6 research outputs found
“Pride and Prejudice” and Slavery in America
No full textDeirdre Le Faye’s authoritative Family Record quotes Cassandra Austen’s timeline for the novel that became Pride and Prejudice. “First Impressions begun in Oct. 1796. Finished in Augt. 1797. Publish’d afterwards, with alterations & contractions, under the Title of Pride & Prejudice” (189–90). With Sense and Sensibility accepted for publication, Jane returned to First Impressions, but Minerva Press, that copious outlet for gothics and sentimental novels, had published a novel titled First Impressions by Margaret Holford in 1801. As with Austen’s Susan when a different Susan came out, the author had to find a new title. Her most conspicuous source, and a dominant influence, was Frances Burney.http://jasna.org/publications/persuasions-online/volume-40-no-1/burns
Literature as a cohesive factor in gymnasiums
No full textOvaj rad ispituje kohezivnu snagu književnosti u gimnazijama. Njime se nastoji odgovoriti na pitanje može li književnost omogućiti suradnju među nastavnicima različitih nastavnih predmeta, a međupredmetno povezivanje na temelju književnih sadržaja utjecati na učenički interes za čitanje takve vrste tekstova i čitanje općenito. Hipoteza o kohezivnoj snazi književnosti postavljena je na temelju iskustva pri provođenju školskih projekata.
U prvome su dijelu rada predstavljena odgojno-obrazovna područja i njihova povezanost s književnošću. Veze su pritom dokazane postupno, najprije izvan same nastave, a potom, na temelju literature i osobnih iskustava autora, u nastavi. Pritom su predloženi modeli poučavanja na temelju književnih sadržaja za sve nastavne predmete. U drugome su dijelu rada analizirane prikupljene ankete u Gimnaziji Andrije Mohorovičića Rijeka o učeničkoj i u gimnazijama Primorsko-goranske županije nastavničkoj recepciji književnosti. Pokazalo se da međupredmetna projektna nastava utemeljena na književnosti može pozitivno utjecati na učeničko čitanje književnih tekstova. Pritom nije primijećen porast ili pad interesa za čitanje drugih vrsta tekstova. Također, utvrđen je pozitivan odnos nastavnika prema književnosti. U poučavanju se primjerima iz književnosti u većoj mjeri služe nastavnici jezično komunikacijskoga, društveno-humanističkoga, umjetničkoga i prirodoslovnoga područja.
Rad doprinosi znanosti: ispituje kohezivnu snagu književnosti u svim gimnazijskim predmetnim područjima, donosi metodološku razradu probranih književnih tekstova i anketne podatke mikroistraživanja.The doctoral dissertation Literature as a Cohesive Factor in Gymnasiums examines the cohesive strength of literature in high schools. It aims to answer whether literature can enable cooperation between teachers of different subjects and whether cross-curricular linking based on literary content affects students’ interest in reading those kinds of texts and reading in general. The hypothesis of the cohesive power of literature is based on Gymnasium Andrija Mohorovičić Rijeka school projects experience (Jules Verne’s Actuality, Arthur C. Clarke’s Literary Universe, GAMbit and Brilliant Novels Girls and Women).
The first part of the dissertation deals with educational areas and their connection with literature. The connections of educational areas with literature are proven gradually: first, outside the classroom, and, lately, based on literature in general and on the author’s subjective experiences in the classroom as well. In that part of the dissertation, models of teaching based on literary content are proposed for all school subjects.
