269 research outputs found
Confusões de escala e espelhamentos em Instantâneo da desmedida, de Vilma Arêas
No full textThis article aims to analyze the mirroring present in “Instantâneo da desmedida,” the penultimate text in Um beijo por mês (2018), by Vilma Arêas. By locating her character in an art gallery with photographs of diferente scales, the author enables an endless game capable of generating reflections around literary art itself, since the arrangement of objects articulates occurrences that disturb the spectator, confusing her as to the real scale of scenes and spaces, like the “snapshots” of Arêas's volume. Based on these considerations, we highlight mise en abyme as one of the foundations of Vilma Arêas' writing. To this end, the proposal for a possible analysis of the mentioned text is launched here from the formulations of Lucien Dallenbach (1979; 1977; 1972), among other theorists. Furthermore, André Malraux's (2006; 1996) reflections on the imaginary museum will help in the discussion.Este artículo busca analizar el reflejo presente en Instantâneo da desmedida, penúltimo texto de Um beijo por mês (2018), de Vilma Arêas. Al crear un personaje que, en una visita a una galería de arte, se encuentra con fotografías de diferentes escalas, el autor permite un juego abismal capaz de generar reflexiones en torno al arte literario, ya que la disposición de los objetos articula acontecimientos que perturban a la espectadora, confundiéndola en cuanto a la escala real de escenas y espacios, como las "instantáneas" del volumen de Arêas. En base a estas consideraciones, destacamos mise en abyme como uno de los fundamentos de la escritura de Vilma Arêas. Con este fin, la propuesta para un posible análisis del texto mencionado se lanza aquí a partir de las formulaciones de Lucien Dallenbach (1979; 1977; 1972), entre otros teóricos. Además, las reflexiones de André Malraux (2006; 1996) sobre el museo imaginario ayudarán en la discusión.Este artigo busca analisar o espelhamento presente em Instantâneo da desmedida, penúltimo texto de Um beijo por mês (2018), de Vilma Arêas. Ao criar uma personagem que, em visita a uma galeria de arte, depara-se com fotografias de diferentes escalas, a autora possibilita um jogo abismal capaz de gerar reflexões em torno da própria arte literária, uma vez que o arranjo dos objetos articula ocorrências que perturbam a espectadora, confundindo-a quanto à real escala das cenas e espaços, tais como os “instantâneos” do volume de Arêas. Com base nessas considerações, salientamos a mise en abyme como uma das bases de produção da escrita de Vilma Arêas. Para tanto, lança-se aqui a proposta de uma análise possível ao texto mencionado a partir das formulações de Lucien Dallenbach (1979; 1977; 1972), entre outros teóricos. Ademais, as reflexões de André Malraux (2006; 1996) acerca do museu imaginário auxiliarão na discussão
Suspension of boundaries: transdifferentiation in Vilma Vukelić’s memoirs. A contribution to the retention of Austrian literature and culture in post-1918 Croatia
No full textThe memoirs of the Croatian-Austrian author Vilma Vukelić capture the identity of the city of Osijek at the turn of the 19th and the 20th centuries, as well as the personal identity of the author, who is first portrayed as a child and then as a young girl, Vilma. Earlier analyses of the text were based on multicultural perspectives which provide only a superficial insight into the complex processes of identity formation as it is described in Tragovi prošlosti (the original title: Spuren der Vergangenheit). The article thus presents the culturalist concept of transdifference developed by Breinig and Lösch. The core of the concept is a process of identity formation which flows through differences while suspending the imposed binary structure, without revoking them. The method has proved to be effective and brought a new perspective on belonging and alterity in the multicultural imperial setting
Epätavallisesta takaisin tavalliseen : Donald Trump ja Joe Biden Helsingin Sanomien uutisissa ennen Yhdysvaltain presidentinvaaleja 2020
No full textYhdysvaltojen presidentinvaalit olivat tiiviisti seurattu uutistapahtuma suomalaisessa mediassa vuonna 2020. Vaalien kiinnostavuutta lisäsi muun muassa maailmanlaajuinen koronaviruspandemia sekä kaksi erilaista ehdokasta, vahvasti mielipiteitä jakava Donald Trump sekä Barack Obaman entinen varapresidentti Joe Biden.
