134 research outputs found
The Italian reception of Miguel de Unamuno, between criticism and translations
No full textEste artículo se propone considerar la continuidad de la presencia de la obra de Miguel de Unamuno en el panorama cultural italiano, desde la aparición de las primeras traducciones y reseñas sobre él hasta nuestros días, para investigar si se puede identificar una evolución de las tendencias interpretativas alrededor de su obra. Debido al carácter heterogéneo de los estudios italianos sobre el autor vasco, se ha adoptado un enfoque principalmente cronológico, para poder considerar, década tras década, qué sintonías pueden haberse establecido o qué tipo de operaciones culturales pueden haberse llevado a cabo. Dividimos nuestra reconstrucción en tres etapas: (1) desde 1901 hasta la muerte de Unamuno, en 1936, período en el que podemos apreciar una casi monolítica apreciación de su figura; (2) desde los años cuarenta hasta la década de los ochenta, fase caracterizada por un inicial reposo crítico y por la mayor posibilidad de contextualización histórico-literaria del conjunto de su obra, gracias también a la institucionalización académica del hispanismo italiano; (3) desde los noventa hasta nuestros días, años en los que la recepción crítica de Unamuno ha sido marcada por una copiosa cantidad de estudios y traducciones que confirman la longue durée de la presencia del autor vasco en las filas de los grandes escritores extranjeros.The aim of this article is to consider the continuity of the presence of the work of Miguel de Unamuno in the Italian cultural system, from the appearance of the first translations and articles on him until today, to investigate whether it is possible to reconstruct an evolution of the interpretive tendencies. Due to the heterogeneous nature of the Italian contributions on the Basque author, a mainly chronological approach has been adopted to consider, decade after decade, what convergences may have been established or what kind of cultural operations may have been carried out. We divide our reconstruction into three stages: (1) from 1901 until Unamuno’s death in 1936, a period in which we can appreciate an almost monolithic appreciation of his figure; (2) from the 1940s to the 1980s, a phase characterized by an initial critical rest and by the greater possibility of historical-literary contextualization of his work as a whole, thanks also to the academic institutionalization of Italian Hispanism; (3) from the 90s to the present day, years in which Unamuno’s critical reception has been marked by a copious amount of studies and translations that confirm the longue durée of the author’s presence in the ranks of the great foreign writers
Frammenti di moralità: tracce della fortuna italiana di 'Enanchet' e 'Livre de Moralitez' nell’Archivio Storico di Lodi
No full textThe author focuses on the fragmentary ms., discovered by Giuseppe Mascher-pa in the Archivio Storico di Lodi, preserving a version of the Enanchet and the Livre de Moralitez. The ms. is described, its position in the stemma codicum dis-cussed, and a diplomatic edition of the fragments provided. The Lodi fragments, written by an Italian hand, appear to share common linguistic and ecdotic features with the codex Zagreb MR 92, compiled in Northern Italy; affinities which are confirmed by a comparison with various versions of the Libro di Costumanza, the Italian translation of the treatise. Moreover, this seems to confirm the hypothesis that the Enanchet may have a Franco-Italian origin
El "hallazgo valioso" del Don Quijote en Miguel de Unamuno y José Ortega y Gasset
No full textStarting from the definition of the term "Serendipia" given by the Dictionary of the Real Academia Española, this article tries to define the specific ways in which two of the greatest philosophers of the Spanish twentieth century deal with the legacy of Cervantes’ novel, Don Quijote. Both Miguel de Unamuno and José Ortega y Gasset offer a very personal interpretation of this universal masterpiece of
