11 research outputs found
[Dr. Simplicio Bisa received the gawad ng pagkilala]
No full textDr. Simplicio Bisa of the Philippine Languages Dept. received the Gawad ng Pagkilala during the celebration of Araw ni Balagtas held on April 2. He was cited for his significant contributions to promote Filipino language and literature
Ang representasyon ng mahihirap sa lipunan sa Umaga sa Dapithapon at iba pang Akda ni Simplicio P. Bisa.
No full textAbstrak. Ang pag-aaral na ito ay nais na makita kung paano ipakita ng isang manunulat sa kanyang mga likha ang mga tao na kabilang sa mas nakabababang antas ng lipunan kung ang pagbabasihan ay ang pinansiyal na katayuan sa buhay. Para sa pag-aaral na ito ay napiling bigyan ng pansin ang isang manunulat na may libro na koleksiyon ng mga maiikling kuwento, na ang karaniwang tema ay ang pagpapakita ng mga buhay ng mga mahihirap sa lipunan.
Sa pamamagitan ng pag-aaral ay nabigyang pansin ang naging buhay ng manunulat, ang mga naging impluwensiya sa kanyang pagsusulat, ang mga prosesong kanyang pinagdaanan upang makalikha ng mga maiikling kiwento at kung ano ang naging tema ng kanyang mga kuwento. Ngunit binigyan ng mas mariing pansin kung paano niya iponortray ang mga mahihirap nating mga kababayan sa kanyang mga kuwento.
Matapos ang pag-aaral, ang pagpapanayam, ay makikita na si Simplicio P. Bisa ay isang manunulat na nagsulat sa paraan na simple at natural, sa pamamagitan ng pagsusulat sa kung ano ang kanyang nakita, narinig at nasaksihan tungkol sa mga taong ito na nasa antas sa kanilang pinaglalagyan sa lipunan.
Ang kanyang mga kuwento ay koleksiyon ng mga pangyayaring malapit sa katotohanan, nagpakita sa kalagayan ng mga taong ito sa kanilang normal na anyo, seting at sitwasyon.
Ganoon lamang kasimple at kanatural
Ang matandang lalaki at ang dagat : teorya at proseso ng pagsasalin
No full textThe problem one encounters when he ventures into translation is how to translate the essence or meaning of a certain material from the source language to the second language. The difficulty lies in the vocabulary, the level of the language used, grammatical structure and difference of culture of the people using different languages (Nida: 1969:2). But the Filipino translator has learned to get the meaning and essence of the material being translated by using a language which has become his instrument--the sound, tone, outline, rhythm, atmosphere, allusion, connotation or denotation, idiom, topic and form, gist, style, symbol and reader\u27s aesthetic satisfaction. The Filipino translators have proven their ability and so does the language.Employing the descriptive-analytical method, the study takes into account the inductive approach. The literary work, The Old Man and The Sea, is analyzed by identifying certain aspects of the language which become important in translating it. Meanwhile, the study is anchored on the theory, objective, strategy, and steps and foundations laid down by the previous and present crop of translators as well.The experience acquired from translating the novel will ascertain that there exists a systematic process in translation. The writer\u27s insights into the process he underwent when translating the novel will attest that the attributes of a language and culture are the deciding factors in translation. The theories are one in saying that translation gives more emphasis on meaning than form. Furthermore, the theorists have agreed that there is no such thing as absolute translation, that is, there are certain things that are missed when a material is being translated. Others cannot come to an agreement on the question whether translation is an art or merely a skill. There are those who say that translation involves a combination of the foregoing: art, science, skill. In translating The Old Man and the Sea, the writer lays more stress on meaning than form. It can also be said that translation is a systematic art and that the type of translation depends upon grammatical structure and culture
Helicopter nonlinear flight control: An acceleration measurements-based approach using incremental nonlinear dynamic inversion
