2,444 research outputs found
O curso de licenciatura em educação física da Universidade Federal de Santa Catarina: suas concepções de ensino e de educação física
No full textDissertação (mestrado) - Universidade Federal de Santa Maria. Centro de Educação Fisica e Desporto
Imagens de Otto Maria Carpeaux: esboço de biografia
No full textTese (doutorado) - Universidade Federal de Santa Catarina, Centro de Filosofia e Ciências Humanas, Programa de Pós-Graduação em História, Florianópolis, 2015.Este esboço de biografia procura citar algumas imagens de Otto Maria Carpeaux: construções biográficas de naturezas múltiplas, elaboradas em contextos, por atores e sob condições igualmente díspares. Está constituído a partir de uma visão crítica da História, o que permite que ?outras imagens?, fragmentárias e não monumentais, também tenham espaço. Em diálogo com o princípio da montagem, este esboço apresenta-se em duas partes. Na primeira, Imagens possíveis, estão citadas as imagens elaboradas em vida e post mortem acerca do austríaco-brasileiro que nasceu em Viena em 1900, se exilou no Brasil em 1939 e morreu no Rio de Janeiro, em 1978. Na segunda, Montagens possíveis, apresentam-se duas possibilidades de exercício biográfico: pela leitura alegórica do documentário O velho e o Novo (Otto Maria Carpeaux), entendido como instrumento de intervenção no contexto ditatorial brasileiro e de uma reelaboração biográfica concernentes às suas experiências europeias; e pelo Caderno de imagens críticas, registro dos encontros em Carpeaux pelo meio de imagens críticas produzidas a partir da cesura do presente.Abstract : This biographical sketch attempts to quote some images of Otto Maria Carpeaux: various types of biographical constructions, carried out in different contexts by disparate authors under conditions just as distinct. It stems from a critical view of history, allowing for ?other images? fragmented and non-monumental ? to share the space.In dialogue with the montage principle, this sketch has two parts. The first, Possible Images, quotes the images produced during and after the life of the Austrian-Brazilian, who was born in Vienna in 1900, went to Brazil in exile in 1939 and died in Rio de Janeiro in 1978. The second part, Possible Montages, presents two possibilities of a biographical exercise: through the allegorical reading of documentary O Velho e o Novo (Otto Maria Carpeaux), understood as an instrument of intervention in the Brazilian dictatorship context and as a biographical retelling of the author?s European experiences; and through my Scrapbook of Critical Images, a record of the encounters in Carpeaux through critical images produced from the caesura of the present
Ansie ed inquietudini di un ḥāǧǧ marginino del XVII secolo: Abū Sālim al-'Ayyāšī (1628-1679)
No full textThis study aims at examining some extracts of a 17th century rihla written by the well-known maghribi author Abu Salim al-'Ayyashi, with a special attention to the anxieties and inquietudes of the author as a paradigm for all the coeval travelers who used to undertake their pilgrimage to Mecca
Correction to: Correlation between IPSET‐t risk at diagnosis and subsequent hemorrhage in patients with essential thrombocythemia; a single institution experience (Annals of Hematology, (2024), 103, 2, (443-448), 10.1007/s00277-023-05578-8)
No full textThe author regrets that in the original publication, the name of Matteo Liberi who contributed to data collection and analysis, has not been included. The correct authors’ list is presented below. Luca Tosoni1, Matteo Liberi1, Gianluca Morelli1, Maria Elena Zannier1, Davide Lazzarotto1, Carla Filì1, Erica Simeone1, Giulia Battaglia1, Chiara Callegari1, Matteo Fanin1, Daniela Damiani1,2, Renato Fanin1,2, Mario Tiribelli1,2 The author would like to apologize for any inconvenience caused. The original article has been corrected