literature, and in this sense I define as a serendipity their capacity to find their own Weltanschauung in a text written by another author. Nevertheless, their attitude towards Don Quijote is very different: while Unamuno transformed the hidalgo into a tragic projection of his own identity, Ortega y Gasset developed in his first essay (Meditaciones del Quijote) a complex system that could be
described as double-sided. On one hand, he is concerned with his national leadership as a thinker and therefore uses Don Quijote as the paradigm of the Spanish cultural soul; on the other hand, he connects the novel with his most brilliant insights on the phenomenological perception and on knowledge in culture texts
Delle lodi di don Francesco Medici de' principi di Toscana : orazione /
No full textEngraved t.p. vignette of Medici arms. On recto of 2nd leaf is Callot's full-page engraved port. of Francesco de' Medici, son of Grand Duke Ferdinand I. It is in Lieure's 1st state. The port. also appeared the same year in Alessandro Adimari's Esequie dell' ill.mo & ecc.mo principe don Francesco Medici (Florence : Gio. Donato & Bernardino Giunti); see Lieure. Large woodcut Giunti device on p. [31].Lieure, J. Jacques Callot,Mode of access: Internet.At head of front pastedown is bookplate of Francesco Riccardi de Vernaccia (Florence, ca. 1780; see Gelli, p. 387). Below it is the label of Horatius (Orazio) Landau, with stamped shelfmark 53021. At foot is the bookplate of U. Manganelli, signed with the initials SER. A dedicatory inscription at foot of t.p. has been scratched out.Binding: modern marbled paper, backed in green vellum. Date, author & title writte on spine.Port. trimmed into the image at right margin and foot
Interseções entre a formação de professores e a elaboração de Programas Escolares: Alda Lodi, Minas Gerais, 1941-1957
No full textAlda Lodi is acknowledged for the significant role she played in the field of mathematics education in the state of Minas Gerais in Brazil. After two years studying Methodology of Arithmetic at Teachers College, Columbia University (NY), Lodi became responsible for teaching that discipline at Escola de Aperfeiçoamento de Belo Horizonte - EA (Belo Horizonte Teacher Training School, in free translation). She is the author of two primary school programs on Arithmetic and Geometry published by the Minas Gerais Department of Education. Our research focuses on the elements which characterize her as an education expert.This article aims to explore the Arithmetic and Geometry program published in 1953 by highlighting Lodi’s recommendations and connecting it to the former Program, published in 1941, which was also written by her. The comparison between both programs considers three aspects: the incorporation of Escola de Aperfeiçoamento de Belo Horizonte into Instituto de Educação de Minas Gerais - IEMG (Minas Gerais Institute of Education, in free translation); the political context of both periods; and the discussion Alda Lodi fostered as a Methodology of Arithmetic teacher at that time. Therefore, our work intends to connect the school programs recommendations to the mathematical knowledge taught by Lodi in her teaching practice. Finally, we argue that the considerations around Arithmetic teaching in those programs are linked to Lodi’s work at EA and IEMG.
This article intends to explore the Arithmetic and Geometry program published in 1953, highlighting Lodi’s recommendations. It connects this document to the former Program, published in 1941, which was also written by Alda Lodi. The comparison between both programs considers three aspects: the incorporation of the Belo Horizonte Teacher Training School to the Minas Gerais Institute of Education; the political context of both periods; and the discussion Alda Lodi fostered as a teacher of Methodology of Arithmetic at that time. Therefore, our work intends to connect the school programs recommendations to the mathematical knowledge taught by Lodi during his activities in teacher training.Alda Lodi es reconocida por el importante papel que desempeñó en el campo de la educación matemática en Minas Gerais. Después de la temporada en la que se dedicó a estudiar Metodología Aritmética en el Teachers College de la Universidad de Columbia (NY), Alda Lodi se convirtió en profesora de la Escuela de Perfeccionamiento de Belo Horizonte (EA). Autora de dos programas de