scholarly journals Co-Creation of Understanding. On a Literature Course in the Developmental Education System

2020 ◽  
Vol 25 (4) ◽  
pp. 71-80
Author(s):  
Z.N. Novlianskaya
Keyword(s):  
Secondary School ◽  
Developmental Education ◽  
World Literature ◽  
Literary Text ◽  
Creative Work ◽  
Developmental Learning ◽  
School Based ◽  
The World ◽  
History Of ◽  
Educational Paths

The article describes the theoretical grounds and structure of a literature course as a part of aesthetic education at school, based on the concept of developmental learning by D.B. Elkonin and V.V Davydov. This course became a first attempt to create a program from the first to the final year at school, which required finding a solution to a complicated problem of transferring the practice of developmental learning from primary to secondary school. The conception was innovative in that it considered literature as a part of Arts rather than Philology. The purpose of the course is to educate a cultured reader who would be able to engage in a text-mediated dialogue with an author. The course is based on the ‘author – literary text – reader’ relation (M.Bakhtin). It is shown that a child’s experience of creative work in literature (as the author) is essential for fostering the cultured reader. Learning happens through acquiring and interchanging the positions of the author, reader, critic and theorist, and furthermore, on different educational stages these positions play different roles in literature development of schoolchildren. The main educational paths are: “Readers’ practice and creative work of children” and “History of the world literature”.

An unusual succinate dehydrogenase gene mutation C in a case of laryngeal paraganglioma

2008 ◽  
Vol 123 (1) ◽  
pp. 141-144 ◽  
Author(s):  
R Garrel ◽  
P Raynaud ◽  
I Raingeard ◽  
C Muyshondt ◽  
Q Gardiner ◽  
...  
Keyword(s):  
Succinate Dehydrogenase ◽  
Gene Mutation ◽  
World Literature ◽  
Neuroendocrine Tumour ◽  
Genetic Mutations ◽  
Dehydrogenase Gene ◽  
The World ◽  
Thyroid Papillary ◽  
History Of ◽  
Succinate Dehydrogenase Mutation

AbstractObjective:To report a rare case of a laryngeal paraganglioma related to succinate dehydrogenase gene mutation C.Method:A case report and a review of the world literature concerning succinate dehydrogenase mutations and laryngeal paraganglioma are presented.Results:We identified a laryngeal paraganglioma in a 38-year-old woman, related to a very rare, deleterious in exon 4 of the succinate dehydrogenase mutation C. This mutation was a non-sense mutation: c.183G >A leading to p.Trp61X. No other neuroendocrine tumour was identified in this case, but a thyroid papillary carcinoma was concomitantly discovered and cured.Conclusion:To our knowledge, this is the first report in the world literature of laryngeal paraganglioma related to a succinate dehydrogenase mutation C. The case presented underlines the fact that every patient with paraganglioma should be tested for succinate dehydrogenase genetic mutations, even if a family history of paraganglioma is absent, in order to enable appropriate clinical management and to improve our knowledge of familial paraganglioma.

Inferior Vena Cava Aneurysm

Vascular ◽  
2009 ◽  
Vol 17 (5) ◽  
pp. 284-289 ◽  
Author(s):  
Karen Woo ◽  
Patrick Cook ◽  
Mohsin Saeed ◽  
Ralph Dilley
Keyword(s):  
Case Report ◽  
Natural History ◽  
Inferior Vena Cava ◽  
World Literature ◽  
Inferior Vena ◽  
Surgical Intervention ◽  
Vena Cava ◽  
The World ◽  
History Of ◽  
Embryologic Development

Aneurysms of the inferior vena cava (IVC) are exceedingly rare; less than 50 cases have been reported in the world literature. Owing to the paucity of data regarding the natural history of IVC aneurysms, there is no consensus on their treatment. This case report describes the evaluation of an IVC aneurysm in a 56-year-old male, briefly discusses the embryologic development of the IVC, and revisits the question of whether surgical intervention is indicated in these patients.