Loneliness and Depression in Middle and Late Childhood: The Relationship to Attachment and Parental Styles
No full textIn this study, the author analyzed the relationship between (a) parenting and attachment and (b) self-competence, loneliness, and depression in children aged 8–12 years. The author administered (a) the Argentine Scale of Perception of the Relationships with Parents (M. C. Richaud de Minzi, 2004), (b) the Kerns’ Security Scale (K. A. Kerns, L. Klepac, & A. K. Cole, 1996; M. C. Richaud de Minzi, C. Sacchi, & J. E. Moreno, 2001, Argentine adaptation), (c) the Self-Perception Profile for Children (S. Harter, 1985; M. C. Richaud de Minzi et al.), (d) the Dimensions of Depression Profile for Children and Adolescents (S. Harter & M. Nowakowski, 1987), and (e) the Louvain Loneliness Scale for Children and Adolescents (A. Marcoen, L. Goossens, & P. Caes, 1987; M. C. Richaud de Minzi et al.) to 1,019 children (8–12 years of age, 483 boys, 536 girls). Results indicated that attachment and parent–child relationship styles were differentiated constructs. Parents’ acceptance promoted secure attachment and positive outcomes in children. Moreover, fathers’ lack of interest had a marked negative effect. The author found differences in the perceptions and influences of fathers and mothers, which follow the cultural patterns of gender attribution. Key words: attachment, loneliness, parenting, self-competenceFil: Richaud, Maria Cristina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentin
Intorno alla questione della traduzione del Corano
No full textThe author stresses the importance of the edition and translation of the Koran made by Ludovico Marracci at the end of the 17th c. and sponsored by Gregorio Barbarigo, bishop of Padua
A presença do sagrado na literatura educacional. Ressonâncias da criança divina no pensamento de Maria Montessori
No full text[1] Este trabalho é financiado por Fundos Nacionais através da FOT - Fundação para a Ciência e a Tecnologia no âmbito do Projeto PEST-OE/CED/UI1661/2014.*Professor Doutor em Educação no Departamento de Teoria da Educação e Educação Artística e Física do Instituto de Educação (IE) da Universidade do Minho (UM) Braga - Portugal. **Mestre em Ciências da Educação na área de especialização em Desenvolvimento Curricular pelo Instituto de Educação da Universidade do Minho (Braga - Portugal). Atualmente é Professor de Filosofia do Ensino Médio na Escola Secundária Sá de Miranda (Braga - Portugal). Apoio: Fundação para a Ciência e a Tecnologia (FCT) - PortugalA presença do sagrado na literatura educacional. Ressonâncias da criança divina no pensamento de Maria MontessoriResumo: O sagrado no pensamento educacional de Maria Montessori e as ressonâncias da criança divina. Trata-se numa primeira parte da relação entre a educação e o sagrado na perspetiva de Olivier Reboul. Numa segunda parte focar-se-á o lugar de Maria Montessori no seio da Educação Nova, bem como se expressa a sua concepção de "criança nova". Finalmente, e já numa terceira parte, fala-se da ressurgência da Criança Divina na obra da autora como prolegómenos de uma religião da infância.Palavras-chave: Sagrado. Maria Montessori. Criança divina. Religião da infância.A presença do sagrado na literatura educacional. Ressonâncias da criança divina no pensamento de Maria MontessoriAbstract: The sacred in the educational thought of Maria Montessori and the resonances of the divine child. The first part of the article focuses on the relation between education and sacred, in the eyes of Olivier Reboul; the second part focuses on the place of Maria Montessori in the movement of New Education and her concept of "divine child". Finally, in a third part, the reappearance of the Divine Child in the work of the author is underlined, connecting it to the emergence of a childhood religion.Keywords: Sacred. Maria Montessori. Divine child. Childhood religion.Data de registro: 22/03/2013Data de aceite: 21/08/2013Referências:ARAÚJO, A. F. Educação e imaginário. Da criança mítica às imagens da infância. Maia: Instituto Superior da Maia, 2004.AVANZINI, A. Educazione nuova, scienze \u27esatte\u27 e pedagogia scientifica. Una rilettura del caso Montessori. In: ARAÚJO, A. F.; ARAÚJO, J. M. de. História, Educação e Imaginário. Actas do VII Colóquio de História, Educação e Imaginário(Universidade do Minho, 8 de Março de 2004). Braga: UM/IEP/ CIED, 2004, p. 141-155.AVANZINI, G. l\u27Education nouvelle et ses concepts. In: HAMElINE, D. Jürgen H.; Jürgen O. (Dir.). L\u27Education Nouvelle et les Enjeux de son Histoire (Actes du colloque international des Archives Institut Jean-Jacques Rousseau: L\u27éducation nouvelle, au-delà de l\u27histoire hagiographique ou polémique, Genève, avril 1992). Bern: Peter lang, 1995, p. 65-74BACHElARD, G. La poétique de la rêverie. 6. éd. Paris: PUF, 1974.BATTISTA, G. L\u27educazione religiosa in Maria Montessori. Milano: Massino, 1989.BERNARD, M. Critique des fondements de L\u27education. Généalogie du pouvoir et/ou de l\u27impouvoir d\u27un discours. Paris: Chiron, 1988.BERTINI, G. Il metodo Montessori. Firenze: Marzocco-Benporad, 1953.BIANCHI, B. Il sistema educativo de M. Montessori. Firenze: le Monnier, 1952.BlOCH, M. A. Philosophie de l\u27éducation nouvelle. Paris: PUF, 1973.BOAS, G. The cult of chilhood. Dallas: Spring Publications, 1990.BÖHM, W. Maria Montessori. In: HOUSSAYE, J. (Dir.). Quinze pédagogues. Leur influence aujourd\u27hui.Paris: Armand Colin, 1994. p. 155-157.BOSETTI, G. Mythe et roman. Iris, n. 13, p. 83-98, 1993.______. L\u27enfant-dieu et le poète. Culte et poétiques de l\u27enfance dans le roman italien du XXe siècle. Grenoble: Ellug, 1997.______. Le mythe de l\u27enfance dans le roman italien contemporain. Grenoble: Ellug, 1998.______. l\u27enfant divinisé. Sur le palimpseste de la vie de Jésus. Iris, n. 23, p. 191-202, 2002.BOUFFARTIGUE, J. les enfances de Jésus. In AUGER, D. (Dir.). Enfants et Enfances dans les Mythologies (Actes du VIIe colloque du Centre de Recherches Mythologiques de l\u27Université de Paris-X: Chantilly, 16-18 septembre 1992). Paris: les Belles lettres, 1995, p. 241-258.CAIllOIS, R. O homem e o sagrado. Tradução de Geminiano Cascais Franco. lisboa: edições 70, 1979 [1939 - L\u27Homme et le Sacré].CAlÓ, G. Maria Montessori. In CHATEAU, J. (Dir.). Os Grandes Pedagogos. Tradução de Maria Emília Ferros Moura. lisboa: livros do Brasil (Col. "Vida e Cultura"), s. d. [1956], p. 338-363.COUSINET, R. A educação nova. 4. ed. Tradução de M. Emília Ferros Moura. lisboa: Moraes editores, 1978 [1950 - L\u27Éducation nouvelle].DUBUC, B. Maria Montessori: l\u27enfant et son éducation. In: GAUTHIER, C.; T ARDIF, M. (Dir.). La pédagogie. Théories et pratiques de l\u27antiquité à nos jours. Montréal: Gaëtan Morin Éditeur, 1996, p. 157-175.DURAND, G. Figures mythiques et visages de l\u27Oeuvre. De la mythocritique à la mythanalyse. Paris: Berg International, 1979.