Aritmética y Geometría dirigidos a la educación primaria y publicados por el Departamento de Educación de Minas Gerais, nuestra investigación se ha dedicado a investigar los elementos que la caracterizan como expert en educación. Este artículo explora las prescripciones del Programa de Aritmética y Geometría escrito por Alda Lodi y publicado en 1953. Vincula este documento al programa experimental publicado en 1941 por la misma secretaría, cuya sección de Aritmética y Geometría también fue escrita por Lodi. La comparación entre los dos programas toma en cuenta tres factores: la incorporación de la Escuela de Perfeccionamiento al Instituto de Educación de Minas Gerais (IEMG) en 1946; los cambios contextuales del período; y las discusiones que Lodi desarrolló como profesora de Metodología Aritmética durante este período. Así, este trabajo busca relacionar los conocimientos de la matemática enseñada por Lodi en los cursos de formación del profesorado con las prescripciones curriculares presentes en estos programas de enseñanza. Finalmente, concluye que las reflexiones sobre la enseñanza de la Aritmética presentes en los programas analizados están vinculadas al trabajo docente de Lodi en EA y IEMG.Formada pela Escola Normal Modelo de Belo Horizonte, Alda Lodi é reconhecida pelo papel significativo que desempenhou no campo do ensino de matemática em Minas Gerais. Depois da temporada em que se dedicou aos estudos sobre Metodologia da Aritmética no Teachers College da Universidade de Columbia em Nova Iorque, Alda Lodi tornou-se professora da Escola de Aperfeiçoamento de Belo Horizonte (EA). Entre as décadas de 1940 e 1950, Alda Lodi elaborou dois programas de Aritmética e Geometria voltados para o ensino primário e publicados pela Secretaria de Educação de Minas Gerais. Nossa pesquisa tem se dedicado a investigar os elementos que a caracterizam como expert da educação. Este artigo pretende explorar as prescrições do Programa de Aritmética e Geometria escrito por Alda Lodi e publicado em 1953. Ele conecta esse documento ao programa experimental publicado em 1941 pela mesma Secretaria, cuja seção de Aritmética e Geometria também foi escrita por Lodi. A comparação entre os dois programas leva em consideração três fatores: a incorporação da EA ao Instituto de Educação de Minas Gerais (IEMG) em 1946, as mudanças contextuais do período e as discussões que Lodi desenvolveu como professora de Metodologia de Aritmética neste intervalo de tempo. Assim, este trabalho procura relacionar os saberes da matemática ensinada por Lodi nos cursos de formação de professores às prescrições curriculares presentes nesses programas de ensino. Finalmente, conclui que as reflexões sobre o ensino de Aritmética presentes nos programas de ensino analisados estão vinculadas ao trabalho docente de Lodi na EA e no IEMG.
Este artigo pretende explorar as prescrições do Programa de Aritmética e Geometria escrito por Alda Lodi e publicado em 1953. Ele conecta este documento ao programa experimental publicado em 1941 pela mesma secretaria, cuja seção de Aritmética e Geometria também foi escrita por Lodi. A comparação entre os dois programas leva em consideração três fatores: a incorporação da EA ao Instituto de Educação de Minas Gerais em 1946, as mudanças contextuais do período e as discussões que Lodi desenvolveu como professora de Metodologia de Aritmética neste intervalo. Assim, este trabalho procura relacionar os saberes da matemática ensinada por Lodi nos cursos de formação de professores às prescrições curriculares presentes nestes programas de ensino
Procedure for pin-by-pin reconstruction of an ERANOS flux (power) in a Fuel Assembly
No full textThe present report describes and lists a procedure – made of ERANOS input files, shell scripts and a Fortran code – meant for the automatic reconstruction of the power distribution within a fuel assembly, at the level of single pins. More specifically, the procedure retrieves information from both a full-core and from the related cell calculations, superimposing the two sets of data and plotting a set of power distribution factors for each pin in the fuel assembly according to the numbering adopted by the ANTEO+ thermal/hydraulic sub-channel code.
