222 research outputs found
Aproximação à transexualidade na literatura contemporânea brasileira: o caso de Deixei ele lá e vim (2006), de Elvira Vigna
No full textEste artigo analisa o trânsito da protagonista transexual Shirley Marlone no romance Deixei ele lá e vim (2006), de Elvira Vigna, por diversos espaços sociais, simbólicos e geográficos da cidade. De modo específico investigamos como essa representação permite ao leitor mapear relações de espacialidade e invisibilidade de pessoas transexuais. Defendemos que essas topografias literárias desenhadas pela autora trazem à tona lacunas e distorções de discursos hegemônicos sobre aqueles que transgridem as fronteiras do gênero e da sexualidade. Ao fazê-lo, a autora desestabiliza categorias essencializadas sobre os corpos e sujeitos, criando novos territórios simbólicos onde mulher transexual e suas experiências são visibilizadas e valorizadas.This article analyzes the transit of the transsexual protagonist Shirley Marlone in the novel Leavei ele lá e vim (2006), by Elvira Vigna, through different social, symbolic and geographical spaces in the city. Specifically, we investigate how this representation allows the reader to map relationships of spatiality and invisibility of transgender people. We argue that these literary topographies drawn by the author bring to light gaps and distortions in hegemonic discourses about those who transgress the boundaries of gender and sexuality. In doing so, the author destabilizes essentialized categories about bodies and subjects, creating new symbolic territories where transsexual women and their experiences are made visible and valued
riverSedge Fall 1992 v.7 no.1
No full textLucila Rios -- Patricia Santana-Bejar -- Richard Vela -- Vicky L. Santiesteban -- Rita Garitano -- César A. González-T. -- Raul Chapa -- Rane Arroyo -- S. Sanchez Hatch -- Margarito G. Rodriguez -- Miguel Dominguez -- Sally de Mattia -- Felipe Hector Duran -- Ricardo Sanchez -- Arturo Vasquez II -- Carol Cullar -- Rafael Jesus González -- Ronnie Burk -- Javier A. Martinez -- Raymond Barrio -- Elvira Ceja Oseguera -- Javier Pacheco -- Veronica Rivera -- Edward E. Nichols -- Marti Zuber -- Norm Browne -- Karla Hoover -- Terri Villarreal -- Jules -- Barbara Z. Vielma -- Jennifer Nichols -- Bill Bristow -- Daniel Lee.https://scholarworks.utrgv.edu/riversedge/1016/thumbnail.jp
Narrative Experiences about Competitiveness in the L2 Classroom of Xaverian Students from the Bachelor of Modern Languages
Get PDFLa sociedad nos llama constantemente a sobresalir, a ser los mejores. Desde el
campo político, laboral, deportivo hasta el académico se nos impone la presión de ser el
número uno.
Se le ha dado entonces un papel protagónico a la competitividad y al ser
competitivo. La necesidad de ser productivos, de progresar, de mostrar el empeño y
esfuerzo en lo que se hace ha logrado que se perciba la competitividad como un concepto
positivo y favorecedor. No obstante, su función interdisciplinaria también ha convertido
este concepto en algo genérico, ilimitado, operacional y, algunas veces, de carácter
abstracto y otras medible. Esta particular versatilidad puede conllevar a identificar
resultados positivos o negativos. Así la presente investigación tiene por objetivo analizar
cómo se manifiesta la competitividad en el aula de lengua extranjera (L2) de la Licenciatura
en Lenguas Modernas de la Pontificia Universidad Javeriana a través de sus narrativas.
En este contexto, el estado del arte se organizó en tres categorías. La primera está
relacionada con la percepción de la competitividad en el aprendizaje; la segunda con la
relación entre motivación y proficiencia propicia los comportamientos competitivos en el
aula; y, la tercera con el escenario emocional producido por la competitividad.
El marco teórico que sustenta esta investigación se compone de tres capítulos
denominados: 1) Ser competitivo no es sinónimo de ser competente; 2) Logros en la
segunda lengua; y, 3) Emociones como herramienta positiva o negativa en aprendizaje de
la L2. En el primer capítulo se aborda el concepto de competitividad desde los diferentes
campos en los que es utilizado tales como el económico, el empresarial, el deportivo y el
académico. Adicionalmente, se hace una distinción entre competitividad y competencia y
se afirma que, aunque el proceso de los dos es diferente, ambos están fuertemente ligados
por la concepción de éxito. En el segundo capítulo, se expone el elemento de la proficiencia
a través de las categorías de high achiever y low achiever, haciendo una relación entre el
desempeño del estudiante y su nivel de competitividad. En el tercer capítulo, se presentan
algunas de las emociones y sentimientos que generan un ambiente competitivo en los
estudiantes al estar en el aula de L2.
