8 research outputs found

    Amelia Rosselli legge Dante. Il V canto dell‚Äô‚ÄúInferno‚ÄĚ in ‚ÄúVariazioni belliche‚ÄĚ

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    Through the textual analysis of eight poems from Variazioni belliche, the article intends to demonstrate how Amelia Rosselli‚Äôs appropriation of Inferno vmainly presents a metapoetic connotation. Dantean echoes in Poesie (1959), the collection's first section, embody a kind of poetry in which the lyrical I has a distinctive role ‚Äď hence, the use of the free verse, even if already projected towards the spazio metrico, the fixed form which has the task to distinguish Rosselli‚Äôs poetry from the previous lyrical tradition. On the contrary, in Variazioni (1960-1961), the second section of the volume, the strong lyrical subject conveyed by Paolo and Francesca‚Äôs canto collides with the ¬ępretesa di universalit√†¬Ľ of Rosselli‚Äôs new poetic form. This conflict results in a deep fracture within the lyrical voice.Attraverso l‚Äôanalisi di otto testi selezionati da Variazioni belliche, il contributo si propone di dimostrare che le riscritture rosselliane di Inferno v sono rette da una tensione preminentemente metapoetica. Nella prima sezione del libro del 1964, Poesie (1959), i frammenti danteschi rappresentano una poesia fortemente marcata in senso soggettivo e per questo legata al verso libero, ma gi√† occhieggiante lo spazio metrico, la forma chiusa che l‚Äôavrebbe contraddistinta rispetto alla precedente tradizione lirica. Nella seconda sezione della raccolta, Variazioni (1960-1961), invece, le riscritture del canto di Paolo e Francesca, ancora portatrici di una poesia in cui si impone l‚Äôio lirico, entrano in collisione con la ¬ępretesa di universalit√†¬Ľ della nuova metrica rosselliana scatenando una profonda spaccatura all‚Äôinterno della voce lirica

    Patient care standards for primary mitochondrial disease: a consensus statement from the Mitochondrial Medicine Society

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    The purpose of this statement is to provide consensus-based recommendations for optimal management and care for patients with primary mitochondrial disease. This statement is intended for physicians who are engaged in the diagnosis and management of these patients. Working group members were appointed by the Mitochondrial Medicine Society. The panel included members with several different areas of expertise. The panel members utilized surveys and the Delphi method to reach consensus. We anticipate that this statement will need to be updated as the field continues to evolve. Consensus-based recommendations are provided for the routine care and management of patients with primary genetic mitochondrial disease

    Proceedings of the 23rd Paediatric Rheumatology European Society Congress: part two: Genoa, Italy. 28 September ‚Äď 01 October 2016

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    Proceedings Of The 23Rd Paediatric Rheumatology European Society Congress: Part Two

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    PubMe

    The role of Physics continuing education on the teachers\' relationship with experimental activities

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    Esta pesquisa investiga dois professores de F√≠sica do ensino m√©dio com grande experi√™ncia em sala de aula e frequentadores dos cursos de forma√ß√£o continuada da USP ministrado pelo Instituto de F√≠sica no per√≠odo das f√©rias. Estes professores participam ativamente das atividades mensais propostas pelo grupo de trabalho desses cursos e s√£o profissionais de certo modo implicados com seu processo de aprendizagem e forma√ß√£o. Eles foram acompanhados em um curso ministrado durante o per√≠odo de f√©rias e em reuni√Ķes mensais no Instituto de F√≠sica da USP de S√£o Paulo. Utilizamos a metodologia da pesquisa qualitativa, coletando os dados a partir de observa√ß√Ķes destes professores em diversos contextos e de entrevistas semiestruturadas baseadas em suas hist√≥rias de vida. Um dos objetivos da pesquisa foi, √† luz da psican√°lise, utilizando o autor Wilfred Ruprecht Bion como referencial te√≥rico, compreender as rela√ß√Ķes que os professores estabelecem com as atividades experimentais e como lidam com as frustra√ß√Ķes que estas atividades evocam. Compreendendo esta rela√ß√£o, investigamos qual seria o papel da forma√ß√£o continuada nesta rela√ß√£o dos professores com as atividades experimentais. Propusemos uma organiza√ß√£o em categorias para descrever as trajet√≥rias destes dois professores, mostrando de um modo geral como eles lidam com as frustra√ß√Ķes, ora enfrentando-as, ora fugindo delas. A partir da observa√ß√£o e entrevistas em ambiente de forma√ß√£o continuada, nosso segundo objetivo foi fazer uma reflex√£o de como os cursos de forma√ß√£o continuada est√£o atuando para dar suporte ao professor que busca os cursos e que na maioria das vezes est√° em um estado de depend√™ncia ao inv√©s de ter a autonomia pressuposta pelos formadores. Percebemos que os formadores de uma maneira geral n√£o est√£o servindo de continentes para as frustra√ß√Ķes e ang√ļstias provenientes das experi√™ncias emocionais dos professores que surgem do contato com as atividades experimentais. Desta forma conclu√≠mos que devemos repensar os cursos de forma√ß√£o continuada para que possam contemplar as subjetividades do professor.This research investigates two physics\' teachers participants in continuing education courses offered by the Physics Institute of the S√£o Paulo University (USP). The chosen teachers have a great experience in the classroom, they are regulars participants of continuing education courses at USP during the holidays, they actively participate in monthly activities proposed by the working group of these courses and they are professionals somehow involved with their learning process. They were followed in a course taught during the holiday period and in monthly meetings at the Physics Institute of USP in S√£o Paulo. We use the qualitative research methodology, collecting data from observations of these teachers in different contexts and from semistructured interviews based on their life histories. One goal of the research was, in the light of psychoanalysis, using the author Wilfred Ruprecht Bion as a theoretical framework, to understand the relationships that teachers establish with the experimental activities and how to deal with the frustrations that these activities generate. We propose an organization into categories to describe the trajectories of these two teachers, showing generally how they deal with frustrations, sometimes confronting them, sometimes avoiding them. From observation and interviews in continuing education environment, our second goal was to reflect on how the continuing education courses are acting to support the teacher who seeks these courses and most of the time is in a state of dependence rather than having the autonomy presupposed by the formers. We realize that formers generally are not serving as containers to the frustrations and anxieties arising from emotional experiences of the teachers that emerge from contact with the experimental activities. Thus we conclude that we should rethink the continuing education courses so that they address the subjectivity of the teacher

