20 research outputs found
Edith Stein's lecture 'Weihnachtsgeheimnis' : insights into the Czech translations of the text
No full textThe article provides an insight into the Czech translations of the lecture 'Weihnachtsgeheimnis' by Edith Stein (1891-1942), which were published in 1991 and 2003. The analysis of the translations is based on Skopos theory, the ideas of Christiane Nord and hermeneutic approaches; the author points out the specific features and demands of translating religious texts
Proper Names in Translations for Children : Alice in Wonderland as a Case in Point
No full textDrawing on a corpus of eight translations of Lewis Carroll’s Alice in Wonderland into five languages (German, French, Spanish, Brazilian Portuguese, Italian), the paper discusses the forms and functions of proper names in children’s books and some aspects of their translation. In Alice in Wonderland, we find three basic types of proper names: names explicitly referring to the real world of author and original addressees (e.g., Alice, her cat Dinah, historical figures like William the Conqueror), names implicitly referring to the real world of author and original addressees (e.g., Elsie, Lacie and Tillie, referring to the three Liddell sisters Lorina Charlotte, Alice and Edith Mathilda), and names referring to fictitious characters. An important function of proper names in fiction is to indicate in which culture the plot is set. It will be shown that the eight translators use various strategies to deal with proper names and that these strategies entail different communicative effects for the respective audiences.Basé sur un corpus de huit traductions de Lewis Carroll Alice in Wonderland en cinq langues (allemand, francais, espagnol, portugais brésilien et italien), cet article décrit les formes et les fonctions des noms propres dans la littérature pour enfants et quelques aspects de leur traduction. On retrouve dans Alice in Wonderland trois types de noms propres : des noms référant explicitement au vrai monde de l’auteur (par exemple Alice, son chat Dinah et quelques figures historiques comme William the Conqueror), des noms référant implicitement au vrai monde de l’auteur (par exemple Elsie, Lacie et Tillie, référant aux trois soeurs Liddell Lorina Charlotte, Alice et Edith Mathilda) et des noms référant à des personnages fictifs. Une fonction importante des noms propres est d’indiquer à l’intérieur de quelle culture l’action se déroule. On montre que les huit traducteurs utilisent des stratégies variables pour traiter les noms propres et que celles-ci entraînent différents effets communicatifs pour les lecteurs respectifs
Transplacental Transmission of Plasmodium falciparum in a Highly Malaria Endemic Area of Burkina Faso
No full textMalaria congenital infection constitutes a major risk in malaria endemic areas. In this study, we report the prevalence of transplacental malaria in Burkina Faso. In labour and delivery units, thick and thin blood films were made from maternal, placental, and umbilical cord blood to determine malaria infection. A total of 1,309 mother/baby pairs were recruited. Eighteen cord blood samples (1.4%) contained malaria parasites (Plasmodium falciparum). Out of the 369 (28.2%) women with peripheral positive parasitemia, 211 (57.2%) had placental malaria and 14 (3.8%) had malaria parasites in their umbilical cord blood. The umbilical cord parasitemia levels were statistically associated with the presence of maternal peripheral parasitemia (OR=9.24, ≪0.001), placental parasitemia (OR=10.74, ≪0.001), high-density peripheral parasitemia (OR=9.62, ≪0.001), and high-density placental parasitemia (OR=4.91, =0.03). In Burkina Faso, the mother-to-child transmission rate of malaria appears to be low
Transplacental Transmission of Plasmodium falciparum in a Highly Malaria Endemic Area of Burkina Faso
No full textMalaria congenital infection constitutes a major risk in malaria endemic areas. In this study, we report the prevalence of transplacental malaria in Burkina Faso. In labour and delivery units, thick and thin blood films were made from maternal, placental, and umbilical cord blood to determine malaria infection. A total of 1,309 mother/baby pairs were recruited. Eighteen cord blood samples (1.4%) contained malaria parasites (Plasmodium falciparum). Out of the 369 (28.2%) women with peripheral positive parasitemia, 211 (57.2%) had placental malaria and 14 (3.8%) had malaria parasites in their umbilical cord blood. The umbilical cord parasitemia levels were statistically associated with the presence of maternal peripheral parasitemia (OR = 9.24, P 0.001), placental parasitemia (OR = 10.74, P 0.001), high-density peripheral parasitemia (OR = 9.62, P 0.001), and high-density placental parasitemia (OR = 4.91, P = 0.03). In Burkina Faso, the mother-to-child transmission rate of malaria appears to be low