Tutkielman tavoitteena on selvittää, miten vuoden 2020 presidentinvaalien ehdokkaista Trumpista ja Bidenistä puhutaan Helsingin Sanomissa. Analyysin kohteena on 16 uutisartikkelia kahdelta viikolta ennen vaalipäivää. Tutkin uutisia siksi, että niiden odotetaan olevan neutraalin asiapitoisia, eikä niissä tuoda esiin kirjoittajan omaa mielipidettä kuten esimerkiksi kolumneissa. Pyrin kriittisen diskurssianalyysin keinoin selvittämään, millä tavoin Trump ja Biden representoidaan HS:n uutisissa, ja minkälaisia diskursseja representaatioiden kautta on havaittavissa.
Aineistosta nousi neljä diskurssia: piittaamaton ja taitamaton Trump sekä tavallinen ja ennakkosuosikki Biden. Diskursseissa Trump on epäonnistunut koronapandemian hoidossa Yhdysvalloissa, ja hän turvautuu usein valheisiin saadakseen itsensä näyttämään paremmalta. Biden kuvataan tavallisena, turvallisena ja riskittömänä ehdokkaana Trumpiin verrattuna. Bidenin kerrotaan olevan ennakkokyselyissä johdossa, ja hänen voittonsa kuvataan kyselyjen kautta todennäköisenä.unknown accessibilityei tietoa saavutettavuudest
Co-constructing globalizing music education through an intercultural professional learning community - A critical participatory action research in Nepal
No full textThis doctoral dissertation addresses the increasing diversity in globalising 21st-century
societies through an intercultural, inter-institutional critical participatory action
research (PAR) project that engaged music educators and teacher educators from
Finland and Nepal in collaborative learning. The inquiry is based on a social and educational vision according to which collaborative learning across national and institutional borders is seen as a powerful way for music teacher education to respond to the
growing challenges of diversity. The PAR design highlights a more democratic, inclusive,
and balanced approach to research and, as such, aims to challenge the Western
hegemony in academic knowledge production. The inquiry is furthermore based on
the conviction that the need for decolonising music teacher education is both real and
imminent and can be effectively addressed through creating collaborative learning
opportunities for educators from diverse backgrounds. Following the works of Arjun
Appadurai, we should consider the right to research a universal right, and by inclusively
expanding its reach we can provide opportunities to navigate through different
knowledge paths and realize the potential to rejuvenate music teacher education
practices and research both locally and globally.
The inquiry was guided by the following research questions: 1) What kinds of potentials
and constraints does critical collaborative intercultural educational development
work hold for a) music educators’ professional development, b) music teacher
education practices and, c) music education scholarship? 2) What kinds of politics
were involved in the critical intercultural educational development work between the
Finnish and Nepali music educators and researchers? These research questions were
answered in three peer-reviewed, single and co-authored articles published in international
publications, each guided by their own sub-questions; the complete texts
can be found in the appendices of this summary. The empirical material of this inquiry
was generated from 2013- 2019 during the process of manifold collaborative activities
among Finnish and Nepali music educators working towards educational devel-
opment at individual, institutional, and global levels. The analysis utilises theoretical
lenses from the disciplines of music and music teacher education research, intercultural
(music) education research, professional learning, and organizational studies.
Article I illustrates how intercultural collaborative educational work is inevitably
shaped by the affective actions and organisational micropolitics that are inherent
to the process of the participating educators’ professional re-invention. The article
points out the necessity of incorporating the emotional dimensions of educators’ lives
as central elements in any educational development work. Article II scrutinizes the
Finnish-Nepali collaboration through the theoretical lenses of a professional learning
community (PLC), and, explores how the features of PLC acted as catalysts or constraints
in the process of intercultural educational development work. Further to that
point, article II illustrates the nature of learning that took place in the intercultural
PLC and argues that collaborative learning should be embedded in the institutional
structures of music teacher education. Article III explores the ambivalent duality in
the risk of manifesting colonial power during such work, and the potential for the
transformation of professional identity omnipresent in intercultural dialogues. The
findings of article III highlight the potential for epistemic reflexivity in such intercultural
interactions, but similarly illustrate how the colonial setting inevitably frames
the dialogue and leaves the politics of reflexivity open, with no final answers being
proffered.