Para llevar a cabo el análisis de cómo se manifiesta la competitividad en el aula de
lengua extranjera en este trabajo de grado, se plantea una investigación de tipo cualitativo,
ya que se analizan las características y comportamientos de los estudiantes a través de sus
experiencias reales. De este modo, se realizaron ocho entrevistas narrativas a estudiantes de
últimos semestres que hubiesen cumplido el requisito de cursar y aprobar todos los niveles
de lengua extranjera que exige la Licenciatura en Lenguas Modernas de la Pontificia
Universidad Javeriana, ya fuera inglés o francés. Dichas entrevistas han permitido dar
cuenta del impacto positivo, pero también negativo, de la competitividad en el aula. Así se
logró analizar cómo ese impacto se ve reflejado en el interés por la clase, su percepción
hacia el profesor, su relación con el compañero competitivo y, por supuesto, el rendimiento
académico.
Lo manifestado en las narrativas posibilitó presentar tres secciones para el análisis.
La primera, rasgos de estudiantes competitivo, identifica características de los estudiantes
competitivos y no competitivos. Esto se dio a través de la identificación de tres
componentes que definen la competitividad: a) la voluntad de esfuerzo, b) el docente
evaluador, y c) la comparación. La segunda, relación entre la competitividad y la
evaluación, expone cómo la comparación, consciente o inconsciente, que hace el docente a
través las calificaciones y de los métodos evaluativos propicia la competitividad. La tercera,
percepción de la competitividad, muestra la posición del estudiante frente a un ambiente de
aprendizaje de L2 competitivo, y como eso le afecta su rendimiento académico.
Finalmente, se llega a la conclusión de que la competitividad es una práctica
normalizada en las clases de L2. Así mismo, se concluyó que la evaluación cuantitativa y
los profesores son algunos de los agentes que más motivan las practicas competitivas en el
aula. Por su parte, la evaluación cuantitativa lleva a los estudiantes a una comparación y
clasificación entre el mejor y el peor, lo que evoca para algunos involucrados sentimientos
de fracaso y frustración que afectan el proceso de aprendizaje, percepción hacia el profesor,
hacia la clase y/o lengua. Adicionalmente, se concluyó la relación entre estudiantes
competitivos motiva al aprendizaje de ambas partes, mientras que la relación entre
estudiantes competitivos y no competitivos puede llegar a ser destructiva y desmotivante
para quien no se considera competitivo.Society constantly calls us to excel, to be the best. From the political, professional, sports field, even the academic one, the pressure is imposed on us to be the number one.
Thus, competitiveness and being competitive have been given a leading role. The need to be productive, to progress, to show commitment and effort in what is done has made that competitiveness is perceived as a positive and flattering concept. However, its interdisciplinary role has also made this concept something generic, unlimited, operational, and sometimes
Abstract. This versatility can lead to identifying positive or negative results. Therefore, the present research aims to analyze how competitiveness is manifested in the foreign language classroom (L2) of the bachelor’s degree in Modern Languages from the Pontificia Universidad Javeriana through students’ narratives.
In this context, the state of the art was organized into three categories. The first one, is related to the perception of competitiveness in learning; the second, how the relationship between motivation and proficiency encourages competitive behaviors in the classroom; and the third, the emotional scenario produced by competitiveness. The theoretical framework that supports this research consists of three chapters: 1) Being competitive is not synonymous with being competent; 2) Achievements in the second language; and 3) Emotions as a positive or negative tool in learning the L2. The first chapter addresses the concept of competitiveness from the different fields in which it is used such as economic, business, sports and academic. Additionally, a distinction is made between competitiveness and competition and it is stated that, although the process of the two is different, both are strongly linked by the conception of success. In the second chapter, the element of proficiency is exposed through the categories of high achiever and low achiever, making a relationship between the student performance and her level of competitiveness. In the third chapter, they are presented some of the emotions and feelings that generate a competitive environment in students being in the L2 classroom.
To carry out the analysis of how competitiveness is manifested in the classroom of foreign language in this research, a qualitative research is proposed, since the characteristics and behaviors of the students are analyzed through their real experiences. Thus, eight narrative interviews were conducted with students from last semesters that have met the requirement of taking and passing all levels of foreign language that requires the Bachelor of Modern Languages of the Pontifical Javeriana University, either English or French. These interviews have made it possible to give account of the positive, but also negative, impact of competitiveness in the classroom. In consequence, we managed to analyze how this impact is reflected in the interest in the class, their perception towards the teacher, his relationship with the competitive partner and, of course, the performance academic.