______. A Imaginação simbólica. Tradução de Maria de Fátima Morna. lisboa: Arcádia, 1979a. [1964 - L\u27imagination symbolique]______. O homem religioso e os seus símbolos. In: ______. Portugal. Tesouro oculto da Europa. Tradução de lurdes Feio. lisboa: Ésquilo, 2008, p.219-272.ElIADE, M. O sagrado e o profano. A essência das religiões. Tradução de Rogério Fernandes. lisboa: livros do Brasil, s.d. [1959 - The Sacred and the Profane]GRÃCIO, R. Maria Montessori. In: ______. Educação e educadores. 2. ed. lisboa: livros Horizonte, s.d., p. 171-181, 1973.HAMElINE, D. Courants et contre-courants dans la pédagogie contemporaine. Paris: ESF, 2000.HANI, J. le culte de l\u27enfant-Jésus et sa signification. In: AUGER, D. (Dir. Enfants et Enfances dans les Mythologies (Actes du VIIe colloque du Centre de Recherches Mythologiques de l\u27Université de Paris-X: Chantilly, 16-18 septembre 1992). Paris: les Belles lettres, 1995, p. 261-267.JOlBERT, B. Raison et Education. Paris: Éditions Klincksieck, 1987.JUNG, C. G. (1974). Contribution à la psychologie de l\u27Archétype del\u27Enfant. In: JUNG, C. G.; KERÉNYI, C. Introduction à L\u27Essence de la Mythologie. Traduçao de H. E. Del Medico. Paris: Payot [PBP], 1974, p. 105-144.KERÉNYI, C. l\u27Enfant Divin. In: JUNG, C. G.; Kerényi, C. Introduction à L\u27Essence de la Mythologie. Tradução de H. E. Del Medico. Paris: Payot [PBP], 1974, p. 43-104.KIlPATRICK, W. The Montessori system examined. Boston: Houghton Mifflin, 1914.KRAMER, R. Maria Montessori. Chicago: University of Chicago Press, 1976.lEONARDUZZI, A. Maria Montessori: il pensiero e l\u27opera. Brescia: Paideia, 1967.lIllARD, P. P. Montessori.A modern approach. New York: Schocken Books, 1972.MIAlARET, G. Éducation nouvelle et Monde Moderne. 2. ed. Paris: PUF, 1969.MÉDICI, A. A educação nova. Tradução de Natércia Barros. Porto: Rés, 1976.MEIRIEU, P. Maria Montessori. Peut-on apprendre à être autonome?. Paris: Éditions PEMF, 2001.MONTESSORI, M. l\u27Enfant nouveau. La Nouvelle Éducation, Paris, n. 96, junho, 1931. p. 102-110.______. Il segretto dell\u27infanzia. Milano: Garzanti, 1965 [1936 - L\u27Enfant].______. A criança. lisboa: Portugália Editora, s.d. [1936 - L\u27Enfant].______. Formação do homem. 3. ed. Tradução de Eunice Arroxelas. lisboa: Portugália Editora, s.d. [1949 - Formazione dell\u27uomo].______. I bambini viventi nella chiesa. La vita in Cristo. La Santa Messa. Milan: Garzanti, 1970 [1922, 1931 (datas originais em italiano), 1932 (Mass Explained to Children)].______. A mente da criança (Mente Absorvente). Tradução de Pedro da Silveira. lisboa: Portugália Editora, 1971 [1949 - The absorbente mind].______. De l\u27enfant à l\u27adolescent. Tradução de Georgette J.-J. Bernard. Paris: Desclée de Brouwer, 1992 [1948 - edição francesa original]._______. L\u27éducation et la paix. Tradução de par Michel Valois. Paris, 1996 [1949 - Educazione e Pace].______. Educazione per un mondo nuovo. Tradução de Maria Attardo Magrini. Milano: Garzanti, 2000 [1947 - Education for a new world].______. Éduquer le potentiel humain. Paris: Desclée de Brouwer, 2003 [1947 - To educate the human potential].______. Pédagogie scientifique. T. 1 - La maison des enfants. Tradução de Georgette J.-J. Bernard. Paris: Desclée de Brouwer, 2004a [1909 - Il metodo della pedagogia scientifica applicato all\u27educazione infantile nelle Case dei Bambini].______. Pédagogie scientifique. T. 2 - Éducation élémentaire. Tradução de Georgette J.-J. Bernard. Paris: Desclée de Brouwer, 2004b [1914 - Dr. Montessori\u27s Own Handbook].