The discussion then expands upon the potentials and constraints of the critical collaborative
intercultural educational development work for music educators’ professional
learning, professional education, and research. Leaning on the work of Gert
Biesta, it argues that ensuring music teaching that is educational requires supporting
music educators to take a stance as critical knowledge workers that are supported
in developing ethically engaged music teaching practices through research. The discussion
emphasises that the efforts of co-constructing globalizing music education
call for developing trust on multiple levels. Music educators need support to develop
trust in their own abilities in uncertain situations, and they need to be seen as trusted
active agents of change within their institutions. The institutional development
in music teacher education calls for developing systematic collaborative practices
that support the ability of music teacher institutions to act as innovative knowledge
communities, both locally and globally. Moreover, it is argued that music education
research would benefit from developing trust in multivoiced knowledge production,
which would be supported by critical, participatory, and interdisciplinary research
approaches. Finally, the discussion offers a vision for a 21st-century globalizing music
education, in which music education is elevated by providing music educators
opportunities for ongoing critical collaborative professional learning in institutions
that can be characterized as innovative knowledge communities. This vision highlights
the belief that engaging practitioners in critical, multivoiced, and collaborative
research can provide a compelling environment for rejuvenating research ideas,
and also contribute meaningfully to co-constructing the future of music education.
The research has been conducted as part of a larger research project, “Global visions
through mobilizing networks: Co-developing intercultural music teacher education
in Finland, Israel, and Nepal”.Tässä artikkelimuotoisessa väitöskirjassa raportoidaan kulttuurien ja instituutioiden
välinen kriittinen, osallistava toimintatutkimus (PAR), joka käsittelee globalisoituvien
2000-luvun yhteiskuntien lisääntyvää monimuotoisuutta. Tutkimuksessa
tarkastellaan musiikin opetuksen ja tutkimuksen käytäntöjä ja niiden kehittämisen
mahdollisuuksia ja haasteita suomalaisten ja nepalilaisten musiikinopettajien ja
opettajankouluttajien yhteistoiminnallisen ammatillisen kehittymisen ja oppimisen
prosessin kautta. Tutkimus perustuu sosiaalis-kasvatukselliseen näkemykseen,
jonka mukaan kansalliset ja institutionaaliset rajat ylittävä, kollaboratiivinen oppiminen
nähdään tapana vastata monimuotoisuudesta aiheutuviin haasteisiin musiikinopettajien
koulutuksessa, opettajien ammatillisen kehittymisen prosesseissa sekä
musiikkikasvatuksen tutkimuksessa. PAR-malli korostaa demokraattisempaa, osallistavampaa
ja tasapainoisempaa lähestymistapaa tutkimukseen ja pyrkii sellaisenaan
haastamaan länsimaista hegemoniaa akateemisen tiedon tuottamisessa. Lisäksi
tutkimuksen taustalla on käsitys musiikinopettajien koulutuksen dekolonisaation
tarpeesta, johon voidaan vastata muun muassa luomalla yhteistyömahdollisuuksia
erilaisista taustoista peräisin oleville kouluttajille. Työ kiinnittyy Arjun Appadurain
teorioihin, joiden mukaan oikeus tutkimukseen ja tutkittuun tietoon on yleismaailmallinen
perusoikeus. Inklusiivisuus akateemisessa tiedontuotossa ja tutkimuksellisen
osaamisen kehittäminen mahdollistavat koulutus- ja tutkimuskäytäntöjen uudistamisen
sekä paikallisesti että globaalisti.
