scholarly journals Towards a Poetics of Failed Journeys. A Few Examples from the 16th Century

Viatica ◽  
2020 ◽  
Author(s):  
Marie-Christine GOMEZ-GÉRAUD ◽  
Keyword(s):  

The article raises the following question: what is indeed a complete journey? The outcome of the trip which does not necessarily coincide with the moment of return, but perhaps with the writing of the story itself. Three cases are considered here: that of pilgrims aspiring to face-to-face with God; that of Léry’s story, never brought to end; that of Jacques Cartier which questions the paradigm of the explorer.

Itinerario ◽  
2009 ◽  
Vol 33 (1) ◽  
pp. 61-77 ◽  
Author(s):  
Juan Pimentel

The main square of Mexico City, known as the Zocalo, occupies a central place in the make-up of the city, the nation, and even the national identity of Mexico. As we all know, the conquistadors built Mexico City on the site of Tenochtitlán, the capital of the Aztec empire. Indeed, the ruins of the Great Temple of the old city lie hidden under the square itself. This essay deals with the moment when the native past began to emerge from beneath the plaza, when a viceroy had the ground paved, and undertook a series of public works to solve the problems of drainage and water channelling which had existed throughout the history of the city. In his effort to modernise, the viceroy brought his contemporaries face to face with a long-buried past. For amidst the construction work two great archaeological pieces were discovered in 1790. These findings were subsequently studied by the multi-talented Creole, Antonio León y Gama, one of the most steadfast representatives of the Enlightenment in New Spain. By examining elements of Leon y Gama's work, I want to do a bit of historical excavation myself and reveal the existence of what we might describe, following Mary Louise Pratt, as a contact zone—one in which contemporary tools for investigatively ordering time and space were brought to bear on natural and cultural phenomena alike, in order to situate Mexico and its cultural heritage historically as well as geographically.


2014 ◽  
Vol 1 ◽  
pp. 89-109
Author(s):  
Marcin Mikołajczyk

Greek diaspora in Poznan in the 18th and 19th century Poznań, one of the largest Polish cities, was frequently inhabited by citizens of other countries. One such nation were Greeks, who came to Poland for economic, political and geopolitical reasons. Ethnic origins of emigrants remains an interesting problem. The first information on Greeks in Poznań can be traced back to the 16th century. In the second half of the 17th century, the number of Greeks coming to the city increased. Emigrants occupied themselves mainly with (profitable) wine and Eastern goods trade. Greeks imported wine mostly from Hungary. From the moment they came, Greeks were considered unwelcome by local tradesmen. Municipal books and the books of the Merchants’ Guild are full of complaints on the incomers from the South. It was not until 1789, when the laws of the Commission of Good Order operating in Poznań, that the conditions of Greeks staying in Poznań had been regulated. The Poznań Greek community was established around 1750. Poznań Greeks were of the Christian Orthodox denomination. Services were held at home churches, the community also had its cemetery. The following people were the chaplains: Atanazy Korda, Konstantyn Chartofilax Okuta, Atanazy Sawicz and Zupanos. The Poznań Greek community was dissolved in 1909. The most well-known representative of the Poznań Greeks is Jan Konstanty Żupański, a bookseller and publisher.


2020 ◽  
Vol 49 (2) ◽  
pp. 250-261
Author(s):  
Brittany Adams ◽  
Nance S. Wilson

This design-based research study examines how a collaborative annotation tool, Perusall, supported the development of community within an asynchronous online graduate course. Students read and engaged with assigned texts uploaded to Perusall each week, providing numerous opportunities for students to interact and collaborate with each other using the tool’s various sharing and communication features. Both text interactions and peer-to-peer interactions on Perusall increased throughout the course, with peer-to-peer interactions increasing at a greater rate, indicative of community growth within the course. Collaborative annotation tools capture students’ thinking and processing in the moment, more closely mirroring the learning that one might see in a face-to-face class when students discuss content with their instructor and/or classmates. This study offers insights for teachers, teacher educators, and school leaders about new approaches for developing community in online educational contexts, especially considering the drastic shift to online learning as a result of the COVID-19 pandemic.