No full textDue to the inherent instabilities and nonlinearities of rotorcraft dynamics, its changing properties during flight and the difficulties to predict its aerodynamics with high levels of fidelity, helicopter flight control requires strategies that allow to cope with the nonlinearities of the model and assure robustness in the presence of inaccuracies and changes in configuration. The control laws developed in the last years normally concern a complex architecture based on an approximate model inversion, with a robust control synthesis or adaptive elements to compensate for the inversion error. In this thesis, a novel approach based on an incremental model inversion is applied to simplify the design of helicopter flight controllers. With the adopted strategy, by employing the feedback of acceleration measurements to avoid the need for information relative to aerodynamic changes in the rotorcraft, the controller does not need any model data that depends exclusively on the states of the system, thus enhancing its robustness to model uncertainties and disturbances. The control system is composed of a three time scale separated loops architecture that allows to provide navigational control of the vehicle. The overall system is tested by simulating several maneuvers with distinct agility levels commonly used for flying qualities analysis and an efficient tracking of the commanded references is achieved. Furthermore, with the robustness properties verified within the range of inaccuracies expected to be found in reality, the suggested method seems to be eligible for a potential practical implementation, even if only a simplified model of the vehicle is available.Control and SimulationAerospace Engineerin
Ranibizumab and aflibercept intravitreal injection for treatment na\uefve and refractory macular oedema in branch retinal vein occlusion
No full text\ua9 The Author(s) 2020. Background: Branch retinal vein occlusion complicated by macular oedema is a common disease treated with intravitreal injection of anti-vascular endothelial growth factor. Controversy exists surrounding anti-vascular endothelial growth factor selection for both treatment na\uefve and refractory cases. Methods: A retrospective electronic medical record review at a single UK centre generated a cohort of 259 treatment na\uefve eyes from 258 patients receiving ranibizumab, aflibercept or a combination (n = 83, 97 and 79, respectively) from 2013 to 2018 with ⩾6 months follow-up. Number of intravitreal injections, visual acuity and macular oedema presence were noted at 3, 6, 12, 24, 36 and 48 months. A subgroup analysis examined refractory cases switched from ranibizumab to aflibercept (n = 77) or maintained on ranibizumab (n = 35). Results: Eyes receiving ranibizumab or aflibercept had equivocal vision gain at 1 year, 8.0 (95% CI 5.0−11.0) and 9.6 (7.2−12.1) Early Treatment of Diabetic Retinopathy Study letters, respectively. About 35.6% had no macular oedema at 12 months with ranibizumab compared with 50.0% with aflibercept (p = 0.07) following 5.1 (4.7–5.6) and 6.0 (5.6–6.4) intravitreal injections, respectively. Visual prognosis declined significantly as treatment delay extended (p = 0.003) which was only apparent with ⩾3 months delay. Eyes with refractory macular oedema also had equivocal functional and anatomical outcomes whether they were maintained on ranibizumab or switched to aflibercept. Conclusion: These real world data demonstrate more modest clinical improvements from anti-vascular endothelial growth factor treatment than reported in clinical trials. The functional outcomes of ranibizumab and aflibercept in both treatment na\uefve and refractory cases were equivocal while the anatomical outcomes of aflibercept may be superior
Environmental toxicity, redox signaling and lung inflammation:the role of glutathione
No full textGlutathione (gamma-glutamyl-cysteinyl-glycine, GSH) is the most abundant intracellular antioxidant thiol and is central to redox defense during oxidative stress. GSH metabolism is tightly regulated and has been implicated in redox signaling and also in protection against environmental oxidant-mediated injury. Changes in the ratio of the reduced and disulfide form (GSH/GSSG) can affect signaling pathways that participate in a broad array of physiological responses from cell proliferation, autophagy and apoptosis to gene expression that involve H(2)O(2) as a second messenger. Oxidative stress due to oxidant/antioxidant imbalance and also due to environmental oxidants is an important component during inflammation and respiratory diseases such as chronic obstructive pulmonary disease, idiopathic pulmonary fibrosis, acute respiratory distress syndrome, and asthma. It is known to activate multiple stress kinase pathways and redox-sensitive transcription factors such as Nrf2, NF-kappaB and AP-1, which differentially regulate the genes for pro-inflammatory cytokines as well as the protective antioxidant genes. Understanding the regulatory mechanisms for the induction of antioxidants, such as GSH, versus pro-inflammatory mediators at sites of oxidant-directed injuries may allow for the development of novel therapies which will allow pharmacological manipulation of GSH synthesis during inflammation and oxidative injury. This article features the current knowledge about the role of GSH in redox signaling, GSH biosynthesis and particularly the regulation of transcription factor Nrf2 by GSH and downstream signaling during oxidative stress and inflammation in various pulmonary diseases. We also discussed the current therapeutic clinical trials using GSH and other thiol compounds, such as N-acetyl-l-cysteine, fudosteine, carbocysteine, erdosteine in environment-induced airways disease
