Escrevendo o próprio corpo: a problemática da autobiografia e da (auto)ficção em Caio Fernando Abreu e Hervé Guibert

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

An Investigation into Careless Errors Made by 7th Grade Mathematics Students

In this action research study, I investigated the careless errors made by my seventh-grade mathematics students on their homework and tests. Beyond analyzing the types of careless errors and the frequency at which they were made, I also analyzed my students’ attitudes toward reviewing their work before they turn it in and self-reflection about the quality of work that they were producing. I found that many students did not know how to review their test before turning it in; no one had ever taught them how to do so. However, when students were given tools to help them with this task, they were able to make strides towards reducing the number of careless errors that they made and began to turn in high quality work that demonstrated their understanding of the content that had been taught. As a result of this research, I plan to teach my students how to go back over their homework and tests before turning them in. I also intend to continue to use the tools that I have produced to encourage students to self-reflect on the work that they have done. Assessment is such an important piece of educating my students and the careless errors made on these assessments needed to be addressed.

Formale Struktur, Narrativitaet und Wahrnehmung des Zuschauers

Die vorliegende Arbeit untersucht, wie sich Greenaways Filme selbstreflexiv zur Problematik des filmischen Mediums stellen, d.h. wie der Illusions- und Artefaktcharakter des Films im Film selbst thematisiert wird. Die Untersuchung der Selbstreflexion wird konkret unter drei Untersuchungsaspekten erfolgt, nämlich die systematisch und künstlich organisierte formale Struktur, die Narrativität und die Wahrnehmungsweise des Zuschauers. Greenaways Filme veranschaulichen auf der formalen Ebene:· daß die Filmbilder diskontinuierlich und uneinheitlich sind, · wie einzelnen visuellen, akustischen und technischen Zeichen systematisch und künstlich organisiert sind und schließlich· wie die diskontinuierlichen und uneinheitlichen Filmbilder durch die systematische und künstliche Organisation der Zeichen kontinuierlich und einheitlich wirken. Seine Filme thematisieren auch auf der allegorischen, symbolischen und metaphorischen Ebene das Verhältnis zwischen der formalen Struktur, der Geschichte und der interaktiven Wahrnehmungsweise des Zuschauers, und die Beziehung zwischen dem Zuschauer, dem Film, dem Filmemacher. Die männliche Hauptfigur metaphorisiert den Zuschauer. Die Frauenfiguren allegorisieren die zwei Seiten des Films, die Form und den Inhalt des Films. Die sexuelle Beziehung zwischen der männlichen Hauptfigur und den Frauen umfaßt auf der metaphorischen Ebene die Interaktivität des Zuschauers mit dem Film.

Tradurre il genere documentario : Due proposte di sottotitolaggio del documentario Little Land a confronto

The aim of this thesis is to discuss the main translation issues encountered while performing a double version of the subtitles of the documentary “Little Land” from English into Italian. The main motivation behind my choice is a personal interest in the subtitling field applied to the documentary filmic genre. This project is divided into two parts. The first part constitutes the theoretical basis of the thesis and is divided in three chapters. The first chapter introduces the documentary “Little Land” and analyses its main features and characteristics. The second chapter is devoted to documentary studies and theory of documentary, including the historical overview of the changes of this filmic genre and an overview of its market potential in order to meet both the audience and the director’s requirements. The third chapter deals with audiovisual translation as a discipline, and analyses the main translation techniques adopted for the documentary genre: dubbing, voice-over and subtitling. The subtitling section is particularly rich, and a discussion of the use of double and pivot subtitles and the possibilities of subtitling for accessibility issues is included. The second part constitutes the practical development of the theories introduced and dealt with in the first part. Chapter four provides an overview of the history of the Cineteca di Bologna, for whom I worked as a subtitler, and explains the guide lines and equipment required in order to perform the manual launch of the subtitles during their festival Human Rights Nights. The fifth and final chapter provides an analysis of the second version of the subtitles, meant for TV broadcasting, and highlights the main issues encountered during the translation process, both from a structural and a lexical point of view. A discussion of the different translation strategies adopted is provided, in a constant comparison with the first version of the subtitles. The function of self-reflection and self-observation in translation is also examined. Appendix A and B contain the interviews with “Little Land”’s director and protagonist respectively, Appendix C contains the subtitles table.