2017 ◽  
Vol 10 (8) ◽  
pp. 1
Author(s):  
Heriberto Gonzalez Valencia ◽  
Jackeline Amparo Villota Enriquez ◽  
Patricia Medina Agredo

This study consisted in characterizing the strategies used by professors; implemented through virtual educational platforms. The context of this research were the classrooms of the Santiago de Cali University and the virtual space of the Chamilo virtual platform, where two professors from the Faculty of Education of the same university participated. The methodological approach of the investigation is qualitative, the observation and the interviews were the procedure to collect the data used. The results obtained and the analyzed literature show that there are different strategies used by professors through the implementation of the Chamilo virtual educational platform as a support to face-to-face classes, leading us to recognize that its utility has different intentions at the moment of being implemented by the professor.


Author(s):  
Elena Bandrés Goldáraz
Keyword(s):  

Resumen La asignatura Redacción periodística de televisión es una de las materias más complicadas de asimilar por parte del alumnado de Periodismo. La gran diversidad de posibilidades que tiene cada alumno de afrontar la redacción de una noticia supone, por el contrario, una desventaja a la hora de ajustar la redacción a unos parámetros adecuados de comunicación. A través de Moodle, hemos dispuesto de una herramienta que ha resultado ser esencial para enseñar dichos parámetros y para ofrecer una atención personalizada con el objetivo de mejorar el aprendizaje, algo que hubiera sido imposible en una clase presencial de más de cincuenta alumnos.Palabras clave Moodle, aprendizaje, constructivismo, periodismo, redacción, televisión.AbstractThe subject Journalistic writing of television is one of the matters most complicated of assimilating on the part of Journalism’s students. The great diversity of possibilities that every student has of confronting the writing of a news supposes, on the contrary, a disadvantage at the moment of the writing fits to a few suitable parameters of communication. Across Moodle, we have had a tool that has turned out to be essential to teach the above mentioned parameters and to offer a personalized attention, something that had been impossible in a face-to-face course of more than fifty students.


10.2196/17791 ◽  
2020 ◽  
Vol 22 (5) ◽  
pp. e17791 ◽  
Author(s):  
Wyke J P Stommel ◽  
Harry van Goor ◽  
Martijn W J Stommel

Background Research on the use of video-mediated technology for medical consultations is increasing rapidly. Most research in this area is based on questionnaires and focuses on long-term conditions. The few studies that have focused on physical examinations in video consultations indicated that it poses challenges for the participants. The specific activity of wound assessment through video in postsurgery consultations has not yet been studied. Furthermore, a comparative analysis of face-to-face and video settings on the moment-to-moment organization of such an activity is original. Objective The aim of this study was to examine the impact of video technology on the procedure of postsurgery wound assessment and its limits. Methods We recorded 22 postoperative video consultations and 17 postoperative face-to-face consultations. The primary purpose of the consultation was to inform the patient about the final pathology results of the resected specimen, and the secondary purpose was to check on the patient’s recovery, including an assessment of the closed wound. The recordings were transcribed in detail and analyzed using methods of conversation analysis. Results The way that an assessment of the wound is established in video consultations differs from the procedure in face-to-face consultations. In the consultation room, wound assessments overwhelmingly (n=15/17) involve wound showings in the context of surgeons reporting their observations formatted with evidentials (“looks neat”) and subsequently assessing what these observations imply or what could be concluded from them. In contrast, wound assessments in video consultations do not tend to involve showing the wound (n=3/22) and, given the technological restrictions, do not involve palpation. Rather, the surgeon invites the patient to assess the wound, which opens up a sequence of patient and physician assessments where diagnostic criteria such as redness or swollenness are made explicit. In contrast to observations in regular consultations, these assessments are characterized by epistemic markers of uncertainty (“I think,” “sounds...good”) and evidentials are absent. Even in cases of a potential wound problem, the surgeon may rely on questioning the patient rather than requesting a showing. Conclusions The impact of video technology on postoperative consultations is that a conclusive wound assessment is arrived at in a different way when compared to face-to-face consultations. In video consultations, physicians enquire and patients provide their own observations, which serve as the basis for the assessment. This means that, in video consultations, patients have a fundamentally different role. These talking-based assessments are effective unless, in cases of a potential problem, patient answers seem insufficient and a showing might be beneficial.


