The Return of the Edwardians in Contemporary Fiction

My research stems from the hypothesis that a subgenre exists within the contemporary historical novel in English with a series of features that can be labelled as neoEdwardian and belong in a broader social and cultural phenomenon. Thus, trough the analysis of a series of recent novels set in the years prior to the First World War, this dissertation could contribute to the study of the relationship that we establish with the past, especially when History and fiction interact in novels. The main goals of this research are: 1. To delve into the state of the art of contemporary historical fiction in English. 2. To trace the state of the art of the neo-Edwardian novel, including a chronology of primary works and their evolution. 3. To analyse a series of primary works that could be considered neo-Edwardian and to obtain some common features. 4. To investigate critical concepts about our contemporary views on the past that can be related to this subgenre. 5. To contribute to the study of the neo-historical novel. In order to achieve this, a thorough examination of a selection of contemporary novels set in the Edwardian period is being carried out. The theoretical framework employed revolves around memory in contemporary fiction and the evolution of the historical novel in the 20th and the 21st centuries.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Displaying Mr Selfridge

Whereas, in literature a stream of recent bio-fictions have focused their efforts on resurrecting great Edwardian authors, the first season of Mr Selfridge (2013), based on Lindy Woodhead’s biography Shopping, Seduction & Mr Selfridge (2007), features a capitalist hero and constitutes an intriguing object of study which connects the present context with the history of England and of costume drama itself. Consequently, this paper will analyse the series in terms of how it relates to and differs from other representations of Edwardian characters, in an attempt to explore what the impulse lying behind Mr Selfridge’s filmic return could be.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Distinguishing neo-Edwardianism from neo-Victorianism

Ever since the 1930s, with Vita Sackville-West’s The Edwardians (1930), representations of the Edwardian period can be found in British fiction. However, those have evolved throughout the years, as neo-Edwardian novels seem to incorporate postmodern ideas and share more features with neo-Victorian fiction than with their rather conservative predecessors. Furthermore, some of these novels, in which the crucial parts of the action take place in the Edwardian era, start in the Victorian period. Aligned with current debates in historiography about periodization of the late nineteenth - early twentieth century, this paper aims to add a new point of view by analysing recent representations of the Edwardians in contemporary fiction through a close analysis of novels that could be called neo-Edwardian and show ways in which they collide with and differ from representations of the Victorians, as it is the case with Julian Barnes’s Arthur & George (2005) and Tracy Chevalier’s Falling Angels (2001) among others. In order to do so, it will be necessary to revisit Linda Hutcheon’s theories about postmodern historical fiction found in her Poetics of Postmodernism (1988) and reach recent critical trends like the ones appearing in Nicola Parsons and Kate Mitchell’s Reading Historical Fiction: The Revenant and Remembered Past (2013), which show an evolution away from historiographic metafiction. Also, the definition of neo-Victorianism provided by Ann Heilmann and Mark Llewelyn in Neo-Victorianism: The Victorians in the Twenty-First Century, 1999-2005 (2010) will be essential to articulate this paper. Out of this exploration, the question whether neo-Edwardian novels talk about the twentyfirst century in spite of their setting will arise too, re-opening the discussion on nostalgia initiated in the 1980s. As a result, it will be shown that, although the relationship between neo-Edwardian fiction and neo-Victorianism is close, the former can be interpreted as a different subgenre with quite an ambivalent attitude towards the past, ranging from nostalgia to an anti-nostalgic impulse.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Everybody has the Right to Improve: Proposing an Adaptation for 4th year of ESO Students with English as their L1 or L2

AbstractEven though in the last years the necessity to teach the official language(s) to foreign students has been widely studied in Spain, little attention has been paid to the way in which these students should be treated in the foreign language classroom. For instance, it seems that it is not necessary to teach English to students from Anglophone countries or where English is used daily in various contexts - both highly common on the Spanish coast. However, the present article shows that this belief could affect negatively their personal and academic development.Parting from a didactic intervention in a secondary school located in the area of Malaga, this article aims to show the needs of two students of 4th year of ESO from the United Kingdom and Belgium, for whom an adaptation of a didactic sequence revolving around the theme of work has been created. This adaptation does not only aim at improving some linguistic aspects, but also at developing other key competences and making them feel integrated in the classroom, becoming active subjects who are an essential component of it

