86 research outputs found
Biosensores para el monitoreo no invasivo de glucosa
No full textLos biosensores de glucosa de tercera generación, se basan en la transferencia directa de electrones desde la glucosa al electrodo mediante al sitio activo de la enzima, sin etapas intermedias ni uso de mediadores. El monitoreo no invasivo de glucosa implica la no invasión del cuerpo para recolectar fluidos corporales tales como saliva, lágrimas y/o sudor para la detección de glucosa.Fil: Alarcon Segovia, Lilian Celeste. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Santa Fe. Instituto de Desarrollo Tecnológico para la Industria Química. Universidad Nacional del Litoral. Instituto de Desarrollo Tecnológico para la Industria Química; Argentina. Universidad Maria Auxiliadora; ParaguayFil: Rintoul, Ignacio. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Santa Fe. Instituto de Desarrollo Tecnológico para la Industria Química. Universidad Nacional del Litoral. Instituto de Desarrollo Tecnológico para la Industria Química; ArgentinaFil: Recalde Sckell, Dalila Azucena. Universidad Maria Auxiliadora; ParaguayFil: Wannis Fulchini, Leila Marian. Universidad Maria Auxiliadora; Paragua
Les Enfants de l’ombre: Dalila Kerchouche. Leila: Avoir dix-ans dans un camp de harkis
No full textDans son roman, Leila : Avoir 17 ans dans un camp de harkis, Dalila Kerchouche retrace le parcours de ceux dont la jeunesse fut passée/gâchée dans les camps de la relégation. À travers le regard blessé d’une adolescente de 17 ans, on découvre ce que l’histoire officielle a voulu couvrir du manteau de l’oubli : l’arrivée précipitée des harkis et leurs familles en France, leur dur quotidien dans les camps en marge de la communauté nationale, leur dépouillement, les humiliations, les souffrances, les folies et une gestion étatique aussi choquante qu’incohérente. Le présent article examine la portée individuelle et collective de cette œuvre née de l’hantologie, d’un passé toujours revenant, toujours fragmenté, et dont elle tente d’appréhender les apories. In her 2006 novel, Leila: Avoir 17 ans dans un camp de harkis, Dalila Kerchouche traces the tragic history of those who spent their youth confined in camps. Through the bewildered and wounded gaze of a 17 year-old young harki daughter, we are gradually introduced to life behind closed gates and barbed wires. The author unveils the dramatic events that official history has shrouded in silence and forgetfulness: the chaotic arrival of the harkis and their families in France, the daily hardships they endured in the camps, their life at the margins of the national community, their deprivations, humiliations, sufferings, and the French State’s incomprehensible management of this situation. The present article examines the personal and political meaning of this text which is haunted by the past, an unfinished past, always present and fragmented
Finance and Credit Market
No full textIn this chapter, the author (Dalila Nicet-Chenaf) draws from the literature a set of variables describing financial systems, their different forms and type of institutional governance. The analysis then proceeds by contrasting the various types of financial sector governance in terms of their degree of financial depth and their particular banking and market-finance mix, four financial models are identified. The intermediated (repressed) model is typical of many developing and emerging economies. It is characterized by limited financial depth, high state banking sector regulation levels, financial repression and low levels of investor and creditor protection. Some emerging economies exhibit embryonic models marked by intermediate degrees of financial depth and a significant bias towards banking finance. The mature model has high depth and relatively even proportions of banking and market finance
A Harki History Lesson: Dalila Kerchouche’s Filiation Narrative Mon père, ce harki
No full textThis article reads Dalila Kerchouche’s Mon père, ce harki (My Father, this Harki) as a postcolonial filiation narrative, which blends memoir and biography, the personal and collective, the past and present. Lack of knowledge and a desire to see for herself the camps her parents and older siblings experienced prompts Kerchouche to adopt an investigative posture characterized by in situ exploration in conjunction with interviews and the consultation of archives. This allows the author to achieve a polyphonic account of the past. At the same time, her family serves as the prism through which she confronts the stigma attached to Harkis (Algerian soldiers hired by the French Army) and examines their unjust treatment in France