2021 ◽  
Author(s):  
◽  
Ann Mary Ruth

<p>How can we make theatre that sizzles with life that is kinaesthetically and viscerally experienced? As artists in the theatre our work is to combat the falling back into the habitual. We need to wake ourselves up, to see anew, to respond out of the moment: not out of memory (reaching into the past) nor out of desire (reaching into the future), both of which produce what Peter Brook has famously described as ‘deadly’ theatre. How can we consistently produce work that combats these ‘deadly’ tendencies?   Further, can we create work that is simultaneously artistically structured or fixed, created within the moment so that artistry and improvisation combine? This thesis investigates structures derived from the rituals of the New Zealand Māori, combined with choreography arising out of Viewpoints improvisations, testing them out in the context of actor training, predominantly at Toi Whakaari: New Zealand Drama School. Together they provide a framework for theatrical work that anchors actors to the present moment. They refocus performers’ attention towards purpose rather than performance. They allow the artistically structured to coexist with the improvisationally free, engendering a sense of pulsing life, a quality I am calling 'alive-li-ness'. They re-frame the audience-performer relationship, drawing the audience from observation towards a more participatory stance, where the performance becomes a journey undertaken together. This is a creative research thesis in which my own performative research underlies the critical and theoretical examination through a series of productions. Through them I am able to test out this thesis both in performance and on the rehearsal floor, forming the spine of the thesis.  I begin with examining theatrical improvisation, the form in which the future is genuinely unknown, the qualities that characterise it and the structures that support it. I explore a variety of forms and uses of improvisation, seeking the underlying attributes of improvisers at their most effective. I then explore the possibility of those qualities co-existing in work where structures such as an extant text and a fixed choreography are used, focusing firstly on the structures and qualities derived from Māori frameworks, then from those arising from Viewpoints. Finally I bring these frameworks together in a series of productions, testing their efficacy in relationship.  In combining these two approaches I have developed a powerful tool for creating performance that is immediate and visceral, the attention of the performer firmly anchored to purpose and the present moment, playfully, without self-consciousness or undue tension. In this approach the life engendered lies with the ensemble rather than the individual artist. These frameworks advance our understanding of ways in which this immediacy can be achieved within artistic structures and are shown to be transferable to other contexts. By following a clear sense of purpose and focus on the audience, giving precise attention to choreography and timing, the actor is freed from the siren call of memory and the equally seductive temptation to plan the future, and is thereby held in a precise and vital engagement with the present.</p>


2021 ◽  
Vol 10 (39) ◽  
pp. 117-128
Author(s):  
Peter A. Ukhov ◽  
Anatoly V. Ryapukhin ◽  
Natalia A. Biriukova ◽  
Anna K. Biryukova

Distance learning has had a huge impact on the educational process of universities and schools. The main platform through which the e-learning process at Moscow Aviation Institute (National Research University) (MAI) is carried out is LMS MAI Moodle. It should be noted that on the basis of this platform, a website with courses lms.mai.ru was created. The second in popularity and frequency of use is Microsoft Teams platform (MT). It is worth noting that thanks to the platforms for distance learning, the educational process was not only not disrupted or stopped, but was also supplemented with such advantages as autonomy and flexibility in acquiring knowledge. In connection with the coronavirus pandemic, on March 17, 2020, MAI completely switched to distance learning. At the moment, the epidemiological situation in Russia is improving and universities are again conducting face-to-face classroom studies. But what was happening with two platforms mentioned above after the end of the quarantine? Students and teachers of MAI say that the use of platforms has decreased, but classes are still held in this format. We discussed the prospects for further use of MT and LMS MAI in this article.