Tracing the Edwardian Artist in Contemporary Fiction

This paper deals with different representations of artists from the beginning of the 20th century in recent fiction written in English.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Despertando la curiosidad científica en infantil a través de la colaboración de familia, escuela y centro universitario

The experience presented is an activity for preschool students. The aim is to arouse their scientific curiosity and encourage collaboration among members of the educational community by participating students' parents, and students and teachers from the Teacher Training College ‘Sagrada Familia’ in Úbeda. The experience consisted of a day of workshops for preschool students from the state school "San Ginés de la Jara" in Sabiote (Jaén). In those workshops the students discovered scientific phenomena through experiments. A total of four workshops were carried out. They were based on scientific methodology in which children first observe, then formulate hypotheses, check the phenomenon and, finally, draw a conclusion. To study the initiation to scientific curiosity in the group of children we used the qualitative technique of text production. Also, as the experience was designed as a training project through the collaborative work of several sectors of the community, we decided to study the evolution in the correlation between theory and practice that trainee teachers had by means of a pretest-posttest research design with a single group, on the basis of a questionnaire on solving problematic scientific situations. In the same way, we used a pretest-posttest design based on a questionnaire with open-ended questions to analyze whether the family context was a collaborative environment to foster scientific curiosity and to contribute to its development in a setting other than the school. The results show that, after the intervention, a significant group of children remind one or more of the experiments of the workshops and are able to give a scientific explanation of them. The information drawn from the data collected in the family setting expand the results mentioned before, since it shows that, in some homes, children have applied scientific knowledge and, thus, the family context has become a collaborative environment to encourage scientific curiosity. Besides, the analysis of the data collected from trainee teachers show that most of them are capable of linking theory and practice after the experience. Key words: Scientific methodology, collaborative work, scientific curiosity, initial training, permanent training.La experiencia se plantea como una actividad para el alumnado de Educación Infantil. El fin es despertar la curiosidad científica y fomentar la colaboración entre los miembros de la comunidad educativa al participar padres y madres del alumnado, estudiantes de Educación Infantil y profesores de la Escuela Universitaria. El desarrollo de la experiencia se basó en la organización de una jornada de talleres para el alumnado de segundo ciclo de Educación Infantil del CEIP “San Ginés de la Jara”, de Sabiote (Jaén), en los que se presentaba el descubrimiento de fenómenos científicos a través de experimentos, con la colaboración de los padres y madres interesados en el proyecto y del alumnado de Magisterio de la Escuela Universitaria de Magisterio “Sagrada Familia”, de Úbeda, cercana al centro en el que se desarrolló la experiencia. Se realizaron un total de cuatro talleres basados en una metodología científica, dejando a los niños que observaran en primer lugar, lanzaran hipótesis, comprobaran el fenómeno sobre el que estaban haciendo las conjeturas y, finalmente, extrajeran una conclusión. Para estudiar la iniciación a la curiosidad científica en el grupo de niños y niñas de infantil utilizamos la técnica cualitativa de producción de textos. Asimismo, como la experiencia se preparó como un proyecto de formación a través del trabajo colaborativo de varios sectores de la comunidad, nos propusimos estudiar la evolución en la interrelación de teoría y práctica entre el alumnado de magisterio a través de un diseño de investigación de un sólo grupo con pretest-postest y a partir de un cuestionario de resolución de situaciones científicas problemáticas. De manera similar, para analizar si el contexto familiar constituía un entorno de colaboración para alentar la curiosidad científica y contribuir desde otro ambiente diferente al escolar a su desarrollo, utilizamos un diseño pretest-postest a partir de un cuestionario de preguntas abiertas