Researchers' roles in knowledge co-production: experience from sustainability research in Kenya, Switzerland, Bolivia and Nepal

Co-production of knowledge between academic and non-academic communities is a prerequisite for research aiming at more sustainable development paths. Sustainability researchers face three challenges in such co-production: (a) addressing power relations; (b) interrelating different perspectives on the issues at stake; and (c) promoting a previously negotiated orientation towards sustainable development. A systematic comparison of four sustainability research projects in Kenya (vulnerability to drought), Switzerland (soil protection), Bolivia and Nepal (conservation vs. development) shows how the researchers intuitively adopted three different roles to face these challenges: the roles of reflective scientist, intermediary, and facilitator of a joint learning process. From this systematized and iterative self-reflection on the roles that a researcher can assume in the indeterminate social space where knowledge is co-produced, we draw conclusions regarding training.

Die Abschrift als Schreibszene. Der ›Nuwe Parzifal‹ in der Handschrift Rom, Biblioteca Casanatense, Mss. 1409

The Codex Biblioteca Casanatense 1409 which has for a long time been neg- lected in Parzival scholarship, transmits German translations of three continuations of Chre ́tien de Troyes‘ Roman de Perceval ou Le Conte du Graal together with the last two books (XV/XVI) of Wolfram von Eschenbach’s Parzival. This article supports the for- merly casually made assumption that the Casanatense manuscript is in fact a direct copy of Codex Donaueschingen 97, the so called Rappoltsteiner Parzifal. As is to be shown, marks in the Donaueschingen codex, as well as significant copying errors in the Casanatense text and its treatment of initials suggest a direct relationship of the two witnesses. The notion of ,writing scene‘ (Schreibszene) with its implications of linguistic semantics, instrumentality, gesture and self reflection, proposed in modern literary scholarship, can help to understand peculiarities of the copying process in the Casanatensis, such as the numerous conceptual abbreviations and the adaptations in the handling of headings. In the final part of the article, the hypothesis is corroborated, that the copy of the Casa- natensis might have been produced in the surroundings of Lamprecht von Brunn (ca. 1320–1399), bishop of Strasburg and Bamberg, and counsellor of the emperor Charles IV.

Scientists’ situated knowledge: Strong objectivity in transdisciplinarity

Although transdisciplinary research has started addressing important epistemological challenges, as evidenced by the discussion about ‘mode 2’ knowledge production, its relation with postulations of ‘scientific objectivity’ is not yet well clarified. A common way of dealing with the epistemological challenge of situated knowledge production, as proposed by transdisciplinarity, is to point to the fundamental aspect of reflexivity. But reflexivity also includes being aware that power and control over the object is derived from the social position of researchers, an issue not often explicitly discussed in transdisciplinary research. Reflexivity thus represents an important but insufficient principle for guaranteeing appropriate levels of self-reflection within a process of knowledge coproduction. We therefore hypothesize that transdisciplinary research could greatly benefit from feminist scientific tradition, in particular the insights of standpoint theory and the concept of ‘strong objectivity’. We analyse, and reflect upon, how a recent transdisciplinary research initiative – conducted together with civil society organizations in (CSOs) in six countries: Bangladesh, Bolivia, Brazil, Burkina Faso, Ecuador and India – has benefited from the use of ‘strong objectivity’. We analyse how the social position of all stakeholders, including ourselves as the scientific actors in this initiative, influence the process and conditions of transdisciplinary knowledge co-production, and we discuss how power and control by scientists affects the process and conditions of interaction. Thereby we argue for the necessity of explicitly assuming sides in contested contexts for reaching objectivity in transdisciplinary research.

Testing the 'Learning for Sustainabiliy' Approach in a Training for Trainers: Contribution to new learning theory and approaches

Mainstreaming the LforS approach is a challenge due to dive rging institutional priorities, customs, and expectations of classically traine d staff. A workshop to test LforS theory and practice, and explore how to mainstream it, took place in a concrete context in a rural district of Mozambique, focusing on agricultural, forest and water resources. The evaluation showed that the principles of interaction applied pe rmitted to link rational know ledge with practical experience through mutual learning and iterative self-reflection. The combination of learning techniques was considered usef ul; participants called for further opportunities to apply the LforS methodology, proposing next steps.

