Scholarly publication of Brazilian researchers across disciplinary communities

2021 ◽  
Vol 2 (1) ◽  
pp. 5-29
Author(s):  
Laura Baumvol ◽  
Simone Sarmento ◽  
Ana Beatriz Arêas da Luz Fontes

Abstract This paper examines the context of scholarly knowledge production and dissemination in Brazil by comparing the publishing practices in both Portuguese and in English of Brazilian scholars who hold a research grant, across eight fields of knowledge. Data consists of 1,874 Curricula Vitae and the analysis focused on the language, number, and genres of publications over a three-year period (2014 to 2016). The study revealed a clear contrast regarding the more frequent use of English by researchers in the ‘harder’ sciences and the preference for Portuguese by those in the ‘softer’ sciences. The results also suggested an interconnection in which scholars who published the most tended to adopt English. Multiple factors involved in the genre and language choices made by academics were analysed, such as characteristics of the work produced by each disciplinary community, the audience of the research, the type of language used, and the need to obtain research funding. This investigation can potentially inform policies and investments in Brazilian higher education and research to provide continued support specific to the needs of different disciplinary communities, as well as foster the inclusion of multilingual scholars who do not have English as their first language in the global arena of knowledge production and dissemination.

2020 ◽  
Vol 12 (1) ◽  
pp. 75
Author(s):  
Maria L. Cabral

This paper examines the language choices and the process of academic writing of a group of 35 Portuguese graduate students in the fields of humanities and social sciences with the aim of illustrating their language preferences, as well as the aspects they take into consideration while writing either in Portuguese or in English.Results of this study indicate that the participants prefer to write their papers in Portuguese, their first language, and that they use similar approaches when writing in both languages. However, findings also reveal they are concerned with slightly different process aspects when composing and revising their texts in Portuguese and in English. These differences seem to be associated with acquired discourse traditions in Portuguese language, as well as with the participants’ lower competence in English language writing.


Author(s):  
Natalia Kraevskaia

The article addresses the needs of educational system in context of rapidly developing globalization and explores internationalization of higher education as one of the main factors which contributes to integration of international dimension to professional training at universities. Different components and strategies of internationalization, such as strong collaboration in teaching, internationalization of the curriculum, cooperation in researches and knowledge production, students and professors’ mobility, and participation in international networks are analyzed in connection to education reform in Russia. The article provides the comparison of internationalization policies in Russian and Vietnamese education systems, argues that innovations in higher education should be adjusted to the national interests, traditions and mentality and finally describes new strategies in collaboration of Russia and Vietnam in the field of education.  


2021 ◽  
Vol 33 (1) ◽  
pp. 5-29
Author(s):  
Peter Auer ◽  
Vanessa Siegel

While major restructurings and simplifications have been reported for gender systems of other Germanic languages in multiethnolectal speech, this article demonstrates that the three-way gender distinction of German is relatively stable among young speakers from an immigrant background. We investigate gender in a German multiethnolect based on a corpus of approximately 17 hours of spontaneous speech produced by 28 young speakers in Stuttgart (mainly from Turkish and Balkan background). German is not their second language, but (one of) their first language(s), which they have fully acquired from childhood. We show that the gender system does not show signs of reduction in the direction of a two-gender system, nor of wholesale loss. We also argue that the position of gender in the grammar is weakened by independent innovations, such as the frequent use of bare nouns in grammatical contexts where German requires a determiner. Another phenomenon that weakens the position of gender is the simplification of adjective-noun agreement and the emergence of a generalized gender-neutral suffix for prenominal adjectives (that is, schwa). The disappearance of gender and case marking in the adjective means that the grammatical category of gender is lost in Adj + N phrases (without a determiner).


Author(s):  
Jamie Axelrod ◽  
Adam Meyer ◽  
Julie Alexander ◽  
Enjie Hall ◽  
Kristie Orr

Institutions of higher education and their respective disability offices have been challenged with determining how to apply the 2008 Americans with Disabilities Act Amendments Act (ADAAA) in our present-day work settings. Prior to the amendments, third-party documentation was considered essential almost to the point of being non-negotiable in need for most disability offices to facilitate accommodations for disabled students (The authors have made an intentional choice to utilize identity-first language to challenge negative connotations associated with the term disability and highlight the role that inaccessible systems and environments play in disabling people). The ADAAA questioned this mindset. Students with disabilities often found (and still find) themselves burdened financially and procedurally by disability offices requiring documentation to the point where students may not receive the access they truly need. Furthermore, college campuses are increasingly focusing on the limitations of the environment and not the person. As a result of this evolution, the Association on Higher Education and Disability (AHEAD) offered a new framework in 2012 describing how to define documentation. For professionals in the higher education disability field and for those invested in this work, it is critical to grasp the evolving understanding of what constitutes documentation and necessary information to make disability accommodation decisions. Otherwise, disabiled students may be further excluded from higher education access.


