Texto e dialogismo no estudo da memória coletiva

As ideias bakhtinianas sobre texto e dialogismo oferecem ferramentas importantes para trazer ordem ao caótico e fragmentado campo dos estudos da memória coletiva. Embora a definição de memória coletiva neste momento ainda esteja por ser resolvida, é possível obter alguma compreensão do espectro de opções, situando-se as discussões em termos do contraste entre versões fortes e distribuídas da memória coletiva. Tendo por base a noção de mediação semiótica e as afirmações a ela relacionadas sobre uma versão distribuída da memória coletiva, invoca-se a noção bakhtiniana de texto dialogicamente organizado. O fato de que o 'sistema da linguagem' concebido por Bakhtin inclui as orientações dialógicas do diálogo coletivo, generalizado assim como os elementos gramaticais padrão, significa que ele introduz um elemento essencial de dinamismo na memória coletiva.Bakhtinian ideas about text and dialogism provide important tools for bringing order to the otherwise chaotic and fragmented field of collective memory studies. While the definition of collective remembering may remain unsettled at this point, some appreciation of the range of options can be derived by situating discussions in terms of the contrast between strong and distributed versions of collective remembering. Building on the notion of semiotic mediation and associated claims about a distributed version of collective remembering, Bakhtin's notion of dialogically organized text is invoked. The fact that the "language system" envisioned by Bakhtin includes the dialogical orientations of generalized collective dialogue as well as standard grammatical elements means that it introduces an essential element of dynamism into collective remembering

Early respiratory viral infections in infants with cystic fibrosis

This article is made available for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.Background Viral infections contribute to morbidity in cystic fibrosis (CF), but the impact of respiratory viruses on the development of airway disease is poorly understood. Methods Infants with CF identified by newborn screening were enrolled prior to 4 months of age to participate in a prospective observational study at 4 centers. Clinical data were collected at clinic visits and weekly phone calls. Multiplex PCR assays were performed on nasopharyngeal swabs to detect respiratory viruses during routine visits and when symptomatic. Participants underwent bronchoscopy with bronchoalveolar lavage (BAL) and a subset underwent pulmonary function testing. We present findings through 8.5 months of life. Results Seventy infants were enrolled, mean age 3.1 ± 0.8 months. Rhinovirus was the most prevalent virus (66%), followed by parainfluenza (19%), and coronavirus (16%). Participants had a median of 1.5 viral positive swabs (range 0–10). Past viral infection was associated with elevated neutrophil concentrations and bacterial isolates in BAL fluid, including recovery of classic CF bacterial pathogens. When antibiotics were prescribed for respiratory-related indications, viruses were identified in 52% of those instances. Conclusions Early viral infections were associated with greater neutrophilic inflammation and bacterial pathogens. Early viral infections appear to contribute to initiation of lower airway inflammation in infants with CF. Antibiotics were commonly prescribed in the setting of a viral infection. Future investigations examining longitudinal relationships between viral infections, airway microbiome, and antibiotic use will allow us to elucidate the interplay between these factors in young children with CF

Pedagogy: the silent partner in early years learning

This paper sets out to look critically at the influences on pedagogy in early years education, at the ways in which it is enacted in practice and the pedagogical perspectives held by practitioners. The aim of the paper is to explore the current state of understanding and suggest areas to be included in an agenda for future research. The factors that influence practitioners’ actions are reviewed and the consensus around child-centredness and play is challenged. Findings from two studies of pedagogy in action in the early years are presented and examined in terms of socio-cultural theory and its implications for practice. The first of these studies draws attention to the varied nature of pedagogical interactions that support learning while the second looks at the experience of pedagogical innovation. The need for researchers and practitioners to find effective ways of communicating and working together is stressed throughout the paper

Heroes and villains of world history across cultures

© 2015 Hanke et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are creditedEmergent properties of global political culture were examined using data from the World History Survey (WHS) involving 6,902 university students in 37 countries evaluating 40 figures from world history. Multidimensional scaling and factor analysis techniques found only limited forms of universality in evaluations across Western, Catholic/Orthodox, Muslim, and Asian country clusters. The highest consensus across cultures involved scientific innovators, with Einstein having the most positive evaluation overall. Peaceful humanitarians like Mother Theresa and Gandhi followed. There was much less cross-cultural consistency in the evaluation of negative figures, led by Hitler, Osama bin Laden, and Saddam Hussein. After more traditional empirical methods (e.g., factor analysis) failed to identify meaningful cross-cultural patterns, Latent Profile Analysis (LPA) was used to identify four global representational profiles: Secular and Religious Idealists were overwhelmingly prevalent in Christian countries, and Political Realists were common in Muslim and Asian countries. We discuss possible consequences and interpretations of these different representational profiles.This research was supported by grant RG016-P-10 from the Chiang Ching-Kuo Foundation for International Scholarly Exchange (http://www.cckf.org.tw/). Religion Culture Entropy China Democracy Economic histor