Persistence of Anti-SE36 Antibodies Induced by the Malaria Vaccine Candidate BK-SE36/CpG in 5–10-Year-Old Burkinabe Children Naturally Exposed to Malaria
No full textInformation on the dynamics and decline/persistence of antibody titres is important in vaccine development. A recent vaccine trial in malaria-exposed, healthy African adults and children living in a malaria hyperendemic and seasonal area (Ouagadougou, Burkina Faso) was the first study in which BK-SE36/CpG was administered to different age groups. In 5- to 10-year-old children, the risk of malaria infection was markedly lower in the BK-SE36/CpG arm compared to the control arm. We report here data on antibody titres measured in this age-group after the high malaria transmission season of 2021 (three years after the first vaccine dose was administered). At Year 3, 83% of children had detectable anti-SE36 total IgG antibodies. Geometric mean antibody titres and the proportion of children with detectable anti-SE36 antibodies were markedly higher in the BK-SE36/CpG arm than the control (rabies) arm. The information obtained in this study will guide investigators on future vaccine/booster schedules for this promising blood-stage malaria vaccine candidate
African-specific polymorphisms in Plasmodium falciparum serine repeat antigen 5 in Uganda and Burkina Faso clinical samples do not interfere with antibody response to BK-SE36 vaccination
No full textBK-SE36, based on Plasmodium falciparum serine repeat antigen 5 (SERA5), is a blood-stage malaria vaccine candidate currently being evaluated in clinical trials. Phase 1 trials in Uganda and Burkina Faso have demonstrated promising safety and immunogenicity profiles. However, the genetic diversity of sera5 in Africa and the role of allele/variant-specific immunity remain a major concern. Here, sequence analyses were done on 226 strains collected from the two clinical trial/follow-up studies and 88 strains from two cross-sectional studies in Africa. Compared to other highly polymorphic vaccine candidate antigens, polymorphisms in sera5 were largely confined to the repeat regions of the gene. Results also confirmed a SERA5 consensus sequence with African-specific polymorphisms. Mismatches with the vaccine-type SE36 (BK-SE36) in the octamer repeat, serine repeat, and flanking regions, and single-nucleotide polymorphisms in non-repeat regions could compromise vaccine response and efficacy. However, the haplotype diversity of SERA5 was similar between vaccinated and control participants. There was no marked bias or difference in the patterns of distribution of the SE36 haplotype and no statistically significant genetic differentiation among parasites infecting BK-SE36 vaccinees and controls. Results indicate that BK-SE36 does not elicit an allele-specific immune response
African-specific polymorphisms in Plasmodium falciparum serine repeat antigen 5 in Uganda and Burkina Faso clinical samples do not interfere with antibody response to BK-SE36 vaccination
No full textArisue N., Palacpac N.M.Q., Ntege E.H., et al. African-specific polymorphisms in Plasmodium falciparum serine repeat antigen 5 in Uganda and Burkina Faso clinical samples do not interfere with antibody response to BK-SE36 vaccination. Frontiers in Cellular and Infection Microbiology 12, 1058081 (2022); https://doi.org/10.3389/fcimb.2022.1058081.BK-SE36, based on Plasmodium falciparum serine repeat antigen 5 (SERA5), is a blood-stage malaria vaccine candidate currently being evaluated in clinical trials. Phase 1 trials in Uganda and Burkina Faso have demonstrated promising safety and immunogenicity profiles. However, the genetic diversity of sera5 in Africa and the role of allele/variant-specific immunity remain a major concern. Here, sequence analyses were done on 226 strains collected from the two clinical trial/follow-up studies and 88 strains from two cross-sectional studies in Africa. Compared to other highly polymorphic vaccine candidate antigens, polymorphisms in sera5 were largely confined to the repeat regions of the gene. Results also confirmed a SERA5 consensus sequence with African-specific polymorphisms. Mismatches with the vaccine-type SE36 (BK-SE36) in the octamer repeat, serine repeat, and flanking regions, and single-nucleotide polymorphisms in non-repeat regions could compromise vaccine response and efficacy. However, the haplotype diversity of SERA5 was similar between vaccinated and control participants. There was no marked bias or difference in the patterns of distribution of the SE36 haplotype and no statistically significant genetic differentiation among parasites infecting BK-SE36 vaccinees and controls. Results indicate that BK-SE36 does not elicit an allele-specific immune response
