Challenges and opportunities for knowledge organization at the intersection with information technologies

In this paper we study the intersection of Knowledge Organization with Information Technologies and the challenges and opportunities for Knowledge Organization experts that, in our view, are important to be studied and for them to be aware of. We start by giving some definitions necessary for providing the context for our work. Then we review the history of the Web, beginning with the Internet and continuing with the World Wide Web, the Semantic Web, problems of Artificial Intelligence, Web 2.0, and Linked Data. Finally, we conclude our paper with IT applications for Knowledge Organization in libraries, such as FRBR, BIBFRAME, and several OCLC initiatives, as well as with some of the challenges and opportunities in which Knowledge Organization experts and researchers might play a key role in relation to the Semantic Web.

Close Enough to One Another and Far Apart as Well´: The Intersection of Literature and History in Seamus Deane´s Reading in the Dark

This article analyses the intersection of narrative and history in Seamus Deane’s Reading in the Dark (1996). It uses the Benjaminian notions of memory, narration and experience to investigate how this novel creates a self through a language characterized by the absence of what it refers to. The analysis will eventually demonstrate that the tension between recollection and obliteration makes Literature and History converge as products of a narrative act.

Os indesejáveis: agentes públicos e a gestão da mobilidade de trecheiros e pessoas em situação de rua

Pós-graduação em Psicologia - FCLAS

O trabalho de licenciandos em alemão e inglês no PIBID: a construção da prática docente a partir das crenças de alunos do Ensino Médio sobre língua e cultura estrangeira

For some time, researchers in teacher education (ZEICHNER; LISTON, 1996; GIMENEZ, 2005) have been drawing attention to the need to place undergraduates in contexts of practice that help them make sense of the theoretical training they receive in the graduation course. In this article, we discuss the intersection between school and university for initial foreign language teacher education through activities carried out under the Brazilian Institutional Program for Initiation to Teaching – Language and Literature of a state university. These activities were aimed, on the one hand, to promote reflection about the concept of culture and intercultural language teaching during initial teacher education and, secondly, to deconstruct stereotypes of high school students about German and English language and culture. Based on the analysis of data on the beliefs of students of the school and the support of theoretical studies such as Kramsch (2006, 2009), Bolognini (1993), among others, workshops were designed to expand the cultural universe of the high school students in the partner state school, the concept of culture and to deconstruct stereotypes. It was found that the activity contributed to the reflective education of the undergraduate students in relation to the treatment of the subject culture in language teaching.

A análise do discurso diante de estranhos espelhos: visualidade e (inter)discursividade na pintura

This paper aims to understand the discursive dimension of some paintings through Michel Foucault'sdiscourse analysis approach. The image of the mirror in several canonical paintings was selected, intending to observe its discursive operation as an element of the visual artistic utterance. Basically, this text has three parts: firstly, it determines the place occupied by the aesthetic discourse in Michel Pêcheux's and Michel Foucault's works; secondly, it focuses on the analysis of three European paintings, namely The Maids of Honour by Velásquez, A Bar at the Folies-Bergère by Manet, and Dangerous Liaisons by Magritte; thirdly, it discusses the intersection between visuality and interdiscursivity based on a) the contributions of M. Foucault's works on aesthetic discourse and b) the image of the mirror found in those paintings.

Nasalance during use of pharyngeal and glottal place of production

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Contesting Sphere Boundaries Online: Private/Technical/Public Discourses in Polycystic Ovarian Syndrome Discussion Groups

The internet is fast becoming a means for people to obtain information, creating a unique forum for the intersection of the public, technical, and private spheres. To ground my research theoretically, I used Jürgen Habermas’s sphere theory. Habermas (1987) explains that the technical sphere colonizes the private sphere, which decreases democratic potential. In particular, the internet is a place for altering technical colonization of the private and public spheres. My research focuses on women’s health because it is a particularly useful case study for examining sphere tensions. Historically, the biomedical health establishment has been a powerful agent of colonization, resulting in detrimental effects for women and their health. The purpose of this study is to examine how the internet encourages expert and female patient deliberation, which empowers women to challenge the experts and, thus, make conversations between the private/technical spheres more democratic. I used PCOS (Polycystic Ovarian Syndrome) as a case to observe the changing sphere boundaries by studying the discourse that took place on multiple patient and doctor websites over a four-year period. Through my research, I found that the PCOS women challenge the biomedical model by appropriating medical language. By understanding the medical talk, the women are able to feel confident when discussing their health conditions with the doctor and with each other. The PCOS women also become lay-experts who have personal and medical experience with PCOS, reducing private sphere colonization. This case study exemplifies how female empowerment can influence expert culture, challenging our conventional understanding of democracy.