What was stated in the narratives made it possible to present three sections for analysis.
The first, competitive student traits, identifies student characteristics competitive and non-competitive. This occurred through the identification of three components that define competitiveness: a) the will to make effort, b) the teacher/evaluator, and c) comparison. The second, relationship between competitiveness and evaluation, exposes how the comparison, conscious or unconscious, that the teacher makes through qualifications and evaluative methods, it promotes competitiveness. Third, perception of competitiveness, shows the student's position in an environment of competitive L2 learning, and how it affects your academic performance.
Finally, it is concluded that competitiveness is a normalized practice in L2 classes. Likewise, it was concluded that the quantitative evaluation and teachers are some of the agents that most motivate competitive practices in the classroom. For its part, the quantitative assessment leads students to a comparison and ranking between the best and the worst, which evokes for some feelings of failure and frustration in the learning process, perception towards the teacher,
towards the class and / or language. In addition, the relationship between competitive students was concluded: factors motivate both parties to learn, while the relationship between competitive and non-competitive students can become destructive and demotivating for those who are not considered competitive.Licenciado (a) en Lenguas ModernasPregrad
Economic, Ecological, and Social Valuing of the Cuniculus paca Under the Ecuadorian Model of Good Living (“Buen vivir”)
No full textHRM in Chile : the impact of organisational culture
Get PDFPurpose: This paper provides insight on the influence of organisational culture on HRM practices in Chile by exploring shared meanings (basic assumptions and beliefs) and organisational models that can be identified from activities, dynamics, social relationships and behaviours. Design/methodology/approach: The paper is based on research conducted in Chile where a combination of self-completion questionnaires, semi-structured interviews and non-participant observation was carried out in a non-probabilistic sample of 46 organisations. Findings: Findings suggest that there is a shared definition of work characterised by five elements; namely, the existence of great work pressure exerted by managers; a sustained focus of upper levels on organisational efficiency as an isolated element that does not include HRM; the inexistence of worker autonomy and empowerment; the use of administrative jargon and understandings of loyalty, dedication, compliance and professionalism as desired qualities in workers. The paper argues that there are three distinct categories of cultural discourse in Chilean organisations: pessimistic/fatalistic, optimistic/maniac and pragmatic/bureaucratic. Research limitations/implications: Due to the type of sampling used, findings cannot be taken to represent the whole of Chilean organisations.Practical implications: Data presented in this paper helps to understand many of the behaviours observed in Chilean organisations, which provides HR policy-makers and practitioners with sounder foundations for designing organisational programs, policies and action plans. Originality/value: The paper presents new evidence to increase empirical body of work addressing the relationship between organisational culture and HRM in developing countries, particularly in Latin America
Inter-institutional scientific collaboration: an approach from social network
Get PDFThis paper presents a tool that can be used to characterize, analyze and interpret the
patterns of collaboration among institutions by means of the visual display of scientific
information. These graphic representations allow for a combined analysis of a given
institution in the system of relations (network), and of the particular attributes of that
institution (indicators). The tool affords the possibility of regenerating the network to
make any number of aggregates appear or disappear, thus allowing one to focus on
institutional sectors, geographic regions, etc. It also allows for analysis of sectorial
interaction, institutional backing of research, and the influence of geographic proximity,
linguistic affinity, or regional politics. This is indeed a versatile analytical tool, and it is
bound to prove its potential for evaluating patterns of collaborative research, development
and innovation
A hierarchical algorithm for causality discovery among atrial fibrillation electrograms
Get PDFInternational audienc
Quantitative Indices of Student Social Media Engagement in Tertiary Education: A Systematic Review and a Taxonomy
Get PDFRecent studies have evaluated the use of social media as learning aids in tertiary
education. Emerging research in this area has focused primarily on non-quantitative
approaches to student social media engagement. However, quantitative engagement
outcomes may be extracted from student posts, comments, likes, and views. The
goal of the present review was to provide a research-informed taxonomy of quantitative
and behavior-based metrics of student social media engagement. We selected 75
empirical studies comprising a pooled sample of 11,605 tertiary education students.