DataSheet_1_Plasmodium falciparum infection coinciding with the malaria vaccine candidate BK-SE36 administration interferes with the immune responses in Burkinabe children.pdf
No full textBackgroundA vaccine targeting the erythrocyte stages of Plasmodium falciparum could play a role in preventing clinical disease. BK-SE36 is a promising malaria vaccine candidate that has shown a good safety profile and immunological responses during field evaluations. It was observed that repeated natural infections could result in immune tolerance against SE36 molecule.MethodsThe primary trial was conducted to assess the safety and immunogenicity of the BK-SE36 in two cohorts of children aged 25-60 months (Cohort 1) and 12-24 months (Cohort 2). Immunization was at full dose (1.0 mL) administered at 0, 1, and 6 months. Blood samples were collected before each vaccination for immunological assessments and detection of Plasmodium falciparum infection by microscopy. Blood samples were further collected one month post each vaccination to evaluate immunogenicity.ResultsOf seventy-two (72) subjects that have received BK-SE36 vaccination, 71 had available blood smears during vaccination days. One month post Dose 2, the geometric mean of SE36 antibodies was 263.2 (95% CI: 178.9-387.1) in uninfected individuals compared to 77.1 (95% CI: 47.3-125.7) in infected participants. The same trend was observed one-month post booster dose. Participants uninfected at the time of booster vaccination had significantly higher GMTs compared to those who were infected (424.1 (95% CI: 301.9-595.8) vs. 92.8 (95% CI: 34.9-246.6), p = 0.002. There was a 14.3 (95% CI: 9.7-21.1) and 2.4 (95% CI: 1.3-4.4) fold-change, respectively, in uninfected and infected participants between one-month post Dose 2 and booster. The difference was statistically significant (p ConclusionConcomitant infection by P. falciparum during BK-SE36 vaccine candidate administration is associated with reduced humoral responses. However, it is to be noted that the BK-SE36 primary trial was not designed to investigate the influence of concomitant infection on vaccine-induced immune response and should be interpreted cautiously.Trial registrationWHO ICTRP, PACTR201411000934120.</p
Getting up close and textual: an interpretive study of feedback practice and social relations in doctoral supervision
No full textThe privatised interactions between doctoral student and supervisor as they jointly work on the text are the subject of my thesis. To investigate this important yet neglected aspect of supervision, I use data obtained from interviews with seven doctoral supervisory pairs in the social sciences, arts, and humanities in an Australian university. My methodology comprises a series of close-ups to explore feedback relations within supervision and the ways in which meanings are played out for both supervisors and students. The interpretive approach draws upon Foucaultian theory, critical discourse analysis, and (post)critical theory traditions. Accordingly, the power asymmetries between supervisor and student are seen as productive - in the sense of creatively fertile - and not merely synonymous with prohibition or disempowerment. Within five interpretive chapters, I engage with the productive and problematic aspects of supervisory relations, making visible how supervisory feedback assists in the formation of students' scholarly identities. My analysis examines how the pressures to ensure the production of timely and disciplined thesis texts are impacting on feedback relations. It also examines various ambiguities and tensions such as those embedded in the supervisor's position as 'pastor' and 'critic', between asymmetrical and relational power, between the promotion of authorship/autonomy on the one hand, and the preservation of the canon on the other. My discussion highlights the ways supervisors, notwithstanding their authority, attempt to mediate the power disparity through mechanisms such as standing back, withholding and filtering feedback, or using the invitational strategies of 'under offering' which downplay the disciplinary nature of their work. I also reflect on what makes acceptance or resistance more or less likely and what promotes/hinders the transition to and reliance on students' own expertise. Overall, the interpretations I offer suggest that the exercise of power is never straightforward, is opaque and ambiguous and susceptible to misunderstanding and unpredictability. My research thus reveals a picture of social relations that is less orderly and transparent than assumed in the institutional literature and associated guidelines. In particular, the research qualifies the current institutional faith that PhD research/writing is a transparent process, within which supervisors can be trained in the 'skills' for providing effective feedback so students can work at an efficient pace and produce predictable results