A educação em ciências na infância em uma abordagem fenomenológica : um cultivo da flor da vida com a lente merleau-pontyana
No full textOrientador: Prof. Dr. Robson Simplicio de SousaDissertação (mestrado) - Universidade Federal do Paraná, Setor Palotina, Programa de Pós-Graduação em Educação em Ciências, Educação Matemática e Tecnologias Educativas. Defesa : Palotina, 06/04/2023Inclui referências: p. 113-118Área de concentração: Educação em Ciências, Educação Matemática e Tecnologias EducativasResumo: Esta dissertação tem como intencionalidade apresentar a Fenomenologia da Corporeidade de Maurice Merleau-Ponty como um possível caminho para valorização das experiências das crianças na Educação em Ciências na Infância, possibilitando um acesso ao mundo-vida. Partimos da tradição fenomenológica transcendental de Edmund Husserl, a fenomenologia existencial de Martin Heidegger e a fenomenologia da corporeidade de Maurice Merleau-Ponty. Apesar de ter uma longa tradição educacional em outros países, no Brasil, as abordagens fenomenológicas são pouco utilizadas na educação. Uma educação fenomenológica é importante, pois possibilita que os alunos vivenciem a percepção de fenômenos ao seu redor por meio de experiências sensoriais corpóreas. Para ilustrarmos como essa abordagem tem favorecido o experienciar na educação, realizamos um sobrevoo na tradição histórica de fenomenólogos de língua inglesa, alemã, holandesa e brasileira que articularam/articulam a fenomenologia à educação. Essa abordagem se apresenta como um caminho possível para lidar com uma educação que ainda em sua maioria encontra alicerçada na cognição, desconsiderando a relação mente e corpo e a relação desses com o mundo. Isso também se aplica ao contexto da Educação em Ciências, que em geral, restringe o acesso à natureza por meio do dualismo cartesiano. Para o dualismo cartesiano, na busca da compreensão de fenômenos, as experiências são deixadas de lado, limitando o conhecimento somente ao sujeito-objeto, o que dificulta nossa compreensão do mundo. Defendemos que uma abordagem fenomenológica é um caminho educacional que possibilita a percepção do mundo-vida a partir das nossas experiências corporais, da nossa interação com o outro e com o mundo em que vivemos. A partir de Merleau-Ponty, percebemos características fundantes do Corpo que o levam de corpo objeto a Corpo sujeito para tornar-se um Corpo próprio ou vivido. Para que possamos compreender a criança a partir do seu próprio ponto de vista, Merleau-Ponty a descreve com dois tipos experiências: primárias e primordiais. O autor também descreve que a criança pequena passa por um egocentrismo, uma sociabilidade, um estágio espelho, pela imitação e como percebida a partir do adulto. Por ser o primeiro fenomenólogo que enxergou a criança a partir dela mesma, propomos a partir da Flor da Vida merleau-pontyana na infância e das experiências estéticas na Educação em Ciências, o enraizamento das experiências estéticas na Educação em Ciências na infância como um acesso ao mundo-vida.Abstract: This dissertation intends to present Maurice Merleau-Ponty's Phenomenology of Embodiment as a possible way to value children's experiences in Science Education in Childhood, to enable children to access the life-world. We start from the transcendental phenomenological tradition of Edmund Husserl, the existential phenomenology of Martin Heidegger and the phenomenology of corporeity of Maurice Merleau-Ponty. Despite having a long educational tradition in other countries, in Brazil, phenomenological approaches are little used in education. A phenomenological education is important, as it enables students to experience the perception of phenomena around them through bodily sensory experiences. To illustrate how this approach has favored experiencing in education, we carried out an overview of the historical tradition of English, German, Dutch and Brazilian speaking phenomenologists who articulated/articulated phenomenology to education. This approach is presented as a possible way to deal with an education that is still restrictively based on cognition, disregarding the relationship between mind and body and their relationship with the world. This also applies to the context of Science Education, which in general restricts access to nature through Cartesian dualism. For the Cartesian dualism, in the