Manic Depressive Illness in Adolescence and Childhood: Review and Case Report

1979 ◽  
Vol 24 (3) ◽  
pp. 255-263 ◽  
Author(s):  
Patrick G. Coll ◽  
Roger Bland
Keyword(s):  
World Literature ◽  
Depressive Illness ◽  
Manic Depressive Illness ◽  
Strong Family History ◽  
Affective Psychoses ◽  
Manic Depressive ◽  
French School ◽  
The World ◽  
History Of ◽  
Anglo American

The literature on this topic from its inception by Kraepelin is reviewed. While Kraepelin and the French school always recognized juvenile mania, the Anglo-American school has no such unanimity of opinion. Less than 100 cases are described in the world literature. In Canada affective psychoses are rarely diagnosed under age 10 and of all affective psychoses admitted to institutions less than 5% are under age 20. The differences between child and adult mania are outlined. It is proposed that manic-depressive illness occurs in children but is not diagnosed more often because of its dissimilar presentation to the adult form and doubts about its existence in childhood. The case history of a 14 year old boy who presented in a hypomanic state is described. There was a strong family history of affective disorder. Both his parents and his half-sister were already on lithium for manic-depressive illness.

scholarly journals A história da disciplina química (escolar) no currículo brasileiro

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Késia Caroline Ramires Neves ◽  
Maysa Braguini
Keyword(s):  
Secondary School ◽  
School Curriculum ◽  
History Of Chemistry ◽  
Learning And Teaching ◽  
Know How ◽  
School Based ◽  
School Subjects ◽  
New Information ◽  
History Of ◽  
Teaching Programs

Resumo: Pelos últimos 30 anos, alguns estudos históricos da educação brasileira têm mostrado como determinados saberes se tornaram propriamente escolares. Com essa perspectiva, esses estudos buscam conhecer como se dera a inclusão de disciplinas escolares em respectivos currículos, quais transformações elas sofreram ao longo dos anos, qual a importância que tiveram ou que ainda detém em todo esse contexto acadêmico-educacional. Então, partindo dessa premissa, este trabalho se propõe a analisar a história da Química como disciplina escolar. A questão norteadora é aquela muitas vezes levantada pelos alunos: por que estudar Química na escola? Sendo assim, buscar essa linha histórica de uma disciplina permitiu olhar de maneira diferente para ela e compreender as razões pelas quais se justifica sua aprendizagem e seu ensino. Em específico, para este trabalho, foram coletados dados de programas de ensino da escola secundária brasileira entre os anos de 1841-1930, suposto período da inserção da química na escola. Os resultados apontam para uma disciplina constituída por interesses externos e internos à escola, passando a fazer parte do currículo escolar em 1841, resultado esse que contrasta outros já publicados em literatura específica da área. Portanto, o trabalho vem ao encontro de contribuir com novas informações à área da Química escolar.Palavras-chave: História das Disciplinas Escolares. História da química. Química escolar.THE HISTORY OF THE CHEMISTRY DISCIPLINE (SCHOOL) IN THE BRAZILIAN CURRICULUMAbstract: For the last 30 years, some historical studies of Brazilian education have shown how certain knowledge have become properly school-based. With this perspective, these studies seek to know how the inclusion of school subjects in their curricula has been given, what changes they have undergone over the years, how important they have or still hold in this academic-educational context. Therefore, starting from this premise, this work proposes to analyze the history of Chemistry as a school discipline, or school subject. The guiding question is that often raised by students: Why study chemistry at school? Thus, seeking this historical line of a discipline has allowed us to look at it differently and to understand the reasons why its learning and teaching are justified. Specifically, for this work, data were collected from teaching programs of the Brazilian secondary school between the years of 1841-1930, supposed period of the insertion of chemistry in school. The results point to a discipline constituted by external and internal interests to the school, becoming part of the school curriculum in 1841, a result that contrasts others already published in specific literature of the area. Therefore, the work contributes to contribute with new information to the area of school chemistryKeywords: History of School Subjects. History of chemistry. School chemistry.

scholarly journals ИСПАНСКАЯ ТЕМА В РАССКАЗАХ Э. ХЕМИНГУЭЯ «ПОБЕДИТЕЛЬ НЕ ПОЛУЧАЕТ НИЧЕГО»