Model-Driven Software Evolution: A Research Agenda
No full textSoftware systems need to evolve, and systems built using model-driven approaches are no exception. What complicates model-driven engineering is that it requires multiple dimensions of evolution. In regular evolution, the modeling language is used to make the changes. In meta-model evolution, changes are required to the modeling notation. In platform evolution, the code generators and application framework change to reflect new requirements on the target platform. Finally, in abstraction evolution, new modeling languages are added to the set of (modeling) languages to reflect increased understanding of a technical or business domain. While MDE has been optimized for regular evolution, presently little or no support exists for metamodel, platform and abstraction evolution. In this paper, we analyze the problems raised by the evolution of model-based software systems and identify challenges to be addressed by research in this area. To be presented at the CSMR 2007 Workshop on Model-Driven Software Evolution (MoDSE), Amsterdam, 20 March 2007.Software TechnologyElectrical Engineering, Mathematics and Computer Scienc
Three acts: Cabinets of Curiosities, Curatorship and Museums
No full textDissertação de Mestrado em Estudos Curatoriais apresentada ao Colégio das ArtesNesta dissertação abordam-se considerações históricas e críticas sobre os temas “Gabinete de Curiosidades, Curadoria e Museus”, tanto setorialmente, como nas suas múltiplas relações. São tidos em conta contributos teóricos relevantes de diversos autores, tais como: Collen J. Sheehy, Dalila Rodrigues, Gilmar de Carvalho, Jacques Le Goff, Sharon Macdonald, Stephanie Jane Bowry, Delfim Sardo, Nuno Grande, Rosalind Krauss, Roland Barthes, Beatrice von Bismark, Jens Hoffmann, Alan Roth e Sevova, Felix Vogel e Patrick Mauriés. No primeiro capítulo, apresenta-se uma contextualização do tema “gabinetes de curiosidades”. Tendo como base a ideia essencial de que são suportes e dispositivos utilizados pelo homem como depositários de objetos para comemorar a memória, a pesquisa destaca algumas contribuições, designadamente de Quicchenberg, para o estudo da genealogia dos gabinetes de curiosidades. Ainda neste capítulo, selecionam-se e analisam-se contributos dos seguintes artistas: Arthur Bispo do Rosário; a dupla Robert Williams e Mark Dion e, por último, Marcel Duchamp. O ato de selecionar, considerado no primeiro capítulo, promoveu a possibilidade de abordar, no capítulo seguinte, a prática curatorial e, sobretudo, a ideia do curador como autor, ou ainda do artista como curador. Buscou-se uma análise crítica da atividade da curadoria, colocando em perspectiva os fabricantes de exposições, a ideia de liberdade curatorial e a efemeridade das exposições. O tema “gabinetes de curiosidades” impulsionou a elaboração do terceiro capítulo, que é dedicado a museus, coleções, dispositivos de exibição, preservação, conservação e mediação na atualidade. Seguidamente, propõe-se um olhar ao museu como espaço metafórico. No final deste capítulo, apresenta-se um estudo de caso de práticas contemporâneas de dois museus em Portugal, nomeadamente, do Atelier Museu Júlio Pomar e do Museu Serralves. A relação entre homens e objetos é abordada no quarto capítulo. Buscou-se, através de apontamentos de diversos autores, refletir sobre o valor atribuído aos artefatos, sobre o poder evocativo dos objetos, assim como sobre os objetos enquanto “bens culturais” e o processo da sua patrimonialização. No quinto capítulo estabelecem-se relações possíveis entre as salas dos milagres, os gabinetes de curiosidades e analisam-se duas obras do artista francês Arman. Neste capítulo, apresenta-se, ainda, o trabalho prático que se desenvolveu paralelemente à pesquisa e à redação da presente dissertação.In this dissertation, historical and critical considerations about the themes "Cabinet of Curiosities, Curatorship and Museums" are discussed, both in the sector and in their multiple relations. Relevant theoretical contributions of several authors are taken into account, such as: Collen J. Sheehy, Dalila Rodrigues, Gilmar de Carvalho, Jacques Le Goff, Sharon Macdonald, Stephanie Jane Bowry, Delfim Sardo, Nuno Grande, Rosalind Krauss, Roland Barthes, Beatrice von Bismark, Jens Hoffmann, Alan Roth and Sevova, Felix Vogel and Patrick Mauriés.In the first chapter, a contextualization of the theme "cabinets of curiosities" is presented. Based on the essential idea that they are supports and devices used by man as depository of objects to celebrate memory, the research highlights some contributions, namely Quicchenberg, for the study