2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Sadia Belkhir

Abstract Metaphoric proverbs represent interesting cultural instances of conventional metaphors (Belkhir 2014, 2012). The ubiquity of metaphoric proverbs in language and the problems this phenomenon causes in translation is an issue that requires close attention. Translation aims at providing semantic equivalence between two languages. According to Vinay and Darbelnet (1995), equivalence constitutes the adequate method that should be used by translators when dealing with proverbs. However, no translator can provide perfect translation of a source text due to cultural specificities. The present paper offers a modest report of an experimental study conducted with a group of efl students who have been taught translation as a subject in a higher education context (Mouloud Mammeri University). A set of English proverbs has been collected to build up the experiment that was administered to the subjects who were asked to translate them into Arabic, then into their first language, Kabyle. The question raised is whether these students are able to translate the proverbs appropriately. The study aims (1) to investigate translation strategies used by efl learners; and (2) to show how leaners’ L1 (Kabyle) and L2 (Arabic) interfere in the translation of English proverbs. The results showed that the more the students were acquainted with proverbs, the more they used equivalence in their translation. Similarly, the lesser they were acquainted with proverbs, the more they used literal translation or paraphrase. In addition, some translations provided by the participants revealed the presence of language interference.


2021 ◽  
pp. 1-16
Author(s):  
Laura-Mihaela Muresan ◽  
Concepción Orna-Montesinos

AbstractIn the introductory chapter, Muresan and Orna-Montesinos provide an overview of the multiple dimensions of academic literacy development, with a focus on its relevance for plurilingual scholars engaged in academic research writing and publishing processes. They situate the ethnographic and pedagogical studies presented in the subsequent chapters within a cognitive/socio-cultural theoretical framework, providing insights into higher education and academic literacy in glocal contexts.


2020 ◽  
Vol 9 (1) ◽  
pp. 118-140
Author(s):  
Heather McKnight

Recent, highly visible, struggles in Higher Education in the UK, such as the pensions strike, have aimed to recast such protests as part of a bigger struggle to maintain the public university. Viewing the shared pension scheme as one of the last defining features of a public institution. However, Federici in her recent book Re-enchanting the World: Feminism and the Politics of the Commons warns us if we wish to change the university in line with the public construction of a ‘knowledge commons’ that there is a need to question “the material conditions of the production of the university, its history and its relation to the surrounding communities” (Federici, 2019) and not just the academics within it. There is a need to consider how debate on knowledge production is insulated from the invisible work that sustains academic life including cleaners, cafeteria workers and groundkeepers, as well as to consider the potential colonisation of land institutions are built upon (Federici, 2019). Narratives of resistance to marketisation in Higher Education, while well meaning, still create disproportionate invisibility on the grounds of gender, race and socio-economic status, ignoring the material and intellectual value of such contributions. This paper considers how Federici’s approach to the politics of the commons discredit, deconstruct and potentially transform approaches to resistance to marketisation in education. It argues that struggles against marketisation, or for academic freedom, should be seen in the broader scope of access to education for all, and a continuum of co-dependant knowledge production. It will consider how different structures of privilege and oppression structure what is represented, resisted and fought for within and by the institution. Issues that are seen as marginal or controversial can be avoided in increasingly legislated upon, and therefore risk averse, students’ unions and trade unions. Which in turn reproduces a student and staff body that similarly continue to propagate such damaging structures both within and out with the institution. A rethinking around who the knowledge producers are, can help us restructure the university as a commons that resists the violence of capitalist logic, rather than one that upholds it. Thus problematising and reconstructing how we view the idea of a future university commons, in a way that recognises intersectional oppression and a misuse of certain bodies as a commons in and off themselves.


OALib ◽  
2019 ◽  
Vol 06 (11) ◽  
pp. 1-17
Author(s):  
Joao Dos Reis Silva Júnior ◽  
Everton Henrique Eleuterio Fargoni

2020 ◽  
Author(s):  
Kylie Quave ◽  
Shannon Fie ◽  
AmySue Qing Qing Greiff ◽  
Drew Alis Agnew

Teaching introductory archaeology courses in US higher education typically falls short in two important ways: the courses do not represent the full picture of who contributes to reconstructing the past and do not portray the contemporary and future relevance of the archaeological past. In this paper, we use anti-colonial and decolonial theories to explain the urgency of revising the introductory archaeology curriculum for promoting equity in the discipline and beyond. We detail the pedagogical theories we employed in revising an introductory archaeology course at a small liberal arts college in the US and the specific changes we made to course structure, content, and teaching strategies. To examine the impacts on enrolled students and on who chose to enroll in the revised archaeology curriculum, we analyze student reflection essays and enrollment demographics. We find that students developed more complex understandings of the benefits and harms of archaeological knowledge production and could articulate how to address archaeology’s inequities. We also found that enrollment in archaeology courses at the college shifted to include greater proportions of students of color. These results support the notion that introductory archaeology courses should be substantially and continually revised.