Wild bearded capuchin monkeys (Cebus libidinosus) place nuts in anvils selectively

Are wild bearded capuchin monkeys selective about where they place nuts on anvils, specifically the anvil pits, during nut cracking? In the present study, we examined (1) whether capuchins` preferences for particular pits are influenced by the effectiveness of the pit in cracking the nut and/or by the stability of the nut during striking, (2) how capuchins detect the affordances of novel pits and (3) the influence of social context on their selections. Anvil pits varied in horizontal dimension (small, medium and large) in experiment 1 and in depth (shallow, medium and deep) in experiment 2. In both experiments, three different pits were simultaneously presented, each on one anvil. We coded the capuchins` actions with the nut in each pit, and recorded the outcome of each strike. In both experiments, capuchins preferred the most effective pit, but not the most stabilizing pit, based on the number of first strikes, total strikes and nuts cracked. Their choice also reflected where the preceding individual had last struck. The capuchins explored the pits indirectly, placing nuts in them and striking nuts with a stone. The preference for pits was weaker than the preference for nuts and stones shown previously with the same monkeys. Our findings suggest that detecting affordances of pits through indirect action is less precise than through direct action, and that social context may also influence selection. We show that field experiments can demonstrate embodied cognition in species-typical activities in natural environments. (C) 2010 The Association for the Study of Animal Behaviour. Published by Elsevier Ltd. All rights reserved.

The place of (explicit) grammar within the methods and approaches of foreign language teaching: in the north, in the centre or on the margins?

This article analyzes the role that has been attributed to grammar throughout the history of foreign language teaching, with special emphasis on methods and approaches of the twentieth century. In order to support our argument, we discuss the notion of grammar by proposing a conceptual continuum that includes the main meanings of the term which are relevant to our research. We address as well the issue of "pedagogical grammar" and consider the position of grammar in the different approaches of the "era of the methods" and the current "post-method condition" in the field of language teaching and learning. The findings presented at the end of the text consist of recognizing the central role that grammar has played throughout the history of the methods and approaches, where grammar has always been present by the definition of the contents' progression. The rationale that we propose for this is the recognition of the fact that the dissociation between what is said and how it is said can not be more than theoretical and, thus, artificial.

Photoisomerization for a model protonated Schiff base in solution: Sloped/peaked conical intersection perspective

The topographical character of conical intersections (CIs)-either sloped or peaked-has played a fundamental and important role in the discussion of the efficiency of CIs as photochemical "funnels." Here this perspective is employed in connection with a recent study of a model protonated Schiff base (PSB) cis to trans photoisomerization in solution [Malhado et al., J. Phys. Chem. A 115, 3720 (2011)]. In that study, the calculated reduced photochemical quantum yield for the successful production of trans product versus cis reactant in acetonitrile solvent compared to water was interpreted in terms of a dynamical solvent effect related to the dominance, for the acetonitrile case, of S-1 to S-0 nonadiabatic transitions prior to the reaching the seam of CIs. The solvent influence on the quantum yield is here re-examined in the sloped/peaked CI topographical perspective via conversion of the model's two PSB internal coordinates and a nonequilibrium solvent coordinate into an effective branching space description, which is then used to re-analyze the generalized Langevin equation/surface hopping results. The present study supports the original interpretation and enriches it in terms of topographical detail. (C) 2012 American Institute of Physics. [http://dx.doi.org/10.1063/1.4754505]

My Place. Luoghi, viaggi, identità nei romanzi di Janet Frame

Il lavoro si propone un’analisi dell’elemento spaziale e del movimento per ricostruire lo spazio della cultura neozelandese e lo spazio letterario di Janet Frame. La tesi si concentra in particolar modo sui romanzi con alcune incursioni nella fiction breve e nell’autobiografia. Si sviluppa in quattro capitoli nella forma di un itinerario attraverso la fiction dell'autrice preceduto da un capitolo che offre alcune coordinate teoriche e metodologiche sul concetto di spazio e la sua percezione. In particolare, una prospettiva fenomenologica e esistenziale alla questione appare congeniale all'analisi delle opere dell'autrice. Nell'ordine, quattro spazi concettuali si aprono a partire dai romanzi: linguaggio, etica, trascendenza e arte. Essi costituiscono i nuclei tematici e strutturali attorno ai quali si raccolgono i romanzi di Janet Frame e che consentono di analizzare i luoghi descritti nelle opere proponendo però una riflessione che va oltre la rappresentazione dello spazio per aprirsi sul retroterra culturale, intellettuale e filosofico dell'autrice. Emerge così l'originalità della sua posizione rispetto all'identità culturale del suo paese e alla relazioni che legano la Nuova Zelanda alla metropoli inglese e agli altri Paesi anglosassoni.

