s Arrow. London: Penguin Book. Christie, A. (1945). Death Comes at the End. London: Fontana. Francis, D. (1992). Longshot. New York: Fawcett Crest. Gardner, J. (1987). The Sunlight Dialogues. New York: Vintage Books. James, P.D. (1977). Death of an Expert Witness. London: Penguin Books. O’Hara, J. (1985). Ten North Frederik. New York: Carol and Graph Publ. Pronzini, B. (1990). I didn’t Do It. In: New Crimes, 2, (136–140). London: Robinson Publ.8. Rendel, R. (1985). All Unkindness of Ravens. London: Hutchinson.

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Daphne du Maurier’s 1938 novel Rebecca provides rich opportunities for the study of imaginary narrative spaces and the language associated with such spaces. The present study explores the linguistics of the imaginary narrative spaces in Rebecca, drawing upon three lines of linguistic research consistent with a Cognitive Linguistic approach: (i) an interest in understanding and appreciating ordinary readers’ actual responses (rather than merely relying upon “expert” readers’ responses), (ii) the construction of worlds or “spaces”, and (iii) the application of ideas from Cognitive Grammar. The study reveals a surprisingly intricate interplay of linguistic devices used in the construction of imaginary narrative spaces and the maintenance of such spaces in extended discourse. References Armitt, L. (2000). Contemporary women’s fiction and the fantastic. New York: St. Martin’s Press. Beauman, S. (2003). Afterword. In Daphne du Maurier’s Rebecca (pp. 429-441). London: Virago Press. Biber, D., Johansson, S., Leech, G., Conrad, S., & Finnegan, E. (Eds.) (1999). Longman grammar of spoken and written English. Harlow, UK: Pearson Education Limited. Birch, D. (2007). Addict of fantasy. The Times Literary Supplement, 5447-5448, 17-18. Dancygier, B. (2012). The language of stories: A cognitive approach. Cambridge: Cambridge University Press. Dancygier, B. (2017a). Introduction. In B. Dancygier (Ed.), The Cambridge handbook of cognitive linguistics (pp. 1-10). Cambridge: Cambridge University Press. Dancygier, B. (2017b). Cognitive Linguistics and the study of textual meaning. In B. Dancygier (Ed.) The Cambridge handbook of cognitive linguistics (pp. 607-622). Cambridge: Cambridge University Press. Du Maurier, D. (2012). Rebecca. London: Virago Press. Emmott, C. (1997). Narrative comprehension: A discourse perspective. Oxford: Oxford University Press. Evans, V., & Green, M. (2006). Cognitive linguistics: An introduction. Edinburgh: Edinburgh University Press. Fauconnier, G. (1985). Mental spaces: Aspects of meaning construction in natural language. Cambridge: Cambridge University Press. Forster, M. (1993). Daphne Du Maurier. London: Chatto & Windus. Gavins, J. (2007). Text world theory: An introduction. Edinburgh: Edinburgh University Press. Hadiyanto, H. (2010). The Freudian psychological phenomena and complexity in Daphne Du Maurier’s “Rebecca” (A psychological study of literature). LITE: Jurnal Bahasa, Sastra, Dan Budaya 6(1), 14-25. Available at: https://publikasi.dinus.ac.id/index.php/lite/article/ view/1348/1014. Harrison, C., Nuttall, L., Stockwell, P., & Yuan, W. (Eds.) (2014). Cognitive grammar in literature. Amsterdam & New York: John Benjamins. Harrison, C., & Stockwell, P. (2014). Cognitive poetics. In J. Littlemore and J. R. Taylor (Eds.), The Bloomsbury companion to cognitive linguistics (pp. 218-233). London: Bloomsbury. Horner, A., & Zlosnik, S. (1998). Writing, identity, and the Gothic imagination. London: Macmillian. Huddleston, R. (2002). The verb. In R. Huddleston & G. K. Pullum (Eds.), The Cambridge grammar of the English language (pp. 71-212). Cambridge: Cambridge University Press. Kelly, R. (1987). Daphne du Maurier. Boston: Twayne Publishers. Lakoff, G., & Turner, M. (1989). More than cool reason: A field guide to poetic metaphor. Chicago & London: The University of Chicago Press. Langacker, R. W. (1991). Foundations of cognitive grammar. Vol. II: Descriptive application. Stanford, CA: Stanford University Press. Leech, G. N. (1969). A linguistic guide to English poetry. London: Longman Group Limited. Margawati, P. (2010). A Freudian psychological issue of women characters in Daphne Du Maurier’s novel Rebecca. LANGUAGE CIRCLE: Journal of Language and Literature IV(2), 121-126. Available at: https://journal.unnes.ac.id/nju/index.php/LC/article/viewFile/900/839 Naszkowska, K. (2012). Living mirror: The representation of doubling identities in the British and Polish women’s literature (1846–1938). Doctoral dissertation, The University of Edinburgh. Palmer, F. R. (1974). The English verb. London: Longman Group Limited. Stockwell, P. (2002). Cognitive poetics: An introduction. London & New York: Routledge. Turner, M. (1996). The literary mind. New York & Oxford: Oxford University Press. Turner, M. (2015). Blending in language and communication. In E. Dąbrowska & D. Divjak (Eds.), Handbook of cognitive linguistics (pp. 211-232). Berlin & Boston: de Gruyter Mouton. Werth, P. (1999). Text worlds: Representing conceptual space in discourse (M. Short, Ed.). Harlow, UK: Longman. Wilde, O. (1996). The picture of Dorian Gray. In The complete Oscar Wilde: The complete stories, plays and poems of Oscar Wilde (pp. 11-161). New York: Quality Paperback Book Club. Winifrith, T. J. (1979). Daphne du Maurier. In J. Vinson (Ed.), Novelists and prose writers (Great writers of the English language) (pp. 354-357). New York: St. Martin’s Press.

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Anthony Esler. The Human Venture. Englewood Cliffs, NJ: Prentice-Hall, 1986. Volume I: The Great Enterprise, a World History to 1500. Pp. xii, 340. Volume II: The Globe Encompassed, A World History since 1500. Pp. xii, 399. Paper, $20.95 each. Review by Teddy J. Uldricks of the University of North Carolina at Asheville. H. Stuart Hughes and James Wilkinson. Contemporary Europe: A History. Englewood Clifffs, NJ: Prentice-Hall, 1987. Sixth edition. Pp. xiii, 615. Cloth, $35.33. Review by Harry E. Wade of East Texas State University. Ellen K. Rothman. Hands and Hearts: A History of Courtship in America. Cambridge and London: Harvard University Press, 1987. Pp. xi, 370. Paper, $8.95. Review by Mary Jane Capozzoli of Warren County Community College. Bernard Lewis, ed. Islam: from the Prophet Muhammad to the Capture of Constantinople. Oxford and New York: Oxford University Press, 1987. Volume I: Politics and War. Pp.xxxvii, 226. Paper, $9.95. Volume II: Religion and Society. Pp. xxxix, 310. Paper, $10.95. Review by Calvin H. Allen, Jr. of The School of the Ozarks. Michael Stanford. The Nature of Historical Knowledge. New York: Basil Blackwell, 1986. Pp. vii, 196. Cloth, $45.00; paper, $14.95. Review by Michael J. Salevouris of Webster University. David Stricklin and Rebecca Sharpless, eds. The Past Meets The Present: Essays On Oral History. Lanham, MD: University Press of America, 1988. Pp. 151. Paper, $11.50. Review by Jacob L. Susskind of The Pennsylvania State University. Peter N. Stearns. World History: Patterns of Change and Continuity. New York: Harper and row, 1987. Pp. viii, 598. Paper, $27.00; Theodore H. Von Laue. The World Revolution of Westernization: The Twentieth Century in Global Perspective. New York: Oxford University Press, 1987. Pp. xx, 396. Cloth, $24.95. Review by Jayme A. Sokolow of the National Endowment for the Humanities. Marilyn J. Boxer and Jean R Quataert, eds. Connecting Spheres: Women in the Western World, 1500 to the Present. New York and Oxford: Oxford University Press, 1987. Pp. xvii, 281. Cloth, $29.95; Paper, $10.95. Review by Samuel E. Dicks of Emporia State University. Dietrich Orlow. A History of Modern Germany: 1870 to Present. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1987. Pp. xi, 371. Paper, $24.33. Review by Gordon R. Mork of Purdue University. Gail Braybon and Penny Summerfield. Out of the Cage: Women's Experiences in Two World Wars. Pandora: London and New York, 1987. Pp. xiii, 330. Paper, $14.95. Review by Paul E. Fuller of Transylvania University. Moshe Lewin. The Gorbachev Phenomenon: A Historical Interpretation. Berkeley and Los Angeles: University of California Press, 1988. Pp. xii, 176. Cloth, $16.95; David A. Dyker, ed. The Soviet Union Under Gorbachev: Prospects for Reform. London & New York: Croom Helm, 1987. Pp. 227. Cloth, $35.00. Review by Elizabeth J. Wilcoxson of Northern Essex Community College. Charles D. Smith, Palestine and the Arab-Israeli Conflict. New York: St. Martin's Press, 1988. Pp. viii, 308. Cloth, $35.00. Review by Arthur Q. Larson of Westmar College. Stephen G. Rabe. Eisenhower and Latin America: The Foreign Policy of Anticommunism. Chapel Hill & London: The University of North Carolina Press, 1988. Pp. 237. Cloth $29.95; paper, $9.95. Review by Donald J. Mabry of Mississippi State University. Earl Black and Merle Black. Politics and Society in the South. Cambridge and London: Harvard University Press, 1987. Pp. ix, 363. Cloth, $25.00. Review by Donn C. Neal of the Society of American Archivists. The Lessons of the Vietnam War: A Modular Textbook. Pittsburgh: Center for Social Studies Education, 1988. Teacher edition (includes 64-page Teacher's Manual and twelve curricular units of 31-32 pages each), $39.95; student edition, $34.95; individual units, $3.00 each. Order from Center for Social Studies Education, 115 Mayfair Drive, Pittsburgh, PA 15228. Review by Stephen S. Gosch of the University of Wisconsin-Eau Claire. Media Reviews Carol Kammen. On Doing Local History. Videotape (VIIS). 45 minutes. Presented at SUNY-Brockport's Institute of Local Studies First Annual Symposium, September 1987. $29.95 prepaid. (Order from: Dr. Ronald W. Herlan, Director, Institute of Local Studies, Room 180, Faculty Office Bldg., SUNY-Brockport. Brockport. NY 14420.) Review by Herbert Janick of Western Connecticut State University.

Abstract:

ABSTRACTHuman leukocyte antigen (HLA) class I-associated polymorphisms in HIV-1 that persist upon transmission to HLA-mismatched hosts may spread in the population as the epidemic progresses. Transmission of HIV-1 sequences containing such adaptations may undermine cellular immune responses to the incoming virus in future hosts. Building upon previous work, we investigated the extent of HLA-associated polymorphism accumulation in HIV-1 polymerase (Pol) through comparative analysis of linked HIV-1/HLA class I genotypes sampled during historic (1979 to 1989;n= 338) and modern (2001 to 2011;n= 278) eras from across North America (Vancouver, BC, Canada; Boston, MA; New York, NY; and San Francisco, CA). Phylogenies inferred from historic and modern HIV-1 Pol sequences were star-like in shape, with an inferred most recent common ancestor (epidemic founder virus) sequence nearly identical to the modern North American subtype B consensus sequence. Nevertheless, modern HIV-1 Pol sequences exhibited roughly 2-fold-higher patristic (tip-to-tip) genetic distances than historic sequences, with HLA pressures likely driving ongoing diversification. Moreover, the frequencies of published HLA-associated polymorphisms in individuals lacking the selecting HLA class I allele was on average ∼2.5-fold higher in the modern than in the historic era, supporting their spread in circulation, though some remained stable in frequency during this time. Notably, polymorphisms restricted by protective HLA alleles appear to be spreading to a greater relative extent than others, though these increases are generally of modest absolute magnitude. However, despite evidence of polymorphism spread, North American hosts generally remain at relatively low risk of acquiring an HIV-1 polymerase sequence substantially preadapted to their HLA profiles, even in the present era.IMPORTANCEHLA class I-restricted cytotoxic T-lymphocyte (CTL) escape mutations in HIV-1 that persist upon transmission may accumulate in circulation over time, potentially undermining host antiviral immunity to the transmitted viral strain. We studied >600 experimentally collected HIV-1 polymerase sequences linked to host HLA information dating back to 1979, along with phylogenetically reconstructed HIV-1 sequences dating back to the virus' introduction into North America. Overall, our results support the gradual spread of many—though not all—HIV-1 polymerase immune escape mutations in circulation over time. This is consistent with recent observations from other global regions, though the extent of polymorphism accumulation in North America appears to be lower than in populations with high seroprevalence, older epidemics, and/or limited HLA diversity. Importantly, the risk of acquiring an HIV-1 polymerase sequence at transmission that is substantially preadapted to one's HLA profile remains relatively low in North America, even in the present era.

Abstract:

This study aims to explain the background of Darvies Rasjidin's artistic journey and the factors that influence the changes in his work. Darvies is an artist from West Sumatra who currently resides in Yogyakarta. Around the mid-70s his work was different from the current maistream that developed in West Sumatra, namely the Minang-themed surrealist. However, in the next period, he decided to move to Yogyakarta. His work changed style to a more contemporary. The research method used is qualitative descriptive analysis with a sociohistorical approach. The research data were obtained by means of interviews, browsing archives in the form of newspaper clippings, and documentation of works of art. The results showed that Darvies Rasjidin's background in his artistic journey was inseparable from his family environment, social arts institutions and the role of social actors who supported his creative process. Furthermore, the changes in Darvies Rasjidin's works in his artistic journey are influenced by factors of different economic demands, social environment, and artistic climate between West Sumatra and Yogyakarta.Keywords: sociohistorical, art painting.AbstrakPenelitian ini bertujuan mengeksplanasikan latar belakang perjalanan berkesenian Darvies Rasjidin dan faktor-faktor yang memengaruhi perubahan karyanya. Darvies merupakan seniman asal Sumatera Barat yang saat ini bermukim di Yogyakarta. Sekitar pertengahan tahun 70-an karyanya berbeda dari arus maistream yang berkembang di Sumatera Barat yaitu surealistik bertemakan Minang. Namun pada periode selanjutnya, ia memutuskan hijrah ke Yogyakarta. Karyanya mengalami perubahan dalam corak ke arah yang lebih kontemporer. Metode penelitian yang digunakan adalah kualitatif bersifat analisis deskriptif dengan pendekatan sosiohistoris. Data penelitian diperoleh dengan cara wawancara, penjelajahan arsip berupa kliping koran, dan dokumentasi karya seni. Hasil penelitian menunjukkan latar belakang Darvies Rasjidin dalam perjalanan berkeseniannya tidak terlepas dari lingkungan keluarga, institusi sosial seni serta peran pelaku sosial yang mendukung proses kreatifnya. Selanjutnya, perubahan karya-karya Darvies Rasjidin dalam perjalanan berkeseniannya dipengaruhi oleh faktor tuntutan ekonomi, lingkungan sosial, dan iklim berkesenian yang berbeda antara di Sumatera Barat dan Yogyakarta.Kata Kunci: Sosiohistoris, seni lukis.Authors:Nessya Fitryona : Universitas Negeri PadangMaltha Kharisma : Universitas Negeri PadangReferences:_________. (1992 September 24). Kehidupan Seni Lukis Sumbar Memprihatinkan. Singgalang. Informasi Seksi: ___ (____).Denzin, N. K., & Lincoln, Y.S. (2009). Handbook of Qualitative Research. Yogyakarta: Pustaka Pelajar.Fitryona, N. (2017). The Dialectic of Visual Arts Life in West Sumatra 1986-2003. International Journal of Creative and Arts Studies, 4(1), 27-39.Fitryona, N. (2014). “Darvies Rasjidin dan Karya-Karyanya”. Hasil Wawancara Pribadi: 03 Oktober 2014, Yogyakarta.Fitryona, N. (2014). “Perjalanan Berkesenian Darvies Rasjidin#1”, Hasil Wawancara Pribadi: 22 November 2014, Yogyakarta.Fitryona, N. (2014). “Perjalanan Berkesenian Darvies Rasjidin#2”, Hasil Wawancara Pribadi: 23 November 2014, Yogyakarta.Kartodirdjo, Sartono. (1993). Pendekatan Ilmu Sosial Dalam Metodologi Sejarah. Jakarta : Gramedia.Larenz, A., dkk. (2016). Cadiak Indak Mambuang Pandai. Katalog BAKABA#5. Kumpulan Karya Pelukis: ___ (____).Moenir, Darman. (1979 Juni 21). Catatan Kebudayaan : Seni Lukis (di) Sumatra Barat. Haluan. Informasi Seksi: ___ (____).Moenir, Darman. (1979 Juli 3). Catatan Kecil Pameran Tunggal Darvies Rasjidin di PKP. Haluan. Informasi Seksi: ___ (____).Navis, A. A. (1999 April 5). Tentang Anungrah Seni 1999. Haluan. _______: 4 (Kol 1-2).Pamola, D., & Makoginta, A. R. (2012 Desember 18). Antara Pintu & Halaman. Katalog BAKABA#2. Kumpulan Karya Pelukis: ____ (____).Rasjidin, Darvies. (2014). “Kumpulan Karya-Karya Lukisan”. Hasil Dokumentasi Pribadi: 09 April 2014, Yogyakarta.Rasjidin, Darvies. (2014). “Potret Diri”. Hasil Dokumentasi Pribadi: 10 Juni 2018, Yogyakarta.Yurnaldi. (1992 Juli 7). Ide-Ide Cemerlang Darvies dan Essensi Warna Asri Rosdi. Haluan. _____: ____ (____).Yusrizal. (1996 September 24). Retak-Retak Bentuk dalam Acuan Minangkabau. Haluan. ______: ____ (____).Zolberg, Vera L. (1990). Constructing s Sosiology of The Art. New York: Cambridge University Press.

Abstract:

A modernidade tardia (CHOULIARAKI; FAIRCLOUGH, 1999) trouxe consigo a ascensão dos meios digitais e de novas possibilidades de interação. Com isso, novos gêneros, ou gêneros “reconfigurados”, sustentam os propósitos discursivos e formatam os novos enunciados que nos são disponibilizados todos os dias. Esta modernidade tardia, portanto, nos coloca novos desafios: ser letrados em diferentes linguagens multissemióticas e multimodais (LEMKE, 2010). Diante desse contexto, nosso objetivo é analisar de que forma o letramento digital se manifesta do ponto de vista da leitura, compreensão e produção de textos de alunos de nível avançado e nível iniciante em Língua Inglesa, num programa de ensino de línguas de uma universidade pública. Inseridos no campo de estudos da Linguística Aplicada (MOITA-LOPES, 2006), compreendemos a linguagem como uma manifestação social, dotada de características discursivas, portanto, impossível de ser descolada de seu contexto e de uma real necessidade de estudo. Trata-se, assim, de um trabalho qualitativo-interpretativista (BORTONI-RICARDO, 2008), que pretende demonstrar como os multiletramentos se fazem presentes em salas de aulas de línguas estrangeiras na atual conjuntura em que nos encontramos. Referências:BAKHTIN, Mikhail. [1979]. Estética da Criação Verbal. Tradução do russo por Paulo Bezerra. 6. ed. São Paulo: Martins Fontes, 2011.BARTON, David; LEE, Carmen. Linguagem online: textos e práticas digitais. Tradução do inglês por Milton Camargo Mota. São Paulo: Parábola Editorial, 2015.BAUMAN, Zygmunt. Globalização: as consequências humanas. Rio de Janeiro: Jorge Zahar Editores, 1999.BORTONI-RICARDO. O professor pesquisador: introdução à pesquisa qualitativa. São Paulo: Parábola Editorial, 2008.COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: Learning, teaching, assessment. Disponível em: https://goo.gl/rNSmTa; Acesso em 20 nov. 2018.CHOULIARAKI, Lillie; FAIRCLOUGH, Norman (2001). Discourse in late modernity: Rethink Critical Discourse Analysis. Edinburg: Edinburg University Press.COSTA-HÜBES, Terezinha da Conceição. A pesquisa em ciências humanas sob um viés bakhtiniano. Revista Pesquisa Qualitativa. São Paulo, v.5, n.9, p. 552-568, dez. 2017.GEE, James Paul. Situated Language and Learning: A critique of traditional Schooling. New York: Routledge, 2004.KRESS, Gunther. Multimodality: A social semiotic approach to contemporary communication. New York: Routledge, 2010.LEMKE, Jay L. Letramento metamidiático: transformando significados e mídias. Trab. linguist. apl., Campinas, v. 49, n. 2, p. 455-479, Dez. 2010.MOITA-LOPES, Luiz Paulo da (Org). Por uma linguística aplicada Indisciplinar. São Paulo: Parábola Editorial, 2006.NEW LONDON GROUP. [1996]. A pedagogy of multiliteracies: Designing Social Futures. In: COPE, Bill; KALANTZIS, Mary (Orgs.) Multiliteracies: Literacy Learning and the Design of Social Futures. Londres/Nova York: Routledge, 2006.ROJO, Roxane Helena Rodrigues. Letramentos Múltiplos, escola e inclusão social. São Paulo: Parábola Editorial, 2009.______. Pedagogia dos multiletramentos. In: ROJO, Roxane Helena Rodrigues; MOURA, Eduardo (Orgs.). Multiletramentos na escola. São Paulo: Parábola Editorial, 2012.______; BARBOSA, Jacqueline Peixoto. Hipermodernidade, multiletramentos e gêneros discursivos. São Paulo: Parábola, 2015.SANTAELLA, Lúcia. Culturas e artes do pós-humano: da cultura das mídias à cibercultura. São Paulo: Paulus, 2003.VOLÓCHINOV, Valentin. (1929). Marxismo e Filosofia da Linguagem: Problemas fundamentais do método sociológico na ciência da linguagem. Tradução do russo por Sheila Grillo e Ekaterina Vólkova Américo. São Paulo: Editora 34, 2017.Recebido em 14-12-2018.Aceito em 27-02-2019.