The principle of situated practice in literacy learning: students’ perspectives

O artigo resulta de uma investigação realizada no âmbito de uma iniciativa governamental destinada a melhorar os níveis de literacia nas séries iniciais do ensino fundamental em Portugal. A investigadora estudou as representações dos alunos sobre essa experiência por meio da realização de entrevistas em grupo. Este artigo analisa os dados referentes às representações dos alunos sobre uma das dimensões pedagógicas centrais da aprendizagem da literacia, nomeadamente a constituída pela prática situada. A análise qualitativa revela representações muito positivas sobre a prática que situou a aprendizagem, tendo os alunos expressado opiniões e sentimentos extremamente favoráveis sobre a prática de aprendizagem de literacia que experimentaram. A análise dos dados desvelou ainda que o contexto que situou a aprendizagem foi ativo, lúdico, colaborativo e mediado pelas TIC. Esses resultados fundamentam, do ponto de vista único dos próprios aprendentes, uma redefinição do entendimento atual do princípio da prática situada da literacia nas séries iniciais do ensino fundamental, no sentido do reconhecimento da centralidade da ludicidade nessa aprendizagem.This article derives from research developed in the context of the implementation of a governmental initiative aimed to enhance literacy learning in primary education in Portugal. The researcher studied students’ representations about their learning experience through group interviews. This article focuses on data concerning students’ representations about one of the central pedagogical dimensions of literacy learning, namely situated practice. Qualitative analysis revealed students’ very positive representations about the practice which situated their learning, as they expressed extremely favourable opinions and feelings. Data analysis further unveiled that the context of learning was active, playful, collaborative, and mediated by ICT. Such results provide foundations for a theoretical redefinition of current conceptions of situated practice by evidencing the centrality of playfulness as learning practice in the education of the first grades of primary education. This is an original contribution made from the perspectives of learners themselves(undefined)info:eu-repo/semantics/publishedVersio

“Heroes” and “Villains” of world history across cultures

Emergent properties of global political culture were examined using data from the World History Survey (WHS) involving 6,902 university students in 37 countries evaluating 40 figures from world history. Multidimensional scaling and factor analysis techniques found only limited forms of universality in evaluations across Western, Catholic/Orthodox, Muslim, and Asian country clusters. The highest consensus across cultures involved scientific innovators, with Einstein having the most positive evaluation overall. Peaceful humanitarians like Mother Theresa and Gandhi followed. There was much less cross-cultural consistency in the evaluation of negative figures, led by Hitler, Osama bin Laden, and Saddam Hussein. After more traditional empirical methods (e.g., factor analysis) failed to identify meaningful cross-cultural patterns, Latent Profile Analysis (LPA) was used to identify four global representational profiles: Secular and Religious Idealists were overwhelmingly prevalent in Christian countries, and Political Realists were common in Muslim and Asian countries. We discuss possible consequences and interpretations of these different representational profiles.This research was supported by grant RG016-P-10 from the Chiang Ching-Kuo Foundation for International Scholarly Exchange (http://www.cckf.org.tw/). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript

Distributed leadership in organizations: A review of theory and research

The aim of this paper is to review conceptual and empirical literature on the concept of distributed leadership (DL) in order to identify its origins, key arguments, and areas for further work. Consideration is given to the similarities and differences between DL and related concepts including ‘shared’, ‘collective’, ‘collaborative’, ‘emergent’, ‘co-‘ and ‘democratic’ leadership. Findings indicate that whilst there are some common theoretical bases, the relative usage of these concepts varies over time, between countries and between sectors. In particular, DL is a notion that has seen a rapid growth in interest since the year 2000 but research remains largely restricted to the field of school education and of proportionally more interest to UK than US-based academics. Several scholars are increasingly going to lengths to indicate that in order to be ‘distributed’ leadership need not necessarily be widely ‘shared’ or ‘democratic’ and in order to be effective there is a need to balance different ‘hybrid configurations’ of practice. The article highlights a number of areas for further attention, including three factors relating to the context of much work on DL (power and influence; organisational boundaries and context; and ethics and diversity), and three methodological and developmental challenges (ontology; research methods; and leadership development, reward and recognition). It is concluded that descriptive and normative perspectives that dominate the literature should be supplemented by more critical accounts that recognise the rhetorical and discursive significance of DL in (re)constructing leader-follower identities, mobilising collective engagement and challenging or reinforcing traditional forms of organisation