Alles Fake, reine Konstruktion. Oder?

Author(s):  
Nadine Bieker

Artikelbeginn:[English title and abstract below] Im Strukturalismus wird Literatur verstanden als ein sekundäres modellbildendes System (vgl. Titzmann 1977, S. 69). Sekundär bedeutet, dass Literatur ein neues zeichentheoretisches System konstituiert, in dem die Signifikate der normalsprachlichen Zeichen eine neue Bedeutung bekommen; der Text erschafft folglich das Modell einer Welt und entspricht demnach nicht nur nicht der Realität, sondern soll es auch erst gar nicht (vgl. ebd., S. 65– 85). Dieses erschaffene Modell einer Welt meint das, was im Folgenden als Konstruktion bezeichnet wird. Was geschieht jedoch, wenn nicht einmal auszumachen ist, ob dem, was in der erzählten Welt geschieht, ein diegetischer Wahrheitsgehalt zugesprochen werden kann oder nicht? Und wie wird diese Unsicherheit narrativ erzeugt? It’s All a Fake, Pure Construction. Or is it?Narrative Uncertainty in Tamara Bach’s Marienbilder On its cover, Tamara Bach’s Marienbilder (2014) is described as »a novel in five possibilities. «Thus, from the outset, the paratext indicates the constructed quality of the plot and refuses to give any clear interpretation. This article will explore how the ontological uncertainty that permeates the entire novel is narratively constructed. To demonstrate this, special focus is placed on the beginning and the end of the narrative. A specific characteristic of Marienbilder is that the beginning and the end appear to be almost identi­cal. However, in the end, the novel breaches both content-related and literary boundaries in that the narrator negates her own existence and can thus no longer function as narrator. This analysis illustrates how uncertainty is created not only at the level of histoire but also at the level of discours, above all through its occasionally incongruent interplay. Fricke’s definition of function (1997) and the parameters of classical narra­tive text analysis are particularly relevant for the analysis of Marienbilder. By revealing the narrative structures, it is ultimately possible to recognise the specific aesthetics of the novel precisely because the only ›fact‹ in this fictional text is that in the narrated world, just as in the ›real‹ world, appearance rather than being, and fake rather than fact, dominate.

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Evangelos Terpos ◽  
Joseph Mikhael ◽  
Roman Hajek ◽  
Ajai Chari ◽  
Sonja Zweegman ◽  
...  

AbstractTreatment options in multiple myeloma (MM) are increasing with the introduction of complex multi-novel-agent-based regimens investigated in randomized clinical trials. However, application in the real-world setting, including feasibility of and adherence to these regimens, may be limited due to varying patient-, treatment-, and disease-related factors. Furthermore, approximately 40% of real-world MM patients do not meet the criteria for phase 3 studies on which approvals are based, resulting in a lack of representative phase 3 data for these patients. Therefore, treatment decisions must be tailored based on additional considerations beyond clinical trial efficacy and safety, such as treatment feasibility (including frequency of clinic/hospital attendance), tolerability, effects on quality of life (QoL), and impact of comorbidities. There are multiple factors of importance to real-world MM patients, including disease symptoms, treatment burden and toxicities, ability to participate in daily activities, financial burden, access to treatment and treatment centers, and convenience of treatment. All of these factors are drivers of QoL and treatment satisfaction/compliance. Importantly, given the heterogeneity of MM, individual patients may have different perspectives regarding the most relevant considerations and goals of their treatment. Patient perspectives/goals may also change as they move through their treatment course. Thus, the ‘efficacy’ of treatment means different things to different patients, and treatment decision-making in the context of personalized medicine must be guided by an individual’s composite definition of what constitutes the best treatment choice. This review summarizes the various factors of importance and practical issues that must be considered when determining real-world treatment choices. It assesses the current instruments, methodologies, and recent initiatives for analyzing the MM patient experience. Finally, it suggests options for enhancing data collection on patients and treatments to provide a more holistic definition of the effectiveness of a regimen in the real-world setting.


Author(s):  
Stephen Verderber

The interdisciplinary field of person-environment relations has, from its origins, addressed the transactional relationship between human behavior and the built environment. This body of knowledge has been based upon qualitative and quantitative assessment of phenomena in the “real world.” This knowledge base has been instrumental in advancing the quality of real, physical environments globally at various scales of inquiry and with myriad user/client constituencies. By contrast, scant attention has been devoted to using simulation as a means to examine and represent person-environment transactions and how what is learned can be applied. The present discussion posits that press-competency theory, with related aspects drawn from functionalist-evolutionary theory, can together function to help us learn of how the medium of film can yield further insights to person-environment (P-E) transactions in the real world. Sampling, combined with extemporary behavior setting analysis, provide the basis for this analysis of healthcare settings as expressed throughout the history of cinema. This method can be of significant aid in examining P-E transactions across diverse historical periods, building types and places, healthcare and otherwise, otherwise logistically, geographically, or temporally unattainable in real time and space.