All source and input files can be obtained upon request to the author ([email protected])
The Maid of Lodi
No full textA man is nursed to health by a country woman after he is robbed.https://egrove.olemiss.edu/kgbsides_uk/1853/thumbnail.jp
Author response to the letter regarding the publication titled "Major cerebral vessels involvement in patients with MELAS syndrome: worth a scan? A systematic review"
No full textWe appreciate the interest in our systematic review, which revealed that dilatation or stenosis of major vessel caliber is present in 59% (27/46) of patients with mitochondrial encephalopathy, lactic acidosis, and stroke-like episodes syndrome (MELAS) and underlined the importance of imaging intracranial vessels during prospective study protocols of patients with MELAS. We share the view that pathogenic mechanisms of (SLEs) are not fully understood and a variety of mechanisms has been proposed, including metabolically impaired mitochondrial energy production, as well as micro- and macrovascular angiopathy. A substantial degree of evidence has indicated that patients with MELAS have an inability to efficiently produce mitochondrial energy. In particular, a previous in vitro study of cybrid cell lines composed of cytoplasts from patients with MELAS bearing an A>G transition (nucleotide position 3243 in the tRNA(Leu(UUR)) gene of the mitochondrial genome) fused with human cells lacking endogenous mitochondrial DNA (mtDNA) demonstrated impaired mitochondrial translation and protein synthesis. Consequently, the inability to efficiently produce mitochondrial energy is a biochemical feature of MELAS syndrome, which may periodically exacerbate during SLEs.
Furthermore, microangiopathy of small blood vessels can occur in patients with MELAS that may show abnormal staining of succinate dehydrogenase, a mitochondrial enzyme, as well as mitochondrial proliferation in smooth muscle and endothelial cells of small blood vessels.
Therefore, blood vessels’ impaired energy metabolism may intrinsically contribute to abnormal perfusion during SLEs. Notably, several studies have indicated increased perfusion in patients with MELAS using computed tomography (CT), magnetic resonance imaging (MRI) perfusion, and single photon emission computed tomography (SPECT) during SLEs.
As suggested, we reviewed the possible influence of mtDNA mutations and pharmacological treatment on the vessel caliber alterations.
It is well known that in patients harboring mtDNA mutations, both mutant and wild type mtDNA molecules may coexist within the same cell, defining a condition called heteroplasmy, which may vary widely among different tissues. Importantly, the skeletal muscle and blood heteroplasmy levels of the m.3243A>G mutation are correlated with disease severity in patients with MELAS.
Interestingly, a recent study of our group identified a common diffuse pattern of brain biochemical alterations detected in vivo by proton magnetic resonance spectroscopy, which correlated with mtDNA heteroplasmy in patients with MELAS. Unfortunately, in the reviewed studies, the percentage of mutated mtDNA was reported in only one third of them (n = 8/23, 35%). Heteroplasmy ranged from 22% to 76%, and was measured in different tissues such as skeletal muscle, fibroblasts, and blood cells
Use of restorative justice and restorative practices in prison: a systematic literature review
No full textAim: recent years have seen an increasing use of restorative justice (RJ) and restorative practices (RP) in prison. The aim of the study was to conduct a systematic literature review analysing research studies concerning RJ and PR within adult and/or juvenile prisons. The aim was to investigate whether and which restorative practices are applied, and the results obtained. Methods: the scientific articles included in the study were selected according to the following inclusion criteria: 1) years of publication between 2010 and 2023; 2) adult and/or juvenile prisons; 3) English-language literature; 4) full texts accessible directly or upon request to the author(s). 11 studies were included in this study and a qualitative synthesis was carried out. Results: the most widely used restorative practice in prisons is circle (n = 9), followed by victim-offender mediation (VOM) (n = 4) and restorative conferences (n = 3). The application of RP produced positive results in terms of: promotion of conflict management skills and problem solving strategies; interpersonal relations within the prison and with the community; taking responsibility in terms of awareness of the harm caused to the victim; promotion of social and emotional skills. Conclusions: results highlighted the need to apply restorative justice and its practices in prisons as an alternative and innovative approach to conflict management, in prisoners' treatment pathways and the related difficulties and challenges in their application. However, scientific studies on this topic are limited and therefore further studies on the impact of RJ and RP in prison settings are needed