search for understanding phenomena, experiences are left aside, limiting knowledge only to the subject-object, which makes our understanding of the world difficult. We defend that a phenomenological approach is an educational path that enables the perception of the life-world based on our bodily experiences, our interaction with each other and with the world in which we live. From Merleau-Ponty, we perceive founding characteristics of the Body that take it from object body to subject Body to become a proper or lived Body. So that we can understand the child from his own point of view, Merleau-Ponty describes him with two types of experiences: primary and primordial. The author also describes that the small child goes through an egocentrism, a sociability, a mirror stage, through imitation and as perceived from the adult. For being the first phenomenologist who saw the child from the child's point of view, we propose, based on Merleau-Ponty's Flower of Life in childhood and aesthetic experiences in Science Education, the rooting of aesthetic experiences in Science Education in childhood as an access to lifeworld
A educação em ciências na infância em uma abordagem fenomenológica : um cultivo da flor da vida com a lente merleau-pontyana
No full textOrientador: Prof. Dr. Robson Simplicio de SousaDissertação (mestrado) - Universidade Federal do Paraná, Setor Palotina, Programa de Pós-Graduação em Educação em Ciências, Educação Matemática e Tecnologias Educativas. Defesa : Palotina, 06/04/2023Inclui referências: p. 113-118Área de concentração: Educação em Ciências, Educação Matemática e Tecnologias EducativasResumo: Esta dissertação tem como intencionalidade apresentar a Fenomenologia da Corporeidade de Maurice Merleau-Ponty como um possível caminho para valorização das experiências das crianças na Educação em Ciências na Infância, possibilitando um acesso ao mundo-vida. Partimos da tradição fenomenológica transcendental de Edmund Husserl, a fenomenologia existencial de Martin Heidegger e a fenomenologia da corporeidade de Maurice Merleau-Ponty. Apesar de ter uma longa tradição educacional em outros países, no Brasil, as abordagens fenomenológicas são pouco utilizadas na educação. Uma educação fenomenológica é importante, pois possibilita que os alunos vivenciem a percepção de fenômenos ao seu redor por meio de experiências sensoriais corpóreas. Para ilustrarmos como essa abordagem tem favorecido o experienciar na educação, realizamos um sobrevoo na tradição histórica de fenomenólogos de língua inglesa, alemã, holandesa e brasileira que articularam/articulam a fenomenologia à educação. Essa abordagem se apresenta como um caminho possível para lidar com uma educação que ainda em sua maioria encontra alicerçada na cognição, desconsiderando a relação mente e corpo e a relação desses com o mundo. Isso também se aplica ao contexto da Educação em Ciências, que em geral, restringe o acesso à natureza por meio do dualismo cartesiano. Para o dualismo cartesiano, na busca da compreensão de fenômenos, as experiências são deixadas de lado, limitando o conhecimento somente ao sujeito-objeto, o que dificulta nossa compreensão do mundo. Defendemos que uma abordagem fenomenológica é um caminho educacional que possibilita a percepção do mundo-vida a partir das nossas experiências corporais, da nossa interação com o outro e com o mundo em que vivemos. A partir de Merleau-Ponty, percebemos características fundantes do Corpo que o levam de corpo objeto a Corpo sujeito para tornar-se um Corpo próprio ou vivido. Para que possamos compreender a criança a partir do seu próprio ponto de vista, Merleau-Ponty a descreve com dois tipos experiências: primárias e primordiais. O autor também descreve que a criança pequena passa por um egocentrismo, uma sociabilidade, um estágio espelho, pela imitação e como percebida a partir do adulto. Por ser o primeiro fenomenólogo que enxergou a criança a partir dela mesma, propomos a partir da Flor da Vida merleau-pontyana na infância e das experiências estéticas na Educação em Ciências, o enraizamento das experiências estéticas na Educação em Ciências na infância como um acesso ao mundo-vida.Abstract: This dissertation intends to present Maurice Merleau-Ponty's Phenomenology of Embodiment as a possible way to value children's experiences in Science Education in Childhood, to enable children to access the life-world. We start from the transcendental phenomenological tradition of Edmund Husserl, the existential phenomenology of Martin Heidegger and the phenomenology of corporeity of Maurice Merleau-Ponty. Despite having a long educational tradition in other countries, in Brazil, phenomenological approaches are little used in education. A phenomenological education is important, as