The chapter Literature and Language and Communication Area (Književnost i jezično komunikacijsko područje) is dedicated to teaching the first language (Croatian language and the language of national minorities in the Republic of Croatia) as well as classical and foreign languages. The author of the dissertation explains the possibilities of correlation between first language and other school subjects with literary contents. Also, he emphasizes, according to Examples from Students’ Teaching Practice / Primjeri iz studentske nastavne prakse (Grakalić Plenković, 2023, pp. 63–193), that Croatian Language and Literature students are aware of those possibilities. Therefore, he presents Croatian language domains and his own working models for reading Tisja Kljaković Braić’s short story Krleža has skills / Krleža ima mota (Kljaković Braić, 2015) within the domain Croatian language and communication, John Green’s novel Paper Towns / Gradovi na papiru (Green, 2015a) within the domain Literature and creativity, and comparison of Jules Verne’s novel Twenty Thousand Leagues Under the Sea / 20 000 milja pod morem (Verne, 2003) and Alex Garland’s The Beach / Žal (Garland, 1998) with other media within the domain Culture and media. For language of national minorities teaching, he proposes reading literary texts whose protagonists are teenagers: Jasminka Petrović’s novel The Summer I Learnt to Fly / Leto kada sam naučila da letim (Petrović, 2015) in Serbian language lessons, Enrico Brizzi’s Jack Frusciante Has Lef the Band / Jack Frusciante è uscito dal gruppo (Brizzi, 1994) in Italian language lessons, Magda Szabó’s Tell Sally... / Mondják meg Zsófikának (Szabó, 1958) in Hungarian language lessons, and František Tichý’s Recruit 244 / Rekrut 244 (Tichý, 2022.) in Czech language lessons, and for higher grades in the same language order: Bora Ćosić’s poem Danube / Dunav (Ćosić, 2015), Elena Ferrante’s My Brilliant Friend / L'amica geniale (Ferrante, 2011), Imre Kertész’s Fatelessness / Sorstalanság (Kertész, 1975) and Karel Čapek’s R. U. R. (Čapek, 2018). For language teaching in general, the author proposes using literary texts that emphasize linguistic beauty or present learning language methods. Those are, for instance, Diego Marani’s New Finnish Grammar / Nova finska gramatika (Marani, 2014) and Michel de Montaigne’s essay On the Education on Children / O odgoju djece (Montaigne, 2007). The author of this dissertation gives examples from literature that confirm the importance of including literary texts in foreign language teaching, especially the first (e. g. Ćavar, 2017). Also, he highlights the dramatic approach proposed by Ana Kodrić in the book Language on Stage / Jezik na pozornici (Kodrić, 2013). He emphasizes that classical and foreign languages textbooks offer ready-made solutions for including literary texts in teaching. Moreover, he explains how teachers can include in the English language teaching Jack London’s Call of the Wild (London, 1992) and Francis Scott Fitzgerald’s The Great Gatsby (Fitzgerald, 2020), and in the classical language teaching Andrew Olimpi’s Ego, Polyphemus (Olimpi, 2018a), Labyrinthus (Olimpi, 2018b) and Jenny Teichmann’s ἐρωτικοὶ μῦθοι: Love Stories in Easy Ancient Greek (Teichmann, 2023). Furthermore, he proposes learning foreign languages series by degrees.
The chapter Literature and Mathematical area (Književnost i matematičko područje) offers interesting mathematical problems related to literature from Branimir Dakić’s book Stories from Mathematics / Priče iz matematike (Dakić, 2016). The author of the dissertation emphasizes Vladimir Devidé as a successful mathematician and writer. As an example of discursive form, he analyses parts of Devidé’s book The Anti-Diary of Remembrance / Antidnevnik prisjećanja (Devidé, 1995). Furthermore, Devidé in the book Miraculous Mathematics / Čudesna matematika (Devidé, 2010) and Sanja Sruk in the paper Art and Mathematics / Umjetnost i matematika (Sruk, 2019) write about authors who have connected literature and mathematics. Solomon Marcus, in his book Mathematical Poetics / Matematička poetika (Marcus, 1974), uses mathematical tools in the analysis of literary texts as well as the Oulipo group for the skillful use of mathematical knowledge in writing literary texts. Ivana Buljubašić presents the Oulipo group in the book Oulipo and Literature of Constraints / Oulipo i književnost ograničenja (Buljubašić, 2018). Papers Literature in the Function of Contemporary Mathematics Teaching / Književnost u funkciji suvremene nastave matematike by Ivan Dražić and Katica Jurasić (Dražić and Jurasić, 2013), Who Still Doesn’t Believe in Fairy Tales? / Tko još ne vjeruje u bajke? by Snježana Lukač and Rebeka Kalazić (Lukač and Kalazić, 2020) or Mathematics and Mathematicians in Literature / Matematika i matematičari u književnosti by Mateja Zidarić (Zidarić, 2015) testify desire of Math teachers to include literary texts in their teaching. The author of the dissertation offers models of incorporating Apostolos Doxiadis’s novel Uncle Petros and Goldbach’s Conjectures / Stric Petros i Goldbachova slutnja (Doxiadis, 2001), Jasna Horvat’s Auron (Horvat, 2011) and, based on the school project experience, literary texts related to cryptography in general in the Math teaching.