    The role of Physics continuing education on the teachers\' relationship with experimental activities

    No full text
    Esta pesquisa investiga dois professores de F√≠sica do ensino m√©dio com grande experi√™ncia em sala de aula e frequentadores dos cursos de forma√ß√£o continuada da USP ministrado pelo Instituto de F√≠sica no per√≠odo das f√©rias. Estes professores participam ativamente das atividades mensais propostas pelo grupo de trabalho desses cursos e s√£o profissionais de certo modo implicados com seu processo de aprendizagem e forma√ß√£o. Eles foram acompanhados em um curso ministrado durante o per√≠odo de f√©rias e em reuni√Ķes mensais no Instituto de F√≠sica da USP de S√£o Paulo. Utilizamos a metodologia da pesquisa qualitativa, coletando os dados a partir de observa√ß√Ķes destes professores em diversos contextos e de entrevistas semiestruturadas baseadas em suas hist√≥rias de vida. Um dos objetivos da pesquisa foi, √† luz da psican√°lise, utilizando o autor Wilfred Ruprecht Bion como referencial te√≥rico, compreender as rela√ß√Ķes que os professores estabelecem com as atividades experimentais e como lidam com as frustra√ß√Ķes que estas atividades evocam. Compreendendo esta rela√ß√£o, investigamos qual seria o papel da forma√ß√£o continuada nesta rela√ß√£o dos professores com as atividades experimentais. Propusemos uma organiza√ß√£o em categorias para descrever as trajet√≥rias destes dois professores, mostrando de um modo geral como eles lidam com as frustra√ß√Ķes, ora enfrentando-as, ora fugindo delas. A partir da observa√ß√£o e entrevistas em ambiente de forma√ß√£o continuada, nosso segundo objetivo foi fazer uma reflex√£o de como os cursos de forma√ß√£o continuada est√£o atuando para dar suporte ao professor que busca os cursos e que na maioria das vezes est√° em um estado de depend√™ncia ao inv√©s de ter a autonomia pressuposta pelos formadores. Percebemos que os formadores de uma maneira geral n√£o est√£o servindo de continentes para as frustra√ß√Ķes e ang√ļstias provenientes das experi√™ncias emocionais dos professores que surgem do contato com as atividades experimentais. Desta forma conclu√≠mos que devemos repensar os cursos de forma√ß√£o continuada para que possam contemplar as subjetividades do professor.This research investigates two physics\' teachers participants in continuing education courses offered by the Physics Institute of the S√£o Paulo University (USP). The chosen teachers have a great experience in the classroom, they are regulars participants of continuing education courses at USP during the holidays, they actively participate in monthly activities proposed by the working group of these courses and they are professionals somehow involved with their learning process. They were followed in a course taught during the holiday period and in monthly meetings at the Physics Institute of USP in S√£o Paulo. We use the qualitative research methodology, collecting data from observations of these teachers in different contexts and from semistructured interviews based on their life histories. One goal of the research was, in the light of psychoanalysis, using the author Wilfred Ruprecht Bion as a theoretical framework, to understand the relationships that teachers establish with the experimental activities and how to deal with the frustrations that these activities generate. We propose an organization into categories to describe the trajectories of these two teachers, showing generally how they deal with frustrations, sometimes confronting them, sometimes avoiding them. From observation and interviews in continuing education environment, our second goal was to reflect on how the continuing education courses are acting to support the teacher who seeks these courses and most of the time is in a state of dependence rather than having the autonomy presupposed by the formers. We realize that formers generally are not serving as containers to the frustrations and anxieties arising from emotional experiences of the teachers that emerge from contact with the experimental activities. Thus we conclude that we should rethink the continuing education courses so that they address the subjectivity of the teacher

    Patient care standards for primary mitochondrial disease: a consensus statement from the Mitochondrial Medicine Society

    No full text
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