it enables students to experience the perception of phenomena around them through bodily sensory experiences. To illustrate how this approach has favored experiencing in education, we carried out an overview of the historical tradition of English, German, Dutch and Brazilian speaking phenomenologists who articulated/articulated phenomenology to education. This approach is presented as a possible way to deal with an education that is still restrictively based on cognition, disregarding the relationship between mind and body and their relationship with the world. This also applies to the context of Science Education, which in general restricts access to nature through Cartesian dualism. For the Cartesian dualism, in the search for understanding phenomena, experiences are left aside, limiting knowledge only to the subject-object, which makes our understanding of the world difficult. We defend that a phenomenological approach is an educational path that enables the perception of the life-world based on our bodily experiences, our interaction with each other and with the world in which we live. From Merleau-Ponty, we perceive founding characteristics of the Body that take it from object body to subject Body to become a proper or lived Body. So that we can understand the child from his own point of view, Merleau-Ponty describes him with two types of experiences: primary and primordial. The author also describes that the small child goes through an egocentrism, a sociability, a mirror stage, through imitation and as perceived from the adult. For being the first phenomenologist who saw the child from the child's point of view, we propose, based on Merleau-Ponty's Flower of Life in childhood and aesthetic experiences in Science Education, the rooting of aesthetic experiences in Science Education in childhood as an access to lifeworld
A educação em ciências na infância em uma abordagem fenomenológica : um cultivo da flor da vida com a lente merleau-pontyana
No full textOrientador: Prof. Dr. Robson Simplicio de SousaDissertação (mestrado) - Universidade Federal do Paraná, Setor Palotina, Programa de Pós-Graduação em Educação em Ciências, Educação Matemática e Tecnologias Educativas. Defesa : Palotina, 06/04/2023Inclui referências: p. 113-118Área de concentração: Educação em Ciências, Educação Matemática e Tecnologias EducativasResumo: Esta dissertação tem como intencionalidade apresentar a Fenomenologia da Corporeidade de Maurice Merleau-Ponty como um possível caminho para valorização das experiências das crianças na Educação em Ciências na Infância, possibilitando um acesso ao mundo-vida. Partimos da tradição fenomenológica transcendental de Edmund Husserl, a fenomenologia existencial de Martin Heidegger e a fenomenologia da corporeidade de Maurice Merleau-Ponty. Apesar de ter uma longa tradição educacional em outros países, no Brasil, as abordagens fenomenológicas são pouco utilizadas na educação. Uma educação fenomenológica é importante, pois possibilita que os alunos vivenciem a percepção de fenômenos ao seu redor por meio de experiências sensoriais corpóreas. Para ilustrarmos como essa abordagem tem favorecido o experienciar na educação, realizamos um sobrevoo na tradição histórica de fenomenólogos de língua inglesa, alemã, holandesa e brasileira que articularam/articulam a fenomenologia à educação. Essa abordagem se apresenta como um caminho possível para lidar com uma educação que ainda em sua maioria encontra alicerçada na cognição, desconsiderando a relação mente e corpo e a relação desses com o mundo. Isso também se aplica ao contexto da Educação em Ciências, que em geral, restringe o acesso à natureza por meio do dualismo cartesiano. Para o dualismo cartesiano, na busca da compreensão de fenômenos, as experiências são deixadas de lado, limitando o conhecimento somente ao sujeito-objeto, o que dificulta nossa compreensão do mundo. Defendemos que uma abordagem fenomenológica é um caminho educacional que possibilita a percepção do mundo-vida a partir das nossas experiências corporais, da nossa interação com o outro e com o mundo em que vivemos. A partir de Merleau-Ponty, percebemos características fundantes do Corpo que o levam de corpo objeto a Corpo sujeito para tornar-se um Corpo próprio ou vivido. Para que possamos compreender a criança a partir do seu próprio ponto de vista, Merleau-Ponty a descreve com dois tipos experiências: primárias e primordiais. O autor também descreve que a criança pequena passa por um egocentrismo, uma sociabilidade, um estágio espelho, pela imitação e como percebida a partir do adulto. Por ser o primeiro fenomenólogo que enxergou a criança a partir dela mesma, propomos a partir da Flor da Vida merleau-pontyana na infância e das experiências