The chapter Literature and Natural Sciences Area (Književnost i prirodoslovno područje) confirms the presence of literature in the natural sciences, primarily throughout the naming of key terms such as chemical elements and constellations. John Emsley’s book The Elements / Vodič za elemente (Emsley, 2005) talks about naming the chemistry elements as well as Robert Burnham’s book Astronomy: A Guide to the Night Sky / Astronomija: vodič po noćnom nebu (Burnham, 2003) and David E. Falkner’s The Mythology of the Night Sky (Falkner, 2011) constellations. It is worth mentioning that even terms in other natural sciences, such as ocean and atlas in geography or narcis and melisa in biology, have origins in literature. The author of the dissertation considers autobiographical texts of famous scientists. Those texts, as Nikola Tesla’s My Inventions / Moji pronalasci (Tesla, 2015), Charles Darwin’s Autobiography and Selected Letters / Autobiografija i izabrana pisma (Darwin, 2016) or Jane Goodall’s Reasons for Hope: A Spiritual Journey / Razlog za nadu: duhovno putovanje (Goodall and Berman, 2001) testify the importance of literature in their formative years. Primo Levi is a chemist who became an excellent writer. The author of this dissertation presents Levi’s book The Periodic Table / Periodički system (Levi, 1991). Tatjana Kren gives examples of Croatian writers who were amateurs engaged in astronomy in her books Astronomical Time Machine: Sketches from the Past of Croatian Astronomy / Astronomijski vremeplov: crtice iz prošlosti hrvatskoga zvjezdoznanstva (Kren, 2002) and Stars Dry Up Heavens / Nebesa se osuše zvijezdam (Kren, 2004). Naturalism, and its central figure Zola with texts The Experimental Novel / Eksperimentalni roman (Zola, 1979) and the preface to the second edition of the novel Thérèse Raquin (Zola, 2005a, pp. 13–18), is a notable example of natural science influence on literature. Furthermore, cultural geography and ecocriticism are notable examples of the connection between literature and natural sciences. The author of the dissertation presents in detail Laura Šakaja’s book An Introduction to Cultural Geography / Uvod u kulturnu geografiju (Šakaja, 2015). As an example of more subjective connection between geography and culture he highlights Viktor Žmegač’s books Four European Cities: Cultural Horizons / Četiri europska grada: Kulturološki obzori (Žmegač, 2017) and Portraits of Cities: London, Venice, Munich, St. Petersburg / Portreti gradova: London, Venecija, München, Sankt Peterburg (Žmegač, 2019). In addition, it is worth mentioning that postcolonialism relates to cultural geography. The author of the dissertation presents ecocriticism throughout a series of texts (e. g. Garrard, 2012 and Oblučar, 2022) and proposes reading texts close to ecocriticism such as Nikola Visković’s Cultural Zoology / Kulturna zoologija (Visković, 2009) and Suzana Marjanić and Antonija Zaradija Kiš’s Cultural Bestiary / Kulturni bestijarij (Marjanić and Zaradija Kiš, 2007). Finally, he offers models of incorporating Jasna Horvat’s novel Atanor (Horvat, 2017) and Primo Levi’s The Periodic Table / Periodički system (Levi, 1991) in Chemistry lessons, Maja Klarić’s poems collection Quinta Pitanga (Klarić, 2013) in Geography lessons, Herman Melville’s Moby Dick (Melville, 1999) and Robert Perišić’s A Cat at the End of the World / Brod za Issu (Perišić, 2022) in Biology lessons, and Krilov’s Swan, Pike and Crawfish / Labud, rak i štuka (Krilov, 1997) in Physics lessons. The last example is elaborated in detail in Jakov Isidorovič Pereljman’s book Interesting Physics / Zanimljiva fizika (Isidorovič Pereljman, 1949). In addition, based on the project experience, the author of the dissertation proposes including Jules Verne’s and Arthur C. Clarke’s science fiction novels in Physics and Astronomy lessons such as Jules Verne’s Mathias Sandorf (Verne, 2001) in Geography lessons.
