October 7, 1999, Ohio University Board of Trustees Meeting Minutes

Meeting minutes document the activities of Ohio University\u27s Board of Trustees

Representaciones de género y plan lector en Chile: Estudio del corpus literario para primera infancia

El propósito de este trabajo es analizar las representaciones de género contenidas en textos literarios sugeridos por el Ministerio de Educación para los niveles transición I y II de Educación Parvularia[i] y primer año de Enseñanza Básica, y sus posibles implicancias en la construcción identitaria infantil. El diseño de la investigación se enmarca en el paradigma cualitativo con alcance descriptivo- interpretativo, y propone un análisis interdisciplinario para identificar los recursos semióticos que podrían configurar un discurso que mantiene y promueve estereotipos de género. Este análisis incorpora marcos conceptuales que abordan la literatura como medio de transmisión y creación de identidades, los estudios de representaciones de género significadas en elaboraciones simbólicas, visuales y discursivas que modelan la posición social de hombres y mujeres; y enfoques del desarrollo centrados en el estudio de las subjetividades en la infancia. Los resultados muestran que los textos literarios narrativos estudiados contienen signos recurrentes y códigos de identificación diferenciados para niñas y niños, los que se construyen desde una perspectiva de género tradicional, antagónica y binaria. En conclusión, los textos proponen opciones de lectura que tienden a sostener roles de género convencionales   [i] En Chile, la educación inicial, prescolar o en primera infancia es reconocida como Educación Parvulari

Representaciones de género y plan lector en Chile: Estudio del corpus literario para primera infancia

El propósito de este trabajo es analizar las representaciones de género contenidas en textos literarios sugeridos por el Ministerio de Educación para los niveles transición I y II de Educación Parvularia[i] y primer año de Enseñanza Básica, y sus posibles implicancias en la construcción identitaria infantil. El diseño de la investigación se enmarca en el paradigma cualitativo con alcance descriptivo- interpretativo, y propone un análisis interdisciplinario para identificar los recursos semióticos que podrían configurar un discurso que mantiene y promueve estereotipos de género. Este análisis incorpora marcos conceptuales que abordan la literatura como medio de transmisión y creación de identidades, los estudios de representaciones de género significadas en elaboraciones simbólicas, visuales y discursivas que modelan la posición social de hombres y mujeres; y enfoques del desarrollo centrados en el estudio de las subjetividades en la infancia. Los resultados muestran que los textos literarios narrativos estudiados contienen signos recurrentes y códigos de identificación diferenciados para niñas y niños, los que se construyen desde una perspectiva de género tradicional, antagónica y binaria. En conclusión, los textos proponen opciones de lectura que tienden a sostener roles de género convencionales   [i] En Chile, la educación inicial, prescolar o en primera infancia es reconocida como Educación Parvulari

Direct grammar instruction on enhancing writing skill.

This work focuses on Direct Grammatical Instruction as a didactic method to improve writing skills in the teaching of English as a Foreign Language (ILE). For the validity of the Direct Grammatical Instruction, a quantitative study was carried out with 52 students of level A2, in the Educational Unit "La Inmaculada", in the city of Latacunga. The participants were divided into two groups: the control group, made up of 13 girls and 12 boys, and the experimental group, made up of 15 girls and 12 boys. The application instrument was a booklet, which follows the principles of Direct Grammar Instruction and the 2016 Curriculum guidelines. The two groups were evaluated before (pretest) and after (posttest) the intervention in four dimensions: punctuation, spelling, vocabulary and paragraph construction.Este trabajo se enfoca en la Instrucción Gramatical Directa como método didáctico para mejorar las habilidades de escritura en la enseñanza de Inglés como Lengua Extranjera (ILE). Para la validez de la Instrucción Gramatical Directa, se realizó un estudio cuantitativo con 52 estudiantes de nivel A2, en la Unidad Educativa “La Inmaculada”, de la ciudad de Latacunga. Los participantes fueron divididos en dos grupos: el grupo de control, integrado por 13 niñas y 12 niños, y el grupo experimental, conformado por 15 niñas y 12 niños. El instrumento de aplicación fue un booklet, el cual sigue los principios de la Instrucción Gramatical Directa y los linemientos del Currículo 2016. Los dos grupos fueron evaluados antes (pretest) y después (postest) de la intervención en cuatro dimensiones: puntuación, ortografía, vocabulario y construcción de párrafos

Attitudes to Conflict Resolution in the English Classroom: An Action Research Study