Tutkimusta ovat ohjanneet seuraavat tutkimuskysymykset: 1) Millaisia mahdollisuuksia
ja haasteita kriittinen, kulttuurienvälinen koulutuksen kehittämistyö sisältää
a) musiikinopettajien ammatilliselle kehitykselle, b) musiikinopettajien koulutuskäytännöille
ja c) musiikkikasvatuksen tutkimukselle? ja 2) Millaista politiikkaa
liittyy suomalaisten ja nepalilaisten musiikinopettajien ja tutkijoiden kriittiseen,
kulttuurienväliseen koulutuksen kehittämistyöhön? Tutkimuskysymyksiin vastattiin
kolmessa vertaisarvioidussa artikkelissa, jotka on julkaistu kansainvälisissä jul-
kaisuissa. Kutakin artikkelia ohjasivat erityiset alakysymykset. Tutkimuksen empiirinen
aineisto syntyi kriittisessä toimintatutkimuksessa vuosina 2013–2019, jonka
puitteissa suomalaiset ja nepalilaiset musiikinopettajat työskentelivät kohti koulutuksen
kehittämistä yksilöllisellä, institutionaalisella ja globaalilla tasolla. Analyysissä
hyödynnetään teoreettisia linssejä musiikin ja musiikinopettajien koulutuksen,
kulttuurienvälisen (musiikki)kasvatustutkimuksen, ammatillisen oppimisen ja
organisaatiotutkimuksen aloilta. Artikkelissa I analysoidaan, kuinka kulttuurienvälistä
ja yhteistyöhön perustuvaa koulutusyhteistyötä väistämättä värittävät erilaiset
sosio-emotionaaliset ulottuvuudet, jotka asettavat tietyt reunaehdot osallistuvien
opettajien ammatillisen kehittymisen prosesseille. Analyysissa nostetaan esiin tarve
sisällyttää emotionaaliset ulottuvuudet keskeisiksi tekijöiksi missä tahansa koulutuksen
kehittämistyössä. Artikkelissa II tarkastellaan Suomen ja Nepalin välistä yhteistyötä
ammatillisen oppimisyhteisön (PLC) käsitteen näkökulmasta ja tutkitaan,
miten PLC:n ominaisuudet toimivat katalysaattoreina tai haasteina kulttuurienvälisessä
koulutuksen kehittämistyössä. Artikkeli II havainnollistaa suomalais-nepalilaisessa
kulttuurienvälisessä PLC: ssä tapahtunutta oppimisen luonnetta. Artikkeli III
tarkastelee episteemisen refleksiivisyyden mahdollisuutta kulttuurienvälisessä ammatillisessa vuorovaikutuksessa ja analysoi, kuinka kolonialismi väistämättä värittää
interkulttuurista dialogia. Tämä kaksitahoisuus on leimallista kulttuurien väliselle
koulutuksen kehittämistyölle, jossa refleksiivisen politiikan kysymykset jäävät avoimeksi.
Tiivistelmän diskussio laajentaa ymmärrystä kriittisen, kollaboratiivisen ja kulttuurienvälisen
koulutuksen kehittämistyön mahdollisuuksista sekä haasteista musiikinopettajien
ammatilliselle oppimiselle, ammatilliselle koulutukselle ja tutkimukselle.
Gert Biestaa mukaillen väitöskirja argumentoi, että kasvatuksellisesti mielekkään
musiikinopetuksen varmistaminen edellyttää, että musiikinopettajat nähdään kriittisinä
tietotyöntekijöinä, joita tutkimuksellisuuteen kannustamisen avulla tuetaan
eettisesti sitoutuneiden musiikin opetuskäytäntöjen kehittämisessä.Työn päätelminä
esitetään, että globalisoituvan musiikkikasvatuksen jaettu kehittämistyö edellyttää
luottamuksen kehittämistä yksilöllisellä, institutionaalisella sekä globaalilla ta-
solla. Yhtäältä musiikinopettajat tarvitsevat tukea kehittääkseen luottamusta omiin
kykyihinsä muuttuvissa toimintaympäristöissä, ja heidät olisi nähtävä luotettuina,
aktiivisina muutoksen tekijöinä omissa organisaatioissaan. Toisaalta musiikinopettajakoulutuksen
kehittäminen edellyttää järjestelmällisten yhteistyökäytäntöjen
kehittämistä, jotka tukevat musiikin opettajakoulutuslaitosten kykyä toimia innovatiivisina
tietoyhteisöinä sekä paikallisesti että maailmanlaajuisesti. Lisäksi työssä
argumentoidaan, että musiikkikasvatuksen tutkimukselle olisi hyötyä luottamuksesta
moniääniseen tiedon tuotantoon, jota tuetaan kriittisillä, osallistavilla ja tieteidenvälisillä
tutkimusmenetelmillä. Lopuksi väitöskirja esittää vision globaalista
2000-luvun musiikkikasvatuksesta, jossa musiikkikoulutusta kehitetään tarjoamalla
musiikinopettajille mahdollisuuksia jatkuvaan, kriittiseen ja yhteistyöhön perustuvaan
ammatilliseen oppimiseen organisaatioissa, joita voidaan luonnehtia innovatiivisiksi
tietoyhteisöiksi. Visio korostaa uskoa siihen, että toimijoiden osallistaminen
kriittiseen, moniääniseen tutkimukseen tarjoaa houkuttelevan ympäristön rohkeille
tutkimusideoille ja samalla myötävaikuttaa merkittävästi kasvatuksellisesti mielekkään
musiikin koulutuksen ja tutkimuksen tulevaisuuden rakentumiseen. Tutkimus
on toteutettu osana laajempaa tutkimushanketta “Globaaleja visioita verkostoitumalla”.fi=ei tietoa saavutettavuudesta|sv=okänd tillgänglighet|en=unknown accessibility
Aplicación de las metáforas y la realidad virtual en bibliotecas: El proyecto VILMA