Abstract:

Исследована адсорбция аниона серина на гладком Pt и Pt(Pt)-электроде. Методом кривых заряжения получены стационарные и кинетические изотермы адсорбции. Установлено, что как на гладком, так и Pt(Pt)-электроде, кинетика исследуемых процессов подчиняется уравнению Рогинского-Зельдовича, а стационарное заполнение описывается изотермой Темкина. При этом адсорбция аниона серина на Pt(Pt) сопровождается диссоциацией адсорбата. Найдены основные термодинамические характеристики (константа адсорбционного и изменение свободной энергии Гиббса) процесса адсорбции аниона серина на обоих электродах. ЛИТЕРАТУРА Damaskin B., Petrii A. O., and Batrakar V.Adsorption of Organic Compounds on Electrodes. Plenum Press, New York, 1973. Sobkowski J., Juzkiewics-Herbish M. Metall/Solution Interface: an Experimental Approach, Modern Aspects of Electrochemistry, no. 31. Eds. by J. O¢ Bockris, R. E. White and B. E. Conway. Plenum Press, New York, London, 1997, p. 1. Frumkin A. N. Isbrannie trudi: Electrodnie processi, [Selected Works: Electrode Processes]. Moscow, Nauka Publ., 1987. 336 p. (in Russ.) Delahey P. Dvoinoi sloi i kinetika elektrodnih processov, [Double Layer and Kinetics of Electrode Processes]. Moscow, Mir Publ., 1967, 351 p. (in Russ.) Gileadi E. and Conway B. in:Modern Aspects of Electrochemistry, no. 3 Eds. by J. O’M. Bockris and B. Conway. Butterworths, London, 1964. Electrocatalysis. Ed. by J. Lipkowski, P. N. Ross. Wiley, VCH, New York, Chichester, Weinheim, Brisbake, Singarope, Toronto, 1998, 376 p. Bockris J. O. M., Shahed U. Khan M. Surface Electrochemistry: a Molecular Level Approach. Plenum Press, New York, London, 1993, 1014 p. Applied Infrared Spectroscopy. By A. Lee Smith. Wiley, Chichester, 1979. Gale J. Spectroelectrochemistry: Theory and Practice. Plenum Press, New York, 1988, p. 189. 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Chem., 1997, vol. 421, iss. 1-2, pp. 179-185. https://doi.org/10.1016/s0022-0728(96)04820-6 Huerta F., Morallon E., Cases F., Rodes A., Vazquez J. L., Aldaz A. Electroanal. Chem., 1997, vol. 421, iss. 1-2, pp. 155-164. https://doi.org/10.1016/s0022-0728(97)00542-1 Huerta F., Morallon A., Vazquez J. L, Quijada C., Berlouis L. Electroanal. Chem., 2000, vol. 489, iss. 1-2, pp. 92-95. https://doi.org/10.1016/s0022-0728(00)00202-3 Shi-Gang Sun,Jian-Lin Yao, Qi-Hui Wu, Zhong-Qun Tian. Langmuir, 2002, vol. 18, iss. 16, pp. 6274-6279. https://doi.org/10.1021/la025817f Tumanova E. A., Safonov A. Yu. Elektrokhimiya [Russian Journal of Electrochemistry], 1998, vol. 34, iss. 2, p. 153. (in Russ.) Marangoni D. G., Smith R. S., Roscoe S. G., Marangoni D. G. J. Chem., 1989, vol. 67, iss. 5, pp. 921-926. https://doi.org/10.1139/v89-141 Ogura K., Kobayashi M., Nakayama M., Miho M. Electroanal. Chem., 1998, vol. 449, iss. 1-2, pp. 101-109. https://doi.org/10.1016/s0022-0728(98)00015-1 Gu Y. J., Chen S. 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Abstract:

In this work, transient free surface flows of a viscous incompressible fluid are numerically solved through parallel computation. Transient free surface flows are boundary-value problems of the moving type that involve geometrical nonlinearities. In contrast to more conventional computational fluid dynamics problems, the computational flow domain is partially bounded by a free surface which is not known a priori, since its shape must be computed as part of the solution. In steady flow the free surface is obtained by an iterative process, but when the free surface evolves with time the problem is more difficult as it generates large distortions in the computational flow domain. The incompressible Navier-Stokes numerical solver is based on the finite element method with equal order elements for pressure and velocity (linear elements), and it uses a streamline upwind/Petrov-Galerkin (SUPG) scheme (Hughes, T. J. R., and Brooks, A. N., 1979, “A Multidimensional Upwind Scheme With no Crosswind Diffusion,” in Finite Element Methods for Convection Dominated Flows, ASME ed., 34. AMD, New York, pp. 19–35, and Brooks, A. N., and Hughes, T. J. R., 1982, “Streamline Upwind/Petrov-Galerkin Formulations for Convection Dominated Flows With Particular Emphasis on the Incompressible Navier-Stokes Equations,” Comput. Methods Appl. Mech. Eng., 32, pp. 199–259) combined with a Pressure-Stabilizing/Petrov-Galerkin (PSPG) one (Tezduyar, T. E., 1992, “Stablized Finite Element Formulations for Incompressible Flow Computations,” Adv. Appl. Mech., 28, pp. 1–44, and Tezduyar, T. E., Mittal, S., Ray, S. E., and Shih, R., 1992, “Incompressible Flow Computations With Stabilized Bilinear and Linear Equal Order Interpolation Velocity-Pressure Elements,” Comput. Methods Appl. Mech. Eng., 95, pp. 221–242). At each time step, the fluid equations are solved with constant pressure and null viscous traction conditions at the free surface and the velocities obtained in this way are used for updating the positions of the surface nodes. Then, a pseudo elastic problem is solved in the fluid domain in order to relocate the interior nodes so as to keep mesh distortion controlled. This has been implemented in the PETSc-FEM code (PETSc-FEM: a general purpose, parallel, multi-physics FEM program. GNU general public license (GPL), http://www.cimec.org.ar/petscfem) by running two parallel instances of the code and exchanging information between them. Some numerical examples are presented.

Abstract:

O presente artigo se debruça sobre o conto “Casa Assombrada”, coletado no único volume de contos que Virginia Woolf publicou em vida, Monday or Tuesday (1921), para investigar de que maneira seus contos intensificam a crise dos gêneros literários que seus romances encenam, por um lado; e para entender como tal crise é análoga à questão política que assombra toda sua obra, por outro lado: o gênero enquanto questão identitária. Em diálogo com a filosofia e com a crítica woolfiana, este estudo articula essa “crise dos gêneros” (gender x genre) e, ao mesmo tempo, produz uma contextualização histórico-cultural dos contos de Virginia Woolf. Palavras-chave: Virginia Woolf. Conto. Gênero literário. Questões de gênero. Referências AGAMBEN, Giorgio. Elogio da profanação. In: AGAMBEN, Giorgio. Profanações. Tradução Selvino Assman. São Paulo: Boitempo, 2007. p. 65-81 BENJAMIN, Walter. Sobre a linguagem em geral e sobre a linguagem humana. In: Linguagem, tradução, literatura. Tradução João Barrento. Belo Horizonte: Autêntica, 2018 [1916]. p. 9-27. BENZEL, Kathryn N.; HOBERMAN, Ruth. Trespassing boundaries: Virginia Woolf’s Short Fiction. New York: Palgrave MacMillan, 2004. BRAIDOTTI, Rosi. Nomadic theory: The portable Rosi Braidotti. New York: Columbia University, 2011. BRIGGS, Julia. Virginia Woolf, an Inner Life. Londres: Harcourt Brace, 2005. CIXOUS, Hélène. First names of no one. In: SELLERS, Susan (org.). The Hélène Cixous Reader. Londres: Routledge, 1994 [1974]. p. 25-35. DELEUZE, Gilles; GUATTARI, Félix. 28 de novembro de 1947 – Como criar para si um corpo sem órgãos?. Tradução Aurélio Guerra Neto. In: DELEUZE, Gilles; GUATTARI, Félix. Mil Platôs. São Paulo: 34, 1996 [1980]. v. 3. p. 11-34. FOUCAULT, Michel. Docile bodies. In: FOUCAULT, Michel; RABINOW, Paul (ed.). The Foucault reader. Toronto: Penguin, 1984a. p. 179-187. FOUCAULT, Michel. The body of the condemned. In: FOUCAULT, Michel; RABINOW, Paul (ed.). The Foucault reader. Toronto: Penguin, 1984b. p. 170-178. GOLDMAN, Jane. Modernism, 1910-1945, Image to apocalypse. Basingstoke: Palgrave Macmillan, 2004. GOLDMAN, Jane. The Cambridge introduction to Virginia Woolf. Cambridge: Cambridge University, 2006. HARRIS, Wendell. Vision and form: the English novel and the emergence of the story. In: MAY, Charles (ed.). The new short story theories. Athens, Ohio: Ohio University, 1994. p. 181-191. KRISTEVA, Julia. Stabat mater. Tradução A. Goldhammer. In: MOI, Toril (ed.). The Kristeva reader. Oxford: Blackwell, 1986 [1977]. p. 160-187. MATTHEWS, Brander. The philosophy of the short-story. Londres: Forgotten, 2015. [1901]. PEREIRA, Lucia Miguel. Dualidade de Virginia Woolf. In: ______. Escritos da maturidade. Rio de Janeiro: Graphia, 2005. [1944] p. 106-110. SELLERS, Susan (ed.). The Cambridge Companion to Virginia Woolf. 2. ed. Cambridge: Cambridge University, 2010. WOOLF, Leonard. Beginning again: an autobiography of the years 1911 to 1918. New York: Harvest, 1975. [1964] WOOLF, Leonard. Editorial Preface. In: WOOLF, Virginia; WOOLF, Leonard (eds.). Granite and rainbow. Londres: Harcourt, 1958. p. 7-8. WOOLF, Leonard. Foreword. In: WOOLF, Virginia; WOOLF, Leonard (eds.). A haunted house and other stories. Londres: Harcourt, 1944. p. v-vi. WOOLF, Virginia. A haunted house. In: WOOLF, Virginia; WOOLF, Leonard (eds.). A haunted house and other stories. Londres: Harcourt, 1944 [1921]. p. 3-5. WOOLF, Virginia. A room of one’s own & Three guineas. Londres: Oxford University, 1992 [1929] [1938]. WOOLF, Virginia. A sketch of the past. In: WOOLF, Virginia; SCHULKIND, Jeanne (eds.). Moments of being. London: Harcourt Brace, 1985 [1976]. p. 64-159. WOOLF, Virginia. Casa assombrada. In: WOOLF, Virginia. Contos completos. Tradução Leonardo Fróes. São Paulo: Cosac Naify, 2005 [1921]. p. 162-165. WOOLF, Virginia. Granite and rainbow, ed. Leonard Woolf. Londres: Harcourt, 1958. WOOLF, Virginia. Jacob’s room. Oxford: Oxford University, 2008 [1922]. WOOLF, Virginia. Kew gardens. In: WOOLF, Virginia; WOOLF, Leonard (eds.). A haunted house and other stories. Londres: Harcourt, 1944 [1919]. p. 28-36. WOOLF, Virginia. Men and women. In: WOOLF, Virginia; BARRETT, Michele (eds.). Women and writing. Londres: Harcourt, 1979 [1920]. p. 64-68. WOOLF, Virginia. Modern fiction. In: WOOLF, Virginia. The common reader: first series. Londres: Vintage, 2003 [1925]. p. 146-154. WOOLF, Virginia. Monday or Tuesday. Londres: The Hogarth, 1921. WOOLF, Virginia. Night and day. ed. Michael Whitworth. Cambridge: Cambridge University, 2018. WOOLF, Virginia. Professions for women. In: WOOLF, Virginia; WOOLF, Leonard (eds.). The death of the moth and other essays. Londres: Harcourt, 1942 [1931]. WOOLF, Virginia. The complete shorter fiction of Virginia Woolf. ed. Susan Dick. Orlando: Harcourt, 2006 [1985]. WOOLF, Virginia. The diary of Virginia Woolf, ed. Anne Olivier Bell, 5 vols. New York: Penguin, 1979-1985 [1977-1984]. WOOLF, Virginia. The letters of Virginia Woolf, ed. Nigel Nicolson, 6 vols. Londres: The Hogarth, 1975-1980. WOOLF, Virginia. The mark on the wall. In: WOOLF, Virginia; WOOLF, Leonard (eds.). A haunted house and other stories. Londres: Harcourt, 1944 [1921]. p. 37-47. WOOLF, Virginia. Thoughts on peace in an air raid. In: ______. The death of the moth and other essays, ed. Leonard Woolf. Londres: Harcourt Brace Jovanovich, 1942. [1940] WOOLF, Virginia. The voyage out. Oxford: Oxford University, 2009 [1915]. WOOLF, Virginia. The waves. Oxford: Oxford University, 1992 [1931].

Abstract:

Статтю присвячено непрямій формі вербальної агресії, у якій найбільш яскраво виявлено катартичну функцію цього мовного феномену. Проведено порівняння з прямою формою і виокремлено позитивні аспекти непрямої вербальної агресії для мовця, його психічного здоров´я та соціальних контактів. Досліджено статеві та соціальні аспекти вживання, розроблено типологію адресата цієї форми вербальної агресії та типологію ситуацій, у яких до неї вдаються. Виокремлено постать «слухач»/«слухачі», яка дотепер залишалася поза увагою прагма- та психолінгвістичних досліджень. Емпіричну основу творять усні й письмові опитування мешканців м. Відень (200 осіб), що їх зібрано за допомогою квалітативних методів опитування (письмово з використанням короткого й розгорнутого питальника та усно у формі інтенсивного частково стандартизованого інтерв’ю) та проаналізовано методами контекстуального, прагмалінгвістичного та конверсаційного аналізу. Література References Bach, G. R., Goldberg H. (1980). Keine Angst vor Aggression. Frankfurt a. M.: Fischer. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall. Bauer, J. (2006). Prinzip Menschlichkeit. Hamburg: Hoffmann und Campe. Bering, D. (1978). Die Intellektuellen. Geschichte eines Schimpfwortes. Stuttgart: Klett-Cotta. Bußmann, H. (1990). Lexikon der Sprachwissenschaft. Stuttgart: Alfred Kröner. Dollard J., Doob, L. W., Miller, N. E., Mowrer, О. H., Sears, R. R. (1939). Frustration and Aggression. New Haven: Yale University Press. Eibl-Eibesfeldt, I. (Hg.) (1995). Die Biologie des menschlichen Verhaltens. München: Piper. Ermen, I. (1996). Fluch – Abwehr – Beschimpfung. Frankfurt a. M.: Peter Lang. Graber, H. G. (1931). Zur Psychoanalyse des Fluchens. Psychoanalytische Bewegung, 3, 57-68. Havryliv, O. (2009). Verbale Aggression. Frankfurt a. M.: Peter Lang. Havryliv, O. (2017). Verbale Aggression: das Spektrum der Funktionen. Linguistik Online Sprache und Gewalt/Language and Violence, 3(82), 27-48. Retrieved from https://bop.unibe.ch/linguistik-online. Гаврилів O. Вербальна агресія: між насильством і безсиллям. East European Journal of Psycholinguistics, 2017. Т. 4, № 2, C. 34-46. Жельвис В. И. Поле брани. М: Ладомир, 2001. Kiener, F. (1983). Das Wort als Waffe.. Göttingen: Vandenhoeck & Ruprecht. Lorenz, K. (1966). On Aggression. New York: Harcourt, Brace & World, Inc. Lötscher, A. (1980). Lappi, Lööli, blööde Siech! Frauenfeld: Huber. Kürthy, I. von (2014). Sternschanze. Reinbek bei Hamburg: Rowohlt. Merz, F. (Hg.) (1979). Geschlechterunterschiede und ihre Entwicklung. Ergebnisse und Theorien der Psychologie. Göttingen: Hogrefe Verlag für Psychologie. Mitscherlich, Margarete (Hg.) (1987). Die friedfertige Frau. Eine psychoanalytische Untersuchung zur Aggression der Geschlechter. Frankfurt a. M.: Fischer Taschenbuch. Opelt, I. (1965). Die lateinischen Schimpfwörter und verwandte sprachliche Erscheinungen. Heidelberg: Winter. Rosenberg, M. B. (2005). Gewaltfreie Kommunikation. Paderborn: Junfermann. Searle, J. R. (1991). Intentionalität. Eine Abhandlung zur Philosophie des Geistes. Frankfurt a. M.: Suhrkamp. Sornig, K. (1975). Beschimpfungen. Grazer Linguistische Studien, 1, 150-170. Ставицька Л. Українська мова без табу. К.: Критика, 2008. Stutz, P. (2017). Lass dich nicht im Stich. Ostfildern, Deutschland: Patmos References (translated and transliterated) Bach, G. R., Goldberg H. (1980). Keine Angst vor Aggression. Frankfurt a. M.: Fischer. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall. Bauer, J. (2006). Prinzip Menschlichkeit. Hamburg: Hoffmann und Campe. Bering, D. (1978). Die Intellektuellen. Geschichte eines Schimpfwortes. Stuttgart: Klett-Cotta. Bußmann, H. (1990). Lexikon der Sprachwissenschaft. Stuttgart: Alfred Kröner. Dollard J., Doob, L. W., Miller, N. E., Mowrer, О. H., Sears, R. R. (1939). Frustration and Aggression. New Haven: Yale University Press. Eibl-Eibesfeldt, I. (Hg.) (1995). Die Biologie des menschlichen Verhaltens. München: Piper. Ermen, I. (1996). Fluch – Abwehr – Beschimpfung. Frankfurt a. M.: Peter Lang. Graber, H. G. (1931). Zur Psychoanalyse des Fluchens. Psychoanalytische Bewegung, 3, 57-68. Havryliv, O. (2009). Verbale Aggression. Frankfurt a. M.: Peter Lang. Havryliv, O. (2017). Verbale Aggression: das Spektrum der Funktionen. Linguistik Online Sprache und Gewalt/Language and Violence, 3(82), 27-48. Retrieved from https://bop.unibe.ch/linguistik-online. Havryliv, O. (2017). Verbalna ahresiya: mizh nasylstvom i bezsylliam [Verbal aggression: between violence and impotence]. East European Journal of Psycholinguistics, 4(2), 34-46. Zhelvis, V. I. (2001). Pole Brani [Battlefield]. Moscow: Ladomir. Kiener, F. (1983). Das Wort als Waffe. Göttingen: Vandenhoeck & Ruprecht. Lorenz, K. (1966). On Aggression. New York: Harcourt, Brace & World, Inc. Lötscher, A. (1980). Lappi, Lööli, blööde Siech! Frauenfeld: Huber. Kürthy, I. von (2014). Sternschanze. Reinbek bei Hamburg: Rowohlt. Merz, F. (Hg.) (1979). Geschlechterunterschiede und ihre Entwicklung. Ergebnisse und Theorien der Psychologie. Göttingen: Hogrefe Verlag für Psychologie. Mitscherlich, Margarete (Hg.) (1987). Die friedfertige Frau. Eine psychoanalytische Untersuchung zur Aggression der Geschlechter. Frankfurt a. M.: Fischer Taschenbuch. Opelt, I. (1965). Die lateinischen Schimpfwörter und verwandte sprachliche Erscheinungen. Heidelberg: Winter. Rosenberg, M. B. (2005). Gewaltfreie Kommunikation. Paderborn: Junfermann. Searle, J. R. (1991). Intentionalität. Eine Abhandlung zur Philosophie des Geistes. Frankfurt a. M.: Suhrkamp. Sornig, K. (1975). Beschimpfungen. Grazer Linguistische Studien, 1, 150-170. Stavytska, L. (2008). Ukrayinska Mova bez Tabu [Ukrainian language without taboo]. Kyiv: Krytyka. Stutz, P. (2017). Lass dich nicht im Stich. Ostfildern, Deutschland: Patmos.