of the genealogy of the curiosities cabinets. Also in this chapter, the following artists are selected and analyzed: Arthur Bispo do Rosário; the duo Robert Williams and Mark Dion and, finally, Marcel Duchamp. The act of selecting, considered in the first chapter, promoted the possibility of approaching, in the next chapter, curatorial practice and, above all, the idea of the curator as author, or even of the artist as curator. A critical analysis of the activity of the curators was sought, placing in perspective the exhibition manufacturers, the idea of curatorial freedom and the ephemerality of the exhibitions. The theme "cabinets of curiosities" has led to the elaboration of the third chapter, which is dedicated to museums, collections, exhibition devices, preservation, conservation and mediation today. Next, we propose a look at the museum as a metaphorical space. At the end of this chapter, a case study of contemporary practices of two museums in Portugal is presented, namely the Atelier Museu Júlio Pomar and the Serralves Museum. The relationship between men and objects is addressed in the fourth chapter. It was sought, through notes of various authors, to reflect on the value attributed to artifacts, on the evocative power of objects, as well as on objects as "cultural heritage" and the process of their patrimonialization. In the fifth chapter, possible relations between the miracle halls, the curiosities cabinets are established, and two works by the French artist Arman are analyzed. In this chapter, we also present the practical work developed in parallel to the research and writing of this dissertation
Théatre complet /
No full textAuthor at head of title.I. Un bourgeois de Rome. Le pour et le contre. La crise péril en la demeure. Le village. La Fée le roman d'un jeune homme pauvre -- II. Le cheveu blanc. La tentation. ReÌdemption. Montjoye -- III. Le belle au bois dormant. Le cas de conscience. Julie. Dalila. L'acrobate -- IV. Le sphinx. Un roman parisien. La partie de dames. Chamillac -- V. Echec et mat. Palma ou la nuit du vendredi saint. La vieillesse de Richelieu. York.Mode of access: Internet
Letramento científico através da abordagem ctsa para um curso de pedagogia
No full textWe recognize, in this research, the need to reflect and work on inssues involving the teaching of Science, looking for new teaching approaches that make scientific literacy possible. It is important to work on questions related to scientific literacy since the early years of school life, in which the teaching and learning process happens via a teacher with a degree in Pedagogy. For that reason, it is necessary that the early education of the pedagogue approaches the formation towards the teaching of Science, sensitve and attentive to socioenvironmental questions and values. We recognize the importance of training these education professionals in the various educational levels that are of their responsibility. It is worth highlighting that, in order to be able to teach other individuals Science, one must first understand it. Thinking of this need to prepare pedagogues to promote scientific literacy, the present work aims to analyze the contributions and limitations of a Potentially Significative Teaching Unit - UEPS, for scientific literacy of Pedagogy students. At first, we performed a documentary research, in order to identify possibilities of scientific literacy in the Pedagogy program curriculum at UERN, to identify which classes would make possible the approach of the theme in question. We analyzed the the course cirriculum found in the Pedagogy PPC, where we identified 47 mandatory units, which are distributed along 8 semesters. Among those 47 units, we found 7 that approach in their curricula themes that can significantly contribute to the scientific literacy of the Pedagogy students. Later, we analyzed the attitudes and beliefs of the students about Science; for that, we used two data collection instruments: TOSLS elaborated by Cara Gormally, Peggy Brickman and Mary Lutz, which is already widely used to measure skills and abilities of scientific literacy; and a Likert scale, elaborated by the author in order to understand the students' vision on the relationship between science, technology, society and environment (STSE). Despite the difficulties in using the scientific literacy skills on TOSLS, the students showed good results on the Likert scale, in which we noticed a cricial vision about the STSE relations. Lastly, we created, based on Moreira (2011), a UEPS to promote scientific literacy with STSE approach, we applied it to the students and then evaluated the application. The students' opinions