Generation and analysis of ESTs from strawberry (Fragaria xananassa) fruits and evaluation of their utility in genetic and molecular studies

<p>Abstract</p> <p>Background</p> <p>Cultivated strawberry is a hybrid octoploid species (<it>Fragaria xananassa </it>Duchesne ex. Rozier) whose fruit is highly appreciated due to its organoleptic properties and health benefits. Despite recent studies on the control of its growth and ripening processes, information about the role played by different hormones on these processes remains elusive. Further advancement of this knowledge is hampered by the limited sequence information on genes from this species, despite the abundant information available on genes from the wild diploid relative <it>Fragaria vesca</it>. However, the diploid species, or one ancestor, only partially contributes to the genome of the cultivated octoploid. We have produced a collection of expressed sequence tags (ESTs) from different cDNA libraries prepared from different fruit parts and developmental stages. The collection has been analysed and the sequence information used to explore the involvement of different hormones in fruit developmental processes, and for the comparison of transcripts in the receptacle of ripe fruits of diploid and octoploid species. The study is particularly important since the commercial fruit is indeed an enlarged flower receptacle with the true fruits, the achenes, on the surface and connected through a network of vascular vessels to the central pith.</p> <p>Results</p> <p>We have sequenced over 4,500 ESTs from <it>Fragaria xananassa</it>, thus doubling the number of ESTs available in the GenBank of this species. We then assembled this information together with that available from <it>F. xananassa </it>resulting a total of 7,096 unigenes. The identification of SSRs and SNPs in many of the ESTs allowed their conversion into functional molecular markers. The availability of libraries prepared from green growing fruits has allowed the cloning of cDNAs encoding for genes of auxin, ethylene and brassinosteroid signalling processes, followed by expression studies in selected fruit parts and developmental stages. In addition, the sequence information generated in the project, jointly with previous information on sequences from both <it>F. xananassa </it>and <it>F. vesca</it>, has allowed designing an oligo-based microarray that has been used to compare the transcriptome of the ripe receptacle of the diploid and octoploid species. Comparison of the transcriptomes, grouping the genes by biological processes, points to differences being quantitative rather than qualitative.</p> <p>Conclusions</p> <p>The present study generates essential knowledge and molecular tools that will be useful in improving investigations at the molecular level in cultivated strawberry (<it>F. xananassa</it>). This knowledge is likely to provide useful resources in the ongoing breeding programs. The sequence information has already allowed the development of molecular markers that have been applied to germplasm characterization and could be eventually used in QTL analysis. Massive transcription analysis can be of utility to target specific genes to be further studied, by their involvement in the different plant developmental processes.</p

Regulation of L-ascorbic acid content in strawberry fruits

Plants have several L-ascorbic acid (AsA) biosynthetic pathways, but the contribution of each one to the synthesis of AsA varyies between different species, organs, and developmental stages. Strawberry (Fragaria×ananassa) fruits are rich in AsA. The pathway that uses D-galacturonate as the initial substrate is functional in ripe fruits, but the contribution of other pathways to AsA biosynthesis has not been studied. The transcription of genes encoding biosynthetic enzymes such as D-galacturonate reductase (FaGalUR) and myo-inositol oxygenase (FaMIOX), and the AsA recycling enzyme monodehydroascorbate reductase (FaMDHAR) were positively correlated with the increase in AsA during fruit ripening. Fruit storage for 72 h in a cold room reduced the AsA content by 30%. Under an ozone atmosphere, this reduction was 15%. Ozone treatment increased the expression of the FaGalUR, FaMIOX, and L-galactose-1-phosphate phosphatase (FaGIPP) genes, and transcription of the L-galactono-1,4-lactone dehydrogenase (FaGLDH) and FAMDHAR genes was higher in the ozone-stored than in the air-stored fruits. Analysis of AsA content in a segregating population from two strawberry cultivars showed high variability, which did not correlate with the transcription of any of the genes studied. Study of GalUR protein in diverse cultivars of strawberry and different Fragaria species showed that a correlation between GalUR and AsA content was apparent in most cases, but it was not general. Three alleles were identified in strawberry, but any sequence effect on the AsA variability was eliminated by analysis of the allele-specific expression. Taken together, these results indicate that FaGalUR shares the control of AsA levels with other enzymes and regulatory elements in strawberry fruit

