1,758,188 research outputs found
Como ler Agustina Bessa-Luís/ How to Read Agustina Bessa-Luís
No full textResumo: A partir da interrogação “Como deve o leitor ler Agustina?”, propõe-se uma reflexão acerca da recepção da obra da escritora portuense, em Portugal e no mundo.Palavras-chave: Agustina Bessa-Luís; Literatura Portuguesa Contemporânea; Estética da Recepção.Abstract: From the question “How should the reader read Agustina?”, a reflection is proposed on the reception of the work of the writer from Porto, in Portugal and in the world.Keywords: Agustina Bessa-Luís; Contemporary Portuguese Literature; Reception Aesthetics
Agustina Rayes [perfil personal]
No full textPerfil personal de Agustina Rayes graduado en la Maestría en Historia de la Universidad Torcuato Di Tella
Concepciones de educadores sobre la evaluación en situación de no presencialidad : un estudio de caso en una escuela técnica
Full text linkFil: Manavella, Agustina María. Universidad Nacional Villa María; Argentina.Fil: Vaja, Arabela Beatriz. Universidad Nacional Villa María; Argentina.Fil: Visone, María Agustina. Universidad Nacional Villa María; Argentina
Data for: The non-democratic roots of mass education: Evidence from 200 years
No full textThis is an Annotation for Transparent Inquiry (ATI) data project. The annotated article can be viewed on the publisher's website.
Project Summary
This project assesses the impact of democratization on primary school enrollment rates using quantitative data from 1820 to 2010 to estimate difference-in-differences and interrupted time series models of the impact of democratization. It finds that, on average, there is little evidence to support the claim that democratization led to the expansion of primary schooling. The study then unpacks this average result to explain what lies behind the null effect. It finds that democracy can lead to the expansion of primary schooling, but the key condition under which it does—when a majority of the population lacked access to primary schooling before democratization—rarely holds. Indeed, the study documents that, among countries that experienced democratization, the average primary school enrollment rate was already 70% before transitioning to democracy. Although the project does not seek to provide a conclusive answer to why there was so much provision of primary education under non-democracies, the section titled “Primary School Systems Under Non-Democracies” explores several possible answers to help readers entertain the possibility that the provision of primary education may have been high under non-democracies—because this is a counterintuitive finding given the previous literature in political science and economics. With that modest goal in mind, this section surveys existing research in history, sociology, political science, and economics to parse out four common arguments for the provision of primary schooling under non-democratic regimes; provides exploratory quantitative tests for these arguments; and, using online annotations, provides qualitative evidence that illustrates these arguments.
Data Generation and Analysis
The gathering of qualitative evidence focused on either the founding period of primary education systems or the period of fastest expansion of primary schooling in six non-democratic regimes chosen to have variation across space and over time: Prussia (1750s and 1760s), France (1830s), Chile (1860s), Argentina (1880s), USSR (1930s), and China (1950s). For each case, the author gathered primary and secondary sources in English, Spanish, or French that provided evidence about the rationales used by non-democratic regimes to expand access to primary education. On average five sources per country were analyzed, including: speech transcripts by presidents, ministers of education, and congressmen from parliamentary debates; newspaper and magazines articles, letters, books, memoirs, and other documents written by politicians who participated in education debates; reports written by official government missions from foreign countries that traveled to learn about the selected education systems; official education laws and regulations; books and PhD dissertations specializing on the history of education of these cases. All sources analyzed were obtained from Stanford Libraries, UCSD Libraries, HathiTrust, the Biblioteca Nacional del Maestro in Argentina, or the Biblioteca Nacional de Chile. Language limitations implied a greater ability to consult primary sources from Argentina, Chile, and France than from Prussia, the USSR, and China, where reliance on secondary sources was greater.
For each source, the author extracted citations that provided evidence of the rationales espoused by non-democratic regimes to provide primary education. Each citation was classified using a common coding scheme based on the type of argument being made for the provision of primary education: molding political values and behaviors, industrialization, military strength, promoting the social mobility of the lower classes, responding to parental demand, staying in vogue with global ideas, or other reasons. A set of 45 citations (out of 150) were identified as “strong” evidence for three types of common arguments for primary education provision under non-democratic regimes: molding political values and behaviors, industrialization, and military strength. The other theorized arguments appeared less often and either lacked strong evidence in the sampled sources (staying in vogue with global ideas, promoting social mobility) or had strong evidence against them (responding to parental demand).
Logic of Annotation
Online annotations were used to illustrate those arguments for which strong qualitative evidence was found. The citations included in the annotations were chosen so as to provide as clear an illustration of a theoretical argument as possible within a relatively short amount of space (i.e., without requiring readers to read an entire book or parliamentary debate transcript). Analytic notes were used in almost all annotations to offer additional context about a source and its author, and to specify the interpretations made from a citation or set of citations.</p
"Calidad de la dieta y estado nutricional según estratos socioeconómicos en la ciudad de Córdoba, en el año 2020"
Full text linkFil: Montenegro, Agustina Belén. Universidad Nacional de Cordoba. Facultad de Ciencias Medicas. Escuela de Nutricion; Argentina.Fil: Raposo, María Natalia. Universidad Nacional de Cordoba. Facultad de Ciencias Medicas. Escuela de Nutricion; Argentina.Fil: Zuñiga, María Agustina. Universidad Nacional de Cordoba. Facultad de Ciencias Medicas. Escuela de Nutricion; Argentina.Las desigualdades socioeconómicas determinan oportunidades diferenciales para acceder a
una alimentación de calidad. Este panorama impacta sobre el estado nutricional (EN) de las personas,
resultando también en realidades diferentes.