Included studies used social media for educational purposes and reported student
social media engagement outcomes (source databases: PsycInfo and ERIC). We
used independent raters and stringent interrater agreement and data extraction processes
to mitigate bias during the screening of references. Over half of the studies
(52%, n =39) utilized ad hoc interviews and surveys to estimate student social media
engagement, whereas thirty-three studies (44%) used some form of quantitative
analysis of engagement. Based on this literature, we present a selection of countbased,
time-based, and text-analysis metrics. The proposed taxonomy of engagement
metrics resulting provides the methodological basis for the analysis of social
media behavior in educational settings, particularly, for human operant and behavioral
education studies. Implications for future research are discussedFunding Open Access funding enabled and organized by Council of Australian University Libraries
and its member The University of Auckland. The frst author received a one-year research contract
funded through a Ramon y Cajal Fellowship (Ministerio de Ciencia e Innovación, Spain) awarded to
second author (reference no. RYC-2016-20706). This work was supported by a research contract between
ABA España (Madrid, Spain) and The University of Auckland (Auckland, New Zealand) (project no.
CON02739
Exploraciones en torno a concepciones de docentes sobre la evaluación
Get PDFThis article presents the results of an exploratory
study about prevailing conceptions in a group of
teachers. The analyzed corpus was constructed in the
framework of a training course and the results were
articulated to inter-institutional project Constitution
of National Network for Research in Evaluation Process.
The systemization of information allowed the
identification of some conceptions of teachers on assessment
and the progress made on them in the training
courseSe presentan los resultados del estudio exploratorio en torno a concepciones predominantes
en la evaluación en un grupo de docentes. El corpus analizado se construyó
en el marco de un programa de formación realizado en la Universidad Distrital y
sus resultados se articularon al proyecto interinstitucional Constitución de una Red
Nacional de Investigación en Evaluación. La sistematización de la información permitió
la identificación de algunas concepciones docentes sobre la evaluación y de los
avances logrados en el proceso de formación
Texture perceived on inulin-enriched low-fat semisolid dairy desserts. Rheological and structural basis
No full text[EN] The aim of the present work is to study whether the perceived texture of low-fat dairy desserts with inulin of different average chain lengths, can be explained by the rheological parameters and by structural characteristics. Creaminess, roughness and mouth coating of low-fat samples with short-chain or native inulin added, did not differ in the intensity of these attributes with respect to whole-milk sample, although their visual consistency and thickness were perceived as significantly lower of that of whole-milk sample. The addition of long-chain inulin gives rise to a low-fat product with the same thickness intensity as the full-fat sample, though less creamy, rougher and with more mouth coating. Both flow and viscoelastic rheological indices values were related with differences in thickness observed among samples, but not with the variation in creaminess or roughness. The latter attributes could be explained by the presence of the inulin aggregates observed by microstructure analysis and detected by particle size distribution measurements.
PRACTICAL APPLICATIONS
Although mechanical and rheological properties are the predominant stimuli affecting texture perception in most foods, to match the rheological behavior of different samples does not guarantee matching the texture perceived. The aim of this work was to explain differences on the perceived texture of starch-based dairy desserts with inulin of different average chain lengths added. The results have shown that although rheological data were able to explain the differences in thickness perceived, structural information is needed to understand differences in creaminess and roughness.We would like to give thanks to Fondo Social Europeo for financing the contract of author S. Bayarri in the program I3P from CSIC, to MICINN of Spain for financial support (Project AGL2007-63444). Authors also thank Chr Hansen SA, Lucta S.A, Sensus (Brenntag Quimica) as well as Central Lechera Asturiana SA for providing free samples of the ingredients.Bayarri, S.; Gonzalez-Tomas, L.; Hernando Hernando, MI.; Lluch Rodriguez, MÁ.; Costell, E. (2011). Texture perceived on inulin-enriched low-fat semisolid dairy desserts. Rheological and structural basis. Journal of Texture Studies. 