2019 ◽  
Vol 3 (93) ◽  
pp. 162-179
Author(s):  
Т.О. Разуменко
Keyword(s):  
World Literature ◽  
Ernest Hemingway ◽  
Lost Generation ◽  
Ordinary Life ◽  
The World ◽  
History Of ◽  
Inner World ◽  
Post War ◽  
Life Path ◽  
Main Components

Ernest Hemingway is a symbolic figure in the literature of the 20th century. His name and works entered the history of world literature forever. The purpose of the article is to characterize the way of opening the inner world and the emotional state of the characters, the psychology of the ‘lost generation’ in the interaction of its external and internal manifestations through the civil war inSpain. The article analyzes the stories ‘A clean, well-lighted place’, ‘A way you’ll never be’, ‘The light of the world’. The heated atmosphere of the ‘bloody decade’ introduced new themes into the writer's work.Spainbecame a ‘moment of truth’ for E. Hemingway. He feels the inevitability of the coming world war. E. Hemingway expressed himself inSpaincompletely as an artist, and as a citizen. All the characters of his stories are simple people, men and women, unemployed, traumatized by war, looking for their place in the post-war world (a cook, a lumberjack, Indians, prostitutes etc.). Endless humor, laughter, self-irony, joke, and sometimes bitter laughter help them to stand and find their place in life. The ‘code’ of light, purity, and peace are universally introduced into all writer's works. In the personality of his characters there is much in common, unifying them with all the differences in appearance and life path, and above all, hopelessness and disappointment, indifference to life in general, and the most terrible is their loneliness. The utmost frankness and genuineness of soul movements, the combination of morals, history, nature with the chronicle of only human destiny, are exceptionally bright creative personalities of E. Hemingway, who describes his characters. In our work we came to the conclusion that the characters of the stories about the war years inSpain‘A clean, well-lighted place’ (about a lonely old man), ‘A way you’ll never be’ (about the war), ‘The light of the world’ (the sad and ironic story about prostitutes who remembered the past) anyway are rejected by a prosperous society. Hopelessness, dark state of the soul of ‘lost generation’ are combined with the belief in the ‘ordinary’ life without the war for the characters of E. Hemingway’s stories. Light and dignity are the main components of a person’s peaceful life, the confession of a person who got out of the abyss and survived during the war, but who lost the sense of life in peacetime, they are distinguishing features of many characters in military conflicts.

scholarly journals Jüri Talveti filoloogiline teekond: hispaaniakeelsest maailmast Eestisse ja tagasi / Jüri Talvet’s Philological Journey: from the Spanish-speaking World to Estonia and Back

2017 ◽  
Vol 14 (17/18) ◽  
Author(s):  
Rein Veidemann
Keyword(s):  
World Literature ◽  
Comparative Method ◽  
Albert Camus ◽  
Creative Work ◽  
Spiritual Journey ◽  
Michel De Montaigne ◽  
Spanish Speaking ◽  
The World ◽  
Literary Cultures ◽  
Initial Source