Author(s):  
Nazar Zatorskyy ◽  

The article considers the Epistle of Misael to the Pope Sixtus IV of 1476, which was first published by the Uniate metropolitan Hypatius Potij in 1605. Though its authenticity was definitely proved only at the end of 20th century, the fate of this letter, particularly with regard to the envoys who allegedly brought the charter to Pope Sixtus IV, has been discussed from the moment of its first edition until today. However, no special research was made concerning existing theories about this embassy. The article aims to fill this gap. A particular attention is paid to the thesis of the first publisher of the charter, who considered the noble Ruthenian Ivan Soltan and the Chancellor of the Great Duchy of Lithuania Jakub as the envoys with the Epistle of Misael. The author demonstrates that the title of the document, which appeared in the first edition of 1605, had been lacking in the original manuscript (now lost) and was invented by metropolitan Hypatius Potij. He presents the ways by which Potij’s thesis about two envoys to Pope Sixtus IV was spread in the Ukrainian and Polish historiography of the 17th through 19th centuries. The author also examines another source about two envoys with Misael’s charter to Pope Sixtus IV – Elucidarius errorum ritus ruthenici by Jan Sacran, edited at the beginning of the 16th century, to which Mykhailo Hrushevsky and other scholars referred, and shows that this document was a source of misrepresentation, wherefrom the idea of two envoys with the Epistle of Misael to Pope Sixtus VI derived. Based on a false quotation of Elucidarius, this idea is still circulating in the contemporary Ukrainian historiography. Therefore, this article is to correct these fallacious ideas of the embassy with Misael’s charter to Pope Sixtus IV. In addition, the author identifies one of the written sources, to which Jan Sacran referred in his treatise. He also traces back some 20th century erroneous ideas of the authorship of the Epistle of Misael that partially exist in the Ukrainian historiography even today. Finally, the article is supplemented by a report from Codex Arm. XXXII 21 from the Vatican Secret Archives that sheds light on the personality of Alexander Soltan, one of the alleged envoys with Misael’s charter. The author analyzes the content of the Codex Arm. XXXII 21 and argues the significance of this document in the solution of the question whether the embassy to Pope Sixtus IV has ever taken place.


2021 ◽  
Vol 4 (4) ◽  
pp. 01-08
Author(s):  
Raquel Rosan Christino Gitahy ◽  
Glaucia Aparecida Rosa Cintra ◽  
Leticia Rodrigues Biassoti ◽  
Luis Henrique Ramos Alves

This article aims to demonstrate the ability of teachers and parents to adapt to changes -resilience, as well as to analyze the reactions of those involved in the teaching and learning process in time of COVID 19. In order to achieve the proposed objective, several Podcasts were analyzed. report how parents and teachers are making themselves flexible in the face of remote classes to overcome the difficulties of the moment and enable education to occur in this context of a pandemic. 2020 will be remembered as a year of several changes in contemporary society. The SARS-COV 2 pandemic has infected thousands of people in Brazil and the world, with physical isolation being the best form of prevention against contagion, causing transformations in various sectors of society, including education, which had to “give up” the face-to-face teaching initiating remote education to guarantee the fundamental right to education. Through bibliographic research and documentary research, the latter based on Podcasts, it was found that for years the greatest use of technology has been discussed as an instrument that facilitates learning. During remote classes, teachers and students intensified their use of cell phones -WhatsApp and applications, notebooks, internet and a virtuallearning environment to enable access to education.


Sign in / Sign up

Export Citation Format

Share Document