______. Éducation pour un monde nouveau. Tradução de Jacqueline Oudin.Paris: Desclée de Brouwer, 2010 [1947 - Education for a new world].NÓVOA, António. Uma educação que se diz «nova». In: CANDEIAS, A. et al. Sobre a educação nova. Cartas de Adolfo Lima a Ãlvaro Viana de Lemos (1923-1941). lisboa: Educa, 1995, p. 25-34.______. Regards Nouveaux sur l\u27Éducation Nouvelle. In: CHARBONNEl, N. (Textes réunis). Le Don de la Parole. Mélanges offerts à Daniel Hameline pour son soixante-cinquième anniversaire. Berne: Peter lang, 1997, p. 71-96.OHAYON, A.; Dominique Ottavi & Antoine Savoye (Ed.). l\u27éducation nouvelle, histoire, présence et devenir. Berne : Peter lang, 2004.PERETTI, M. Il metodo Montessori: presentazione e valutazione critica. Treviso: Canova, 1952.OTTO, R. le Sacré. L\u27élément non rationnel dans l\u27idée du divin et sa relation avec le rationnel. Tradução de André Jundt. Paris: Petite Bibliothèque Payot, 1969.REBOUl, Olivier. La Philosophie de L\u27Éducation. 2. Ed. Paris: PUF, 1990.______. les valeurs et l\u27Éducation. In JACOB, A. (Dir.). Encycopédie Philosophique Universelle. I. L\u27Univers Philosophique. 2.ed. Paris: PUF, p. 197-202.______. Les valeurs de l\u27éducation. Paris: PUF, 1992.REGNI, R. Il bambino padre dell\u27uomo. Infanzia e società in Maria Montessori. Roma: Armando, 2007.RICÅ’UR, P. Philosophie de la volonté. II. Finitude et culpabilité. Paris: Aubier, 2002.RÖHRS, H. Maria Montessori (1870-1952). Perspectives: revue trimestrielle d\u27éducation comparée, vol. XXIV, n. 1-2, 1994, p. 173-188.SARTOR, R. F. Maria Montessori. Brescia: la Scuola, 1961.SERVIER, J. L\u27Homme et L\u27Invisible. Monaco: Éditions du Rocher, 1994.SIRONNEAU, J.- P. Idéologie et mythe. In CHAUVIN, D.; Siganos, A.; Walter, P. (Dir.). Questions de mythocritique. Dictionnaire. Paris: Imago, 2005, p. 183-192.SNYDERS, G. Pédagogie progressiste. Éducation traditionnelle et éducation nouvelle. Paris: PUF, 1975.STANDING, E. M. Marie Montessori. Sa vie, son Å“uvre. Paris: Desclée de Brouwer, 1995.VALITUTTI, S. Il problema dell\u27educazione nel pensiero di Maria Montessori. Ed. Vita dell\u27Infanzia: Roma, 1953.WALTER, P. Avant-propos. Iris, n. 23, 2002, p. 3-6.WUNENBURGER, J.-J. Le Sacré. 6.éd. Paris: PUF, 2009.YAGlIS, D. Maria Montessori. Paris: Éditions Privat, 1984
The Retinue of the Grand Princess Maria Yaroslavna
No full textThe study focuses on two subjects: the personal composition of the retinue of Grand Princess
Maria Yaroslavna, the wife of Vasily the Dark, and her landowners. For the first time in historiography,
the compositions of the Boyar Duma, of the palace administration, of the office
(clerks), of the servants of various official ranks have been reconstructed on the basis of all
known sources, among which acts and genealogy books should be singled out. The author
has managed to collect and analyze information about more than 30 persons who at different
times comprised the Princess’s Court. The most controversial issues relate to the time of the
service of some boyars, clerks, identification of their social status, individual signs for certifying
documents (clerical monograms). The paper examines the domain of the Princess, stages
of its development, the composition and location of the land, their ownership. It is concluded
that Vasily II assigned Maria Yaroslavna the role of the ultimate arbitrator in relations between
children. A personal retinue, sovereign rights in her principality had to strengthen the
position of the Grand Princess as a liaison between the eldest son, Grand Prince Ivan Vasilyevich,
and his brothers. The retinue of the Grand Princess was characterized by mobility and
a certain openness. It was closely connected with the retinues of the sons of Maria Yaroslavna