Despertando la curiosidad científica en infantil a través de la colaboración de familia, escuela y centro universitario

L’experiència es planteja com una activitat per a l’alumnat d’Educació Infantil. La fi és despertar la curiositat científica i fomentar la col·laboració entre els membres de la comunitat educativa pel fet que hi participen pares i mares de l’alumnat, estudiants d’Educació Infantil i professors de l’Escola Universitària. El desenvolupament de l’experiència es va basar en l’organització d’una jornada de tallers per a l’alumnat de segon cicle d’Educació Infantil del CEIP «Sant Ginés de la Jara», de Sabiote (Jaén), en els quals es presentava el descobriment de fenòmens científics a través d’experiments, amb la col·laboració dels pares i mares interessats en el projecte i de l’alumnat de Magisteri de l’Escola Universitària de Magisteri «Sagrada Família», d’Úbeda, propera al centre en el qual es va desenvolupar l’experiència. Es van dur a terme un total de quatre tallers basats en una metodologia científica, deixant als nens que observessin en primer lloc, fessin hipòtesis, comprovessin el fenomen sobre el qual estaven fent les conjectures i, finalment, extraguessin una conclusió. Per estudiar la iniciació a la curiositat científica en el grup de nens i nenes d’infantil utilitzem la tècnica qualitativa de producció de textos. Així mateix, com l’experiència es va preparar com un projecte de formació a través del treball col·laboratiu de diversos sectors de la comunitat, ens vam proposar estudiar l’evolució en la interrelació de teoria i pràctica entre l’alumnat de magisteri a través d’un disseny d’investigació d’un sol grup amb pretest-postest i a partir d’un qüestionari de resolució de situacions científiques problemàtiques. De manera similar, per analitzar si el context familiar constituïa un entorn de col·laboració per encoratjar la curiositat científica i contribuir des d’un altre ambient diferent a l’escolar al seu desenvolupament, utilitzem un disseny pretest-postest a partir d’un qüestionari de preguntes obertes.The experience presented is an activity for preschool students. The aim is to arouse their scientific curiosity and encourage collaboration among members of the educational community by participating students' parents, and students and teachers from the Teacher Training College &lsquo;Sagrada Familia&rsquo; in &Uacute;beda. The experience consisted of a day of workshops for preschool students from the state school "San Gin&eacute;s de la Jara" in Sabiote (Ja&eacute;n). In those workshops the students discovered scientific phenomena through experiments. A total of four workshops were carried out. They were based on scientific methodology in which children first observe, then formulate hypotheses, check the phenomenon and, finally, draw a conclusion. To study the initiation to scientific curiosity in the group of children we used the qualitative technique of text production. Also, as the experience was designed as a training project through the collaborative work of several sectors of the community, we decided to study the evolution in the correlation between theory and practice that trainee teachers had by means of a pretest-posttest research design with a single group, on the basis of a questionnaire on solving problematic scientific situations. In the same way, we used a pretest-posttest design based on a questionnaire with open-ended questions to analyze whether the family context was a collaborative environment to foster scientific curiosity and to contribute to its development in a setting other than the school. The results show that, after the intervention, a significant group of children remind one or more of the experiments of the workshops and are able to give a scientific explanation of them. The information drawn from the data collected in the family setting expand the results mentioned before, since it shows that, in some homes, children have applied scientific knowledge and, thus, the family context has become a collaborative environment to encourage scientific curiosity. Besides, the analysis of the data collected from trainee teachers show that most of them are capable of linking theory and practice after the experience.La experiencia se plantea como una actividad para el alumnado de Educación Infantil. El fin es despertar la curiosidad científica y fomentar la colaboración entre los miembros de la comunidad educativa al participar padres y madres del alumnado, estudiantes de Educación Infantil y profesores de la Escuela Universitaria. El desarrollo de la experiencia se basó en la organización de una jornada de talleres para el alumnado de segundo ciclo de Educación Infantil del CEIP “San Ginés de la Jara”, de Sabiote (Jaén), en los que se presentaba el descubrimiento de fenómenos científicos a través de experimentos, con la colaboración de los padres y madres interesados en el proyecto y del alumnado de Magisterio de la Escuela Universitaria de Magisterio “Sagrada Familia”, de Úbeda, cercana al centro en el que se desarrolló la experiencia. Se realizaron un total de cuatro talleres basados en una metodología científica, dejando a los niños que observaran en primer lugar, lanzaran hipótesis, comprobaran el fenómeno sobre el que estaban haciendo las conjeturas y, finalmente, extrajeran una conclusión. Para estudiar la iniciación a la curiosidad científica en el grupo de niños y niñas de infantil utilizamos la técnica cualitativa de producción de textos. Asimismo, como la experiencia se preparó como un proyecto de formación a través del trabajo colaborativo de varios sectores de la comunidad, nos propusimos estudiar la evolución en la interrelación de teoría y práctica entre el alumnado de magisterio a través de un diseño de investigación de un sólo grupo con pretest-postest y a partir de un cuestionario de resolución de situaciones científicas problemáticas. De manera similar, para analizar si el contexto familiar constituía un entorno de colaboración para alentar la curiosidad científica y contribuir desde otro ambiente diferente al escolar a su desarrollo, utilizamos un diseño pretest-postest a partir de un cuestionario de preguntas abiertas.Los resultados muestran que, tras la intervención, un grupo significativo de niños y niñas recuerdan uno o varios de los experimentos de los talleres y son capaces de dar una explicación científica de los mismos. La información que arrojan los datos extraídos en el ámbito familiar amplían los resultados anteriores, puesto que ponen de manifiesto que, en algunos hogares, los niños han aplicado los conocimientos científicos y, de esta manera, el contexto familiar se ha constituido en un entorno de colaboración que alenta la curiosidad científica. Por su parte, los resultados del alumnado de Magisterio indican que la mayoría es capaz de interrelacionar teoría y práctica después de la experiencia