Family Myths, Beliefs, and Customs as a Research/Educational Tool to Explore Identity Formation

This paper outlines a qualitative research tool designed to explore personal identity formation as described by Erik Erikson and offers self-reflective and anonymous evaluative comments made by college students after completing this task. Subjects compiled a list of 200 myths, customs, fables, rituals, and beliefs from their family of origin and then reflected upon the relevance and meaning of such items. The research and instructional tool described in the paper should be of considerable interest to teachers who work to promote self-reflection amongst adolescents as well as case study researchers and therapists who wish to study identity formation and values.

"Contra toda forma de opresión" : Sexo, política y clases medias juveniles en las revistas de humor de los primeros '70

Este artículo explora cómo las revistas de humor político-cultural de los primeros '70 devinieron una fuente de autorreflexión para un público, o espacio social, que se constituyó en torno a ellas. A partir del análisis de la más importante de esas publicaciones, Satiricón, es posible aseverar que en términos socio-demográficos ese espacio social se componía de segmentos juveniles de los sectores medios intelectualizados que podían a la vez reírse y hacer reír, en especial cuando se remarcaban incongruencias en sus experiencias sexuales y políticas. Las revistas de humor elaboraron múltiples incongruencias: los llamados a una educación sexual imbricados con la persistencia de viejas creencias sexuales; el lenguaje "psi" domesticando, antes que ayudando a liberar, las represiones sexuales; los varones temiendo por el fin de privilegios ante la afirmación sexual de las mujeres; y, más en general, la militancia política como forma de opresión. Las incongruencias eran la base de lo risible, mientras que en su centro estaban los y las jóvenes de los sectores medios, a quienes se convocaba a un tipo de reflexión que, en ese contexto político, quizá era solo viable a partir de la exageración y del humor

"Contra toda forma de opresión" : Sexo, política y clases medias juveniles en las revistas de humor de los primeros '70

Este artículo explora cómo las revistas de humor político-cultural de los primeros '70 devinieron una fuente de autorreflexión para un público, o espacio social, que se constituyó en torno a ellas. A partir del análisis de la más importante de esas publicaciones, Satiricón, es posible aseverar que en términos socio-demográficos ese espacio social se componía de segmentos juveniles de los sectores medios intelectualizados que podían a la vez reírse y hacer reír, en especial cuando se remarcaban incongruencias en sus experiencias sexuales y políticas. Las revistas de humor elaboraron múltiples incongruencias: los llamados a una educación sexual imbricados con la persistencia de viejas creencias sexuales; el lenguaje "psi" domesticando, antes que ayudando a liberar, las represiones sexuales; los varones temiendo por el fin de privilegios ante la afirmación sexual de las mujeres; y, más en general, la militancia política como forma de opresión. Las incongruencias eran la base de lo risible, mientras que en su centro estaban los y las jóvenes de los sectores medios, a quienes se convocaba a un tipo de reflexión que, en ese contexto político, quizá era solo viable a partir de la exageración y del humor

"Contra toda forma de opresión" : Sexo, política y clases medias juveniles en las revistas de humor de los primeros '70

Este artículo explora cómo las revistas de humor político-cultural de los primeros '70 devinieron una fuente de autorreflexión para un público, o espacio social, que se constituyó en torno a ellas. A partir del análisis de la más importante de esas publicaciones, Satiricón, es posible aseverar que en términos socio-demográficos ese espacio social se componía de segmentos juveniles de los sectores medios intelectualizados que podían a la vez reírse y hacer reír, en especial cuando se remarcaban incongruencias en sus experiencias sexuales y políticas. Las revistas de humor elaboraron múltiples incongruencias: los llamados a una educación sexual imbricados con la persistencia de viejas creencias sexuales; el lenguaje "psi" domesticando, antes que ayudando a liberar, las represiones sexuales; los varones temiendo por el fin de privilegios ante la afirmación sexual de las mujeres; y, más en general, la militancia política como forma de opresión. Las incongruencias eran la base de lo risible, mientras que en su centro estaban los y las jóvenes de los sectores medios, a quienes se convocaba a un tipo de reflexión que, en ese contexto político, quizá era solo viable a partir de la exageración y del humor

Mi Schwannoma Vestibular. El día que mi vida cambió

El relato describe la incidencia en la vida del autor de un diagnóstico: Schwannoma Vestibular (también conocido como Neurinoma del Acústico). A partir de ese momento, todo lo cotidiano, la tranquilidad relativa de la rutina diaria y la priorización de necesidades experimenta un cambio sustancial en su vida. El pasado y el futuro se funden en un apretado ramillete de especulaciones sobre lo que ha sido, es y será su vida tras estas nuevas vivencias que emergen de un replanteamiento esencial del sentido de la existencia. La decisión de narrar sus vivencias en este contexto contribuye, en gran medida, a la autoreflexión y, a la vez, construye un material narrativo que puede ayudarnos a reflexionar sobre situaciones parecidas a los demás.