42(3):174-184. doi:10.1111/j.1745-4603.2010.00280.xS174184423Abu-Jdayil, B., Mohameed, H. A., & Eassa, A. (2004). Rheology of wheat starch–milk–sugar systems: effect of starch concentration, sugar type and concentration, and milk fat content. Journal of Food Engineering, 64(2), 207-212. doi:10.1016/j.jfoodeng.2003.09.034Borch, J., Sarko, A., & Marchessault, R. . (1972). Light scattering analysis of starch granules. Journal of Colloid and Interface Science, 41(3), 574-587. doi:10.1016/0021-9797(72)90379-7Bot, A., Erle, U., Vreeker, R., & Agterof, W. G. . (2004). Influence of crystallisation conditions on the large deformation rheology of inulin gels. Food Hydrocolloids, 18(4), 547-556. doi:10.1016/j.foodhyd.2003.09.003Carlucci, A., & Monteleone, E. (2001). Statistical validation of sensory data: a study on wine. Journal of the Science of Food and Agriculture, 81(8), 751-758. doi:10.1002/jsfa.879Chiavaro, E., Vittadini, E., & Corradini, C. (2006). Physicochemical characterization and stability of inulin gels. European Food Research and Technology, 225(1), 85-94. doi:10.1007/s00217-006-0385-yDe Wijk, R. A., van Gemert, L. J., Terpstra, M. E. ., & Wilkinson, C. L. (2003). Texture of semi-solids; sensory and instrumental measurements on vanilla custard desserts. Food Quality and Preference, 14(4), 305-317. doi:10.1016/s0950-3293(02)00107-6De Wijk, R. ., Terpstra, M. E. J., Janssen, A. M., & Prinz, J. F. (2006). Perceived creaminess of semi-solid foods. Trends in Food Science & Technology, 17(8), 412-422. doi:10.1016/j.tifs.2006.02.005Dolz, M., González, F., Delegido, J., Hernández, M. J., & Pellicer, J. (2000). A Time‐Dependent Expression for Thixotropic Areas. Application to Aerosil 200 Hydrogels. Journal of Pharmaceutical Sciences, 89(6), 790-797. doi:10.1002/(sici)1520-6017(200006)89:63.0.co;2-2Doublier, J.-L., & Durand, S. (2008). A rheological characterization of semi-solid dairy systems. Food Chemistry, 108(4), 1169-1175. doi:10.1016/j.foodchem.2007.05.080ELEJALDE, C. C., & KOKINI, J. L. (1992). THE PSYCHOPHYSICS OF POURING, SPREADING AND IN-MOUTH VISCOSITY. Journal of Texture Studies, 23(3), 315-336. doi:10.1111/j.1745-4603.1992.tb00528.xElmore, J. R., Heymann, H., Johnson, J., & Hewett, J. E. (1999). Preference mapping: relating acceptance of «creaminess» to a descriptive sensory map of a semi-solid. Food Quality and Preference, 10(6), 465-475. doi:10.1016/s0950-3293(99)00046-4Engelen, L., de Wijk, R. A., van der Bilt, A., Prinz, J. F., Janssen, A. M., & Bosman, F. (2005). Relating particles and texture perception. Physiology & Behavior, 86(1-2), 111-117. doi:10.1016/j.physbeh.2005.06.022Allen Foegeding, E., Çakır, E., & Koç, H. (2010). Using dairy ingredients to alter texture of foods: Implications based on oral processing considerations. International Dairy Journal, 20(9), 562-570. doi:10.1016/j.idairyj.2009.12.013Franck, A. (2002). Technological functionality of inulin and oligofructose. British Journal of Nutrition, 87(S2), S287-S291. doi:10.1079/bjn/2002550GONZALEZ-TOMAS, L., & COSTELL, E. (2006). SENSORY EVALUATION OF VANILLA-DAIRY DESSERTS BY REPERTORY GRID METHOD AND FREE CHOICE PROFILE. Journal of Sensory Studies, 21(1), 20-33. doi:10.1111/j.1745-459x.2006.00050.xGonzález-Tomás, L., & Costell, E. (2006). Relation Between Consumers’ Perceptions of Color and Texture of Dairy Desserts and Instrumental Measurements Using a Generalized Procrustes Analysis. 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Colour and consistency of semi-solid dairy desserts: Instrumental and sensory measurements. Journal of Food Engineering, 78(2), 655-661. doi:10.1016/j.jfoodeng.2005.11.003Tárrega, A., Durán, L., & Costell, E. (2004). Flow behaviour of semi-solid dairy desserts. Effect of temperature. International Dairy Journal, 14(4), 345-353. doi:10.1016/j.idairyj.2003.12.004Tárrega, A., Durán, L., & Costell, E. (2005). Rheological characterization of semisolid dairy desserts. Effect of temperature☆☆Part of this paper was presented as a poster at ‘The Twelfth Gums and Stabilisers for the Food Industry Conference’, Wrexham, June 24–27, 2003. Food Hydrocolloids, 19(1), 133-139. doi:10.1016/j.foodhyd.2004.04.022Torres, J. D., Tárrega, A., & Costell, E. (2010). Storage stability of starch-based dairy desserts containing long-chain inulin: Rheology and particle size distribution. International Dairy Journal, 20(1), 46-52. doi:10.1016/j.idairyj.2009.08.001Tungland, B. C., & Meyer, D. (2002). 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