— Andrei Menshoi, Andrei Bolshoi and Ivan III. Probably, one of the principles of Maria
Yaroslavna’s activity in maintaining balance, cohesion and unity in the princely family lay in
the openness of her retinue.The reported study was funded by the Russian Science Foundation, project No. 19-18-00247 “Court
of Russian Princesses in the System of Power Structures of Ancient Russia and Western Europe During the
Middle Ages and Early Modern Times (11th–16th c.)”
Simply the Best:Minimalist System Trumps Complex Models in Author Profiling
No full textA simple linear SVM with word and character n-gram features and minimal parameter tuning can identify the gender and the language variety (for English, Spanish, Arabic and Portuguese) of Twitter users with very high accuracy. All our attempts at improving performance by including more data, smarter features, and employing more complex architectures plainly fail. In addition, we experiment with joint and multitask modelling, but find that they are clearly outperformed by single task models. Eventually, our simplest model was submitted to the PAN 2017 shared task on author profiling, obtaining an average accuracy of 0.86 on the test set, with performance on sub-tasks ranging from 0.68 to 0.98. These were the best results achieved at the competition overall.To allow lay people to easily use and see the value of machine learning for author profiling, we also built a web application on top our models
Guida spirituale e interferenze omiletiche nei Precepts dell'Exeter Book
No full textThe short poem called Precepts by convention, preserved in the Exeter Book of Old
English poetry, has long been almost ignored by critics. The modern title itself points
to the poem’s ultimately negative evaluation by most scholars, referring directly to
its construction as a numbered list of grouped ethical instructions given by a father
to his son, in a word about how to tell good from evil behaviour. Such apparently
“uninspired series of admonitions” or “platitudes” (according to Greenfield’s often
quoted definition) has received new critical attention in more recent years, particularly
within the wider perspective of (and scholarly debate about) wisdom poetry (see
especially Hansen 1988, Larrington 1993, and Drout 2006), but also with a focus
on the historical-cultural context of the Benedictine Reform in England and on the
possible monastic background of its composition (see especially McEntire 1990,
Ralby 2010, and again Drout 2006, 2007). All analytical readings of Precepts, up
to Stanley’s recent freestanding edition (2018), agree that the poem is a Christian
religious poem, rooted in bookish tradition (Neidorf 2021 being the only remarkable
exception), but interpretations of single words or passages, and suggested sources or
analogues may vary significantly.
The purpose of the present article is to offer a number of new analytical cues, in
order both to re-read some of the lexical or textual points in a different light, and to
suggest that the Old English author made full use of a vast and composite vernacular
prose tradition, including Christian regulatory, instructive-educational and homiletic
literature. Analysis will corroborate the view that the paternal guide in Precepts
is properly a spiritual father in a monastic context, endeavouring to pass over his
teachings to his fictitious spiritual son, in a time when the world is believed to be
hastening to its end and a true Christian behaviour proves as the only chance to be
safe in the life to come
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