Blood ◽  
2019 ◽  
Vol 134 (Supplement_1) ◽  
pp. 3767-3767 ◽  
Author(s):  
Cody Ashby ◽  
Eileen M Boyle ◽  
Brian A Walker ◽  
Michael A Bauer ◽  
Katie Rose Ryan ◽  
...  

Background: Structural variants are key recurrent molecular features of myeloma (MM) with two types of complex rearrangement, chromoplexy and chromothripsis, having been described recently. The contribution of these to MM prognosis, rapid changes in clinical behavior and punctuated evolution is currently unknown as is the mechanism by which they deregulate gene function. Methods: We analyzed two sets of newly diagnosed MM data: 85 cases with phased whole genome sequencing; and 812 cases from CoMMpass where long-insert whole-genome sequencing was available. Patient derived xenografts from five MM cases were used to generate epigenetic maps for the histone marks, BRD4, MED1, H3K27Ac, H3K4me1, H3K4me3, H3K9me3, H3K36me3 and H3K27me3. Results: In the 10X data the median number of structural events per case was 25 (range 1 - 182); with a median of 14 intra-chromosomal events (range 1 - 179; P<0.001) and 7 inter-chromosomal events (range 0 - 29). Structural events were seen most frequently on chromosomes 14 (64%), 8 (53%), 1 (44%) and 6 (42%). Complex chromosomal rearrangements involving 3 or more chromosomal sites were seen in 46%, 4 or more sites in 20%, 5 or more in 10% and 6 or more in 5% of samples. There were significantly more structural events in the t(4;14) subgroup compared to the t(11;14) subgroup. Significantly more events were also seen in the bi-allelically inactivated TP53 cases. Using an elbow test defined cutoff, we identified cases with high structural variant load in 10% of cases. Chromoplexy called by "Chainfinder" was seen in 18% of cases. Chromothripsis called by "Shatterseek" was seen in 9% of cases. Cases with a high structural load alone were not associated with an adverse outcome whereas cases with chromoplexy or chromothripsis were associated with adverse PFS and OS, p=0.001. A new high-risk subgroup comprising approximately 5% of cases was identified with chromoplexy, chromothripsis and a high structural load. Gene set enrichment analysis of cases with chromoplexy and chromothripsis showed an excess of MYC, E2F and G2M targets, and a reduction in RAS signaling. Interferon a and g responses, an excess of TP53 and reduction in TRAF3 mutations was associated predominantly with chromothripsis. How chromoplexy and chromothripsis are tolerated by the cell is unknown and the association with the cGAS/STING response is further being explored. To determine how chromoplexy may deregulate multiple genes we identified the full spectrum of structural variants to the immunoglobulin (Ig) and non-Ig loci. A range of genes are deregulated by Ig loci including MAP3K14 at a frequency of 2% confirming the importance of non-canonical NFkB signaling. A novel intra-chromosomal rearrangement to ZFP36L1 was upregulated in 10% of cases but was not prognostic. Gene upregulation by non-Ig super enhancers is frequent and targets include PAX5, GLI3, CD40, NFKB1, MAP3K14, LRRC37A, LIPG, PHLDA3, ZNF267, CENPF, SLC44A2, MIER1, SOX30, TMEM258, PPIL1, and BUB3. The topologically associating domain (TADs) containing super enhancers bringing about gene deregulation include TXNDC5, FOXO3, FCHSD2, SP2, FAM46C, CACNA1C, TLCD2 and PIK3C2G. These super enhancers frequently contain important MM genes, the coding sequence of which are disrupted by the rearrangement and could contribute to the clinical phenotype. Accurately reconstructing the structure of the complex rearrangements will allow us to identify the mechanism of gene deregulation and to distinguish between either gene stacking, receptor stacking or both. Conclusions: Upregulation of gene expression by super enhancer rearrangement is a major mechanism of gene deregulation in MM and complex structural events contribute significantly to adverse prognosis by a range of mechanisms as well as simple gene overexpression. Disclosures Boyle: Amgen, Abbvie, Janssen, Takeda, Celgene Corporation: Honoraria; Amgen, Janssen, Takeda, Celgene Corporation: Other: Travel expenses. Walker:Celgene: Research Funding. Thakurta:Celgene: Employment, Equity Ownership. Flynt:Celgene Corporation: Employment, Equity Ownership. Davies:Amgen, Celgene, Janssen, Oncopeptides, Roche, Takeda: Membership on an entity's Board of Directors or advisory committees, Other: Consultant/Advisor; Janssen, Celgene: Other: Research Grant, Research Funding. Morgan:Amgen, Roche, Abbvie, Takeda, Celgene, Janssen: Honoraria, Membership on an entity's Board of Directors or advisory committees; Celgene: Other: research grant, Research Funding.


Sign in / Sign up

Export Citation Format

Share Document