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A partir de pesquisa realizada em interfaces jornalísticas dos principais sites de jornais do Brasil e do mundo, este artigo apresenta o estado da arte do jornalismo e aponta diretrizes para repensar a forma pela qual são exibidas as notícias na internet, especialmente nas redes sociais. O trabalho é fundamentado por teóricos como Lev Manovich, Tim Berners-Lee, Ted Nelson, Gilles Deleuze e Félix Guattari.Palavras-chave: jornalismo, internet, interface, rede social ABSTRACTBased on an online research of interface newspaper sites in Brazil as well as other parts of the world, this article describes the current state of journalism and provides guidelines for rethinking the way in which the news are displayed on the Internet, specially on social networks. The work is supported by theorists such as Lev Manovich, Tim Berners-Lee , Ted Nelson , Gilles Deleuze and Félix Guattari.Keywords: journalism, internet, interface, social network RESUMENA partir de una investigación de las interfaces periodísticas de los principales sitios web de Brasil y del mundo, este artículo presenta el estado del arte del periodismo y muestra directrices para repensar la forma como las noticias son presentadas en la internet, especialmente en las redes sociales. El trabajo tiene como base la obra de teóricos como Lev Manovich, Tim Berners-Lee, Ted Nelson, Gilles Deleuze y Félix Guattari.Palabras clave: periodismo, internet, interface, redes sociales. ReferênciasCASTELLS, M. Communication power. Nova York: Oxford Press, 2009.CORREIA, Fernando. Os jornalistas e as notícias. Lisboa: Editorial Caminho, 1997DELEUZE, G.; GUATTARI, F. Mil Platôs - Capitalismo e esquizofrenia. São Paulo: Editora 34, v. 1, 2004.__________________________. Mil Platôs - Capitalismo e esquizofrenia. São Paulo: Editora 34, v. 5, 2007.FOUCAULT, M. Vigiar e Punir - Nascimento da prisão. Petrópolis: Vozes, 1999.GALTUNG, J., RUGE, J. The structure of foreign news. Journal of Peace Research, vol. 1. Noruega, 1965. p. 64-90. Disponível em http://bit.ly/Ak9NGw. Acesso jul. 2015.GANS, H. Deciding what´s news. A study of CBS Evening News, NBC Nightly News, News, Newsweek and Time. New York: Pantheon Books, 1979.GIBSON, W. Neuromancer. São Paulo: Editora Aleph, 2003.JOHNSON, S. Cultura da interface: como o computador transforma nossa maneira de criar e comunicar. Rio de Janeiro: Jorge Zahar, 2001.KUNCZIK, M. Conceitos de jornalismo. São Paulo: Edusp, 1997.LÉVY, P. Cibercultura. São Paulo: Editora 34, 1999.LIPPMAN, W. Opinião pública. Petrópolis: Vozes, 2008.MANOVICH, L. Software takes command. Software Studies, EUA, 20 nov. 2008 In: http://bit.ly/1TPMWID Acesso jul. 2015.MOHERDAUI, L. Guia de estilo web: produção e edição de notícias on-line. 3ª ed. São Paulo: Senac, 2007.MONACHESI, J. Contra a clicagem burra. Folha de S. Paulo, São Paulo, jan. 2004, p. 8 - 9 - 18.NELSON, T. Deeper Cosmology, Deeper Documents, 2001. The Twelfth ACM Conference on Hypertext and Hypermedia, Dinamarca, 14-18 ago. 2001 http://bit.ly/xpgIMR. Acesso jul. 2015.PAUL, N. The elements of digital story making. Universidade de Minsesota, EUA, 2005.____________. New News retrospective: Is online news reaching its potential? Online Journalism Review, Califórnia, 24 mar. 2005. Disponível em http://bit.ly/1Iec9E5. Acesso jul. 2015.SCHUDSON, M. The Sociology of News. New York: Jeffrey C. Alexander, 2003.SHIRKY, C. A cultura da participação. Rio de Janeiro: Zahar, 2010.SOUSA, J. P. Tobias Peucer. Progenitor da Teoria do Jornalismo. Biblioteca On-Line de Ciências da Comunicação. Portugal, 2004. Disponível em: http://bit.ly/y5USBi. Acesso jul. 2015.TIM Berners-Lee on the next web. TED 2009, EUA. Disponível em http://bit.ly/1cwDl7M. Acesso 24 ago. 2015.TUCHMAN, G. Making news: a study in the construction of reality. New York: Press. 1978.TWITTER noticiou morte de Bin Laden antes de Obama. Infoexame, São Paulo, 2 mai. 2011. Disponível em: http://bit.ly/rezYTV. Acesso jul. 2015.WEINBERGER, D. The hyperlinked metaphysics of the web. Hyperorg, 3 dez. 2000.Disponível em: http://bit.ly/zSrkus. 2000. Acesso em jul. 2015.WOLF, M. Teorias da comunicação de massa. Lisboa: Presença, 1995. Disponível em:Url: http://opendepot.org/2717/PID: http://nbn-resolving.de/urn:nbn:de:0168-ssoar-458106 Abrir em (para melhor visualização em dispositivos móveis - Formato Flipbooks):Issuu / Calameo

Abstract:

This study aims to determine the effect of the whole language approach to the ability to read and write in English in early stages of children aged 5-6 years in one of the kindergartens in the Yogyakarta Special Region. The population in this study were 43 children who were in the age range of 5-6 years in the kindergarten. Twenty-nine participants were included in the experimental class subjects as well as the control class with posttest only control group design. Observation is a way to record data in research on early reading and writing ability. The results of Multivariate Anal- ysis of Covariance (Manova) to the data shows that 1) there is a difference in ability between the application of the whole language approach and the conventional approach to the ability to read the beginning of English; 2) there is a difference in ability between applying a whole language approach and a conventional approach to writing English beginning skills; 3) there is a difference in ability between the whole language approach and the conventional approach to the ability to read and write the beginning in English Keywords: Whole language approach, Early reading, Early writing, Early childhood Reference Abdurrahman, M. (2003). Pendidikan bagi Anak Berkesulitan Belajar. Jakarta: Rineka Cipta. Aisyah, S., Yarmi, G., & Bintoro, T. (2018). Pendekatan Whole Language dalam Pengembangan Kemampuan Membaca Permulaan Siswa Sekolah Dasar. Prosiding Seminar Nasional Pendidikan, 160–163. Alhaddad, A. S. (2014). Joedanian Literacy Education Should Whole Language be Implemented? European Scientific Journal, 10(8). Aulina, C. N., & Rezania, V. (2013). Metode Whole Language untuk Pembelajaran Bahasa Pada Anak TK. Pendidikan Usia Dini. Austring, B. D., & Sørensen, M. (2012). A Scandinavian View on the Aesthetics as a Learning Media. Journal of Modern Education Review, 2(2), 90–101. Cahyani, H., Courcy, M. de, & Barnett, J. (2018). Teachers’ code-switching in bilingual classrooms: exploring pedagogical and sociocultural functions. International Journal of Bilingual Education and Bilingualism, 21(4), 465–479. Cahyani, W. A. (2019). Pengembangan Model Pembelajaran Membaca pada Anak Usia Dini. Universitas Negeri Yogyakarta. CCSU NEWS. (2019). World’s Most Literate Nations Ranked. In WORLD’S MOST LITERATE NATIONS RANKED. Chodidjah, I. (2007). Teacher training for low proficiency level primary English language teachers: How it is working in Indonesia. In British Council (Ed.) Primary Innovations: A Collection of Papers, 87–94. Crystal, D. (2003). The Cambridge Encyclopedia of the English Language (second Edi). Cambridge: Cambridge University Press. Dhieni, N., Fridani, L., Muis, A., & Yarmi, G. (2014). Metode Perkembangan Bahasa. Universitas Terbuka, 1(155.4), 1–28. Dixon, J., & Sumon, T. (1996). Whole Language: An Integrated Approach to Reading and Writing. Action-Learning Manuals for Adult Literacy, 4. Doman, G. (1985). Ajaklah Balita Anda Belajar Meembaca. Bandung: CV. Yrama Widya. Fat, N. (2015). Ranking Minat Baca Pelajar Indonesia. In Minat Baca Indonesia. Flores, N. (2013). Undoing Truth in Language Teaching: Toward a Paradigm of Linguistic Aesthetics. Working Papers in Educational Linguistics (WPEL), 28(2). Folkmann, M. N. (2010). Evaluating aesthetics in design: A phenomenological approach. The MIT Press, 26(1), 40–53. Froese, V. (1991). Whole Language Practice and Theory. Boston: Allyn and Bacon.Gagne, R. M., & Briggs, L. J. (1996). Principle of Instructional Design. New York: Richard and Winston.Gardner, H. (2013). Multiple Intelegences : The Theory in ractice a Reader. New York: Basic. Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann. Goodman, K. S. (1986). What’s Whole in Whole Language? A Parent/Teacher Guide to Children’s Learning. Heinemann Educational Books, Inc: 70 Court St., Portsmouth, NH 03801. Hammerby, H. (1982). Synthesis in Second Language Teaching. Blane: Second Language. Hardinansyah, V. (2017). Analisis Kebutuhan pada Pengajaran Bahasa Inggris di PG-PAUD. Jurnal Pendidikan Dan Pembelajaran Anak Usia Dini, 4(2), 92–102. Jamaris, M. (2006). Perkembangan dan Pengembangan Anak Usia Dini Taman Kanak-kanak. Jakarta: Gramedia Widiasarana. Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning (Wesley Longman Ltd, ed.). Addison. Krashen, S., Long, M. H., & Scarcella, R. (1979). Accounting for child-adult differences in second language rate and attainment. TESOL Quarterly, 13, 573-82. Ling-Ying, & Huang. (2014). Learning to Read with the Whole Language Approach: The Teacher’s View. Canadian Center of Science and Education : English Language Teaching, 5(7). Ling, P. (2012). The “Whole Language” Theory and Its Application to the Teaching of English Reading. Journal of Canadian Center of Science and Education, 5(3). Maulidia, C. R., Fadillah, & Miranda, D. (2019). Pengaruh Pendekatan Whole Language Terhadap Kemampuan Membaca 5-6 Tahun di TK Mawar Khatulistiwa. Program Studi Pendidikan Guru PAUD FKIP Untan Pontianak, 8(7). Mayuni, I., & Akhadiah, S. (2016). Whole Language-Based English Reading Materials. International Journal of Applied Linguistics & English Literature, 5(3). Meha, N., & Roshonah, A. F. (2014). Implementasi Whole Language Approach sebagai Pengembangan Model Pembelajaran Berbahasa Awal Anak Usia 5-6 Tahun di PAUD Non Formal. Jurnal Pendidikan, 15(1), 68–82. Moats, L. (2007). Whole language high jinks: How to Tell When “Scientifically-Based Reading Instruction” Isn’t. Washington: Thomas B. Fordham Institute. Montessori, D. M. (1991). The discovery of the Child. New York: Ballatine Books.Morrow, L. M. (1993). Literacy Development in the Early Years. United States of America: Allyn & Bacon.Munandar, A. (2013). Pemakaian Bahasa Jawa Dalam Situasi Kontak Bahasa di Daerah Istimewa Yogyakarta. Jurnal Sastra Inggris, 25(1), 92–102. Musfiroh, T. (2009). Menumbuhkembangkan Baca-Tulis Anak Usia Dini. Yogyakarta: Grasindo. Nirwana. (2015). Peningkatan Kemampuan Membaca Cepat Melalui Pendekatan Whole Language pada Siswa Kelas VI SD Negeri 246 Bulu-Bulu Kecamatan Tonra Kabupaten Bone. Jurnal Onoma: Pendidikan, Bahasa, Dan Sastra, 1(1), 79-94., 1(1), 79–94. Novitasari, D. R. (2010). Pembangunan Media Pembelajaran Bahasa Inggris Untuk Siswa Kelas 1 Pada Sekolah Dasar Negeri 15 Sragen. 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Abstract:

During a nematode survey on cut flowers in the Pakdasht Region, Tehran Province, Iran, a species of foliar nematode belonging to the genus Aphelenchoides Fischer was detected in leaves of 10- to 11-month-old, greenhouse-grown (26 to 28°C) chrysanthemum (Dendranthema grandiflorum Kitam., cv. Puja) plants. Chrysanthemum leaves appeared discolored and slightly deformed. Diseased plants comprised approximately 40% of all plants in the greenhouse and occurred in scattered clumps along irrigation paths. Spots and blackish brown, irregular, necrotic areas occupied 5 to 50% of the leaf surface. Symptomatic tissue contained females, males, juveniles, and embryonated eggs of the nematode. All life stages of the nematode were detected in the mesophyll of younger and older infected leaves. The nematode population was extracted and quantified from symptomatic samples of 5 g of leaf tissues by modified Baermann funnel extraction and from 250 g of soil with a modification of the sugar centrifugal flotation method (1), counted, and identified. Morphological observations showed four incisures in the lateral field, excretory pore posterior to nerve ring, ovary single with oocytes in multiple rows, post-vulval uterine sac extending more than one-half of the vulva-anus distance, often containing sperm, tail elongate-conoid bearing a terminal peg with 2 to 4 minute processes. Males common (40% of females) posteriorly curved through 180° upon relaxation, tail conoid bearing a terminal peg with 2 to 3 processes. Measurements of 14 females and 11 males (body length = 987 ± 48 μm, a = 49.2 ± 4.4, b = 12.3 ± 1.1, c = 20.6 ± 2.8, V = 71 ± 1.7, T = 49 ± 2.3, stylet length = 12.6 ± 0.6 μm, tail length = 47.9 ± 5.2 μm; position of vulva = 70.8 ± 1.7%; spicules length = 22.8 ± 1.4 μm) conformed to the description of the chrysanthemum foliar nematode Aphelenchoides ritzemabosi (Schwartz) Steiner & Buhrer, (2). Voucher specimens have been deposited in the University of California Davis Collection. An average of 1,064 A. ritzemabosi per gram were found in the leaves of chrysanthemum, while only 48 nematodes were detected in the soil. To our knowledge, this is the first report of A. ritzemabosi infecting chrysanthemum plants in Iran. References: (1) W. A. Coolen. Page 317 in: Root-Knot Nematodes (Meloidogyne Species) Systematics, Biology, and Control. F. Lamberti and C. E. Taylor, eds., Academic Press, New York, 1979. (2) N. Vovlas et al. Nematology 7:301, 2005.

Abstract:

-Stanley L. Engerman, B.W. Higman, Slave populations of the British Caribbean, 1807-1834. Baltimore: The Johns Hopkins University Press, Johns Hopkins Studies in Atlantic History and Culture, 1984. xxxiii + 781 pp.-Susan Lowes, Gad J. Heuman, Between black and white: race, politics, and the free coloureds in Jamaica, 1792-1865. Westport CT: Greenwood Press, Contributions in Comparative Colonial Studies No. 5, 1981. 20 + 321 pp.-Anthony Payne, Lester D. Langley, The banana wars: an inner history of American empire, 1900-1934. Lexington KY: University Press of Kentucky, 1983. VIII + 255 pp.-Roger N. Buckley, David Geggus, Slavery, war and revolution: the British occupation of Saint Domingue, 1793-1798. New York: The Clarendon Press, Oxford University Press, 1982. xli + 492 pp.-Gabriel Debien, George Breathett, The Catholic Church in Haiti (1704-1785): selected letters, memoirs and documents. Chapel Hill NC: Documentary Publications, 1983. xii + 202 pp.-Alex Stepick, Michel S. Laguerre, American Odyssey: Haitians in New York City. Ithaca and London: Cornell University Press, 1984. 198 pp-Andres Serbin, H. Michael Erisman, The Caribbean challenge: U.S. policy in a volatile region. Boulder CO: Westview Press, 1984. xiii + 208 pp.-Andres Serbin, Ransford W. Palmer, Problems of development in beautiful countries: perspectives on the Caribbean. Lanham MD: The North-South Publishing Company, 1984. xvii + 91 pp.-Carl Stone, Anthony Payne, The politics of the Caribbean community 1961-79: regional integration among new states. Oxford: Manchester University Press, 1980. xi + 299 pp.-Evelyne Huber Stephens, Michael Manley, Jamaica: struggle in the periphery. London: Third World Media, in association with Writers and Readers Publishing Cooperative Society, 1982. xi + 259 pp.-Rhoda Reddock, Epica Task Force, Grenada: the peaceful revolution. Washington D.C., 1982. 132 pp.-Rhoda Reddock, W. Richard Jacobs ,Grenada: the route to revolution. Havana: Casa de Las Americas, 1979. 157 pp., Ian Jacobs (eds)-Jacqueline Anne Braveboy-Wagner, Andres Serbin, Geopolitica de las relaciones de Venezuela con el Caribe. Caracas: Fundación Fondo Editorial Acta Cientifica Venezolana, 1983.-Idsa E. Alegria-Ortega, Jorge Heine, Time for decision: the United States and Puerto Rico. Lanham MD: North-South Publishing Co., 1983. xi + 303 pp.-Richard Hart, Edward A. Alpers ,Walter Rodney, revolutionary and scholar: a tribute. Los Angeles: Center for Afro-American Studies and African Studies Center, University of California, 1982. xi + 187 pp., Pierre-Michel Fontaine (eds)-Paul Sutton, Patrick Solomon, Solomon: an autobiography. Trinidad: Inprint Caribbean, 1981. x + 253 pp.-Paul Sutton, Selwyn R. Cudjoe, Movement of the people: essays on independence. Ithaca NY: Calaloux Publications, 1983. xii + 217 pp.-David Barry Gaspar, Richard Price, To slay the Hydra: Dutch colonial perspectives on the Saramaka wars. Ann Arbor MI: Karoma Publishers, 1983. 249 pp.-Gary Brana-Shute, R. van Lier, Bonuman: een studie van zeven religieuze specialisten in Suriname. Leiden: Institute of Cultural and Social Studies, ICA Publication no. 60, 1983. iii + 132 pp.-W. van Wetering, Charles J. Wooding, Evolving culture: a cross-cultural study of Suriname, West Africa and the Caribbean. Washington: University Press of America 1981. 343 pp.-Humphrey E. Lamur, Sergio Diaz-Briquets, The health revolution in Cuba. Austin: University of Texas Press, 1983. xvii + 227 pp.-Forrest D. Colburn, Ramesh F. Ramsaran, The monetary and financial system of the Bahamas: growth, structure and operation. Mona, Jamaica: Institute of Social and Economic Research, University of the West Indies, 1984. xiii + 409 pp.-Wim Statius Muller, A.M.G. Rutten, Leven en werken van de dichter-musicus J.S. Corsen. Assen, The Netherlands: Van Gorcum, 1983. xiv + 340 pp.-Louis Allaire, Ricardo E. Alegria, Ball courts and ceremonial plazas in the West Indies. New Haven: Department of Anthropology of Yale University, Yale University Publications in Anthropology No. 79, 1983. lx + 185 pp.-Kenneth Ramchand, Sandra Paquet, The Novels of George Lamming. London: Heinemann, 1982. 132 pp.

Abstract:

Em 2019, Um teto todo seu celebrou seus 90 anos de publicação e Três guinéus foi traduzido e publicado no Brasil pela primeira vez. Esses dois eventos, mais a participação na palestra A room of my own (Um teto todo meu) organizado pelo Durham Book Festival (Festival do Livro de Durham), onde os participantes discutiram os desafios que as escritoras ainda enfrentam nos dias atuais, nos inspirou a publicar o presente artigo, para analisar o papel de Virginia Woolf como crítica e apresentar algumas de suas teorias mais relevantes. Palavras-chave: Virginia Woolf. Autoria feminina. Crítica feminista. Um teto todo seu. Três guinéus. Referências ALMEIDA, Márcia de. Cosima: à procura de um lugar de afirmação da autoria feminina. 2009. Juiz de Fora. Disponível em: http://www.ufjf.br/ppgletras/files/2009/11/COSIMA-%C3%80-PROCURA-DE-UM-LUGAR-DE-AFIRMA%C3%87%C3%83O-DA-AUTORIA-FEMININA-Marcia.pdf. Acesso em: 11 set. 2015. COMPAGNON, Antoine. O demônio da teoria: literatura e senso comum. Tradução Cleonice Paes Barreto Mourão e Consuelo Fortes Santiago. 2. ed. Belo Horizonte: UFMG, 2010. DERRIDA, Jacques. Essa estranha instituição chamada literatura: uma entrevista com Jacques Derrida. Tradução Marileide Dias Esqueda. Belo Horizonte: UFMG, 2014. GILBERT, Sandra M.; GUBAR, Susan. No man’s land: the word of wars. New Haven: Yale University, 1988. v. 1. GOLDMAN, Jane. The Cambridge introduction to Virginia Woolf. Cambridge: Cambridge University, 2008. LEE, Hermione. Virginia Woolf. New York: Vintage Books, 1999. LEHMANN, John. Vidas literárias: Virginia Woolf. Rio de Janeiro: Jorge Zahar, 1989. MARSH, Nicholas. Virginia Woolf: the novels. Basingstoke: Palgrave Macmillan, 1998. MOI, Toril. Introduction: Who’s afraid of Virginia Woolf? Feminist readings of Woolf. In: ______. Sexual/Textual Politics. 2. ed. London: Routledge, 2002. p. 1-18. NEVES, Caroline R. Virginia Woolf e o espaço autobiográfico em Os anos. Orientadora: Nícea Helena Nogueira. 2018. 117 f. Dissertação (Mestrado em Letras: Estudos Literários) – Faculdade de Letras, Universidade Federal de Juiz de Fora, 2018. OLIVEIRA, Maria Aparecida de. A representação feminina na obra de Virginia Woolf: um diálogo entre o projeto político e o estético. Orientadora: Maria Clara Bonetti Paro. 2013. 253 f. Tese (Doutorado em Estudos Literários) – Faculdade de Ciências e Letras, Universidade Estadual Paulista Júlio Mesquita Filho (Unesp), Araraquara, 2013. ROSEMBERG, Molly. Foreword. In: WOOLF, Virginia. A room of my own. London: The Royal Society of Literature, 2019. p. 2-3. SHOWALTER, Elaine. A literature of their own: British women novelists from Brontë to Lessing. Princeton: Princeton University, 1999. SHOWALTER, Elaine. Criticism in the wilderness. Critical Inquiry, Chicago, v. 8, n, 2, p. 179-205, 1981. WOOLF, Virginia. A room of one’s own and Three Guineas. Oxford: Oxford University, 2015. ______. O valor do riso e outros ensaios. Tradução e organização Leonardo Froés. São Paulo: Cosac Naify, 2014. ______. Um teto todo seu. Tradução Vera Ribeiro. Rio de Janeiro: Nova Fronteira, 2004. ______. Women & writing. London: The Women’s Press, 1979.