2021 ◽  
Vol 59 (2) ◽  
pp. 66-80
Author(s):  
Catherine Belling

Abstract The ambivalent attraction of feeling horror might explain some paradoxes regarding the consumption of representations of atrocities committed in the real world, in the past, on actual other people. How do horror fictions work in the transmission or exploitation of historical trauma? How might they function as prosthetic memories, at once disturbing and informative to readers who might otherwise not be exposed to those histories at all? What are the ethical implications of horror elicited by fictional representations of historical suffering? This article engages these questions through the reading of Mo Hayder’s 2004 novel The Devil of Nanking. Hayder exploits horror’s appeal and also—by foregrounding the acts of representation, reading, and spectatorship that generate this response—opens that process to critique. The novel may productively be understood as a work of posttraumatic fiction, both containing and exposing the concentric layers of our representational engagement with records of past atrocity. Through such a reading, a spherical rather than linear topology emerges for history itself, a structure of haunted and embodied consumption.


spontaneously invented a name for the creature derived from the most prominent features of its anatomy: kamdopardalis [the normal Greek word for ‘giraffe*]. (10.27.1-4) It is worth spending a little time analysing what is going on in this passage. The first point to note is that an essential piece of information, the creature’s name, is not divulged until the last possible moment, after the description is completed. The information contained in the description itself is not imparted directly by the narrator to the reader. Instead it is chan­ nelled through the perceptions of the onlooking crowd. They have never seen a giraffe before, and the withholding of its name from the reader re-enacts their inability to put a word to what they see. From their point of view the creature is novel and alien: this is conveyed partly by the naive wonderment of the description, and partly by their attempts to control the new phenomenon by fitting it into familiar categories. Hence the comparisons with leopards, camels, lions, swans, ostriches, eyeliner and ships. Eventually they assert conceptual mastery over visual experience by coining a new word to name the animal, derived from the naively observed fea­ tures of its anatomy. However, their neologism is given in Greek (kamdopardalis), although elsewhere Heliodoros is scrupulously naturalistic in observing that Ethiopians speak Ethiopian. The reader is thus made to watch the giraffe from, as it were, inside the skull of a member of the Ethiopian crowd. The narration does not objectively describe what they saw but subjectively re­ enacts their ignorance, their perceptions and processes of thought. This mode of presentation, involving the suppression of an omniscient narrator in direct communication with the reader, has the effect that the reader is made to engage with the material with the same immediacy as the fictional audience within the frame of the story: it becomes, in imagination, as real for him as it is for them. But there is a double game going on, since the reader, as a real person in the real world, differs from the fictional audience inside the novel precisely in that he does know what a giraffe is. This assumption is implicit in the way the description is structured. If Heliodoros* primary aim had been to describe a giraffe for the benefit of an ignorant reader, he would surely have begun with the animal’s name, not withheld it. So for the reader the encounter


2020 ◽  
pp. 95-98
Author(s):  
Philippe Rochat

Humans can’t help but generalize in ways that are rarely, if ever, dictated by reason and prudence. We jump quickly to confirmatory and reassuring conclusions with a propensity to invent things in reference to worlds that only exist in our minds. Rather than being just games of the imagination, these inventions actually influence, often unbeknownst to us (subliminally), our attitudes and actions in the real world, in particular our discriminatory attitudes and actions toward people. Our innate propensity to chunk, cluster, and categorize things corresponds with our propensity to reproduce patterns of reality that are constructed based on ready-made or default implicit beliefs (i.e., stereotyping). Furthermore, the built-in default assumption that things and people have essential, nonobvious characteristics (definition of essentialism) allows for the immediate experience of favorable or unfavorable feelings toward people or things prior to, or not based on, actual experience (i.e. the definition of prejudice).


2001 ◽  
Vol 65 (1) ◽  
pp. 78-91 ◽  
Author(s):  
Page L. Anderson ◽  
Barbara O. Rothbaum ◽  
Larry Hodges

Author(s):  
Y. Yongling

Geographical information system (GIS) is one kind of information system that handles spatial data. It is difficult to give one definitive definition about GIS (Heywood, Cornelius, & Carver, 2002; Maguire, Goodchild, & Rhind, 2001). This variety of definitions can be explained by the fact that any definition of GIS will depend on who is giving it, and their background and viewpoint (Pinkles, 2002). The complete definition of GIS is selected here as: “a set of tools for collecting, storing, retrieving at will, transforming, and displaying spatial data from the real world for a particular set of purposes”(Burrough, 1986, p. 6). As an important part of e-government, is that it has functions of cartography, manages spatial data and spatial analysis.


Author(s):  
Jamie S. Switzer

Colleges and universities are adept at teaching students in the academic sense. Often what is lacking in a student’s education is a thorough grasp of the “real world”; how their chosen field actually functions and operates. One way for students to gain an understanding of a particular occupation is to interact with a mentor. Mentors can offer valuable intellectual resources to students (O’Neil & Gomez, 1996). Regardless of the quality of their education, students still need the practical information that can only be provided by a working professional who can present students an awareness of the real world (O’Neil, 2001). A mentor, however, is much, much more than a professional with unique expertise in a specific vocation. While mentors do provide career knowledge and the means for technical skill development, mentors can offer a myriad of services. They provide support, encouragement, and guidance. Mentors act as role models, teaching and nurturing students, demonstrating appropriate skills and behaviors. They are friends to students, providing them a means to network and find jobs.


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