Teesid: Artikkel esitab bio-bibliograafilise ülevaate luuletaja, esseisti, kirjandusteadlase, tõlkija ning õppejõu Jüri Talveti (s 1945) loomingulisest teest. Talveti kui erakordselt laiahaardelise loomingulise isiksuse panus hispaaniakeelse kirjandusruumi vahendamisel ja uurimisel Eestis on jätnud püsiva jälje. Tema viljeldava komparativismi keskmeks olev võrdlus ei piirdu üksnes võrreldavate objektidega, vaid viib põimumiste ja mõjutuste väljaselgitamisele ning uue sünteesini. Niisugune lähenemine võimaldab Talvetil esitada mitmeid eesti kirjanduskultuuri keskseid autoreid ja teoseid maailmakirjanduslikus kontekstis. Luuletajana esindab Talvet hingestatud intellektuaalsust, milles intertekstuaalsed osutused toimivad kultuuridevahelise sillana. The article presents a bio- and bibliographical overview of the creative work of Jüri Talvet (born in 1945) – a poet, essayist, literary scholar, translator and university professor. The creative scope of Talvet is exceptionally wide and his decades-long contribution to the mediation and exploration of the Spanish-speaking literary space in Estonia has left permanent traces. The comparative method cultivated by Talvet does not border merely on the literary texts considered but lead to the establishment of reciprocal impact and a new level of synthesis. Terms such as “symbiosis”, “symbiotic unity” and “synthesis” play an important role in Talvet’s contemplations of life, literature and culture; they are not only part of his epistemological ’toolkit’ but also represent a relation of value. In the semiotic approach such discourse may be viewed as the replacement of binary structure with a ternal one, a change elaborated already by Talvet’s most famous colleague Juri Lotman in 1992 when his intellectual testament Culture and Explosion was published: “Ternal structures retain certain values of the previous period by shifting them from the periphery into the centre.” For Talvet “the greatest literature of all times” has a symbiotic basis. Talvet’s approach to different literary cultures has enabled him to present several central authors of Estonian literary culture and their work in the context of world literature. One of the most outstanding results of such process is the re-discovery and re-conceptualization of the personality and the creative work of Juhan Liiv. Talvet’s method follows the theories of Mikhail Bakhtin and Juri Lotman, the essays of Michel de Montaigne’ and the 20th century existentialists Miguel de Unamuno, Albert Camus and Jean-Paul Sartre. Talvet’s “philological journey” is reflected best in his compilation and editing of the Spanish-Estonian Dictionary that was published in 1983. The other part of Talvet’s oeuvre is his mental and spiritual journey in which the philological undercurrent layer formed in Estonian, Spanish, Catalan and also in English performs as a threshold into literary cultures in the Estonian and other languages of the world. Everything based on it deserves deep respect: Talvet’s time as the lecturer and since 1992 the professor of world literature at the University of Tartu, his school of comparative literary research, founding of the Estonian Association of Comparative Literature together with international conferences and multi-language scholarly journal Interlitteraria; his essays carried by the ideas of enlightenment and spiritualism; his creative philosophical and poetic work, and his noteworthy research of Estonian literature highlighting the best creative works and their authors within the framework of world literature. From this aspect it is symptomatic that Talvet as a literary scholar completed his opus magnum in 2012, when the monograph on Juhan Liiv’s poetry was published. In the gallery of great Estonian learned men, poets and translators, the great predecessors of Talvet are Gustav Suits, Johannes Semper and Ants Oras. The intellectual affinity between Talvet and his friend Ivar Ivask is even more intense. “To understand “periphery” as a wider unit that is no less important from the intellectual aspect than the “centre”” – this is how Talvet summarises Ivask’s mission as a poet, an intellectual and the mediator of Estonian literature in the consciousness of the world (Talvet 2003: 524). This applies also to Talvet’s own spiritual and intellectual journey. In 2005, a collection of articles and essays of more than five hundred pages carries a poetic title The Irrefutable Border (Tõrjumatu äär), referring to the inevitability of crossing borders and multiple meanings of the proximity of the border. In Estonian poetry Talvet has positioned himself as a spiritually intellectual poet where intertextual manifestations act as an intercultural bridge. Yet the initial source of tension forming the basis of his imagery is still an individual’s emotionally experienced life. It corresponds to Talvet’s conception of genuine spirituality that “emerges from the depth of life [---] creates itself anew, does not let itself be “summarised” as complete or definite.”

scholarly journals COMPARATIVE ANALYSIS OF MYTHOLOGICAL NAMES AND MYTHOLOGISMS IN THE ENGLISH AND UZBEK LITERATURE

2021 ◽  
pp. 3-21
Keyword(s):  
Fairy Tales ◽  
World Literature ◽  
Human Life ◽  
Distinctive Features ◽  
The World ◽  
History Of ◽  
Similarities And Differences ◽  
Social Views ◽  
The Universe ◽  
Positive Character