Abstract:

Mung bean sprouts (Vigna radiata (L.) R. Wilczek) are a commonly consumed vegetable in Asian countries. Anthracnose lesions on mung bean sprouts (cv. You-lu-dou from Mayamar) were found in an indoor sprouting facility in Taichung County, Taiwan in May of 2009. The incidence of disease exceeded 90% in some lots. Infected hypocotyls had smooth, diamond-shaped to fusiform brown spots, which became further depressed and enlarged with age. A fungus was isolated on potato dextrose agar (PDA) from symptomatic hypocotyls after surface sterilization in 0.6% NaOCl. Fungal colonies were initially salmon to orange in color and became greenish gray on the surface within a week. Setae were not produced in acervuli that developed on PDA. Conidia in the acervuli were one-celled, cylindrical, and hyaline with an average length and width of 14.8 (7.0 to 23.7) × 4.9 (3.3 to 6.7) μm (n = 53). The internal transcribed spacer (ITS) region was amplified with primers ITS1 and ITS4 (4). The sequence was deposited in GenBank (Accession No. GQ889269). The sequence was 99% identical to that of ATCC 56816 strain of Glomerella acutata (Guerber & J. C. Correll), the teleomorph of Colletotrichum acutatum (J. H. Simmonds) over a 522-bp alignment. Thus, the mung bean pathogen was identified as C. acutatum based on morphological (1) and molecular characters. Pathogenicity of the strain was determined by inoculating mung bean seeds from I-Mei Foods Co. (imported from Australia). The seeds were disinfested in 0.6% NaOCl for 10 min, rinsed with sterile distilled water twice, and immersed in a conidial suspension (1.5 × 104 conidia/ml) of C. acutatum for 10 min. Fifteen inoculated seeds were placed on moistened paper towels, distributed into three flasks, and stored in the dark at 32°C. Symptoms similar to those observed on the original sprouts appeared 3 days later on the hypocotyls of the seedlings and all seedlings were infected by day five. Conidia of C. acutatum were produced on all lesions and colonies of C. acutatum were recovered from symptomatic tissues, fulfilling Koch's postulates. Controls (seed immersed in water) remained symptomless. The pathogenicity test was repeated with similar results. The pathogen has been recorded on mung bean sprouts in Korea (2) and on other Vigna spp. in India (3). To our knowledge, this is the first report of sprout rot of mung bean caused by C. acutatum in Taiwan. References: (1) B. J. Dyko and J. E. M. Mordue. No. 630 in: Descriptions of Pathogenic Fungi and Bacteria. CMI, Kew, Surrey, UK, 1979. (2) D. K. Kim et al. Plant Pathol. J. 19:203, 2003. (3) K. P. R. Prasanna. Seed Sci. Technol. 13:821, 1985. (4) T. J. White et al. Page 315 in: PCR Protocols: A Guide to Methods and Applications. M. A. Innis et al., eds. Academic Press, New York, 1990.

Abstract:

Ruang esensinya adalah tempat manusia hidup dan beraktivitas. Namun tidak semua aktivitas dapat terakomodir karena setiap ruang dibatasi dengan fungsinya masing-masing. Bagi ruang pribadi keterbatasan ruang tersebut merupakan karakteristik utama bagi ruang itu sendiri sedangkan pada ruang publik yang memiliki berbagai macam aktivitas harus dapat menampung berbagai aktivitas di dalamnya. Untuk itulah perlu dilakukan kajian mengenai ruang publik terhadap permasalahan keterbatasan ruang yang sering ditemui. Tulisan ini menggunakan metode kualitatif dengan melakukan pendekatan kajian literatur. Ada beberapa literatur yang diambil dari beberapa ahli serta beberapa hasil penelitian dalam artikel jurnal untuk mendukung teori dan melihat kenyataan di lapangan. Pada akhir tulisan diambil suatu kesimpulan bahwa keterbatasan ruang publik terhadap berbagai macam aktivitas yang berlangsung di dalamnya dengan terbentuknya ruang bersama baik secara permanen maupun bergantian (waktu tertentu).Kata-kata Kunci: arsitektur, ruang publik, aktivitas, ruang bersamaURBAN PUBLIC SPACE STUDIES BETWEEN ACTIVITIES AND LIMITATIONSThe essence of space is a place where humans live and doing their activities. But not all activities can be accommodated because space is limited by their functions. For private space, space limitations are the main characteristics for space itself, while in public spaces that have various kinds of activities must be able to accommodate multiple activities in it. For this reason, a study of public space needs to be done on the problems of space limitations that are often encountered. This paper uses qualitative methods by conducting a literature review approach. There is some literature taken from several experts and several research results in the journal for support the theory and see the reality in the field. At the end of the writing, it was concluded that the limitations of the public space for various kinds of activities take place in it with the formation of shared spaces both permanently and alternately (certain times).Keywords: architecture, public space, activity, share spaceREFERENCESAgustapraja, H. R. (2018). Studi Pemetaan Perilaku (Behavioral Mapping) Pejalan Kaki Pada Pedesterian Alun-Alun Kota Lamongan. Civilla, 3(1), 134–139. https://doi.org/https://doi.org/10.30736/cvl.v3i1.220Athanassiou, E. (2017). The Hybrid Landscape Of Public Space In Thessaloniki In The Context Of Crisis. Landscape Research, 42(7), 782–794. https://doi.org/10.1080/01426397.2017.1372399Carr, J., & Dionisio, M. R. (2017). Flexible Spaces as a Third Way Forward for Planning Urban Shared Spaces. In Cities (pp. 73–82). Elsevier. https://doi.org/10.1016/j.cities.2017.06.009Carr, S., Francis, M., Rivlin, L. G., & Stone, A. M. (1992). Public Space. New York: Cambridge University Press.Farida, N. (2013). Effect of Outdoor Shared Spaces on Social Interraction in a Housing Estate in Algeria. Frontiers of Architectural Research, 2, 457–467. https://doi.org/10.1016/j.foar.2013.09.002Hakim, R., & Utomo, H. (2003). Komponen Perancangan Arsitektur Lansekap: Prinsip-Unsur dan Aplikasi Desain. Jakarta: Penerbit Bumi Aksara.Hanafiah, U. I. M., & Asharsinyo, D. F. (2017). Redefenisi Ruang Publik Pada Kampung Kreatif Pasundan. Studi Kasus: Koridor Tepian Sungai Cikapundung, RT 02 RW 04, Kelurahan Balonggede, Kecamatan Regol, Kota Bandung, Jawa Barat. Idealog, 2(2), 124–137. https://doi.org/10.25124/idealog.v2i2.1220Hantono, D. (2017). Pengaruh Ruang Publik Terhadap Kualitas Visual Jalan Kali Besar Jakarta. Arsitektura, 15(2), 532–540. https://doi.org/10.20961/arst.v15i2.15114Krier, R. (1979). Urban Space. New York: Rizzoli.Liem, Y., & Lake, R. C. (2018). Pemaknaan Ruang Terbuka Publik Taman Nostalgia Kota Kupang. Arteks, 2(2), 149–158. https://doi.org/10.30822/artk.v2i2.150Mulyandari, H. (2011). Pengantar Arsitektur Kota. (Oktaviani HS, Ed.) (1st ed.). Yogyakarta: Penerbit Andi.Murtini, T. W., & Wahyuningrum, S. H. (2017). Penggunaan Ruas Jalan Sebagai Pasar Tradisional Di Gang Baru Pecinan, Semarang. Modul, 17(1), 17–21. Retrieved from https://ejournal.undip.ac.id/index.php/modul/article/view/17246/12396Olesen, M., & Lassen, C. (2012). Restricted Mobilities: Access to, and Activities in, Public and Private Spaces. International Planning Studies, 17(3), 215–232. https://doi.org/10.1080/13563475.2012.704755Rapoport, A. (1990). The Meaning of the Built Environment: A Nonverbal Communication Approach (1st ed.). Arizona: University of Arizona Press.Rochimah, E., & Asriningpuri, H. (2018). Adaptasi Perilaku Pedagang Bazar Dalam Teritori Ruang Dagang. Nalars, 17(1), 21–28. https://doi.org/10.24853/nalars.17.1.21-28Salomon-Ayeh, B. E., King, R. S., & Decardi-Nelson, I. (2011). Street Vending and The Use of Urban Public Space in Kumasi, Ghana. Surveyor, 4(1), 20–31. Retrieved from http://dspace.knust.edu.gh/bitstream/123456789/3423/1/Surveyor Journal 3.pdfSantoso, J. T., Mustikawati, T., Suryasari, N., & Titisari, E. Y. (2016). Pola Aktivitas Wisata Belanja dI Kampung Wisata Keramik Dinoyo, Malang. Tesa Arsitektur, 14(1), 1. https://doi.org/10.24167/tes.v14i1.560Simpson, P. (2011). Street Performance And The City: Public Space, Sociality, And Intervening In The Everyday. Space and Culture, XX(X), 1–16. https://doi.org/10.1177/1206331211412270Sudarisman, I. (2017). Kajian Pedagang Kaki Lima Di Taman Tegalega, Bandung, Jawa Barat. Arsir , 1(2), 161–174. Retrieved from http://jurnal.um-palembang.ac.id/arsir/article/view/867/769

Abstract:

The discourse on indigenizing of social sciences has been popular among Indonesian scholars since 1970s. However, it has not shown any significant development, in spite of many writings of Nusantara scholars that can be bases of references to develop sociological theories of Nusantara, such as the manuscripts of Kawruh Jiwo Ki Ageng Suryomentaram and Amanat Galunggung. Making an effort to indigenize social sciences of Nusantara, the present study investigates both manuscripts. The results of the study argue that there are basic theories of sociology discussed in those two manuscripts. For example, the concepts of social integration (kabuyutan), division of labor, and historical consciousness, which are discussed in the manuscript of Amanat Galunggung. The sociological perspective of Amanat Galunggung is very similar to the structural-functional theory. While, the concepts found in Kawruh Jiwo Ki Ageng Suryomentaram, such as the concepts of four division of human being, feeling (rasa) and intention (karep), and reciprocal relations between human and society. Those theories are genuine and authentical; and if the theories are developed, they will result in a typical of Nusantara sociological theory. Keywords: Indigeneus, Kramadangsa, Rasa, Kabuyutan, Tri Tangtu REFERENCE Alatas, S.F., (2010), Diskusus Alternatif Dalam Ilmu Sosial Asia, Tanggapan Terhadap Eurocentrisme, Bandung, Mizan, Anthony Giddens (1997), Central Problem in Social Theoty, Berkeley & Los Angeles: University of Callifornia Press. Ary, H. Gunawan (2000), Sosiologi: Suatu Analisis Sosiologi tentang Pelbagai Problem Pendidikan, Cet. I; Jakarta: Rinika Cipta. Astrid S. Susanto (1979) Pengantar Sosiologi dan Perubahan Sosial, Bandung, Binacipta. Allice S. Rossi (ed.), 1985, Sosiology and Antropoly in the People’s Republic of China, National Academy Press, Washington DC.; Bacthiar Wardi (2010). Sosiologi Klasik Dari Comte hingga Parsons. Bandung: Remaja Rosdakarya. Bento, Ted dan Ian Craib (2009). Filsafat Ilmu Sosial Pendasaran Filosofis Bagi Pemikiran Sosial. Yogyakarta: Ledalero. Budiman, Arif (1991), Negara dan Pembangunan; Study tentang Indonesia dan Korea Selatan, Jakarta Yayasan Padi Kapas. Chambliss, Rollin (1954), Social Thought, New York, Dryden Press; Danasasmita, S. (1987). Sewaka Darma, Sanghyang Siksakandang Amanat Galunggung. Bandung: BP3 Kebudayaan Sunda Depdikbud; Drapper, Hal, (1978) “Karl Marx’s Theory of Revolution The Politics of Social Classes,” Vol. II, Monthly Review Press, Faruk.(2010), Pengantar Sosiologi Sastra, dari Strukturalisme Genetik sampai Post Strukturalisme.Yogyakarta: Pustaka Pelajar Heri Santoso, (1997), Dimensi Epistemoligis Dalam Indegenisasi Ilmu-Ilmu Sosial di Indonesia, Jurnal Edisi Khusus; hal. 188 dikutip dari https://media.neliti.com/media/ publications/228423-dimensi-epistemologis-dalam-indeginisasi-022d80a4.pdf, diakses pada 5 Agustus 2020. Jacson, Karl D. and Lucian Pye (ed.), Political Power and Communication in Indonesia, Berkeley and Los Angles, University of California Press. Jatman, Darmanto, (2000). Psikologi Jawa, Yogyakarta, Bentang Budaya; ----------------------, (2008), Ilmu Jiawa Kaum Pribumi (Indigeneus Psycology, Pidato Pengukuhan Guru Besar Psikologi Undip Johnson, Doyle Paul (1986), Teori Sosiologi Klasik dan Modern, jilid 1 dan 2 (terj. Robert M.Z. Lawang), Jakarta, Gramedia Noorduyn dan A. Teew, Tiga Pesona Sunda Kuno, terj. Hawe Setiawan, Jakarta: Pustaka Jaya, Jones, (2003) Pengantar Teori-Teori Social: Dari Teori Fungsionalisme Hingga Post-Modernisme, (trj.Saifuddin), Jakarta: Pustaka Obor Ki Fudyartanto, (2002), Psikologi Kepribadian Timur, Yogyakarta: Pustaka Pelajar; Kuntowijoyo, (1990) Paradigma Islam; Interpretasi Untuk Aksi, Bandung, Mizan; ---------------, , (2001), Muslim tanpa Msjid, Bandung, Mizan; Lubis, N. H. (2013). Sejarah Kerajaan Sunda.Bandung: Yayasan MSI; Mas’ud, Mochtar (1994), Politik Birokrasi dan Pembangunan, Yogyakarta, Pustaka Pelajar Mills, C. Wright and Hans Gerth, (1956), From Max Weber; Essays in Sociology, New York, Oxford University Press; Nasiwan dan Yuyun Sri Wahyuni (2016), Seri Teoti-Teori Sosial Indonesia, Yogyakarta, UNY Press, Prihartanti, (2004) Kepribadian sehat menurut konsep Suryomentaram, Surakarta: Muhammadiyah University Press; Rangga Saptya Mohamad Permana, Makna Tri Tangtu di Buana Yang Mengandung Aspek Komunikasi Politik Dalam Framen Carita Prahyangan, Jurnal Kajian Komunikasi, Volume 3, No. 2, Desember 2015 Ratih Suryowiyono (2007), Ki Ageng Suryomentaram Sang Plato dari Jawa, Yogyakarta: Cemerlang Publishing, Schutz, Alfred dan Thomas Luchmann, (1973), the Structure of the Life-World, Evanston, III; Northwetern University Press, Soerjono Soekanto, (1985), Sosiologi Suatu Pengantar , Cet. 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Sumber Internet https://id.usembassy.gov/id/education-culture-id/program-fulbright-id/, diakses tanggal 17 Agustus 2020 https://id.usembassy.gov/id/amerika-serikat-berikan-satu-juta-dolar-dana-penelitian-untuk-enam-ilmuwan-indonesia/, diakses pada 5 Agustus 2020 https://id.usembassy.gov/id/amerika-serikat-dan-indonesia-resmikan-lima-pusat-kerjasama-penelitian-berkualitas-tinggi-di-indonesia/, diakses pada 5 Agustus 2020

Abstract:

O presente trabalho tem como objetivo refletir sobre a prosa de Conceição Evaristo, investigando a representação das diferenças, principalmente sociais e de gênero, na escrita de seus contos, por meio da busca e da valorização da ancestralidade africana. Palavras-chave: Identidade Africana. Ancestralidade. Literatura. Nação. Referências BARROS, José d’Assunção. A historiografia pós-moderna. Ler História, n. 61, 2011, p.147-167. Disponível em: <https://journals.openedition.org/lerhistoria/1655>. Acesso em: 27 abr. 2019. BHABHA, Homi K. O local da cultura. Belo Horizonte: UFMG, 1996. CÔRTES, Cristiane. Diálogos sobre escrevivência e silêncio. In: DUARTE, Constância Lima; CÔRTES, Cristiane; PEREIRA, Maria do Rosário A. (orgs). Escrevivências: identidade, gênero e violência na obra de Conceição Evaristo. Belo Horizonte: Idea, 2016. p. 51-60. EVARISTO, Conceição. Olhos d’água. Rio de Janeiro: Pallas, 2010. ______. Insubmissas lágrimas de mulheres. Belo Horizonte: Nandyala, 2011. ______. Ponciá Vicêncio. Belo Horizonte: Mazza, 2003. ______. História de leves enganos e parecenças. Rio de Janeiro: Malê, 2016. _____. Gênero e etnia: uma escre(vivência) da dupla face. In: MOREIRA, Nadilza Martins de Barros; SCHNEIDER, Diane (eds.). Mulheres no mundo, etnia, marginalidade e diáspora. João Pessoa: Ideia, 2005. p. 201-212. Disponível em: https://pt.scribd.com/document/177337990/Conceicao-Evaristo-Genero-e-etnia-uma-escre-vivencia-de-dupla-face. Acesso em: 20 abr. 2019. FOUCAULT, Michel. Microfísica do poder. Organização e tradução de Roberto Machado. Rio de Janeiro: Graal, 1979. GANDHI, Leela. Postcolonial theory: a critical introduction. New York: Columbia University,1998. GARUBA, Harry. Explorações do realismo animista: notas sobre a leitura e a escrita da literatura, cultura e sociedade africana. Tradução Elisângela da Silva Tarouco. Nonada: Letras em Revista, Porto Alegre, v. 2, n. 19, p. 235-256, out. 2012. Disponível em: http://www.redalyc.org/pdf/5124/512451673021.pdf. Acesso em: 02 dez. 2018. ______. Reflexões provisórias sobre o animismo, modernidade/colonialismo e a ordem africana do conhecimento. Tradução Alice Botelho Peixoto. CESPUC, n. 32, p. 123-131, jan./jun. 2018. Disponível em: http://periodicos.pucminas.br/index.php/cadernoscespuc/article/view/17021. Acesso em: 14 mar. 2019. HALL, Stuart. Que “negro” é esse na cultura negra? In: ______. Da diáspora: identidades e mediações culturais. Organização Liv Sovik. Tradução Adelaine La Guardia Resende et al. Belo Horizonte: UFMG; Brasília: Representação da UNESCO no Brasil, 2009. ______. A identidade cultural na pós-modernidade. 11. Ed. Tradução Tomaz Tadeu da Silva e Guacira Lopes Lobo. Rio de Janeiro: DP&A, 2006. JAMESON, Fredric. Pós-modernismo: a lógica cultural do capitalismo tardio. 2. ed. São Paulo: Ática, 1997. LIEBIG, Sueli Meira. “Escrevivências”: Evaristo e a subversão de gênero em Insubmissas lágrimas de mulheres. XII Colóquio Nacional Representações de gênero e sexualidades. 08 a 10 de junho de 2016, Campina Grande, PB. Disponível em: file:///C:/Users/Windows%2010/Downloads/TRABALHO_EV053_MD1_SA6_ID571_30042016200422.pdf. Acesso em: 16 fev. 2019. MOREIRA, Terezinha Taborda. Silêncio, trauma e escrita literária. In: DUARTE, Constância Lima; CÔRTES, Cristiane; PEREIRA, Maria do Rosário A. (orgs). Escrevivências: identidade, gênero e violência na obra de Conceição Evaristo. Belo Horizonte: Idea, 2016. p. 109-119. POLLAK, Michael. Memória e identidade social. Estudos Históricos. Rio de Janeiro, v. 5. n. 10, p. 200-212, 1992. Disponível em: http://www.pgedf.ufpr.br/memoria%20e%20identidadesocial%20A%20capraro%202.pdf. Acesso em: 09 maio 2019. PONCE, Eduardo Souza; GODOY, Maria Carolina de. Ancestralidade e identidade em “Olhos d’água” de Conceição Evaristo. Anais do VIII Colóquio de Estudos Literários. Ferreira Cláudia C.; Jacicarla S.; Brandini Laura T.(orgs). Londrina, 06 e 07 ago. 2014. p. 163-170. Disponível em: http://www.uel.br/eventos/estudosliterarios/pages/arquivos/Eduardo%20Ponce%20e%20Maria%20Carolina%20Godoy_Texto%20Completo.pdf. Acesso em: 18 abr. 2019. SAID, Edward. Cultura e imperialismo. São Paulo: Companhia das Letras, 1995. SILVA, Assunção de Mari Souza e. “E assim tudo se deu”: as histórias de leves enganos e parecenças. In: DUARTE, Constância Lima; CÔRTES, Cristiane; PEREIRA, Maria do Rosário A. (orgs). Escrevivências: identidade, gênero e violência na obra de Conceição Evaristo. Belo Horizonte: Idea, 2016. p. 295-306. SILVA, Franciane da Conceição. A presença da ancestralidade em narrativas de Conceição Evaristo e Mia Couto. Cadernos Cespuc, n. 32, jan. /jul. 2018. Disponível em: http://periodicos.pucminas.br/index.php/cadernoscespuc/article/view/16962/13446. Acesso em: 12 abr. 2019. SPIVAK, GayatriChakravorty. Pode o subalterno falar? Tradução Sandra Regina Goulart Almeida, Marcos Pereira Feitosa e André Pereira Feitosa. Belo Horizonte: UFMG, 2010.