Indicações metodológicas para o ensino da Matemática presentes em livros que circularam em Minas Gerais na primeira metade do século XX: um estudo da biblioteca pessoal da professora Alda Lodi
No full textIn this dissertation, we report an investigation on the methodological indications for the teaching of Mathematics in primary school, in the first half of the 20th century, using as source books that compose the Alda Lodi Personal Library (BPAL). Alda Lodi (18982002), a teacher from Minas Gerais, worked for 70 years in education. She was chosen by the government of Minas Gerais as a member of the official commission of teachers who attended in 1927 a specialization in Teacher's College, Columbia University, in the United States. She was one of the founders of Escola de Aperfeiçoamento, in Belo Horizonte, where she taught "Methodology of Arithmetic", in order to prepare teachers for Primary Education. During her life she accumulated 1204 books, of which 338 are on Mathematics or on the teaching of Mathematics. We aimed to investigate the methodological indications for the teaching of Mathematics in the first half of the 20th century, using as a source books that make up the BPAL. To reach this goal, we have used some strategies: we related the books acquired by Alda Lodi to the pedagogical ideas that circulated in the period and we studied the tendencies for the teaching of Mathematics in primary school in the books of her personal collection. Our analysis lies in the first half of the twentieth century, when Alda Lodi worked directly with the training of mathematics teachers. We studied specially two works of the collection: The New Methods in Arithmetic, by Edward Lee Thorndike, and The Arithmetic of the New School, by Everardo Backheuser. The choice of these works was due to the fact that they deal directly with subjects related to Mathematics and reveal different educational perspectives. We also considered the presence of reader marks left by Professor Alda Lodi in these books as well as the existence of records about their acquisition in them. The main results of the research were the perception of differences between the ideas of the American writer and the Brazilian author, who participated in Catholic educational movements. Other differences were their views about the central role of the child in the teaching process, the aspects of the life of children that should be considered in teaching, and the coeducation of boys and girls.Nesta dissertação, relatamos uma investigação sobre as indicações metodológicas para o ensino de Matemática na escola primária, na primeira metade do século XX, utilizando como fonte livros que compõem a Biblioteca Pessoal Alda Lodi (BPAL). A professora mineira Alda Lodi (1898-2002) trabalhou ao longo de 70 anos dedicandose à educação. Foi escolhida, pelo governo de Minas Gerais, como membro da comissão oficial de professores que cursaram, em 1927, especialização no Teacher´s College, da Universidade de Colúmbia, nos Estados Unidos. Foi uma das fundadoras da Escola de Aperfeiçoamento, em Belo Horizonte, onde lecionou Metodologia da Aritmética, formando professoras para o Ensino Primário. Acumulou, ao longo de sua vida, 1204 livros, dos quais 338 obras versam sobre Matemática, ou sobre o ensino de Matemática. Objetivávamos investigar as indicações metodológicas para o ensino de Matemática na primeira metade do século XX, utilizando como fonte livros que compõem a BPAL. Para atingir esse objetivo, lançamos mão de algumas estratégias, dentre as quais relacionar os livros adquiridos por Alda Lodi ao ideário pedagógico que circulava no período e desprender dos livros do acervo pessoal da professora Alda Lodi as tendências para o ensino de Matemática na escola primária. Tomamos como recorte temporal a primeira metade do século XX, período em que a professora trabalhou de forma mais direta com a formação de professores de Matemática. Empreendemos a análise de duas obras do acervo: The New Methods in Arithmetic, de Edward Lee Thorndike, e A Aritmética da Escola Nova, de Everardo Backheuser. A escolha dessas obras se deu por tratarem diretamente de assuntos ligados à Matemática, por conterem marcas de leitor deixadas pela professora Alda Lodi, por apresentarem registros da forma de aquisição e por apresentarem vinculações a diferentes vertentes pensamentos. Os principais resultados da pesquisa foram a verificação de diferenças entre as ideias do autor norte-americano e do autor brasileiro, ligado a movimentos educacionais católicos, quanto ao papel central da criança no processo de ensino, quanto aos aspectos da vida das crianças considerados no ensino e quanto à coeducação de meninos e meninas
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