It is surprising that in English and Uzbek folklore and literature there are similarities in the expression of mythological images, despite the fact that they are from different language systems and different continents far from each other. British folklore is rich in a variety of images, which, with their distinctive features, have a place not only in English but also in world literature. Such images are distinguished by their versatility and have both negative and positive character traits. No matter which world literature we look at, we can find the translation of myths, legends, and fairy tales in that language which is the indication of how important role such images have in the world literature. The terms mythology, myth, and mythological names are defined differently in various sources. The types of mythological names, on the other hand, have been classified differently as a result of the research carried out by different researchers, each of which has been studied and analyzed comparatively. Studies have concluded that mythology was formed as a system of primitive worldviews and encompassed the philosophical, moral, and social views of our ancestors, the simplest scientific interpretations of the universe and human life, as well as the art of speech, rituals, and various forms of mythological thinking. This article provides a description of the terms myth, mythology and mythological names, their classification by various researchers, as well as information about mythological images in English and Uzbek literature, and comments on their classifications. In particular, information on the history of its emergence, the appearance of the image of witches, elves, giants, trolls, goblins in English myths and fairy tales in different forms and purposes is given. The mythological images of birds and dragons in both English and Uzbek literature have been studied comparatively. The reflections on their similarities and differences in English and Uzbek literature have been analyzed.

scholarly journals AN ANALYSIS OF MATERIALS IN A STUDENT TEXTBOOK AT SECONDARY SCHOOL IN 8th GRADE

2019 ◽  
Vol 5 (2) ◽  
pp. 123-129
Author(s):  
Raja Daud Simorangkir ◽  
Tumiur Ririn Afriani Naibaho ◽  
Pennalia Sinambela ◽  
Chyntia Tiodora Panjaitan
Keyword(s):  
Secondary School ◽  
English Education ◽  
English Text ◽  
Learning Material ◽  
Text Book ◽  
The Third ◽  
School Based ◽  
The World ◽  
8Th Grade ◽  
Text Interaction

Learning English is very important for education because English is one of the most used language in the world. This paper was conducted to students 8th secondary school. The findings of the English On Sky 2 By Erlangga to find out whether be English text book use for the secondary school. This book developed the skills suggested by the school-based curriculum and communicative exercises. The second book is Bahasa Inggris Communicative English in Context by Grafindo. This book discusses written and interpersonal text interaction learning material. The third book is When English Rings a Bell by PT Gramedia. In this book students are invited to boldly seek other learning resources available and within reach.. After learn these books the students can increase their knowledge about English education.

scholarly journals Thinking Across Hemispheres: Further notes on Oversights and Blind Spots in Disciplinary African Studies

Afrika Focus ◽  
2018 ◽  
Vol 31 (2) ◽  
pp. 11-22
Author(s):  
Premesh Lalu
Keyword(s):  
Cold War ◽  
African Studies ◽  
Creative Work ◽  
Area Studies ◽  
The World ◽  
History Of ◽  
Nationalist Sentiment ◽  
Sustained Effort ◽  
The Cold War ◽  
Blind Spots

In the midst of ever-hardening nationalist sentiment across the world, the humanities may need to recall its long history of thinking across hemispheres. In such balkanised times, we may have to rethink the work that a hermeneutics of suspicion performs for a critical humanities as well as how Africa is bound to particular configurations of area studies that emerge out of the geopolitical distributions of knowledge during the Cold War. To the extent that we might develop a history of a critical humanities across hemispheres, this paper asks what it might mean to return to a concept of freedom formed through a sustained effort at reckoning with the worldliness specific to the anti-colonial struggles in Africa. There, a critical humanities may discover the sources of a creative work in which Africa is not merely bound to the binary of blind spots and oversights, but functions as that supplement which gives itself over to a liveable future.

scholarly journals ON THE HISTORY OF DANTE’S TRANSLATIONS INTO RUSSIAN IN THE EPOCH OF MODERNISM: TRANSLATION OF «THE DIVINE COMEDY» BY V. BRUSOV

2019 ◽  
pp. 258-268
Author(s):  
NATALIA POPOVGA-ROGOVA
Keyword(s):  
World Literature ◽  
Divine Comedy ◽  
The World ◽  
The Divine Comedy ◽  
History Of ◽  
Russian Modernism ◽  
Translation Methods

The author examines a few excerpts from Inferno (Cantos III and V) translated into Russian by V. Brusov, both in the context of perception of «The Divine Comedy» by Dante in Russia, and from the viewpoint of verse translation methods’ evolution. The text’s analysis on the metric level gives evidence of V. Brusov’s search for new poetic forms, both through renewing and overriding the world literature classical examples, which is typical for Russian modernism of early XX century.

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