No full textThe evolution of user interfaces has been mainly guided by a single principle: the challenge of approximating the design model of the system to the user. During the last years a new trend has been arising in the user interface design field: the virtual reality, that it can be considered as a natural progress in the human computer interaction evolution.Digital libraries can take advantage of virtual reality as VILMA (VIrtual Library with a Multi-layer Architecture) does. This digital library uses the traditional library metaphor. (Author)La evolución de las interfaces de usuario se ha guiado básicamente por un principio: el reto de aproximar el modelo de diseño del sistema al usuario. En los últimos años se ha ido desarrollando una nueva tendencia en el diseño de las interfaces de usuario, la realidad virtual, que puede ser considerada como una progresión natural en la evolución de la interacción persona-ordenador. Las bibliotecas electrónicas pueden aprovecharse de las ventajas de la realidad virtual como lo hace VILMA (VIrtual Library with a Multi-layer Architecture). Se presenta esta biblioteca electrónica, que utiliza la metáfora de la biblioteca tradicional mediante el uso de la realidad virtual. (Autor
Diálogos intertextuais e traços memorialísticos em A solidão mais funda, de Ângela Vilma
No full textABSTRACT: This article analyzes the poetic production of the book A solidão mais funda, by the author from Bahia Ângela Vilma, from the perspective that there are two movements in the work. In the first, there are poems that try to dialogue with canonical authors, such as Fernando Pessoa, Cecília Meireles, Vinícius de Moraes, Carlos Drummond de Andrade, Manuel Bandeira, among others. In the second, there is a memorialistic trace, heir above all from Herberto Sales, an author whose work the poet had read since her adolescence. For this, we use the concepts of remembrance and reminiscence of Walter Benjamin (1892-1940), according to which the writer's act of remembering comes not only from his recollection, but also articulates memory and creative imagination, which is also treated by Gaston Bachelard (1884-1962). Thus, the poet starts from recollections, consciously or unconsciously: sometimes reconfiguring them according to the imagination of the lyrical self, sometimes fictionalizing them, making the reader live again their subjectivities.RESUMO: O presente artigo analisa a produção poética do livro A solidão mais funda, da autora baiana Ângela Vilma, sob a perspectiva de que existem, na obra, dois movimentos. No primeiro, poemas que ensaiam dialogar com autores canônicos, como Fernando Pessoa, Cecília Meireles, Vinícius de Moraes, Carlos Drummond de Andrade, Manuel Bandeira, entre outros. No segundo, está presente o traço memorialístico, herdeiro sobretudo de Herberto Sales, autor cuja obra a poeta lia desde a adolescência. Para isso, valemo-nos dos conceitos de recordação e reminiscência de Walter Benjamim (1892-1940), segundo o qual, o ato de lembrar do escritor provém não só de sua rememoração, como também articula memória e imaginação criativa, que também é tratado Gaston Bachelard (1884-1962). Assim, a poeta parte de rememorações, consciente ou inconscientemente: ora reconfigurando-as segundo a imaginação do eu-lírico, ora ficcionalizando-as, fazendo o leitor reviver suas subjetividades.
 
Heritage on stage : Music education lessons from folk musicians in Finland and Nepal
No full textThis chapter discusses the educational complexities and opportunities involved in incorporating diverse musical traditions, considered as intangible cultural heritages, into formal music education. The study contributes to decolonising music education by illustrating Nepali and Finnish professional folk musicians’ aesthetic, ethical, and cultural navigation in learning particular musical traditions and recontextualising them as contemporary performances. Findings suggest that holistic immersion in musical traditions through musicking carries the potential for enriching music learning; however, ethical engagement must accompany the processes. Furthermore, the educational potential of musical heritages cannot be realised unless music educators understand the territorial nature of such heritages, and interrogate the intertwined political, ethical, and aesthetic valuations that shape music education practices and policies. Thus, decolonising the future of music education to create an ethically and socially just space for diverse musics entails problematising hegemonies and stretching our epistemological understandings
"Analysis of adaptation process. ab ""grigeo"" case.