demonstrated that the UEPS was significant in the academic education process, as well as in their personal growth process. By understanding and developing their scientific literacy skills, the students became more critical and automonous regarding the dissemination of scientific information, and how it influences the decision making that directly or indirectly affects society and the environment. This process positively contributed for a citizenship formationReconhecemos a necessidade de refletir e trabalhar, nessa pesquisa, problemáticas envolvendo o ensino de ciências, buscando novas abordagens de ensino que possibilitem o letramento científico. É importante trabalhar questões relacionadas ao letramento científico desde os primeiros anos da vida escolar, em que o processo de ensino e aprendizagem nesse período acontece por intermédio do professor licenciado em pedagogia. Por esse motivo é necessário que a formação inicial do pedagogo contemple a formação para o ensino de ciências, sensível e atenta para questões e valores socioambientais. Reconhecemos a importância de capacitar esses profissionais da educação para as primeiras discussões sobre ciências nos diferentes níveis de ensino que é de sua responsabilidade. Vale destacar que, para ser capaz de letrar indivíduos em ciências, deve-se primeiramente compreendê-la. Pensando nessa necessidade de preparar os pedagogos para promover o letramento científico o presente trabalho objetivou-se analisar contribuições e limitações de uma Unidade de Ensino Potencialmente Significativa (UEPS) para o letramento científico de licenciandos em pedagogia. A princípio realizamos uma pesquisa documental, para identificar possibilidades de letramento científico no currículo do curso de pedagogia da UERN, para identificar quais disciplinas da matriz curricular possibilitariam a abordagem do tema em questão. Analisamos o ementário que se encontra no PPC de pedagogia, onde identificamos 47 componentes obrigatórios, que são distribuídos em 8 períodos. Entre os 47 componentes, encontramos 7 disciplinas que abordam em suas ementas temas que podem contribuir de forma significativa para o letramento científico dos pedagogos em formação. Em seguida analisamos as atitudes e crenças dos alunos do curso de pedagogia sobre ciências; para isso utilizamos dois instrumentos de coleta de dados, o TOSLS elaborado por Cara Gormally, Peggy Brickman, e Mary Lutz, que já é amplamente utilizado para medir habilidades e competências de letramento científico, e uma escala tipo Likert, elaborado pela autora para perceber a visão dos discentes sobre a relação entre ciência, tecnologia, sociedade e ambiente (CTSA). Apesar das dificuldades em utilizar as habilidades de letramento científico no TOSLS, os alunos apresentaram bons resultados na escala tipo Likert, em que percebemos uma visão crítica sobre a relação CTSA. Por fim, elaboramos com base em Moreira (2011) uma UEPS para promover o letramento científico com enfoque CTSA, aplicamos junto aos licenciados do curso de pedagogia da UERN e em seguida avaliamos a aplicação. As colocações dos alunos demonstraram que a UEPS foi significativa dentro do processo formativo acadêmico, bem como no processo formativo pessoal. Ao compreender e desenvolver as habilidades de letramento científico os alunos se tornaram mais autônomos e críticos com relação a disseminação de informações científicas e como elas influenciam na tomada de decisões que afetam direta ou indiretamente a sociedade e o meio ambiente. Esse processo contribuiu positivamente para uma formação cidadãCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPE
The mezzo-soprano as representation of 'the other' in nineteenth century opera
No full textIncludes bibliographical references.The author continues by arguing that mezzo-soprano and contralto voices resemble the male voice and therefore composers often cast women in this fach as the jealous and malicious characters compared to the true and simplistic nature of the soprano (e.g. Ortrud versus Elsa in Lohengrin).3 When one looks at the significant mezzo-soprano roles in nineteenth-century opera, it is clear that the majority of these roles can be seen as representations of the Other. The aim of the thesis will be to investigate some of the most important nineteenth-century mezzo-soprano roles that represent the Other. The main research question is: To what extent do the selected roles represent the various templates delineated in theories of alterity? The roles will be classified and discussed according to four templates of alterity: social, religious, moral and emotional
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