The school environment as a teacher. The role of space and place in enhancing ecological literacy and social competence development in children and young people

Can space and place foster child development, and in particular social competence and ecological literacy? If yes, how can space and place do that? This study shows that the answer to the first question is positive and then tries to explain the way space and place can make a difference. The thesis begins with the review of literature from different disciplines – child development and child psychology, education, environmental psychology, architecture and landscape architecture. Some bridges among such disciplines are created and in some cases the ideas from the different areas of research merge: thus, this is an interdisciplinary study. The interdisciplinary knowledge from these disciplines is translated into a range of design suggestions that can foster the development of social competence and ecological literacy. Using scientific knowledge from different disciplines is a way of introducing forms of evidence into the development of design criteria. However, the definition of design criteria also has to pass through the study of a series of school buildings and un-built projects: case studies can give a positive contribution to the criteria because examples and good practices can help “translating” the theoretical knowledge into design ideas and illustrations. To do that, the different case studies have to be assessed in relation to the various themes that emerged in the literature review. Finally, research by design can be used to help define the illustrated design criteria: based on all the background knowledge that has been built, the role of the architect is to provide a series of different design solutions that can give answers to the different “questions” emerged in the literature review.

Foliation boudinage

In this thesis foliation boudinage and related structures have been studied based on field observations and numerical modeling. Foliation boudinage occurs in foliated rocks independent of lithology contrast. The developing structures are called ‘Foliation boudinage structures (FBSs)’ and show evidence for both ductile and brittle deformation. They are recognized in rocks by perturbations in monotonous foliation adjacent to a central discontinuity, mostly filled with vein material. Foliation boudinage structures have been studied in the Çine Massif in SW-Turkey and the Furka Pass-Urseren Zone in central Switzerland. Four common types have been distinguished in the field, named after vein geometries in their boudin necks in sections normal to the boudin axis: lozenge-, crescent-, X- and double crescent- type FBSs. Lozengetype FBSs are symmetric and characterized by lozenge-shaped veins in their boudin neck with two cusps facing opposite sides. A symmetrical pair of flanking folds occurs on the two sides of the vein. Crescent-type FBSs are asymmetric with a single smoothly curved vein in the boudin neck, with vein contacts facing to one side. X- and double crescent- type FBSs are asymmetric. The geometry of the neck veins resembles that of cuspate-lobate structures. The geometry of flanking structures is related to the shape of the veins. The veins are mostly filled with massive quartz in large single crystals, commonly associated with tourmaline, feldspar and biotite and in some cases with chlorite. The dominance of large facetted single quartz crystals and spherulitic chlorite in the veins suggest that the minerals grew into open fluidfilled space. FLAC experiments show that fracture propagation during ductile deformation strongly influences the geometry of developing veins. The cusps of the veins are better developed in the case of propagating fractures. The shape of the boudin neck veins in foliation boudinage depends on the initial orientation and shape of the fracture, the propagation behaviour of the fracture, the geometry of bulk flow, and the stage at which mineral filling takes place. A two dimensional discrete element model was used to study the progressive development of foliation boudinage structures and the behavior of visco-elastic material deformed under pure shear conditions. Discrete elements are defined by particles that are connected by visco-elastic springs. Springs can break. A number of simulations was Abstract vii performed to investigate the effect of material properties (Young’s modulus, viscosity and breaking strength) and anisotropy on the developing structures. The models show the development of boudinage in single layers, multilayers and in anisotropic materials with random mica distribution. During progressive deformation different types of fractures develop from mode I, mode II to the combination of both. Voids develop along extension fractures, at intersections of conjugate shear fractures and in small pull-apart structures along shear fractures. These patterns look similar to the natural examples. Fractures are more localized in the models where the elastic constants are low and the competence contrast is high between the layers. They propagate through layers where the constants are high and the competence contrast is relatively low. Flow localize around these fractures and voids. The patterns similar to symmetric boudinage structures and extensional neck veins (e.g. lozenge type) more commonly develop in the models with lower elastic constants and anisotropy. The patterns similar to asymmetric foliation boudinage structures (e.g. X-type) develop associated with shear fractures in the models where elastic constants and anisotropy of the materials are relatively high. In these models boudin neck veins form commonly at pull-aparts along the shear fractures and at the intersection of fractures.