No full textANALYSIS OF ADAPTATION PROCESS AB “GRIGEO” CASE VILMA ULINSKĖ Bachelor thesis Management and business administration programme Vilnius University, Faculty of Economics and Business administration Supervisor – assoc. prof. dr. Roma Adomaitienė Vilnius, 2021 Summary 74 pages, 27 pictures, 8 tables, 41 references. The main purpose of this paper is, based on detailed literature analysis of adaptation process and tools applied, to adapt and use the knowledge, gained by this method, for researching the adaptation process of the selected company and providing practical suggestions for process improvement. The work consists of two main parts: literature analysis, the research, its results and proposals for process improvement. Literature analysis reviews the concepts of adaptation and socialization, their differences and similarities, examines in detail, the stages of the process presented by different authors and the tools used in it, identifies the benefits of the adaptation process and its tools for companies. After the literature analysis, author continued researching the adaptation process and tools of the selected company, by using interview and questionnaire methods. Information, received by interviewing Recruitment and Talent Acquisition Group Manager, was used to create questionnaires. 2 questionnaires were created: for employees, who are working in a company a year and less, and to their direct managers. The main purpose of the interview was to examine all segments of the adaptation process from the perspective of the Human Resources Department. The purpose of the questionnaires was to find out whether the adaptation process creates a system, and whether the tools used are effective. The performed research revealed that not all the tools are effective and even not used for part of employees, the process does not create a system. The conclusions and recommendations summarize the main concepts of literature analysis and the results of the performed research. Suggestions include practical proposals, created or renewed by the author, how to improve the process. Few of it are included in to the company HR Management Procedure
Diagnostics of neuroinfection caused by human herpesviruses using nucleic acid amplification methods
No full textof thesis Diagnostics of neuroinfection caused by human herpesviruses using nucleic acid amplification methods author: MUDr. Klára Labská supervisor: doc. MUDr. Vilma Marešová, CSc. In recent years, the diagnosis of neuroinfections has undergone a shift towards molecular biology methods. Our research focused on the predictive value of the capture of herpesvirus (HV) DNA in cerebrospinal fluid. In the first study, we examined the presence of DNA neurotropic herpes viruses (HSV1, HSV2, VZV and HHV6) in cerebrospinal fluid in immunocompetent patients with laboratory-confirmed tick-borne meningoencephalitis and enterovirus meningitis and meningoencephalitis. The control group consisted of patients with proven absence of an inflammation in the cerebrospinal fluid. Patients were followed for 6 months. The course of the disease and its consequences, including laboratory tests, were compared between groups of patients with and without the presence of HV DNA. In the second study, we tried to demonstrate the presence of HSV1 DNA in cerebrospinal fluid during its symptomatic reactivation in patients with purulent meningitis. In our group of immunocompetent patients with non-purulent inflammation in the cerebrospinal fluid, the proportion of HV DNA positive patients reached 7.5% (13 out of 173), we also..
Diagnostics of neuroinfection caused by human herpesviruses using nucleic acid amplification methods
No full textof thesis Diagnostics of neuroinfection caused by human herpesviruses using nucleic acid amplification methods author: MUDr. Klára Labská supervisor: doc. MUDr. Vilma Marešová, CSc. In recent years, the diagnosis of neuroinfections has undergone a shift towards molecular biology methods. Our research focused on the predictive value of the capture of herpesvirus (HV) DNA in cerebrospinal fluid. In the first study, we examined the presence of DNA neurotropic herpes viruses (HSV1, HSV2, VZV and HHV6) in cerebrospinal fluid in immunocompetent patients with laboratory-confirmed tick-borne meningoencephalitis and enterovirus meningitis and meningoencephalitis. The control group consisted of patients with proven absence of an inflammation in the cerebrospinal fluid. Patients were followed for 6 months. The course of the disease and its consequences, including laboratory tests, were compared between groups of patients with and without the presence of HV DNA. In the second study, we tried to demonstrate the presence of HSV1 DNA in cerebrospinal fluid during its symptomatic reactivation in patients with purulent meningitis. In our group of immunocompetent patients with non-purulent inflammation in the cerebrospinal fluid, the proportion of HV DNA positive patients reached 7.5% (13 out of 173), we also..
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