The regulation of professional advertising practices in Spain, 1988–2013

From the perspective of the sociology of professions, every professional activity should have its own clearly circumscribed and regulated sphere of action. Such an articulation facilitates the regulation of the production of a given profession as well as the way in which it is practiced. The purpose of the research reported here was to provide a comprehensive review and evaluation of the regulatory framework governing the advertising sector in Spain. To this end, the authors analysed external regulatory legislation and self-regulatory codes extracted from the data base of the Asociación para la Autoregulación de la Comunicación Comercial (Autocontrol) that had been enacted or adopted between 1988, the year that Law 11/1998 on General Telecommunications entered into force, and 2003 as well as other relevant documents retrieved from the Boletin Oficial del Estado (BOE) pertaining to the same period. Findings indicate that although there has been a groundswell of legislation governing advertising practices in Spain since 1988, especially at the regional level, lawmakers have focused on the content of advertising messages and shown very little interest in regulating the professions of advertising and public relations. Furthermore, Spanish legislation enacted in 2003 and EU policies appear to have encouraged the adoption of voluntary codes of ethics. Sectors traditionally subject to mandatory advertising regulation, either due to the vulnerability of their target audiences or the potential impact of their commercial messages on public health or the environment, are more likely to develop self-regulatory codes of conduct than others

How can experience in clinical and community settings contribute to early medical education? A BEME systematic review

Review date: Review period January 1992-December 2001. Final analysis July 2004-January 2005. Background and review context: There has been no rigorous systematic review of the outcomes of early exposure to clinical and community settings in medical education. Objectives of review: (1) Identify published empirical evidence of the effects of early experience in medical education, analyse it, and synthesize conclusions from it. (2) Identify the strengths and limitations of the research effort to date, and identify objectives for future research. Search strategy: Ovid search of. BEI, ERIC, Medline, CIATAHL and EMBASE Additional electronic searches of: Psychinfo, Timelit, EBM reviews, SIGLE, and the Cochrane databases. Hand-searches of: Medical Education, Medical Teacher, Academic Medicine, Teaching and Learning in Medicine, Advances in Health Sciences Education, Journal of Educational Psychology. Criteria: Definitions: Experience: Authentic (real as opposed to simulated) human contact in a social or clinical context that enhances learning of health, illness and/or disease, and the role of the health professional. Early: What would traditionally have been regarded as the preclinical phase, usually the first 2 years. Inclusions: All empirical studies (verifiable, observational data) of early experience in the basic education of health professionals, whatever their design or methodology, including papers not in English. Evidence from other health care professions that could be applied to medicine was included. Exclusions: Not empirical; not early; post-basic; simulated rather than 'authentic' experience. Data collection: Careful validation of selection processes. Coding by two reviewers onto an extensively modified version of the standard BEME coding sheet. Accumulation into an Access database. Secondary coding and synthesis of an interpretation. Headline results: A total of 73 studies met the selection criteria and yielded 277 educational outcomes; 116 of those outcomes (from 38 studies) were rated strong and important enough to include in a narrative synthesis of results; 76% of those outcomes were from descriptive studies and 24% from comparative studies. Early experience motivated and satisfied students of the health professions and helped them acclimatize to clinical environments, develop professionally, interact with patients with more confidence and less stress, develop self-reflection and appraisal skill, and develop a professional identity. It strengthened their learning and made it more real and relevant to clinical practice. It helped students learn about the structure and function of the healthcare system, and about preventive care and the role of health professionals. It supported the learning of both biomedical and behavioural/social sciences and helped students acquire communication and basic clinical skills. There were outcomes for beneficiaries other than students, including teachers, patients, populations, organizations and specialties. Early experience increased recruitment to primary care/rural medical practice, though mainly in US studies which introduced it for that specific purpose as part of a complex intervention. Conclusions: Early experience helps medical students socialize to their chosen profession. It. helps them acquire a range of subject matter and makes their learning more real and relevant. It has potential benefits for other stakeholders, notably teachers and patients. It can influence career choices.