The chapter Literature and Technical and IT Area (Književnost i tehničko i informatičko područje) explains the direct connection between literature and computer sciences in today’s world (e. g. writing on computers, publishing of electronic books and promotions on the Internet). A biographical text on the creativity of Steve Jobs (Isaacson, 2011) describes a famous Apple commercial related to Orwell’s novel 1984, negotiations over the rights to Shakespeare’s texts, and the development of electronic books and devices for reading them. Bob Dylan strongly influenced Steve Jobs, and he often associated his work in the computer industry with poetry. As an example of touching literature and computer sciences, this chapter presents digital humanities and related texts (e. g. Žigo, Lasić and Čubrilo, 2023; Piper, 2018; Jockers, 2013; Gold, 2012b and Moretti, 2000). The author of the dissertation proposes models of work on two novels in Computer sciences / IT lessons: Jasna Horvat’s Atanor (Horvat, 2017) and Ivica Ivanišević and Marina Vujčić’s Discharge Letter / Otpusno pismo (Ivanišević and Vujčić, 2016). Also, teachers could present the work of the Oulipo group and code poetry in general (e. g. Tomasula, 2012).
Chapter Literature and Social and Humanist Area (Književnost i društveno humanističko područje) begins with the presentation of Bertrand Russell’s autobiography (Russell, 2009). He is a Nobel Prize winner who connects different branches of the social and humanist area. Logicomix / Stripologikon (Doxiadis and Papadimitriou, 2010) is a comic book or graphic novel about his life and work. Examples from textbooks and curriculums certify the connections between literature and the social and humanistic field. Methodologist Ivo Rendić Miočević recommends linking literary contents with History teaching (Rendić Miočević, 2000, pp. 125–133). Author of this dissertation describes the history of literature as an obvious link between history and literature (e. g. Talan, 2004; Žmegač, Škreb and Sekulić, 2003; Novak, 2003; Cesar and Pogačnik, 1991) as well as approaches to literary texts by historians in a broader sense (e. g. Cravetto/Goldstein, 2007, pp. 457–475). Nenad Ivić’s book Civil Words War / Građanski rat riječi (Ivić, 2021) served as material for questioning the readability of the world in teaching and the relationship between history and literature. The author of the dissertation offers work models for those literary texts within the History lessons: John William’s August (Williams, 2017), Miroslav Krleža’s The Croatian God Mars / Hrvatski bog Mars (Krleža, 1995) and Annie Ernaux’s The Years / Godine (Ernaux, 2021). The subchapter on Psychology explains the psychoanalytic approach to literary texts. Scientific research on writers’ autobiographies and readers’ memory are related to psychology, for instance Sanja Grakalić Plenković’s Croatian Literary Modernism in Personal Mirror / Moderna u osobnom zrcalu (Grakalić Plenković, 2018) and Lovro Škopljanac’s Literature Through Recall / Književnost kao prisjećanje (Škopljanac, 2014). International project PROMEHS (Tatalović Vorkapić and Vujičić, 2020) is an example of connecting the content of psychology and literary texts in the teaching. The author of the dissertation proposes tasks related to literary texts (e. g. Ekman’s division of emotions and the personality traits) and working models for Jennifer Niven’s All the Bright Places / Sva radosna mjesta (Niven, 2016), Renata Zlatković’s Calories / Kalorije (Zlatković, 2015) and Elena Ferrante’s My Brilliant Friend / Genijalna prijateljica (Ferrante, 2016). Feminism and postcolonialism are literary theories related to Sociology. Jelena Zbukvić’s graduate thesis Sociology and Literature: the Methodological Potential of Contemporary Croatian Prose in Teaching Sociology / Sociologija i književnost – metodički potencijal suvremene hrvatske proze u nastavi sociologije (Zbukvić, 2022) confirms correlations between literature and sociology. The author of the dissertation