Abstract:

Modeling using structural equations, is a second generation statistical data analysis technique, it has been positioned as the methodological options most used by researchers in various fields of science. The best known method is the covariance-based approach, but it presents some limitations for its application in certain cases. Another alternative method is based on the variance structure, through the analysis of partial least squares, which is an appropriate option when the research involves the use of latent variables (for example, composite indicators) prepared by the researcher, and where it is necessary to explain and predict complex models. This article presents a brief summary of the structural equation modeling technique, with an example on the relationship of constructs, sustainability and competitiveness in iron mining, and is intended to be a brief guide for future researchers in the engineering sciences. Keywords: Competitiveness, Structural equations, Iron mining, Sustainability. References [1]J. Hair, G. Hult, C. Ringle and M. Sarstedt. A Primer on Partial Least Square Structural Equation Modeling (PLS-SEM). California: United States. Sage, 2017. [2]H. Wold. Model Construction and Evaluation when Theoretical Knowledge Is Scarce: An Example of the Use of Partial Least Squares. Genève. Faculté des Sciences Économiques et Sociales, Université de Genève. 1979. [3]J. Henseler, G. Hubona & P. Ray. “Using PLS path modeling new technology research: updated guidelines”. Industrial Management & Data Systems, 116(1), 2-20. 2016. [4]G. Cepeda and Roldán J. “Aplicando en la Práctica la Técnica PLS en la Administración de Empresas”. Congreso de la ACEDE, Murcia, España, 2004. [5]D. Garson. Partial Least Squares. Regresión and Structural Equation Models. USA. Statistical Associates Publishing: 2016. [6]D. Barclay, C. Higgins & R. Thompson. “The Partial Least Squares (PLS) Approach to Causal Modeling: Personal Computer Adoption and Use as an Illustration”. Technology Studies. Special Issue on Research Methodology. (2:2), pp. 285-309. 1995. [7]J. Medina, N. Pedraza & M. Guerrero. “Modelado de Ecuaciones Estructurales. Un Enfoque de Partial Least Square Aplicado en las Ciencias Sociales y Administrativas”. XIV Congreso Internacional de la Academia de Ciencias Administrativas A.C. (ACACIA). EGADE – ITESM. Monterrey, México, 2010. [8]J. Medina & J. Chaparro. “The Impact of the Human Element in the Information Systems Quality for Decision Making and User Satisfaction”. Journal of Computer Information Systems. (48:2), pp. 44-52. 2008. [9]D. Leidner, S. Carlsson, J. Elam & M. Corrales. “Mexican and Swedish Managers’ Perceptions of the Impact of EIS on Organizational Intelligence, Decisión Making, and Structure”. Decision Science. (30:3), pp. 633-658. 1999.[10]W. Chin. “The partial least squares approach for structural equation modeling”. Chapter Ten, pp. 295-336 in Modern methods for business research. Edited by Macoulides, G. A., New Jersey: Lawrence Erlbaum Associates, 1998. [11]M. Höck & C. Ringle M. “Strategic networks in the software industry: An empirical analysis of the value continuum”. IFSAM VIIIth World Congress, Berlin 2006. [12]J. Henseler, Ch. Ringle & M. Sarstedt. Handbook of partial least squares: Concepts, methods and applications in marketing and related fields. Berlin: Springer, 2012. [13]S. Daskalakis & J. Mantas. “Evaluating the impact of a service-oriented framework for healthcare interoperability”. Studies in Health Technology and Informatics. pp. 285-290. 2008. [14]C. Fornell & D. Larcker: “Evaluating Structural Equation Models with Unobservable Variables and Measurement Error”, Journal of Marketing Research, vol. 18, pp. 39-50. Februay 1981. [15]C. Fornell. A Second Generation of Multivariate Analysis: An Overview. Vol. 1. New York, U.S.A. Praeger Publishers: 1982. [16]R. Falk and N. Miller. A Primer for Soft Modeling. Ohio: The University of Akron. 1992. [17]M. Martínez. Aplicación de la técnica PLS-SEM en la gestión del conocimiento: un enfoque técnico práctico. Revista Iberoamericana para Investigación y el Desarrollo Educativo. Vol. 8, Núm. 16. 2018. [18]S. Geisser. “A predictive approach to the random effects model”. Biometrika, Vol. 61(1), pp. 101-107. 1974. [19]J. Cohen. Statistical power analysis for the behavioral sciences. Mahwah, NJ: Lawrence Erlbaum, 1988. [20]GRI (2013). G4 Sustainability Reporting Guidelines. Global Reporting Initiative. Available: www.globalreporting.org

Abstract:

Insects represent a relevant didactic resource to work with artistic skills, concepts, attitudes and values in the Science teaching because they are diversified in forms and colors, and because they have different life styles. However, there are relatively few reports of experience with evidence of their importance as a didactic resource. In this sense, our main aims were to describe and analyze: (1) the perceptions of seventh-year elementary school students of a public school in Uberlândia-MG, Brazil, about insects; and (2) a didactic sequence in which insects are used to work concepts, artistic skills, attitudes and values, such as respect for life. In 2018, we applied and analyzed 47 questionnaires with five questions about insects; and after we prepared a didactic sequence to stimulate student’s learning through strategies such as reading, dictionary use, research, expository lecture, and drawing. We noticed that most students knew at least one insect, although they had little information on insects’ scientific and ecological importance. We also noticed from the reports, participation, and evaluation of the students that the didactic sequence was useful on several competencies abovementioned, suggesting that the use of different types of strategies can stimulate students to become interested and participate actively in the classes. Therefore, insects represent an excellent didactic resource to work conceptual, procedural and attitudinal concepts in Science teaching.ResumoPor serem diversificados em formas e cores, e também por possuírem variados modos de vida, os insetos representam um relevante recurso didático para trabalhar com habilidades artísticas, conceitos, atitudes e valores no ensino de Ciências. Contudo, há relativamente poucos relatos de experiência com evidências da importância deles como recurso didático. Neste contexto, os principais objetivos deste relato foram descrever e analisar: (1) as percepções de estudantes do sétimo ano do Ensino Fundamental de uma escola pública de Uberlândia-MG quanto aos insetos; e (2) uma sequência didática em que os insetos são utilizados para trabalhar conceitos, habilidades artísticas, atitudes e valores, como o respeito à vida. Em 2018 foram aplicados e analisados, em uma perspectiva quali-quantitativa, 47 questionários com cinco questões sobre os insetos. Depois, foi desenvolvida uma sequência didática envolvendo leitura com uso de dicionário, pesquisa, aula expositiva dialogada, momento musical e confecção de desenhos. De maneira geral, os questionários evidenciaram que a maior parte dos estudantes foi capaz de reconhecer pelo menos um tipo de inseto, embora soubessem pouco sobre sua importância científica e ecológica. Notou-se também, pelos relatos, participação, avaliação dos estudantes e comportamento deles para com os insetos, que a sequência didática foi útil para trabalhar as diferentes competências acima mencionadas, o que sugere que o uso dos insetos junto com variados tipos de estratégias pode estimular os estudantes a se interessarem e participarem ativamente das aulas. Portanto, os insetos representaram um excelente recurso didático para trabalhar conteúdos conceituais, procedimentais e atitudinais no ensino de Ciências.ResumenPor ser diversificados en formas y colores, y también por sus variados modos de vida, los insectos representan un relevante recurso didáctico para trabajar con habilidades artísticas, conceptos, actitudes y valores en la enseñanza de las Ciencias. Sin embargo, hay relativamente pocos relatos de experiencia con evidencias de su importancia como recurso didáctico. En este contexto, los principales objetivos de este estudio fueron: (1) describir y analizar las percepciones de estudiantes del séptimo año de la Enseñanza Fundamental de una escuela pública de Uberlândia-MG en cuanto a los insectos; y (2) describir una secuencia didáctica en la que los insectos se utilizan para trabajar conceptos, habilidades artísticas, actitudes y valores, como el respeto a la vida. En el año 2018 se aplicaron y analizaron 47 cuestionarios con cinco preguntas sobre los insectos y luego se preparó y analizó una secuencia didáctica que involucra lectura con uso de diccionario, investigación, clase expositiva dialogada y confección de dibujos. En general, los cuestionarios evidenciaron que la mayor parte de los estudiantes fue capaz de reconocer al menos un tipo de insecto, aunque supieron poco sobre su importancia científica y ecológica. Se ha notado también, por los relatos, participación y evaluación de los estudiantes, que la secuencia didáctica ha sido útil para trabajar diferentes competencias, lo que sugiere que el uso de variados tipos de estrategias puede estimular a los estudiantes a interesarse y participar activamente en las clases. Por lo tanto, los insectos representan un excelente recurso didáctico para trabajar contenidos conceptuales, procedimentales y actitudinales en la enseñanza de las Ciencias.Palavras-chave: Ensino de Ciências, Insetos na educação básica, Metodologias ativas, Recurso didático.Keywords: Active methodologies, Didactic resource, Insects in elementary school, Science teaching.Palabras claves: Enseñanza de Ciencias, Insectos en la educación básica, Metodologías activas, Recurso didáctico.ReferencesALMEIDA-NETO, José Rodrigues; COSTA-NETO, Eraldo Medeiros; SILVA, Paulo Roberto Ramalho; BARROS, Roseli Faria Melo. 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Insetos no Ensino de Ciências: objetivos, abordagens e estratégias pedagógicas. In: XI Encontro Nacional de Pesquisa em Educação em Ciências, 2017, Florianópolis. ANAIS do XI Encontro Nacional de Pesquisa em Educação em Ciências, 2017. p. 1-10. 2017.WEISS, Harry B. The Scarabaeus of the Ancient Egyptians. The American Naturalist, v. 61, n. 675, 353-369, 1927.WILSON, Edward O. Biophilia: The human bond with other species. Cambridge, Mass.: Harvard University Press, 1984. 145p.ZABALA, A. A prática educativa: como ensinar. Porto Alegre: ArtMed, 1998. 224p.e3300078

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Este artigo traz uma atividade de leitura para Histórias da Velha Totônia, de José Lins do Rego, um guardião da memória e da tradição do seu tempo de infância e juventude. O objetivo deste trabalho é mostrar como a carga simbólica e significativa que envolve essa obra pode ser explorada na escola, numa turma de 7º ano do Ensino Fundamental, quando associada ao trabalho com o ensino da compreensão leitora. Evidencia-se como, a partir dessa obra da literatura infantojuvenil, que destaca a contação de histórias, é possível acionar o conhecimento prévio para estabelecer conexões, fazer inferências, sumarizar e sintetizar para compreender as quatro aventuras contadas pela Velha Totônia. A contação de histórias desperta o interesse pela leitura e contribui para a formação de leitores proficientes. Dentro da temática dos clássicos, as histórias da Velha Totônia são ambientadas no Nordeste brasileiro. Por envolver aspectos da constituição social de um povo, a leitura consiste em um instrumento constituidor de subjetividades e da formação inteligível de um ser. Por isso, essa proposta une contação de histórias e estratégias de compreensão leitora. Apresenta uma prática de leitura que, não só facilita, mas também viabiliza o processo de compreensão integral das histórias da boa velhinha, que saía pelos engenhos contando histórias de Trancoso. Compreender e interpretar os diversos tipos de textos, a partir de diferentes finalidades contribui de forma significativa para o desenvolvimento potencial das pessoas e sua atuação numa sociedade letrada.Recebido em: 06-05-2020Revisões requeridas em: 28-07-2020Aceito em: 04-08-2020REFERÊNCIAS:BAKHTIN, Mikhail. Questões de literatura e estética: a teoria do romance. São Paulo: Hucitec, 2014.BOSI, Alfredo. História concisa da literatura brasileira. São Paulo: Cultrix, 2013.BOSI, Ecléa. MEMÓRIA E SOCIEDADE: lembranças de velhos. São Paulo: T. A. Quelroz, Editor, LTOA. Universidade de São Paulo, 1979. Disponível em https://edisciplinas.usp.br/pluginfile.php/4214438/mod_resource/content/1/BOSI%2C%20E.%20Mem%C3%B3ria%20e%20sociedade.%20Introdu%C3%A7%C3%A3o.pdf.CARPEAUX, Otto Maria. Pequena bibliografia crítica da literatura brasileira. Ministério da Educação: Serviço de Documentação, 1951. Disponível em: https://kupdf.net/download/carpeaux-otto-pequena-bibliografia-critica-da-literatura-brasileirapdf_5a5e4835e2b6f53a67e6f051_pdf. DALCASTAGNÈ, Regina. Literatura brasileira contemporânea: um território contestado. Horizontes: São Paulo, 2018.DALVI, Maria Amélia. Literatura na educação básica: propostas, concepções, práticas. Cadernos de Pesquisa em Educação – PPGE/UFES, Vitória, ES. a. 10, v. 19, n. 38, p. 11-34, jul./dez. 2013.DAVIS, Lynn e SOUZA, Renata Junqueira. Entendendo textos: estratégias para a sala de aula. Leitura. Teoria Prática, 2009. v. 1, p. 31-37.FISCHER, Luis Augusto. Literatura brasileira: modos de usar. Porto Alegre: LPM, 2007.FRANCHETTI, Paulo. Estudos de literatura brasileira e portuguesa. São Paulo: Ateliê Editorial, 2007.HARVEY, Stephanie; GOUDVIS, Anne. Strategies that work. Teaching comprehension for undderstanding and engagement. USA: Stenhouse Publishers Pembroke Publishers, 2008.MOISÉS, Massaud. A literatura brasileira através dos textos. São Paulo: Cultrix, 2012.PRESSLEY, Michael. Reading instruction that works: The case for balanced teaching, 2nd edition. New York: Guilford, 2002.REGO, José Lins do. Histórias da velha Totônia. Rio de Janeiro: Ed. José Olympio, 2010.SANTOS, Ana Maria Martins da Costa e SOUZA, Renata Junqueira de. Andersen e as estratégias de leitura. Campinas-SP: Mercado de Letras, 2011.SANTOS, Luciene Souza; ARAPIRACA,Mary de Andrade. Testamento das gentes das maravilhas. Revista EntreIdeias. Vol. 6, n. 2 (jan./jun. 2017). Salvador: Universidade Federal da Bahia, Faculdade de Educação, 2017. Disponível em file:///C:/Users/Cliente/Desktop/21675-84608-1-PB.pdf.SOLÉ, I. Estratégias de leitura. Porto alegre: Artes médicas, 1998.ZILBERMAN, Regina. A leitura e o ensino da literatura. São Paulo: Contexto, 1988.ZIMMERMANN, Susan; HUTCHINS, Chryse. 7 keys to comprehension: how to help your kids read it and get it! Portsmouth NH: Three Rivers Press, 2003.

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Методами поляризационных и импедансных измерений изучена кинетика реакции выделения водорода на MnSi-электроде в сернокислых растворах с различной концентрацией ионов водорода. Сделано предположение о механизме выделения водорода на силициде. Отмечено влияние тонкой оксидной пленки на кинетику выделения водорода на MnSi при невысоких катодных поляризациях. REFERENCES Rotinyan A. L., Tikhonov K. I., Shoshina I. A. Teoreticheskaya elektrokhimiya [Theoretical Electrochemistry]. Leningrad, Khimiya Publ., 1981, 424 p. (in Russ.) Antropov L. I. Teoreticheskaya elektrokhimiya [Theoretical Electrochemistry]. Мoscow, Vysshaya shkola Publ., 1984, 519 p. (in Russ.) Shamsul Huq A. K. M., Rosenberg A. J. J. Electrochemical behavior of nickel compounds. Electrochem. Soc. , 1964, v. 111(3), p. 270. https://doi.org/10.1149/1.2426107 Vijh A. K., Belanger G., Jacques R. Electrochemical reactions oh iron silicide surfaces in sulphuric acid. Materials Chemistry and Physics, 1988, v. 20(6), pp. 529–538. https://doi.org/10.1016/0254-0584(88)90086-7 Vijh A. K., Belanger G., Jacques R. Electrochemical activity of silicides of some transition metals for the hydrogen evolution reaction in acidic solutions. Int. J. Hydrogen Energy, 1990, v. 15(11), pp. 789–794. DOI: 10.1016/0360-3199(90)90014-P Shein A. B. Elektrokhimiya silitsidov i germanidov perekhodnykh metallov [Electrochemistry of silicides and germanides of transition metals]. Perm‘, Perm. gos. un-t Publ., 2009, 269 p. (in Russ.) Vigdorovich V. I., Tsygankova L. E., Gladysheva I. E., Kichigin V. I. Kinetics of hydrogen evolution from acidic solutions on pressed micro graphite electrodes modifi ed with carbon nanotubes. II. Impedance studies. Protection of Metals and Physical Chemistry of Surfaces, 2012, v. 48(4), pp. 438–443. https://doi.org/10.1134/S2070205112040181 Meyer S., Nikiforov A. V., Petrushina I. M., Kohler K., Christensen E., Jensen J. O., Bjerrum N. J. Transition metal carbides (WC, Mo2C, TaC, NbC) as potential electrocatalysts for the hydrogen evolution reaction (HER) at medium temperatures. Int. J. Hydrogen Energy, 2015, v. 40(7), pp. 2905–2911. https://doi.org/10.1016/j.ijhydene.2014.12.076 Kichigin V. I., Shein A. B., Shamsutdinov A. Sh. The kinetics of cathodic hydrogen evolution on iron monosilicide in acid and alkaline solutions. Kondensirovannye sredy i mezhfaznye granitsy [Condensed Matter and Interphases], 2016, v. 18(3), pp. 326–337. URL: https://journals.vsu.ru/kcmf/article/view/140/98 (in Russ.) Eftekhari A. Electrocatalysts for hydrogen evolution reaction. International Journal of Hydrogen Energy, 2017, v. 42(16), pp. 11053–11077. https://doi.org/10.1016/j.ijhydene.2017.02.125 Schalenbach M., Speck F. D., Ledendecker M., Kasian O., Goehl D., Mingers A. M., Breitbach B., Springer H., Cherevko S., Mayrhofer K. J. J. Nickelmolybdenum alloy catalysts for the hydrogen evolution reaction: Activity and stability revised. 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Infl uence of hydrogen absorption on the potential dependence of the Faradaic impedance parameters of hydrogen evolution reaction. Electrochemica Acta, 2016, v. 201, pp. 233–239. https://doi.org/10.1016/j.electacta.2016.03.194