Objetivo: Analizar la calidad de la dieta y el estado nutricional, de acuerdo a los diversos niveles
socioeconómicos (NSE), en la ciudad de Córdoba, en el año 2020.
Materiales y métodos: Se realizó un estudio observacional, descriptivo-correlacional, con 410
participantes. Los datos fueron recolectados a través de una encuesta que incluye datos sociodemográficos
y un cuestionario de frecuencia de consumo de alimentos validada. Se analizó el EN según índice de masa
corporal, NSE (alto, medio, bajo) -combinando categorías ocupación y el nivel de instrucción del principal
sostén del hogar- y se construyó un Índice de Alimentación Saludable (IAS), adaptado a las guías
alimentarias de Argentina (saludable-necesita cambios- poco saludable).
Para el análisis de los datos se ajustaron modelos de regresión logística múltiple, para el EN, y multinomial
para el IAS, ajustados por covariables de interés.
Resultados: La prevalencia de preobesidad fue de 29% y un 22% obesidad. Según el IAS, el 85% de la
población necesitó cambios en su alimentación. Las personas con obesidad tuvieron 4 veces más chances
de tener un escore poco saludable. Los individuos del NSE medio y alto tuvieron menor chance de presentar
un IAS “poco saludable” que los del NSE bajo.
Conclusión: La calidad alimentaria y EN difieren en los distintos estratos socioeconómicos, lo cual
requiere de acciones en salud focalizadas basadas en la promoción de la salud y de hábitos alimentarios
saludables, orientadas a la prevención de ENT principalmente en sectores vulnerables.Fil: Montenegro, Agustina Belén. Universidad Nacional de Cordoba. Facultad de Ciencias Medicas. Escuela de Nutricion; Argentina.Fil: Raposo, María Natalia. Universidad Nacional de Cordoba. Facultad de Ciencias Medicas. Escuela de Nutricion; Argentina.Fil: Zuñiga, María Agustina. Universidad Nacional de Cordoba. Facultad de Ciencias Medicas. Escuela de Nutricion; Argentina
A "Outra História" de Agustina Bessa-Luís
No full textA escrita de Agustina Bessa-Luís está profundamente marcada pelo “trabalho intertextual”, uma forma de “contestação das grandes narrativas” ligada à “condição pós-moderna do saber” (Lyotard). Assim, a contínua relação de leitura/des-leitura crítica, ambivalente e paródica patente nos seus romances historiográficos, revela certos “conflitos de memória” (Pomian), denunciando ao mesmo tempo uma visão da História como “política do passado” (Hutcheon) “situada do lado da doxa” (Veyne) e cujo discurso reproduz uma ideologia do “mesmo”. Estes elementos constituem a base do questionamento e da “desconstrução” (Derrida) da imagem da Nação que nos propomos analisar na nossa comunicação
Carta de M. de Agustina a Pedro Dorado Montero
No full textCarta de D. M. de Agustina, director de la revista "El Mundo político y diplomático", a D. Pedro Dorado Montero, anunciándole el comienzo de la publicación de la revista y pidiendo su colaboración
Entrevista a Agustina Bustos Fierro
No full textUna vez más, el flamenco genera espacios de encuentro, donde la expresión y la transmisión del arte van más allá de lo escénico, movilizando en las profundidades nuestras identidades, deconstruyendo estructuras y construyendo un suelo donde las mujeres podemos pisar firme.
Rocío Agustina Bustos Fierro tiene 27 años, es oriunda de la provincia de Corrientes y de chica se mudó a Córdoba. Apostando y dedicando su vida al arte, Rocío se encontró con las danzas españolas, el clásico y el flamenco. Realizó el Profesorado de Danza en la Universidad Provincial de Córdoba Roberto Arlt y, en paralelo, exploró otros lenguajes: contemporáneo, jazz, floowork, folklore. Trabajó en el sistema educativo, tanto a nivel primario como secundario en jornada extendida y hoy nos cuenta su experiencia.
 
Canibalismo argentino resignificado: Cadáver exquisito de Agustina Bazterrica
Full text linkEste trabajo analiza el libro Cadáver exquisito de Agustina Bazterrica (2017), inscribiéndolo en la serie cárnica que articula la literatura argentina y en la cual se problematiza la fundación del territorio nacional y el cuerpo de las mujeres. Desde estos últimos se busca establecer una relación entre los mataderos, las vacas y la conexión con la carne desde la literatura contemporánea argentina.Fil: Rorai, Flavia Andrea. Universidad Nacional del Comahue. Facultad de Humanidades; Argentina
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