proposes working models for Susan Eloise Hinton’s The Outsiders / Autsajderi (Hinton, 2001), Jack Kerouac’s On the Road / Na cesti (Kerouac, 1997) and Vikas Swarup’s Slumdog Millionaire / Milijunaš s ulice (Swarup, 2009). The subchapter on Philosophy presents the philosophy of literature. The author proposes re-examination of the philosophy and literature boundaries with Iris Vidmar’s paper Philosophy and Literature on the World and Man: The Same and Different / Filozofija i književnost o svijetu i čovjeku: isto a različito (Vidmar, 2013). He designs worksheet to connect literary texts with philosophical concepts and offers working models for Jostein Gaarder’s Sophie’s World / Sofijin svijet (Gaarder, 2010), Francis Scott Fitzgerald’s The Curious Case of Benjamin Button / Neobična priča o Benjaminu Buttonu (Fitzgerald, 2009) and William Shakespeare’s Othello / Otelo (Shakespeare, 2004, pp. 305–433). For Logic, he creates tasks such as practicing tables of truth values and translating concepts into the language of logic. Author proposes working models for Antun Gustav Matoš’s Ad hominem (Matoš, 1973), Lewis Carroll’s Alice’s Adventures in Wonderland / Alica u zemlji čudesa (Carroll, 1991) and Agatha Christie’s Poirot Investigates / Poirot istražuje (Christie, 2008). Politics and Economics, he relates to the topic of refugees and uses Duško Petrović’s book Refugee in the Modern World / Izbjeglištvo u suvremenom svijetu (Petrović, 2016). Furthermore, the author of the dissertation offers a working model for Bekim Sejranović’s book From Nowhere to Nowhere / Nigdje, niotkuda (Sejranović, 2020). According to it, it is possible to work similar with Ivana Simić Bodrožić’s Hotel Zagorje (Simić Bodrožić, 2010) or Damir Karakaš’s A Perfect Place for Misery / Sjajno mjesto za nesreću (Karakaš, 2009.). In relation to Ethics and Religious Education, he considers Dean Slavić’s The Bible as Literature / Biblija kao književnost (Slavić, 2016.) as an example of linking religion and literature. For Ethics, he proposes working models for Aesop’s Fables / Basne (Ezop, 1999.), Nathaniel Hawthorne’s The Scarlet Letter / Grimizno slovo (Hawthorne, 2008.) and Kazuo Ishiguro’s Never Let Me Go / Nikad me ne ostavljaj (Ishiguro, 2005.) as well for Religious Education for Franz Kafka’s A Hunger Artist / Umjetnik u gladovanju (Kafka, 2016.), Nikola Šop’s The Divine Shepherd / Božanski pastir (Šop, 1997.) and Thomas Stearns Eliot’s The Waste Land / Pusta zemlja (Eliot, 2009.). In their interpretation, Dean Slavić’s Guide for Interpreters / Peljar za tumače (Slavić, 2011) is an immense help.
The chapter Literature and Artistic Area (Književnost i umjetničko područje) begins with considering the structure and naming of terms based on the interinfluence of literature and other arts. The starting point is Viktor Žmegač’s book Literature and Music / Književnost i glazba (Žmegač, 2003), Aleksandar Flaker’s Literary Vedutas / Književne vedute (Flaker, 1999) and Walter Isaacson’s Leonardo da Vinci (Isaacson, 2021). After that, the author of the dissertation considers texts on music and fine arts, especially those of Nedjeljko Fabrio (Fabrio, 1997), who writes about music, and Tonko Maroević (Maroević, 2007), who writes about fine arts. He also quotes examples from curriculum and textbooks as well as those of methodologist Dean Slavić (Slavić, 2011). For Music, the author of the dissertation proposes working models for different genres musicians’ autobiographies and biographies, such as Chas Newkey Burden’s Adele (Newkey-Burden, 2012), Mia Dimšić’s Road to the Dream / Cesta do sna (Dimšić, 2021) and José Carreras’s Singing from the Soul / Pjevati iz duše (Carreras, 2002). For Arts, he offers working models for Tracy Chevalier’s Girl with a Pearl Earring / Djevojka s bisernom naušnicom (Chevalier, 2009), Slavenka Drakulić’s Dora and Minotaur / Dora i Minotaur (Drakulić, 2015) and Ivan Meštrović’s Michelangelo – Artist’s Essays on Artist / Michelangelo – Eseji umjetnika o umjetniku (Meštrović, 2010).