Translocation and the alternative D-galacturonate pathway contribute to increasing the ascorbate level in ripening tomato fruits together with the D-mannose/L-galactose pathway

The D-mannose/L-galactose pathway for the biosynthesis of vitamin C (L-ascorbic acid; AsA) has greatly improved the understanding of this indispensable compound in plants, where it plays multifunctional roles. However, it is yet to be proven whether the same pathway holds for all the different organs of plants, especially the fruit-bearing plants, at different stages of development. Micro-Tom was used here to elucidate the mechanisms of AsA accumulation and regulation in tomato fruits. The mRNA expression of the genes in the D-mannose/L-galactose pathway were inversely correlated with increasing AsA content of Micro-Tom fruits during ripening. Feeding L-[6-14C]AsA to Micro-Tom plants revealed that the bulk of the label from AsA accumulated in the source leaf was transported to the immature green fruits, and the rate of translocation decreased as ripening progressed. L-Galactose feeding, but neither D-galacturonate nor L-gulono-1,4-lactone, enhanced the content of AsA in immature green fruit. On the other hand, L-galactose and D-galacturonate, but not L-gulono-1,4-lactone, resulted in an increase in the AsA content of red ripened fruits. Crude extract prepared from insoluble fractions of green and red fruits showed D-galacturonate reductase- and aldonolactonase-specific activities, the antepenultimate and penultimate enzymes, respectively, in the D-galacturonate pathway, in both fruits. Taken together, the present findings demonstrated that tomato fruits could switch between different sources for AsA supply depending on their ripening stages. The translocation from source leaves and biosynthesis via the D-mannose/L-galactose pathway are dominant sources in immature fruits, while the alternative D-galacturonate pathway contributes to AsA accumulation in ripened Micro-Tom fruits