To foster the development of conflict resolution skills in a group of tenth graders through a didactic unit and trace its influence on their attitudes to conflicts.This project was aimed at developing ‘The Peace Lecture’ (Decree 1038 of 2015) in an English class of Las Villas Public School. To do so, the researcher designed a didactic unit to promote the development of conflict resolution skills in five English lessons. The activities of the didactic unit sought to influence the students’ attitudes toward conflict resolution while reinforcing their communicative competence. The impact of those activities was explored through reflections the participants wrote at the end of every lesson. Regarding the type of study chosen, this research was based on a mixed paradigm with an action research approach. The data analysis showed that students tended to have attitudes in favor of peaceful coexistence. Therefore, it can be assumed that the participants developed new compromising attitudes or reinforced previous ones after carrying out the activities of the didactic unit. In other words, students probably became more aware of the existence of alternative responses to everyday conflicts.This project was aimed at developing ‘The Peace Lecture’ (Decree 1038 of 2015) in an English class of Las Villas Public School. To do so, the researcher designed a didactic unit to promote the development of conflict resolution skills in five English lessons. The activities of the didactic unit sought to influence the students’ attitudes toward conflict resolution while reinforcing their communicative competence. The impact of those activities was explored through reflections the participants wrote at the end of every lesson. Regarding the type of study chosen, this research was based on a mixed paradigm with an action research approach. The data analysis showed that students tended to have attitudes in favor of peaceful coexistence. Therefore, it can be assumed that the participants developed new compromising attitudes or reinforced previous ones after carrying out the activities of the didactic unit. In other words, students probably became more aware of the existence of alternative responses to everyday conflicts

Aesthetic campaigns and counter-campaigns. Jorge Luis Borges and a century of the Argentine detective story (1877-1977)

This cultural history of Argentine crime fiction involves a comprehensive analysis of the literary and critical traditions within the genre, paying particular attention to the series of ‘aesthetic campaigns’ waged by Jorge Luis Borges and others during the period between 1933 and 1977. The methodological approach described in the introductory chapter builds upon the critical insight that in Argentina, generic discourse has consistently been the domain, not only of literary critics in the traditional mould, but also of prominent writers of fiction and specialists from other disciplines, effectively transcending the traditional tripartite ‘division of labour’ between writers, critics and readers. Chapter One charts the early development of crime fiction, and contextualises the evolution of the classical and hardboiled variants that were to provide a durable conceptual framework for discourse in the Argentine context. Chapter Two examines a number of pioneering early works by Argentine authors, before analysing Borges’ multi-faceted aesthetic campaign on behalf of the ‘classical’ detective story. Chapter Three examines a transitional period for the Argentine crime genre, book-ended by the three Vea y Lea magazine-sponsored detective story competitions that acted as a vital stimulus to innovation among Argentine writers. It includes a substantial treatment of the work of Rodolfo Walsh, documenting his transition from crime writer and anthologist to pioneer of the non-fiction novel and investigative journalism traditions. Chapter Four examines the period in which the novela negra came to achieve dominance in Argentina, in particular the aesthetic counter-campaigns conducted by Ricardo Piglia and others on behalf of the hard-boiled variant. The study concludes with a detailed analysis of Pablo Leonardo’s La mala guita (1976), which is considered as a paradigmatic example of crime fiction in Argentina in this period. The final chapter presents conclusions and a summary of the dissertation, and recommendations for further research

El concepto de equivalencia

La equivalencia es un concepto medular en los estudios sobre traducción. Desde la perspectiva lingüística predominante en los años 1960 —momento en que la Traductología se erige en disciplina autónoma— hasta los enfoques filosófico-hermenéuticos del presente siglo, la equivalencia ha sido definida, problematizada y clasificada en varios niveles y por diversas escuelas y teorías. El abordaje de la traducción, y en particular de la equivalencia, supone hoy los aportes de —y las controversias con— los enfoques de otras disciplinas, como la Filosofía, la Antropología, los Estudios Culturales, la Economía, la Informática, etc. El presente artículo propone un recorrido cronológico desde su conceptualización como correspondencia biunívoca, absoluta y estática hasta que se superan las dicotomías (correspondencia formal/equivalencia semántica, equivalencia formal/equivalencia dinámica, equivalencia semántica/equivalencia funcional) y la equivalencia es entendida como una relación funcional, relativa y dinámica, una noción graduable entre dos extremos: un grado mínimo debajo del cual se ubican las inequivalencias y un grado máximo u óptimo que dependerá del objetivo de la traducción.Facultad de Humanidades y Ciencias de la Educació

Digital picaresque studies and the Academia Picaresca

This dissertation contributes to the Digital Humanities in general and to the study of the picaresque novel in particular. Its immediate goal is to coordinate and enhance the dialogue of scholars and readers of the picaresque. In order to accomplish this objective, I created an extensive digital bibliography and textual archive whose search capacity and structure were designed to host and foster dialogue among critics and lay readers alike. The bibliography and archive are presented in the form of a Zotero Group Library. Zotero is a free, downloadable software application that allows for the crowd-sourcing and collaborative annotation of primary and secondary references and texts by scholarly communities. The group library I have developed and begun to annotate (and which contains over 1900 works to date) represents a living medium of exchange and will always maintain its essential status as a collective work in progress. The dissertation’s objective is to cultivate order within the field, such that all who use the library will have a progressively better reading and research experience and thus feel empowered to make their own contributions to the ongoing dialogue. The technological infrastructure provided by this project will contribute to our shared endeavor as students, readers, and scholars of the picaresque. The dissertation’s Introduction discusses digital technology within a specialized scholarly community and attempts to demonstrate how digital tools can be successfully employed in traditional literary research and criticism. It is followed by two appendices: the first, a “user’s manual” for the library (its “Readme” file); the second, an automatically generated bibliography of the library’s current contents. This document is accompanied by two supplemental files, both of which represent exports of the Zotero library—one RDF (with notes but without files) and one CSV (with notes, in UTF-8 without BOM)