The chapter Literature and Physical and Health Area (Književnost i tjelesno i zdravstveno područje) begins with an analysis of terminology taken from literature, which appears in sports sections. Then, the author gives examples of the permeations of sport and literature throughout the history of the Olympic Games (e. g. Shestakova, 2021) and writers related to sports, more specifically football (Lazzarich, 2014). He singles out Krešimir Bagić’s text Intellectualization of Football / Intelektualizacija nogometa (Bagić, 2007). As working models, he offers Miljenko Jergović’s Wilimowski (Jergović, 2016), Nebojša Lujanović's Marathon Runner / Maratonac (Lujanović, 2020.), Andre Agassi’s Open / Razotkrivanje (Agassi, 2018.) and Nan Shepherd’s The Living Mountain / Živa planina (Shepherd, 2022.).
The chapter Literature and Recess (Književnost i veliki odmori) points out that it is possible to encourage reading literary texts outside the classroom. The author explains how talking about books can bring students together and suggests the presentation of suitable texts that students could read during school recess. Books that contain short, entertaining, or informative texts, suitable for reading aloud for fifteen minutes, would be ideal; for instance The Literature Book / Velike ideje – Književnost (Calogjera Rogić / Gilbert et al., 2020), Luka Ostojić’s Help, We Read the Book!: Clinical Glossary of Critical Reading / Upomoć, pročitali smo knjigu!: Klinički pojmovnik kritičkog čitanja (Ostojić, 2018.) and Wise Thoughts for Every Day / Mudre misli za svaki dan (Gogala and Peček, 2006.).
All those chapters on educational areas have parts dedicated to the author of this dissertation’s individual experiences. Precisely, he gives examples such as discussions about mathematician Leonhard Euler during the interpretation of Krleža’s play The Glembays
Intraoperative transfusion practices in Europe
Get PDF© 2016 The Author. Published by Oxford University Press on behalf of the British Journal of Anaesthesia.Background: Transfusion of allogeneic blood influences outcome after surgery. Despite widespread availability of transfusion guidelines, transfusion practices might vary among physicians, departments, hospitals and countries. Our aim was to determine the amount of packed red blood cells (pRBC) and blood products transfused intraoperatively, and to describe factors determining transfusion throughout Europe. Methods: We did a prospective observational cohort study enrolling 5803 patients in 126 European centres that received at least one pRBC unit intraoperatively, during a continuous three month period in 2013. Results: The overall intraoperative transfusion rate was 1.8%; 59% of transfusions were at least partially initiated as a result of a physiological transfusion trigger- mostly because of hypotension (55.4%) and/or tachycardia (30.7%). Haemoglobin (Hb)- based transfusion trigger alone initiated only 8.5% of transfusions. The Hb concentration [mean (sd)] just before transfusion was 8.1 (1.7) g dl-1 and increased to 9.8 (1.8) g dl-1 after transfusion. The mean number of intraoperatively transfused pRBC units was 2.5 (2.7) units (median 2). Conclusions: Although European Society of Anaesthesiology transfusion guidelines are moderately implemented in Europe with respect to Hb threshold for transfusion (7-9 g dl-1), there is still an urgent need for further educational efforts that focus on the number of pRBC units to be transfused at this threshold
Patterns and universals of adult romantic attachment across 62 cultural regions : are models of self and other pancultural constructs?
Get PDFAs part of the International Sexuality Description Project, a total of 17,804 participants from 62 cultural regions completed the Relationship Questionnaire (RQ), a self-reportmeasure of adult romantic attachment. Correlational analyses within each culture suggested that the Model of Self and the Model of Other scales of the RQ were psychometrically valid within most cultures. Contrary to expectations, the Model of Self and Model of Other dimensions of the RQ did not underlie the four-category model of attachment in the same way across all cultures. Analyses of specific attachment styles revealed that secure romantic attachmentwas normative in 79% of cultures and that preoccupied romantic attachment was particularly prevalent in East Asian cultures. Finally, the romantic attachment profiles of individual nations were correlated with sociocultural indicators in ways that supported evolutionary theories of romantic attachment and basic human mating strategies
3rd National Conference on Image Processing, Computing, Communication, Networking and Data Analytics
Get PDFThis volume contains contributed articles presented in the conference NCICCNDA 2018, organized by the Department of Computer Science and Engineering, GSSS Institute of Engineering and Technology for Women, Mysore, Karnataka (India) on 28th April 2018