estéticas na Educação em Ciências, o enraizamento das experiências estéticas na Educação em Ciências na infância como um acesso ao mundo-vida.Abstract: This dissertation intends to present Maurice Merleau-Ponty's Phenomenology of Embodiment as a possible way to value children's experiences in Science Education in Childhood, to enable children to access the life-world. We start from the transcendental phenomenological tradition of Edmund Husserl, the existential phenomenology of Martin Heidegger and the phenomenology of corporeity of Maurice Merleau-Ponty. Despite having a long educational tradition in other countries, in Brazil, phenomenological approaches are little used in education. A phenomenological education is important, as it enables students to experience the perception of phenomena around them through bodily sensory experiences. To illustrate how this approach has favored experiencing in education, we carried out an overview of the historical tradition of English, German, Dutch and Brazilian speaking phenomenologists who articulated/articulated phenomenology to education. This approach is presented as a possible way to deal with an education that is still restrictively based on cognition, disregarding the relationship between mind and body and their relationship with the world. This also applies to the context of Science Education, which in general restricts access to nature through Cartesian dualism. For the Cartesian dualism, in the search for understanding phenomena, experiences are left aside, limiting knowledge only to the subject-object, which makes our understanding of the world difficult. We defend that a phenomenological approach is an educational path that enables the perception of the life-world based on our bodily experiences, our interaction with each other and with the world in which we live. From Merleau-Ponty, we perceive founding characteristics of the Body that take it from object body to subject Body to become a proper or lived Body. So that we can understand the child from his own point of view, Merleau-Ponty describes him with two types of experiences: primary and primordial. The author also describes that the small child goes through an egocentrism, a sociability, a mirror stage, through imitation and as perceived from the adult. For being the first phenomenologist who saw the child from the child's point of view, we propose, based on Merleau-Ponty's Flower of Life in childhood and aesthetic experiences in Science Education, the rooting of aesthetic experiences in Science Education in childhood as an access to lifeworld
Outcomes and predictive factors in scleral buckle surgery for rhegmatogenous retinal detachments
No full text\ua9 The Author(s) 2026.Background: Over the last 25 years, there has been a shift away from ab externo scleral buckling to vitrectomy and internal tamponade for the repair of rhegmatogenous retinal detachments (RRD). Despite this, there are still specific indications for scleral buckle. There is little recent research on which patient and surgical factors influence the success or failure of buckle surgery for RRDs. Methods: A review of 1015 eyes in the BEAVRS/Euretina database treated by a scleral buckle between January 2011 and September 2022. Demographics, characteristics of the RRD, and details of the buckling procedure were assessed to determine which factors were associated with surgical success. Success was defined as an attached retina with a minimum follow up of 6 weeks. Potential risk factors were analysed by multivariable logistic regression. Results: 54.4% of the patients were male, and the median patient age was 37. The single operation success rate was 87.5%. Factors associated with an increased risk of failure include the presence of a U-tear, compared to a round hole or dialysis (OR 3.18, p < 0.001), PVR B or C (OR 2.07, p = 0.03), involvement of more than one quadrant (OR 2.03, p = 0.007), lowest break above midline (OR 1.68, p = 0.03), age (OR 1.02 per year, p = 0.007). A reduced risk of failure was associated with: surgery performed by a high volume surgeon (defined as ≥ 45 buckle procedures; OR 0.62, p = 0.027), the use of a sponge (OR 0.47, p = 0.002), macula on detachment (0.61, p = 0.03) and performing stab needle drainage (OR 0.41, p = 0.001). In patients under 40, with detachments caused by round holes or retinal dialysis, the retina was reattached with a single operation in 91.1% of eyes. Conclusions: We identified patient and surgical variables which are associated with buckle failure. This study confirms that, scleral buckle procedures still have a role in treating RRD. Sub-retinal fluid drainage, and use of a sponge rather than a silicone tyre, may increase the probability of surgical success