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The objective of this study is to discuss affordances in foreign language (L2) teacher education in the digital age. With that aim, some pedagogical interventions were carried out in the course of “Supervised Internship” within the context of the Undergraduate Degree in English Language Teaching, at a federal university in the Southeast of Brazil in order to obtain empirical data concerning the perceptions of pre-service English teachers. The theoretical framework is based on the concept of affordance, in relation to the effects of globalization (and its Information and Communication Technologies - ICTs) on the education of language teachers in the digital age, considering aspects of interculturality, through hybrid approaches such as CLIL (Content and Language Integrated Learning), COIL (Collaborative Online International Learning) and the Intercomprehension approach. Data were obtained through participant observation and interviews with educators and pre-service teachers, and include: 1) discussion of texts about language teaching, interculturality and the use of technologies in education; 2) virtual meetings in COIL format with pre-service teachers enrolled in the course of “Supervised Internship” at a Brazilian university and at Alberto Hurtado University (AHU) in Chile; 3) discussion/reflection sessions; 4) interviews with participants. The analysis suggests that ICTs and approaches such as CLIL, COIL and Intercomprehension promote affordances for inclusive practices (for financially disadvantaged people, with the use of internet); multilingual practices (including other languages besides English); and intercultural practices, promoting contact and learning among different cultures and languages.ResumoO objetivo deste estudo é refletir sobre affordances na formação de professores de línguas adicionais (L2) na era digital. Com esse objetivo, algumas intervenções pedagógicas foram realizadas na disciplina de “Estágio Supervisionado” do curso de Licenciatura em Letras Inglês de uma universidade federal do Sudeste brasileiro, a fim de ilustrar e embasar essa reflexão por meio de dados empíricos das percepções de professores de inglês em formação. O arcabouço teórico se baseia na noção de affordance em relação aos efeitos da globalização com suas tecnologias de informação e comunicação (TICs) na formação de professores de L2 na era digital, com a ampliação da interculturalidade por meio de abordagens híbridas como a CLIL (Content and Language Integrated Learning), COIL (Collaborative Online International Learning) e Intercompreensão. Os dados foram gerados por meio de observação participante e entrevistas com os professores formadores e em formação, e incluem: 1) discussões de textos sobre ensino de idiomas, interculturalidade e uso de tecnologias na educação; 2) reuniões virtuais em formato COIL, com professores em formação, matriculados na disciplina de estágio supervisionado na universidade no Brasil e na Universidade Alberto Hurtado, no Chile; 3) sessões de reflexão; e 4) entrevistas com os participantes. A análise sugere que as TICs e abordagens como a CLIL, COIL e Intercompreensão propiciam affordances para uma prática mais inclusiva (alcançando pessoas desfavorecidas financeiramente por meio da internet); multilíngue (por meio da inclusão de outras línguas além do inglês); e intercultural, permitindo contato e aprendizado entre culturas e línguas diferentes.ResumenEl objetivo de este estudio es discutir las posibilidades en la educación de profesores de lenguas extranjeras (L2) en la era digital. Con ese objetivo, se llevaron a cabo algunas intervenciones pedagógicas en la asignatura de "Práctica Supervisada" de la carrera de Licenciatura en Inglés en una universidad federal en el sudeste de Brasil, con el fin de obtener datos empíricos sobre las percepciones de profesores de inglés en pre-servicio. El marco teórico se basa en el concepto de affordance, en relación con los efectos de la globalización (y sus Tecnologías de la Información y la Comunicación - TIC) en la educación de los profesores de idiomas en la era digital, considerando aspectos de la interculturalidad, a través de enfoques híbridos como CLIL (Content and Language Integrated Learning), COIL (Collaborative Online International Learning) e de Intercomprensión. Los datos se obtuvieron a través de la observación participante y entrevistas con educadores y profesores en pre-servicio e incluyen: 1) discusión de textos sobre enseñanza de idiomas, interculturalidad y el uso de tecnologías en educación; 2) reuniones virtuales en formato COIL con maestros de pre-servicio inscritos en la carrera de la universidad brasileña y en la Universidad Alberto Hurtado (AHU) en Chile; 3) sesiones de discusión / reflexión; 4) entrevistas con los participantes. El análisis sugiere que las TIC y los enfoques como CLIL, COIL e Intercomprensión promueven posibilidades de prácticas inclusivas (para las personas con desventajas financieras, con el uso de internet); prácticas multilingües (incluidos otros idiomas además del inglés); y prácticas interculturales, promoviendo el contacto y el aprendizaje entre diferentes culturas e idiomas.Palavras-chave: Educação intercultural, Tecnologia da informação e da comunicação, Línguas estrangeiras modernas, formação de professores.Keywords: Cross cultural training, Information technology, Second language instruction, Teacher education.Palabras clave: Educación intercultural, Tecnología de información y comunicación, Idiomas extranjeros, Formación de profesores de idiomas.ReferencesABRAHAMS, Mary Jane; RÍOS, Pablo Silva. What happens with English in Chile? Challenges in teacher preparation. In: KAMHI-STEIN, Lía D.; MAGGIOLI, Gabriel Díaz; OLIVEIRA, Luciana C. De (Eds.). English language teaching in South America: Policy, preparation and practice. Bristol: Multilingual Matters, 2017, p.109-122.AMORIM, Gabriel Brito; FINARDI, Kyria Rebeca. Internacionalização do ensino superior e línguas estrangeiras: Evidência de um estudo de caso nos níveis micro, meso e macro. Revista Avaliação, v. 22, n. 3, p. 614–632, 2017.APPADURAI, Arjun. Grass roots globalization and the research imagination. Public Culture, v. 12, n. 1, p. 1-19, 2000. https://doi.org/10.1215/08992363-12-1-1ARCHANJO, Renata; BARAHONA, Malba; FINARDI, Kyria Rebeca. Identity of foreign language pre-service teachers to speakers of other languages: Insights from Brazil and Chile. Colombian Applied Linguistics Journal, v. 1, n. 21, p. 62-75, 2019. doi.org/10.14483/22487085.14086BAUMAN, Zygmunt. Liquid life. Cambridge: Polity Press, 2005.CASTRO, Ana Laura Silva de; HILDEBLANDO JÚNIOR, Carlos Alberto; FINARDI, Kyria Rebeca. Teachers and students online but disconnected. INTED 2019 Proceedings, p. 420-427, 2019. dx.doi.org/10.21125/inted.2019.0186CEO-DIFRANCESCO, Diane; BENDER-SLACK, Delane. Collaborative online international learning: Students and professors making global connections. In: MOELLER, Aleidine J. (Org.). Fostering connections, empowering communities, celebrating the world. Richmond: Terry, 2016, p. 147-174. FINARDI, Kyria Rebeca. The slaughter of Kachru’s five sacred cows in Brazil: Affordances of the use of English as an international language. Studies in English Language Teaching, v. 2, n. 4, p. 401-411, 2014. https://doi.org/10.4025/actascilangcult.v39i2.30529.FINARDI, Kyria Rebeca. What can Brazil learn from multilingual Switzerland and its use of English as a multilingua franca. Acta Scientiarum (UEM), v. 39, n. 2, p. 219-228, 2017.FINARDI, Kyria Rebeca. English as a global language in Brazil: A local contribution. In: GIMENEZ, Telma; EL KADRI, Michele Salles; CALVO, Luciana Cabrini Simões. (Orgs.). English as a Lingua Franca in teacher education: A Brazilian perspective. 1. ed. Berlin/Boston: De Gruyter Mouton, 2018, p. 71-86.FINARDI, Kyria Rebeca. Internationalization and multilingualism in Brazil: Possibilities of Content and language integrated learning and intercomprehension approaches. International Journal of Educational and Pedagogical Sciences, v. 13, n. 5, p. 655-659, 2019.FINARDI, Kyria Rebeca; PORCINO, Maria Carolina. Tecnologia e metodologia no ensino de Inglês: Impactos da globalização e da internacionalização. Ilha do Desterro, n. 66, p. 239-282, 2014. https://doi.org/10.5007/2175-8026.2014n66p239FINARDI, Kyria Rebeca; PORCINO, Maria Carolina. Facebook na ensinagem de inglês como língua adicional. In: ARAUJO, Julio Cesar Rosa; LEFFA, Vilson Jose. (Orgs.). Redes sociais e ensino de língua: O que temos de aprender. São Paulo: Editora Brasileira Comercial, 2016, p. 99-115.FINARDI, Kyria Rebeca; TYLER, Jhamille. The role of English and technology in the internationalization of education: Insights from the analysis of MOOCs. In: 7th International Conference on Education and New Learning Technologies, 2015, Barcelona. Edulearn15 Proceedings. Barcelona: Iated, 2015, v. 1. p. 11-18.FINARDI, Kyria Rebeca; LEÃO, Roberta Gomes; AMORIM, Gabriel Brito. Mobile assisted language learning: Affordances and limitations of Duolingo. Education and Linguistics Research, v. 2, n. 2, p. 48-65, 2016.FINARDI, Kyria Rebeca; PREBIANCA, Gicele Vergine Vieira; MOMM, Christiane Fabíola. Tecnologia na educação: O caso da Internet e do inglês como linguagens de inclusão. Cadernos do IL, n. 46, p. 193-208, 2013.FINARDI, Kyria Rebeca; PREBIANCA, Gicele Vergine Vieira; SCHMITT, Jeovani. English distance learning: Possibilities and limitations of MEO for the flipped classroom. Revista Brasileira de Linguística Aplicada, v. 16, n. 2, p. 181-208, 2016.FLEURI, Reinaldo Matias. Intercultura e educação. Revista Brasileira de Educação, n. 23, p. 16-35, 2003. https://doi.org/10.1590/S1413-24782003000200003FREIRE, Paulo. Pedagogia do oprimido. 50. ed. Rio de Janeiro: Paz e Terra, 2011.GIBSON, James Jerome. The ecological approach to visual perception. Boston: Houghton Mifflin, 1979.GUIMARÃES, Felipe Furtado; FINARDI, Kyria Rebeca. Interculturalidade, Internacionalização e Intercompreensão: qual a relação? Revista Ilha do Desterro, v. 71, n. 3, p. 15-37, 2018.HILDEBLANDO JÚNIOR, Carlos Alberto; FINARDI, Kyria Rebeca. Internationalization and virtual collaboration: Insights from COIL experiences. Ensino em Foco, v. 1, n. 2, p. 19-33, 2018.JENKINS, Jennifer. Repositioning English and multilingualism in English as a Lingua Franca. Englishes in Practice, v. 2, n. 3, p. 49-85, 2015.LANKSHEAR, Colin; KNOBEL, Michele. New literacies: Changing knowledge and classroom learning. Burckingham: Open University Press, 2003.LEWIS, Tim; O’DOWD, Robert. Introduction to online intercultural exchange and this volume. In: O’DOWD, Robert; LEWIS, Tim (Orgs.). Online intercultural exchange: Policy, pedagogy, practice. Nova York: Routledge, 2016, p. 3-20.LINN, M. C.; EYLON, B.-S. Science learning and instruction: Taking advantage of technology to promote knowledge integration. Nova York: Routledge, 2011.MENDES, Ana Rachel Macedo; FINARDI, Kyria Rebeca. Linguistic education under revision: Globalization and EFL teacher education in Brazil. Education and Linguistics Research, v. 4, n. 1, p. 45-64, 2018.MONTE MÓR, Walkyria Maria. Foreign languages teaching, education and the new literacies studies: Expanding views. In: GONÇALVES, Gláucia Renate; ALMEIDA, Sandra Regina Goulart; PAIVA, Vera Lúcia Menezes de Oliveira e; RODRIGUES-JÚNIOR, Adail Sebastião (Orgs.). New Challenges in Language and Literature. Belo Horizonte: Ed. UFMG, 2009, p. 177-189.MONTE MÓR, Walkyria Maria. Linguagem tecnológica e educação. 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Abstract:

After the description of the root-parasitic nematode Meloidoderita salina from a tidal salt marsh in France (1), an additional sampling was carried out to search for the presence of this unusual nematode in a tidal salt marsh area close to Sint-Annaland, Zeeland Province, the Netherlands. In August and October 2012, a total of 25 soil and root samples were collected from the halophytic plants Atriplex portulacoides L. (so far the only known host for this nematode species), A. littoralis L., A. prostrata Boucher ex DC., Limonium vulgare Mill., Salicornia europaea L., Aster tripolium L., and Plantago maritima L. All these halophytes grow in a cohesive muddy soil type within the salt marsh, except A. littoralis and A. prostrata, which grow in the litter tidal zones on the edges of this area. Nematodes from roots and soil were extracted by centrifugal flotation (2) and Oostenbrink's cotton-wool filter methods (4), respectively. Additionally, roots were used for direct observation of females and young cystoids with a dissecting microscope. Finally, all stages were compared morphologically with available type material (1). Root and soil samples demonstrated that only nematodes isolated from A. portulacoides, A. littoralis, and A. prostrata contained all life stages of the genus Meloidoderita, while on the roots of L. vulgare, S. europaea, A. tripolium, and P. maritima, no Meloidoderita was observed. The soil samples included males, cystoids, and second-stage juveniles (J2) in low densities (<20 nematodes/100 ml), while swollen females and young cystoids were observed on root samples. All stages (n = 10 per life stage) fit morphologically with the recently described M. salina. Females were swollen with an oval to pear shaped body with a small posterior protuberance, irregular and twisted neck, oval and backwardly sloping stylet knobs, a prominent secretory-excretory (S-E) pore with cuticular lobes, and a swollen uterus with a thick hyaline wall. Males were without stylet, strongly sclerotized S-E duct, and tail tapering to rounded terminus ending in one or two ventrally terminal mucron. J2s had a well-developed stylet and rounded knobs set off from shaft and conical tail slightly curved ventrally and tapering to a finely pointed terminus with a finger-like projection. Cystoids showing the unique sub-cuticular hexagonal beaded pattern (1). J2s were also used for molecular analysis. DNA was extracted by incubating individual J2s in a lysis buffer as described in (3). Two primer combinations were used to amplify the small subunit ribosomal DNA (SSU rDNA) from a 100-times-diluted crude lysate (two overlapping fragments, [3]). The resulting (nearly) full-length SSU-rDNA sequences (GenBank KF751617 and KF751618) showed >99% identity with M. salina sequences from nematodes collected in the aforementioned tidal salt marsh in France (FJ969126 and FJ969127). To our knowledge, this is the first report of M. salina in the Netherlands. Moreover, this is the first record of M. salina parasitizing A. littoralis and A. prostrata. Although these Atriplex species are used for human consumption, the effect of M. salina on the host is unknown so far. References: (1) S. Ashrafi et al. Zookeys 249:1, 2012. (2) W. A. Coolen. Pages 317-329 in: Root-knot nematodes (Meloidogyne species). Systematics, biology and control. Academic Press, New York, 1979. (3) Holterman et al. Mol. Biol. Evol. 23:1792, 2006. (4) M. Oostenbrink. Pages 85-102 in: Nematology. University of North Carolina Press, Chapel Hill, 1960.

Abstract:

A different name than English literature, ‘Anglo-Indian Literature’, was given to the body of literature in English that emerged on account of the British interaction with India unlike the case with their interaction with America or Australia or New Zealand. Even the Indians’ contributions (translations as well as creative pieces in English) were classed under the caption ‘Anglo-Indian’ initially but later a different name, ‘Indo-Anglian’, was conceived for the growing variety and volume of writings in English by the Indians. However, unlike the former the latter has not found a favour with the compilers of English dictionaries. With the passage of time the fine line of demarcation drawn on the basis of subject matter and author’s point of view has disappeared and currently even Anglo-Indians’ writings are classed as ‘Indo-Anglian’. Besides contemplating on various connotations of the term ‘Indo-Anglian’ the article discusses the related issues such as: the etymology of the term, fixing the name of its coiner and the date of its first use. In contrast to the opinions of the historians and critics like K R S Iyengar, G P Sarma, M K Naik, Daniela Rogobete, Sachidananda Mohanty, Dilip Chatterjee and Gayatri Chakravorty Spivak it has been brought to light that the term ‘Indo-Anglian’ was first used in 1880 by James Payn to refer to the Indians’ writings in English rather pejoratively. However, Iyengar used it in a positive sense though he himself gave it up soon. The reasons for the wide acceptance of the term, sometimes also for the authors of the sub-continent, by the members of academia all over the world, despite its rejection by Sahitya Akademi (the national body of letters in India), have also been contemplated on. References Alphonso-Karkala, John B. (1970). Indo-English Literature in the Nineteenth Century, Mysore: Literary Half-yearly, University of Mysore, University of Mysore Press. Amanuddin, Syed. (2016 [1990]). “Don’t Call Me Indo-Anglian”. C. D. Narasimhaiah (Ed.), An Anthology of Commonwealth Poetry. Bengaluru: Trinity Press. B A (Compiler). (1883). Indo-Anglian Literature. Calcutta: Thacker, Spink and Co. PDF. Retrieved from: https://books.google.co.in/books?id=rByZ2RcSBTMC&pg=PA1&source= gbs_selected_pages&cad=3#v=onepage&q&f=false ---. (1887). “Indo-Anglian Literature”. 2nd Issue. Calcutta: Thacker, Spink and Co. PDF. Retrieved from: http://www.jstor.org/stable/60238178 Basham, A L. (1981[1954]). The Wonder That Was India: A Survey of the History and Culture of the Indian Sub-Continent before the Coming of the Muslims. Indian Rpt, Calcutta: Rupa. PDF. Retrieved from: https://archive.org/details/TheWonderThatWasIndiaByALBasham Bhushan, V N. (1945). The Peaco*ck Lute. Bomaby: Padma Publications Ltd. Bhushan, V N. (1945). The Moving Finger. Bomaby: Padma Publications Ltd. Boria, Cavellay. (1807). “Account of the Jains, Collected from a Priest of this Sect; at Mudgeri: Translated by Cavelly Boria, Brahmen; for Major C. Mackenzie”. Asiatick Researches: Or Transactions of the Society; Instituted In Bengal, For Enquiring Into The History And Antiquities, the Arts, Sciences, and Literature, of Asia, 9, 244-286. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.104510 Chamber’s Twentieth Century Dictionary [The]. (1971). Bombay et al: Allied Publishers. Print. Chatterjee, Dilip Kumar. (1989). Cousins and Sri Aurobindo: A Study in Literary Influence, Journal of South Asian Literature, 24(1), 114-123. Retrieved from: http://www.jstor.org/ stable/40873985. Chattopadhyay, Dilip Kumar. (1988). A Study of the Works of James Henry Cousins (1873-1956) in the Light of the Theosophical Movement in India and the West. Unpublished PhD dissertation. Burdwan: The University of Burdwan. PDF. Retrieved from: http://ir.inflibnet. ac.in:8080/jspui/bitstream/10603/68500/9/09_chapter%205.pdf. Cobuild English Language Dictionary. (1989 [1987]). rpt. London and Glasgow. Collins Cobuild Advanced Illustrated Dictionary. (2010). rpt. Glasgow: Harper Collins. Print. Concise Oxford English Dictionary [The]. (1961 [1951]). H. W. Fowler and F. G. Fowler. (Eds.) Oxford: Clarendon Press. 4th ed. Cousins, James H. (1921). Modern English Poetry: Its Characteristics and Tendencies. Madras: Ganesh & Co. n. d., Preface is dated April, 1921. PDF. Retrieved from: http://hdl.handle.net/ 2027/uc1.$b683874 ---. (1919) New Ways in English Literature. Madras: Ganesh & Co. 2nd edition. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.31747 ---. (1918). The Renaissance in India. Madras: Madras: Ganesh & Co., n. d., Preface is dated June 1918. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.203914 Das, Sisir Kumar. (1991). History of Indian Literature. Vol. 1. New Delhi: Sahitya Akademi. Encarta World English Dictionary. (1999). London: Bloomsbury. Gandhi, M K. (1938 [1909]). Hind Swaraj Tr. M K Gandhi. Ahmedabad: Navajivan Publishing House. PDF. Retrieved from: www.mkgandhi.org/ebks/hind_swaraj.pdf. Gokak, V K. (n.d.). English in India: Its Present and Future. Bombay et al: Asia Publishing House. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.460832 Goodwin, Gwendoline (Ed.). (1927). Anthology of Modern Indian Poetry, London: John Murray. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.176578 Guptara, Prabhu S. (1986). Review of Indian Literature in English, 1827-1979: A Guide to Information Sources. The Yearbook of English Studies, 16 (1986): 311–13. PDF. Retrieved from: https://www.jstor.org/stable/3507834 Iyengar, K R Srinivasa. (1945). Indian Contribution to English Literature [The]. Bombay: Karnatak Publishing House. PDF. Retrieved from: https://archive.org/details/ indiancontributi030041mbp ---. (2013 [1962]). Indian Writing in English. New Delhi: Sterling. ---. (1943). Indo-Anglian Literature. Bombay: PEN & International Book House. PDF. Retrieved from: https://archive.org/details/IndoAnglianLiterature Longman Dictionary of Contemporary English. (2003). Essex: Pearson. Lyall, Alfred Comyn. (1915). The Anglo-Indian Novelist. Studies in Literature and History. London: John Murray. PDF. Retrieved from: https://archive.org/details/in.ernet. dli.2015.94619 Macaulay T. B. (1835). Minute on Indian Education dated the 2nd February 1835. HTML. Retrieved from: http://www.columbia.edu/itc/mealac/pritchett/00generallinks/macaulay/ txt_minute_education_1835.html Mehrotra, Arvind Krishna. (2003). An Illustrated History of Indian Literature in English. Delhi: Permanent Black. ---. (2003[1992]). The Oxford India Anthology of Twelve Modern Indian Poets. New Delhi: Oxford U P. Minocherhomji, Roshan Nadirsha. (1945). Indian Writers of Fiction in English. Bombay: U of Bombay. Modak, Cyril (Editor). (1938). The Indian Gateway to Poetry (Poetry in English), Calcutta: Longmans, Green. PDF. Retrieved from http://en.booksee.org/book/2266726 Mohanty, Sachidananda. (2013). “An ‘Indo-Anglian’ Legacy”. The Hindu. July 20, 2013. Web. Retrieved from: http://www.thehindu.com/features/magazine/an-indoanglian-legacy/article 4927193.ece Mukherjee, Sujit. (1968). Indo-English Literature: An Essay in Definition, Critical Essays on Indian Writing in English. Eds. M. K. Naik, G. S. Amur and S. K. Desai. Dharwad: Karnatak University. Naik, M K. (1989 [1982]). A History of Indian English Literature. New Delhi: Sahitya Akademi, rpt.New Shorter Oxford English Dictionary on Historical Principles [The], (1993). Ed. Lesley Brown, Vol. 1, Oxford: Clarendon Press.Naik, M K. (1989 [1982]). A History of Indian English Literature. New Delhi: Sahitya Akademi, rpt. Oaten, Edward Farley. (1953 [1916]). Anglo-Indian Literature. In: Cambridge History of English Literature, Vol. 14, (pp. 331-342). A C Award and A R Waller, (Eds). Rpt. ---. (1908). A Sketch of Anglo-Indian Literature, London: Kegan Paul. PDF. Retrieved from: https://ia600303.us.archive.org/0/items/sketchofangloind00oateuoft/sketchofangloind00oateuoft.pdf) Advanced Learner’s Dictionary of Current English. (1979 [1974]). A. S. Hornby (Ed). : Oxford UP, 3rd ed. Oxford English Dictionary [The]. Vol. 7. (1991[1989]). J. A. Simpson and E. S. C. Weiner, (Eds.). Oxford: Clarendon Press, 2nd ed. Pai, Sajith. (2018). Indo-Anglians: The newest and fastest-growing caste in India. Web. Retrieved from: https://scroll.in/magazine/867130/indo-anglians-the-newest-and-fastest-growing-caste-in-india Pandia, Mahendra Navansuklal. (1950). The Indo-Anglian Novels as a Social Document. Bombay: U Press. Payn, James. (1880). An Indo-Anglian Poet, The Gentleman’s Magazine, 246(1791):370-375. PDF. Retrieved from: https://archive.org/stream/gentlemansmagaz11unkngoog#page/ n382/mode/2up. ---. (1880). An Indo-Anglian Poet, Littell’s Living Age (1844-1896), 145(1868): 49-52. PDF. Retrieved from: https://archive.org/stream/livingage18projgoog/livingage18projgoog_ djvu.txt. Rai, Saritha. (2012). India’s New ‘English Only’ Generation. Retrieved from: https://india.blogs.nytimes.com/2012/06/01/indias-new-english-only-generation/ Raizada, Harish. (1978). The Lotus and the Rose: Indian Fiction in English (1850-1947). Aligarh: The Arts Faculty. Rajan, P K. (2006). Indian English literature: Changing traditions. Littcrit. 32(1-2), 11-23. Rao, Raja. (2005 [1938]). Kanthapura. New Delhi: Oxford UP. Rogobete, Daniela. (2015). Global versus Glocal Dimensions of the Post-1981 Indian English Novel. Portal Journal of Multidisciplinary International Studies, 12(1). Retrieved from: http://epress.lib.uts.edu.au/journals/index.php/portal/article/view/4378/4589. Rushdie, Salman & Elizabeth West. (Eds.) (1997). The Vintage Book of Indian Writing 1947 – 1997. London: Vintage. Sampson, George. (1959 [1941]). Concise Cambridge History of English Literature [The]. Cambridge: UP. Retrieved from: https://archive.org/details/in.ernet.dli.2015.18336. Sarma, Gobinda Prasad. (1990). Nationalism in Indo-Anglian Fiction. New Delhi: Sterling. Singh, Kh. Kunjo. (2002). The Fiction of Bhabani Bhattacharya. New Delhi: Atlantic Publishers and Distributors. Spivak, Gayatri Chakravorty. (2012). How to Read a ‘Culturally Different’ Book. An Aesthetic Education in the Era of Globalization, Cambridge, Mass: Harvard University Press. Sturgeon, Mary C. (1916). Studies of Contemporary Poets, London: George G Hard & Co., Retrieved from: https://archive.org/details/in.ernet.dli.2015.95728. Thomson, W S (Ed). (1876). Anglo-Indian Prize Poems, Native and English Writers, In: Commemoration of the Visit of His Royal Highness the Prince of Wales to India. London: Hamilton, Adams & Co., Retrieved from https://books.google.co.in/ books?id=QrwOAAAAQAAJ Wadia, A R. (1954). The Future of English. Bombay: Asia Publishing House. Wadia, B J. (1945). Foreword to K R Srinivasa Iyengar’s The Indian Contribution to English Literature. Bombay: Karnatak Publishing House. Retrieved from: https://archive.org/ details/indiancontributi030041mbp Webster's Encyclopedic Unabridged Dictionary of the English Language. (1989). New York: Portland House. Yule, H. and A C Burnell. (1903). Hobson-Jobson: A Glossary of Colloquial Anglo-Indian Words and Phrases, and of Kindred Terms, Etymological, Historical, Geographical and Discursive. W. Crooke, Ed. London: J. Murray. 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Abstract:

The paper presents results from an international research project looking at Roma children between the ages of 3 and 6 years old. Thirty Roma children from Southwest Bulgaria and 30 Roma children from East Slovakia were tested with a psycholinguistic test in Romani language, measuring the knowledge of different grammatical categories. In most East European countries, the children are tested employing psychological/IQ tests in the official languages of the country and if the child does not understand the test task, because of a lack of knowledge in that language, s/he is deemed to have “light mental retardation”. The knowledge of the children on different grammatical categories in their mother tongue is not taken into account. For the first time in Europe, a psycholinguistic test was developed for measuring the knowledge in Romani (comprehension and production). Categories such as wh-questions, wh-complements, passive verbs, possessiveness, tense and aspect, learning new nouns and verbs are measured with newly developed test. The knowledge of the children is connected with two theories: the ecological theory of Ogbu (1978) and the integrative theory of child development (García Coll et al. 1996). Ogbu’s theory stresses the importance of the home culture in the development of the children and the theory of García Coll and her collaborators presents the home environment and the SES of the families as an important predictor for language development and school readiness of the minority/migrant children. References Bafekr, S. (1999) Schools and their undocumented Polish and “Romany Gypsy” pupils.International Journal of Educational Research, 31, 295-302. Bakalar, P. (2004) The IQ of Gypsies in Central Europe. The Mankind Quarterly, XLIV,(3&4), 291-300. Berko, J. (1958). The child’s learning of English morphology. Word, 14, 150-177. Bronfenbrenner U (1979). The ecology of human development: Experiments by nature anddesign. Cambridge, MA: Harvard University Press. Bronfenbrenner U (1986). Ecology of the family as a context for human development:Research perspectives. Developmental Psychology, 22, 723-742. Cvorovic, J. (2014) The Roma: A Balkan Underclass. Ulster: Ulster Institute for SocialResearch. Forget-Dubois, N., Lemelin, J.-P., Perusse, D., Tremblay, R. E. & Boivin, M. (2009). EarlyChild Language Mediates the Relation Between Home Environment and SchoolReadiness. Child Development, 80 (3), 736-749. García Coll, C., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H. andGarcía, H. V. (1996) An Integrative Model for the Study of Developmental Competenciesin Minority Children. Child Development, 67 (5), 1891-1914. Han, W.-J. (2006) Academic Achievements of Children in Immigrant Families.Educational Research and Review. 1 (8), 286-318. Hollo, L. (2006) Equality for Roma in Europe. A Roadmap for Action. Budapest: OSI Kezdi, G. and Kertesi, G. (2011) The Roma/non-Roma test score gap in Hungary.American Economic Review, 101 (3), 519-525. Kyuchukov, H (2006). Desegregation of Roma schools in Bulgaria. Sofia: SEGA Kyuchukov, H. (2014) Acquisition of Romani in a Bilingual Context. Psychology ofLanguage and Communication, 18 (3), 211-225. Kyuchukov, H., Kaleja, M. & Samko, M. (2016) Roma parents as educators of theirchildren. Intecultural education, 26 (5), 444-448. Neuman, S., & Marulis, L. M. (2010). The Effects of Vocabulary Intervention on YoungChildren’s Word Learning: A Meta-Analysis. Review of Educational Research, 80 (3),300-335. Ogbu J. U. (1978). Minority Education and Caste: The American System in Cross-culturalPerspective. New York: Academic Press. Ogbu J. U. (1981). Origins of human competence: A cultural ecological perspective. ChildDevelopment, 52, 413-429. Ogbu, J. U. (1988). Cultural diversity and human development. In: D. Slaughter (Ed.),Black children and poverty: A developmental perspective. San Francisco: Jossey-Bass.11-28. Parsons, Talcott. (1940). An Analytical Approach to the Theory of Social Stratification.American Journal of Sociology, 45 (6), 841-862. Roskos, K., & Neuman, S. (2005). The state of pre-kindergartens standard. EarlyChildhood Research Quarterly, 20, 125-145. Rushton, J. P. Cvorovic, J. and Bons, T. A. (2007). General mental ability in South Asians:Data from three Roma (Gypsy) communities in Serbia. Intelligence, 35(1), 1-12. Rydland, V. (2009). “Whow-when I was going to pretend drinking it tasted co*ke for real!”Second-language learners’ out-of-frame talk in peer pretend play: A developmental studyfrom preschool to first grade. European Journal of Developmental Psychology, 6 (2), 190-222. Tomasello, M. (2003). Constructing a Language: A Usage-Based Theory of LanguageAcquisition. Cambridge, MA: Harvard University Press.

Abstract:

RESUMENEl objetivo de este artículo es reflexionar sobre los mecanismos de financiación y de control de las instituciones religiosas por los laicos en las primeras décadas de la conquista y colonización de Hispanoamérica. Investigar sobre la inversión laica en lo sagrado supone en un primer lugar aclarar la historiografía sobre laicos, religión y dinero en las sociedades de Antiguo Régimen y su trasposición en América, planteando una mirada desde el punto de vista de las motivaciones múltiples de los actores seglares. A través del ejemplo de restituciones, donaciones y legados en losAndes, se explora el papel de los laicos españoles, y también de las poblaciones indígenas, en el establecimiento de la densa red de instituciones católicas que se construye entonces. La propuesta postula el protagonismo de actores laicos en la construcción de un espacio cristiano en los Andes peruanos en el siglo XVI y principios del XVII, donde la inversión económica permite contribuir a la transición de una sociedad de guerra y conquista a una sociedad corporativa pacificada.PALABRAS CLAVE: Hispanoamérica-Andes, religión, economía, encomienda, siglos XVI y XVII.ABSTRACTThis article aims to reflect on the mechanisms of financing and control of religious institutions by the laity in the first decades of the conquest and colonization of Spanish America. Investigating lay investment in the sacred sphere means first of all to clarifying historiography on laity, religion and money within Ancien Régime societies and their transposition to America, taking into account the multiple motivations of secular actors. The example of restitutions, donations and legacies inthe Andes enables us to explore the role of the Spanish laity and indigenous populations in the establishment of the dense network of Catholic institutions that was established during this period. The proposal postulates the role of lay actors in the construction of a Christian space in the Peruvian Andes in the sixteenth and early seventeenth centuries, when economic investment contributed to the transition from a society of war and conquest to a pacified, corporate society.KEY WORDS: Hispanic America-Andes, religion, economics, encomienda, 16th and 17th centuries. BIBLIOGRAFIAAbercrombie, T., “Tributes to Bad Conscience: Charity, Restitution, and Inheritance in Cacique and Encomendero Testaments of 16th-Century Charcas”, en Kellogg, S. y Restall, M. 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Abstract:

e4556143The article on screen seeks to map the babblings of resistance developed by Brazilian public universities in pandemic scenarios. It raises the following provocative questions: what neo-liberal and fascist speeches and attacks have been brought about by Bolsonarism? In view of these speeches, what are the babblings of resistance being developed by public universities? And, what are the contributions of Brazilian public universities in pandemic scenarios? Were carried out a mapping of neoliberal and fascist speeches managed by Bolsonarism, whose effects can be seen in attacks on universities, and a mapping of the teaching, research and extension actions developed by Brazilian public universities during the pandemic. It uses the cartographic method and brings as devices for producing information from official documents, academic and journalistic articles, online events, lives and scientific research developed by universities in Covid-19 scenarios. In this cartography, the babblings of teaching, extension and research emerged. It suggests that Brazilian public universities have been suffering continuous budget cuts and privatist policies, leaving their operating conditions increasingly precarious, in addition to the constant attacks guided by neoliberal and fascist logics, widely practiced by the majority of Bolsonarist interlocutors. It also points out that despite the attacks suffered, there is a permanent work of resistance to the neoliberal and fascist conceptions and practices that find shelter and are spreading under the Bolsonaro government. It reveals the commitment of public universities to policies of social inclusion, production and dissemination of knowledge, in addition to actions to prevent and minimize the social impacts of the pandemic.Resumo O artigo cartografa as balbúrdias de resistências desenvolvidas pelas universidades públicas brasileiras em cenários pandêmicos. Traz as seguintes questões provocadoras: quais discursos e ataques neoliberais e fascistas têm sido agenciados pelo bolsonarismo? Em face desses discursos, quais balbúrdias de resistência vêm sendo desenvolvidas pelas universidades públicas? E, quais as contribuições das universidades públicas brasileiras em cenários pandêmicos? Realiza um mapeamento dos discursos neoliberais e fascistas agenciados pelo bolsonarismo, cujos efeitos se podem ver nos ataques às universidades, e um mapeamento das ações de ensino, pesquisa e extensão desenvolvidas pelas universidades públicas brasileiras durante a pandemia. Utilizou-se o método cartográfico e, como dispositivos de produção de informações, foram utilizados documentos oficiais, artigos acadêmicos e jornalísticos, eventos on-line, lives e pesquisas científicas desenvolvidas pelas universidades em cenários de Covid-19. Emergem nesta cartografia as balbúrdias de ensino, de extensão e de pesquisa. Sugere que as universidades públicas brasileiras vêm sofrendo contínuos cortes orçamentários e políticas privatistas, que deixam as condições de funcionamento cada vez mais precárias, além dos constantes ataques pautados em lógicas neoliberais e fascistas, amplamente praticados pela maioria dos interlocutores bolsonaristas. Verifica-se que, apesar dos ataques sofridos, há um trabalho permanente de resistência diante das concepções e práticas neoliberais e fascistas que encontram abrigo e se disseminam no governo Bolsonaro. Revela o compromisso das universidades públicas com as políticas de inclusão social, de produção e de disseminação do conhecimento, somadas às ações de prevenção e minimização dos impactos sociais da pandemia.Palavras-chave: Universidade pública, Neoliberalismo, Fascismo, Balbúrdias de resistência. Keywords: Public university, Neoliberalism, Fascism, Shambles of resistance.ReferencesABRAHÃO, Márcia. Carta aberta da reitora Márcia Abrahão à comunidade acadêmica. 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Abstract:

RESUMEN:El objetivo del artículo es aproximarnos a la controvertida biografía del comisario Manuel Brabo Portillo. El trabajo está basado en fuentes primarias y secundarias. El método utilizado es empírico. En el imaginario del mundo sindicalista revolucionario, Brabo Portillo era el policía más odiado, la reencarnación de la cara más turbia del Estado. Fue, así mismo, un espía alemán relacionado con el hundimiento de barcos españoles, el asesinato del empresario e ingeniero Barret y el primer jefe de los terroristas vinculados a la patronal barcelonesa. La conflictividad que afectó a España en el período de la Primera Guerra Mundial es fundamental para entender los orígenes del terrorismo vinculado al pistolerismo, que marcó la historia político social española del primer tercio del siglo XX.PALABRAS CLAVE: Brabo Portillo, pistolerismo, espionaje, sindicalismo, Primera Guerra Mundial.ABSTRACT:The objective of the article is an approach to the controversial biography of Police Chief Manuel Brabo Portillo. The work is based on primary and secondary sources. The method used is empirical. In the imagery of the revolutionary syndicalist world, Brabo Portillo was the most hated policeman, the reincarnation of the murkiest face of the state. He was also a German spy connected with the sinking of Spanish ships, the murder of businessman and engineer Josep Barret and the first head of the terrorists linked to Barcelona employers. The conflict that affected Spain during the period of the First World War is fundamental in order to understand the origins of terrorism linked to pistolerismo, which marked Spanish social political history during the first third of the twentieth century.KEY WORDS: Brabo Portillo, pistolerismo, espionage, syndicalism, First World War. BIBLIOGRAFÍAAisa, M., La efervescencia social de los años 20. Barcelona 1917-1923, Barcelona, Descontrol, 2016.Aguirre de Cárcer, N., La neutralidad de España durante la Primera Guerra Mundial (1914-1918). I. Bélgica, Madrid, Ministerio de Asuntos Exteriores, 1995.Alonso, G., “’Afectos caprichosos’: Tradicionalismo y germanofilia en España durante la Gran Guerra”, Hispania Nova, 15, 2017, pp. 394-415.Amador, A., El Terror blanco en Barcelona. Las bombas y los atentados personales. Actuación infernal de una banda de asesinos al servicio de la burguesía. El asesinato como una industria, Tarragona, Talleres gráf. 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Abstract:

Introduction This paper offers a survey of familiar popular music performers and songwriters who reference coffee in their work. It examines three areas of discourse: the psychoactive effects of caffeine, coffee and courtship rituals, and the politics of coffee consumption. I claim that coffee carries a cultural and musicological significance comparable to that of the chemical stimulants and consumer goods more readily associated with popular music. Songs about coffee may not be as potent as those featuring drugs and alcohol (Primack; Schapiro), or as common as those referencing commodities like clothes and cars (Englis; McCracken), but they do feature across a wide range of genres, some of which enjoy archetypal associations with this beverage. m.o.m.m.y. Needs c.o.f.f.e.e.: The Psychoactive Effect of Coffee The act of performing and listening to popular music involves psychological elements comparable to the overwhelming sensory experience of drug taking: altered perceptions, repetitive grooves, improvisation, self-expression, and psychological empathy—such as that between musician and audience (Curry). Most popular music genres are, as a result, culturally and sociologically identified with the consumption of at least one mind-altering substance (Lyttle; Primack; Schapiro). While the analysis of lyrics referring to this theme has hitherto focused on illegal drugs and alcoholic beverages (Cooper), coffee and its psychoactive ingredient caffeine have been almost entirely overlooked (Summer). The most recent study of drugs in popular music, for example, defined substance use as “tobacco, alcohol, marijuana, cocaine and other stimulants, heroin and other opiates, hallucinogens, inhalants, prescription drugs, over-the-counter drugs, and nonspecific substances” (Primack 172), thereby ignoring a chemical stimulant consumed by 90 per cent of adult Americans every day (Lovett). The wide availability of coffee and the comparatively mild effect of caffeine means that its consumption rarely causes harm. One researcher has described it as a ubiquitous and unobtrusive “generalised public activity […] ‘invisible’ to analysts seeking distinctive social events” (Cooper 92). Coffee may provide only a relatively mild “buzz”—but it is now accepted that caffeine is an addictive substance (Juliano) and, due to its universal legality, coffee is also the world’s most extensively traded and enthusiastically consumed psychoactive consumer product (Juliano 1). The musical genre of jazz has a longstanding relationship with marijuana and narcotics (Curry; Singer; Tolson; Winick). Unsurprisingly, given its Round Midnight connotations, jazz standards also celebrate the restorative impact of coffee. Exemplary compositions include Burke/Webster’s insomniac torch song Black Coffee, which provided hits for Sarah Vaughan (1949), Ella Fitzgerald (1953), and Peggy Lee (1960); and Frank Sinatra’s recordings of Hilliard/Dick’s The Coffee Song (1946, 1960), which satirised the coffee surplus in Brazil at a time when this nation enjoyed a near monopoly on production. Sinatra joked that this ubiquitous drink was that country’s only means of liquid refreshment, in a refrain that has since become a headline writer’s phrasal template: “There’s an Awful Lot of Coffee in Vietnam,” “An Awful Lot of Coffee in the Bin,” and “There’s an Awful Lot of Taxes in Brazil.” Ethnographer Aaron Fox has shown how country music gives expression to the lived social experience of blue-collar and agrarian workers (Real 29). Coffee’s role in energising working class America (Cooper) is featured in such recordings as Dolly Parton’s Nine To Five (1980), which describes her morning routine using a memorable “kitchen/cup of ambition” rhyme, and Don't Forget the Coffee Billy Joe (1973) by Tom T. Hall which laments the hardship of unemployment, hunger, cold, and lack of healthcare. Country music’s “tired truck driver” is the most enduring blue-collar trope celebrating coffee’s analeptic powers. Versions include Truck Drivin' Man by Buck Owens (1964), host of the country TV show Hee Haw and pioneer of the Bakersfield sound, and Driving My Life Away from pop-country crossover star Eddie Rabbitt (1980). Both feature characteristically gendered stereotypes of male truck drivers pushing on through the night with the help of a truck stop waitress who has fuelled them with caffeine. Johnny Cash’s A Cup of Coffee (1966), recorded at the nadir of his addiction to pills and alcohol, has an incoherent improvised lyric on this subject; while Jerry Reed even prescribed amphetamines to keep drivers awake in Caffein [sic], Nicotine, Benzedrine (And Wish Me Luck) (1980). Doye O’Dell’s Diesel Smoke, Dangerous Curves (1952) is the archetypal “truck drivin’ country” song and the most exciting track of its type. It subsequently became a hit for the doyen of the subgenre, Red Simpson (1966). An exhausted driver, having spent the night with a woman whose name he cannot now recall, is fighting fatigue and wrestling his hot-rod low-loader around hairpin mountain curves in an attempt to rendezvous with a pretty truck stop waitress. The song’s palpable energy comes from its frenetic guitar picking and the danger implicit in trailing a heavy load downhill while falling asleep at the wheel. Tommy Faile’s Phantom 309, a hit for Red Sovine (1967) that was later covered by Tom Waits (Big Joe and the Phantom 309, 1975), elevates the “tired truck driver” narrative to gothic literary form. Reflecting country music’s moral code of citizenship and its culture of performative storytelling (Fox, Real 23), it tells of a drenched and exhausted young hitchhiker picked up by Big Joe—the driver of a handsome eighteen-wheeler. On arriving at a truck stop, Joe drops the traveller off, giving him money for a restorative coffee. The diner falls silent as the hitchhiker orders up his “cup of mud”. Big Joe, it transpires, is a phantom trucker. After running off the road to avoid a school bus, his distinctive ghost rig now only reappears to rescue stranded travellers. Punk rock, a genre closely associated with recreational amphetamines (McNeil 76, 87), also features a number of caffeine-as-stimulant songs. Californian punk band, Descendents, identified caffeine as their drug of choice in two 1996 releases, Coffee Mug and Kids on Coffee. These songs describe chugging the drink with much the same relish and energy that others might pull at the neck of a beer bottle, and vividly compare the effects of the drug to the intense rush of speed. The host of “New Music News” (a segment of MTV’s 120 Minutes) references this correlation in 1986 while introducing the band’s video—in which they literally bounce off the walls: “You know, while everybody is cracking down on crack, what about that most respectable of toxic substances or stimulants, the good old cup of coffee? That is the preferred high, actually, of California’s own Descendents—it is also the subject of their brand new video” (“New Music News”). Descendents’s Sessions EP (1997) featured an overflowing cup of coffee on the sleeve, while punk’s caffeine-as-amphetamine trope is also promulgated by Hellbender (Caffeinated 1996), Lagwagon (Mr. Coffee 1997), and Regatta 69 (Addicted to Coffee 2005). Coffee in the Morning and Kisses in the Night: Coffee and Courtship Coffee as romantic metaphor in song corroborates the findings of early researchers who examined courtship rituals in popular music. Donald Horton’s 1957 study found that hit songs codified the socially constructed self-image and limited life expectations of young people during the 1950s by depicting conservative, idealised, and traditional relationship scenarios. He summarised these as initial courtship, honeymoon period, uncertainty, and parting (570-4). Eleven years after this landmark analysis, James Carey replicated Horton’s method. His results revealed that pop lyrics had become more realistic and less bound by convention during the 1960s. They incorporated a wider variety of discourse including the temporariness of romantic commitment, the importance of individual autonomy in relationships, more liberal attitudes, and increasingly unconventional courtship behaviours (725). Socially conservative coffee songs include Coffee in the Morning and Kisses in the Night by The Boswell Sisters (1933) in which the protagonist swears fidelity to her partner on condition that this desire is expressed strictly in the appropriate social context of marriage. It encapsulates the restrictions Horton identified on courtship discourse in popular song prior to the arrival of rock and roll. The Henderson/DeSylva/Brown composition You're the Cream in My Coffee, recorded by Annette Hanshaw (1928) and by Nat King Cole (1946), also celebrates the social ideal of monogamous devotion. The persistence of such idealised traditional themes continued into the 1960s. American pop singer Don Cherry had a hit with Then You Can Tell Me Goodbye (1962) that used coffee as a metaphor for undying and everlasting love. Otis Redding’s version of Butler/Thomas/Walker’s Cigarettes and Coffee (1966)—arguably soul music’s exemplary romantic coffee song—carries a similar message as a couple proclaim their devotion in a late night conversation over coffee. Like much of the Stax catalogue, Cigarettes and Coffee, has a distinctly “down home” feel and timbre. The lovers are simply content with each other; they don’t need “cream” or “sugar.” Horton found 1950s blues and R&B lyrics much more sexually explicit than pop songs (567). Dawson (1994) subsequently characterised black popular music as a distinct public sphere, and Squires (2002) argued that it displayed elements of what she defined as “enclave” and “counterpublic” traits. Lawson (2010) has argued that marginalised and/or subversive blues artists offered a form of countercultural resistance against prevailing social norms. Indeed, several blues and R&B coffee songs disregard established courtship ideals and associate the product with non-normative and even transgressive relationship circ*mstances—including infidelity, divorce, and domestic violence. Lightnin’ Hopkins’s Coffee Blues (1950) references child neglect and spousal abuse, while the narrative of Muddy Waters’s scorching Iodine in my Coffee (1952) tells of an attempted poisoning by his Waters’s partner. In 40 Cups of Coffee (1953) Ella Mae Morse is waiting for her husband to return home, fuelling her anger and anxiety with caffeine. This song does eventually comply with traditional courtship ideals: when her lover eventually returns home at five in the morning, he is greeted with a relieved kiss. In Keep That Coffee Hot (1955), Scatman Crothers supplies a counterpoint to Morse’s late-night-abandonment narrative, asking his partner to keep his favourite drink warm during his adulterous absence. Brook Benton’s Another Cup of Coffee (1964) expresses acute feelings of regret and loneliness after a failed relationship. More obliquely, in Coffee Blues (1966) Mississippi John Hurt sings affectionately about his favourite brand, a “lovin’ spoonful” of Maxwell House. In this, he bequeathed the moniker of folk-rock band The Lovin’ Spoonful, whose hits included Do You Believe in Magic (1965) and Summer in the City (1966). However, an alternative reading of Hurt’s lyric suggests that this particular phrase is a metaphorical device proclaiming the author’s sexual potency. Hurt’s “lovin’ spoonful” may actually be a portion of his seminal emission. In the 1950s, Horton identified country as particularly “doleful” (570), and coffee provides a common metaphor for failed romance in a genre dominated by “metanarratives of loss and desire” (Fox, Jukebox 54). Claude Gray’s I'll Have Another Cup of Coffee (Then I’ll Go) (1961) tells of a protagonist delivering child support payments according to his divorce lawyer’s instructions. The couple share late night coffee as their children sleep through the conversation. This song was subsequently recorded by seventeen-year-old Bob Marley (One Cup of Coffee, 1962) under the pseudonym Bobby Martell, a decade prior to his breakthrough as an international reggae star. Marley’s youngest son Damian has also performed the track while, interestingly in the context of this discussion, his older sibling Rohan co-founded Marley Coffee, an organic farm in the Jamaican Blue Mountains. Following Carey’s demonstration of mainstream pop’s increasingly realistic depiction of courtship behaviours during the 1960s, songwriters continued to draw on coffee as a metaphor for failed romance. In Carly Simon’s You’re So Vain (1972), she dreams of clouds in her coffee while contemplating an ostentatious ex-lover. Squeeze’s Black Coffee In Bed (1982) uses a coffee stain metaphor to describe the end of what appears to be yet another dead-end relationship for the protagonist. Sarah Harmer’s Coffee Stain (1998) expands on this device by reworking the familiar “lipstick on your collar” trope, while Sexsmith & Kerr’s duet Raindrops in my Coffee (2005) superimposes teardrops in coffee and raindrops on the pavement with compelling effect. Kate Bush’s Coffee Homeground (1978) provides the most extreme narrative of relationship breakdown: the true story of Cora Henrietta Crippin’s poisoning. Researchers who replicated Horton’s and Carey’s methodology in the late 1970s (Bridges; Denisoff) were surprised to find their results dominated by traditional courtship ideals. The new liberal values unearthed by Carey in the late 1960s simply failed to materialise in subsequent decades. In this context, it is interesting to observe how romantic coffee songs in contemporary soul and jazz continue to disavow the post-1960s trend towards realistic social narratives, adopting instead a conspicuously consumerist outlook accompanied by smooth musical timbres. This phenomenon possibly betrays the influence of contemporary coffee advertising. From the 1980s, television commercials have sought to establish coffee as a desirable high end product, enjoyed by bohemian lovers in a conspicuously up-market environment (Werder). All Saints’s Black Coffee (2000) and Lebrado’s Coffee (2006) identify strongly with the culture industry’s image of coffee as a luxurious beverage whose consumption signifies prominent social status. All Saints’s promotional video is set in a opulent location (although its visuals emphasise the lyric’s romantic disharmony), while Natalie Cole’s Coffee Time (2008) might have been itself written as a commercial. Busting Up a Starbucks: The Politics of Coffee Politics and coffee meet most palpably at the coffee shop. This conjunction has a well-documented history beginning with the establishment of coffee houses in Europe and the birth of the public sphere (Habermas; Love; Pincus). The first popular songs to reference coffee shops include Jaybird Coleman’s Coffee Grinder Blues (1930), which boasts of skills that precede the contemporary notion of a barista by four decades; and Let's Have Another Cup of Coffee (1932) from Irving Berlin’s depression-era musical Face The Music, where the protagonists decide to stay in a restaurant drinking coffee and eating pie until the economy improves. Coffee in a Cardboard Cup (1971) from the Broadway musical 70 Girls 70 is an unambiguous condemnation of consumerism, however, it was written, recorded and produced a generation before Starbucks’ aggressive expansion and rapid dominance of the coffee house market during the 1990s. The growth of this company caused significant criticism and protest against what seemed to be a ruthless hom*ogenising force that sought to overwhelm local competition (Holt; Thomson). In response, Starbucks has sought to be defined as a more responsive and interactive brand that encourages “glocalisation” (de Larios; Thompson). Koller, however, has characterised glocalisation as the manipulative fabrication of an “imagined community”—whose heterogeneity is in fact maintained by the aesthetics and purchasing choices of consumers who make distinctive and conscious anti-brand statements (114). Neat Capitalism is a more useful concept here, one that intercedes between corporate ideology and postmodern cultural logic, where such notions as community relations and customer satisfaction are deliberately and perhaps somewhat cynically conflated with the goal of profit maximisation (Rojek). As the world’s largest chain of coffee houses with over 19,400 stores in March 2012 (Loxcel), Starbucks is an exemplar of this phenomenon. Their apparent commitment to environmental stewardship, community relations, and ethical sourcing is outlined in the company’s annual “Global Responsibility Report” (Vimac). It is also demonstrated in their engagement with charitable and environmental non-governmental organisations such as Fairtrade and Co-operative for Assistance and Relief Everywhere (CARE). By emphasising this, Starbucks are able to interpellate (that is, “call forth”, “summon”, or “hail” in Althusserian terms) those consumers who value environmental protection, social justice and ethical business practices (Rojek 117). Bob Dylan and Sheryl Crow provide interesting case studies of the persuasive cultural influence evoked by Neat Capitalism. Dylan’s 1962 song Talkin’ New York satirised his formative experiences as an impoverished performer in Greenwich Village’s coffee houses. In 1995, however, his decision to distribute the Bob Dylan: Live At The Gaslight 1962 CD exclusively via Starbucks generated significant media controversy. Prominent commentators expressed their disapproval (Wilson Harris) and HMV Canada withdrew Dylan’s product from their shelves (Lynskey). Despite this, the success of this and other projects resulted in the launch of Starbucks’s in-house record company, Hear Music, which released entirely new recordings from major artists such as Ray Charles, Paul McCartney, Joni Mitchell, Carly Simon and Elvis Costello—although the company has recently announced a restructuring of their involvement in this venture (O’Neil). Sheryl Crow disparaged her former life as a waitress in Coffee Shop (1995), a song recorded for her second album. “Yes, I was a waitress. I was a waitress not so long ago; then I won a Grammy” she affirmed in a YouTube clip of a live performance from the same year. More recently, however, Crow has become an avowed self-proclaimed “Starbucks groupie” (Tickle), releasing an Artist’s Choice (2003) compilation album exclusively via Hear Music and performing at the company’s 2010 Annual Shareholders’s Meeting. Songs voicing more unequivocal dissatisfaction with Starbucks’s particular variant of Neat Capitalism include Busting Up a Starbucks (Mike Doughty, 2005), and Starbucks Takes All My Money (KJ-52, 2008). The most successful of these is undoubtedly Ron Sexsmith’s Jazz at the Bookstore (2006). Sexsmith bemoans the irony of intense original blues artists such as Leadbelly being drowned out by the cacophony of coffee grinding machines while customers queue up to purchase expensive coffees whose names they can’t pronounce. In this, he juxtaposes the progressive patina of corporate culture against the circ*mstances of African-American labour conditions in the deep South, the shocking incongruity of which eventually cause the old bluesman to turn in his grave. Fredric Jameson may have good reason to lament the depthless a-historical pastiche of postmodern popular culture, but this is no “nostalgia film”: Sexsmith articulates an artfully framed set of subtle, sensitive, and carefully contextualised observations. Songs about coffee also intersect with politics via lyrics that play on the mid-brown colour of the beverage, by employing it as a metaphor for the sociological meta-narratives of acculturation and assimilation. First popularised in Israel Zangwill’s 1905 stage play, The Melting Pot, this term is more commonly associated with Americanisation rather than miscegenation in the United States—a nuanced distinction that British band Blue Mink failed to grasp with their memorable invocation of “coffee-coloured people” in Melting Pot (1969). Re-titled in the US as People Are Together (Mickey Murray, 1970) the song was considered too extreme for mainstream radio airplay (Thompson). Ike and Tina Turner’s Black Coffee (1972) provided a more accomplished articulation of coffee as a signifier of racial identity; first by associating it with the history of slavery and the post-Civil Rights discourse of African-American autonomy, then by celebrating its role as an energising force for African-American workers seeking economic self-determination. Anyone familiar with the re-casting of black popular music in an industry dominated by Caucasian interests and aesthetics (Cashmore; Garofalo) will be unsurprised to find British super-group Humble Pie’s (1973) version of this song more recognisable. Conclusion Coffee-flavoured popular songs celebrate the stimulant effects of caffeine, provide metaphors for courtship rituals, and offer critiques of Neat Capitalism. Harold Love and Guthrie Ramsey have each argued (from different perspectives) that the cultural micro-narratives of small social groups allow us to identify important “ethnographic truths” (Ramsey 22). Aesthetically satisfying and intellectually stimulating coffee songs are found where these micro-narratives intersect with the ethnographic truths of coffee culture. 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Abstract:

AbstractThe purpose of the current work is the comparison of thermodynamic model formulations for chemically and structurally inhom*ogeneous solids at finite deformation based on “standard” non-equilibrium thermodynamics [SNET: e. g. S. de Groot and P. Mazur, Non-equilibrium Thermodynamics, North Holland, 1962] and the general equation for non-equilibrium reversible–irreversible coupling (GENERIC) [H. C. Öttinger, Beyond Equilibrium Thermodynamics, Wiley Interscience, 2005]. In the process, non-isothermal generalizations of standard isothermal conservative [e. g. J. W. Cahn and J. E. Hilliard, Free energy of a non-uniform system. I. Interfacial energy. J. Chem. Phys. 28 (1958), 258–267] and non-conservative [e. g. S. M. Allen and J. W. Cahn, A macroscopic theory for antiphase boundary motion and its application to antiphase domain coarsening. Acta Metall. 27 (1979), 1085–1095; A. G. Khachaturyan, Theory of Structural Transformations in Solids, Wiley, New York, 1983] diffuse interface or “phase-field” models [e. g. P. C. Hohenberg and B. I. Halperin, Theory of dynamic critical phenomena, Rev. Modern Phys. 49 (1977), 435–479; N. Provatas and K. Elder, Phase Field Methods in Material Science and Engineering, Wiley-VCH, 2010.] for solids are obtained. The current treatment is consistent with, and includes, previous works [e. g. O. Penrose and P. C. Fife, Thermodynamically consistent models of phase-field type for the kinetics of phase transitions, Phys. D 43 (1990), 44–62; O. Penrose and P. C. Fife, On the relation between the standard phase-field model and a “thermodynamically consistent” phase-field model. Phys. D 69 (1993), 107–113] on non-isothermal systems as a special case. In the context of no-flux boundary conditions, the SNET- and GENERIC-based approaches are shown to be completely consistent with each other and result in equivalent temperature evolution relations.

Abstract:

Este artigo pretende analisar as relações entre hom*oerotismo, ambiência e Stimmung na construção do masculino na novela Morte em Veneza, de Thomas Mann (1911). Pretende-se trabalhar com os conceitos de gênero e performance propostos por Joan Scott, Teresa de Lauretis e Judith Butler, respectivamente, relacionando-as aos conceitos desenvolvidos por Hans Ulrich Gumbrecht em Atmosfera, ambiência e Stimmung (2014). Nosso objetivo é compreender o papel desempenhado pelas construções de gênero na representação de um hom*oerotismo construído por meio de elementos materiais do texto relacionados à ambiência da narrativa, e por meio de elementos da mitologia grega, perceptíveis no texto de Thomas Mann. BUTLER, Judith. Problemas de gênero: feminismo e subversão de identidade. Rio de Janeiro: Civilização Brasileira. 2003. _______. Os atos performativos e a constituição do gênero: um ensaio sobre fenomenologia e teoria feminista. Trad. Jamille Pinheiro Dias. Caderno de leituras n. 78, Chão da Feira, 2018, p. 1-16. Disponível em:< http://chaodafeira.com/wp-content/uploads/2018/06/caderno_de_leituras_n.78-final.pdf> Acesso em: 12/12/2019. GUMBRECHT, Hans Ulrich. Produção de presença: o que o sentido não consegue transmitir. Rio de Janeiro: Contraponto: Ed. PUC – Rio, 2010. _______. Atmosfera, Ambiência, Stimmung: Sobre um potencial oculto da literatura. Rio de Janeiro: Contraponto: Editora PUC Rio, 2014. LAURETIS, Teresa de. A tecnologia do gênero. In: HOLLANDA, Heloísa Buarque de (org.) Tendências e impasses: o feminismo como crítica da cultura. Rio de Janeiro: Rocco, 1994. P. 206-241. MANN, Thomas. Morte em Veneza. São Paulo: Abril Cultura, 1979. RICHARD, Nelly. Intervenções críticas, arte, cultura, gênero e política. Belo Horizonte; Editora UFMG, 2002. SCOTT, Joan. Gênero: uma categoria útil de análise histórica. New York, Columbia University Press. 1989. ZANINI, Eduardo Oliveira. Leitura do imaginário na poesia lírica: uma viagem na barca de Caronte com Pedro Tamen. Disponível em: < http://alb.org.br/arquivo-morto/edicoes_anteriores/anais17/txtcompletos/sem04/COLE_3736.pdf >. Acesso: 19/12/2019. ZUMTHOR, Paul. Performance, recepção, leitura. Trad. Jerusa Pires e Suely Fenerich. São Paulo: Cosac Naify, 2007. WILDE, Oscar. O retrato de Dorian Gray. Rio de Janeiro: L&PM, 2001.

Abstract:

Neste artigo, apresentamos duas cenas de uma aula de português como língua de herança na Alemanha e demonstramos como os conceitos de cultura(s) como uma programação coletiva da mente (Woodside, 2010) e território(s) são úteis para entendermos como uma professora brasileira é surpreendida pelo modo como os seus alunos germânico-brasileiros, nascidos e criados na Alemanha, interpretam o texto-objeto de Ensino (uma propaganda verbo-visual impressa). Os apontamentos interculturais que realizamos nos auxiliam a acessar e a compreender circunstâncias que perfazem o trabalho com exemplares de textos no contexto de ensino-aprendizagem de língua de herança, o que, por sua vez, aponta para especificidades do trabalho do professor, que já atua ou quer atuar, nesse contexto. ANDRADE, Mariana Kuntz. Autenticidade de materiais e ensino de línguas estrangeiras. Pandaemonium Germanicum, v. 20, n. 31, p. 1-29, 2017.­BRONCKART, Jean Paul; MACHADO, Anna Rachel. Procedimentos de análise de texto sobre o trabalho educacional. In: MACHADO, Anna Rachel (Org.). O ensino como trabalho: uma abordagem discursiva. Londrina: EDUEL, 2004, p. 131-163.­CASTELLOTTI, V. & MOORE, D. Social Representations of Languages and Teaching. Guide for the Development of Language Education Policies in Europe From Linguistic Diversity to Plurilingual Education. Strasbourg, Council of Europe, 2002. http://www.coe.int/t/dg4/linguistic/source/castellottimooreen.pdf ­CELANI, Maria Antonieta Alba. A Relevância da Lingüística Aplicada na Formação de uma Política Educacional Brasileira. In: FORTKAMP, M.B.M.; TOMITCH, L.M.B. (Orgs.) Aspectos da lingüística aplicada. Florianópolis: Insular, 2000.­DURANTI, Alessandro. Theories of culture. In: DURANTI, Alessandro. The Anthropology of Intentions Language in a World of Others, Cambridge (U.K.): University Printing House, 2015, p. 23- 50. ­DUBOIS, D.; MONDADA, L. Construção dos objetos de discurso e categorização: uma abordagem dos processos de referenciação. In: CAVALCANTE, Mônica Magalhães; RODRIGUES, Bernadete Biasi; CIULLA, Alena (Orgs.). Referenciação. São Paulo: Contexto, 2003.ERICKSON, Frederick. What makes school ethnography “ethnographic”? In: Council on Anthropology and Education Newsletter/Antropology & Education Quarterly, v. 4 (2). Boston: Little Brown, 1973. p. 10-19FLORES, Cristina; BARBOSA, Pilar. Clíticos no português de herança de emigrantes bilingues de segunda geração. Textos Seleccionados, XXVI Encontro da Associação Portuguesa de Linguística, p. 81-98, 2011.GUARDADO, Martin. Discourse, Ideology and Heritage Language Socialization. Micro and Macro Perspectives. Boston; Berlin: De Gruyter Mouton. Series: Contributions to the Sociology of Language. Volume 104, 2018.­GEERTZ, Clifford. 1973. The Interpretation of Cultures. New York: Basic Books. ­HANco*ck, Black Hawk. Embodiment. A dispositional Approach to Racial and Cultural Analysis. In: JEROLMACK, Colin; KHAN, Shamus (Ed). Approaches to Etnography. Analysis and Representation in Participant Observation. New York, Oxford University Press, 2018, p.155-183.­HAESBAERT, Rogério. O mito da desterritorialização: Do “fim dos territórios” à multiterritorialidade. Rio de Janeiro: Bertrand Brasil, 2004.­MACHADO, A. R. (Org.). O ensino como trabalho: uma abordagem discursiva. Londrina, PR: Eduel, 2004.MARCUSCHI, Luiz Antônio. O léxico: lista, rede ou cognição? In: NEGRI, Lígia; FOLTRAN, Maria José; OLIVEIRA, Roberta Pires de (Org.). Sentido e significação: em torno da obra de Rodolfo Ilari. São Paulo: Contexto, 2004.MATENCIO, Maria de Lourdes. (2006). Formação do professor e representações sociais de língua(gem): por uma lingüística implicada. Filologia e Linguística Portuguesa, (8), 2006, p. 439-449. http://www.revistas.usp.br/flp/article/view/59765/62874­MODL, Fernanda de Castro; LEURQUIN, Eulália Vera Lúcia Fraga. Lusofonia em seus contextos de ensino, aprendizagem e formação de professores. Fólio – Revista de Letras, Vitória da Conquista, v.10, n.1, jan-jun de 2018, p. 333-340. ­MODL, Fernanda de Castro; BIAVATI, Nádia Dolores Fernandes. CULTURA ESCOLAR E DESNATURALIZAÇÃO DO OLHAR. Fólio – Revista de Letras, Vitória da Conquista, v. 8, n. 2, fev. 2018. ISSN 2176-4182. Disponível em: http://periodicos2.uesb.br/index.php/folio/article/view/2767­MODL, Fernanda de Castro. Rules of Behavior and Interaction in German and Brazilian Classrooms: (Inter)Cultural Uses of the Word in Schools. 1a. ed. Frankfurt am Main: Peter Lang, 2017. v. 1, 184 p.­MODL, Fernanda de Castro; LEURQUIN, Eulália. LUSOFONIA EM SEUS DIVERSOS CONTEXTOS DE ENSINO, APRENDIZAGEM E FORMAÇÃO DE PROFESSORES. Fólio – Revista de Letras, Vitória da Conquista, v. 10, n. 1, ago. 2018. ISSN 2176-4182. Disponível em: <http://periodicos2.uesb.br/index.php/folio/article/view/4169MOITA LOPES, L. P. (Org.) 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Abstract:

In recent years there has been an intense profusion of qualitative research in education in Brazil, with a growing emphasis on the use of ethnography; however, there has also been an intense debate about the uses and possibilities of ethnography in education, including criticism of how It has been incorporated into educational research. In this article, in a broad dialogue between anthropology and education, I seek to elucidate some questions about the use of ethnography, but starting from a particular conception of ethnography, developed in what is called interpretative anthropology, based mainly on the work of the American anthropologist Clifford Geertz (1926 -2006).ResumoEm período recente tem havido uma intensa profusão de pesquisas qualitativas em educação no Brasil, ganhando um destaque crescente o uso da etnografia, entretanto, tem ocorrido também um intenso debate sobre os usos e possibilidades da etnografia em educação, incluindo críticas à forma como ela tem sido incorporada na pesquisa educacional. Neste artigo, num amplo diálogo entre antropologia e educação, busco elucidar algumas questões sobre o uso da etnografia, porém partindo de uma concepção particular de etnografia, desenvolvida no que se denomina de antropologia interpretativa, assentada principalmente na obra do antropólogo americano Clifford Geertz (1926-2006).ResumenEn un período reciente ha habido una intensa profusión de investigaciones cualitativas en educación en Brasil, ganando un destaque creciente el uso de la etnografía, sin embargo, ha ocurrido también un intenso debate sobre los usos y posibilidades de la etnografía en educación, incluyendo críticas a la forma como se ha incorporado en la investigación educativa. En este artículo, en un amplio diálogo entre antropología y educación, busco elucidar algunas cuestiones sobre el uso de la etnografía, pero partiendo de una concepción particular de etnografía, desarrollada en lo que se denomina antropología interpretativa, asentada principalmente en la obra del antropólogo americano Clifford Geertz (1926 -2006).Palavras-chave: Etnografia, Antropologia da educação, Pesquisa educacional.Keywords: Ethnography, Anthropology of education, Educational research.Palabras Claves: Etnografía, Antropología de la educación, Investigación educativa.ReferencesANDRÉ, Marli E.D.A. Etnografia da prática escolar. Campinas: Papirus, 1995.ALEXANDER, Jeffrey; SMITH, Philipe. Introduction: the rise and fall and rise of Clifford Geertz. In: ALEXANDER, Jeffrey; NORTON, Matthew (Orgs.). Interpreting Clifford Geertz: cultural investigation in the social sciences, New York: Palgrave McMillan, 2011, p. 1-8.BARTH, Fredrik. O guru, o iniciador e outras variações antropológicas. 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