This is the second volume in what will be a translation with full scholarly apparatus of the entire correspondence of St. Hildegard of Bingen. The translation follows Van Acker's definitive new edition of the Latin text, which is being published serially in Belgium by Brepols. As in that edition, the letters are organized according to the rank of the addressees. The first volume included ninety letters to and from the highest ranking prelates in Hildegard's world: popes, archbishops, and (...) bishops. Volume II comprises letters 91-217, in which Hildegard addresses lower-ranking spiritual leaders offering advice and consolation, and is particularly noteworthy for the correspondence with Guilbert of Gembloux, who provides a wealth of information about the saint and her spiritual gift. (shrink)

The first of four volumes that will present the only English translation of the complete correspondence of the remarkable twelfth-century Benedictine abbess Hildegard of Bingen, this study consists of nearly four hundred letters addressed to some of the most notable people of the day.

With the continuous development of society, the role of the visual guidance system in animation design has also evolved and evolved in its long history, leading to the changes in the values of modern beauty. In the field of modern social and cultural design, the visual guidance system in animation design has unique regional nature and cultural influence. The visual language should correspond to the visual environment and easy to understand and be known by people. It combines animation conception and (...) design technology to capture the cultural charm and beauty, values, and behavioral norms of people in different fields. This article studies and analyzes the visual orientation of graphic language in the design of animation visual guidance system, and injects the graphic language with orientation into its animation design, so that the animation design is more in line with the characteristics of the times. It can be more adapted to the emerging media and better convey the information transfer between the enterprise and the audience. To further understand the audience’s tendency toward elements of graphic expression, this article analyzes the subjective perceptions of the respondents on the importance of color selection, calligraphy fonts, graphic expression, and modeling meaning. The results of the study showed that the respondents aged 21–35 paid more attention to the choice of graphic colors, and the highest number was 69. (shrink)

O objetivo do presente artigo consiste em apresentar uma reflexão sobre os paradigmas existentes e emergentes frente a um contexto teórico-científico e a necessidade de mudança devido aos desafios enfrentados em determinados momentos. Assim, o texto, de abordagem qualitativa e caracterizado como uma revisão bibliográfica, contextualiza acerca deste braço da filosofia que trata da natureza da pesquisa científica, do conhecimento no campo educacional, não somente do âmbito da epistemologia, mas também da fundamentação dos paradigmas das ciências e da educação, e (...) do conhecimento científico. As questões metodológicas estão diretamente relacionadas com essa reflexão sobre os resultados significativos e o que precisa ser modificado a partir de uma análise sobre o contexto social em que se está inserido. Para fundamentar este artigo, se apresentam as contextualizações que dialogam em torno de autores como Alda Judith Alves-Mazzotti, Pierre Bourdieu, Boaventura de Sousa Santos, Bernard Charlot, Edgar Morin, Thomas Kuhn e Mario Osório Marques. Portanto, o artigo expõe no seu panorama científico uma resposta às imposições das ciências na contemporaneidade, sem o rompimento com o passado e suas tradições, mas apresentando um olhar voltado para o futuro. A partir dessa perspectiva, precisamos ter clareza do campo científico em que estamos inseridos, conhecendo de fato suas peculiaridades para optarmos por um método que contemple as necessidades apresentadas, tendo segurança do que estamos fazendo. Enfim, pode-se concluir que os profissionais da educação precisam de uma base de pesquisa científica sólida para terem subsídios necessários ao experimentarem novas metodologias em suas práticas pedagógicas que sejam significativas para os estudantes. (shrink)

Since the 1980s scholars have been increasingly confronted with expectations to orient themselves toward societal and economic priorities. This normative demand for societal responsiveness is inscribed in discourses aimed at increasing the usefulness, competitiveness, and control of academia. New performance criteria, funding conditions, and organizational forms are central drivers of this debate – thereby, they change the conditions in which scholars conduct research and advance their careers. However, little is known so far about the impact these institutional changes have on (...) the habitus of academics. This article analyzes how stable and consistent habitus formations among academics turn out to be in the course of institutional changes. We compare the habitus formations of two generations of German scholars before and after institutional changes gained pace in Germany. Three distinct habitus formations can be identified, which we refer to as “self-fulfilling,” “self-surpassing,” and “self-asserting.” These habitus formations hold across the two generations, but the lines between them become blurry in the new generation. (shrink)

DNA copy number variation (CNV) represents a considerable source of human genetic diversity. Recently,1 a global map of copy number variation in the human genome has been drawn up which reveals not only the ubiquity but also the complexity of this type of variation. Thus, two human genomes may differ by more than 20 Mb and it is likely that the full extent of CNV still remains to be discovered. Nearly 3000 genes are associated with CNV. This high degree of (...) variability with regard to gene copy number between two individuals challenges definitions of normality. Many CNVs are located in regions of complex genomic structure and this currently limits the extent to which these variants can be genotyped by using tagging SNPs. However, some CNVs are already amenable to genome‐wide association studies so that their influence on human phenotypic diversity and disease susceptibility may soon be determined. BioEssays 29:311–313, 2007. © 2007 Wiley Periodicals, Inc. (shrink)

Resumo: Este artigo objetiva investigar de que forma a proposta de educação continuada de uma escola de Educação Básica privada franciscana, localizada no Sul do Brasil, contribui na construção de si e da prática pedagógica de seus docentes. A metodologia é de abordagem qualitativa, do tipo estudo de caso. Para a coleta de dados utilizou-se a entrevista semiestruturada, com escolha intencional dos participantes (professores, coordenadoras pedagógicas e alunos). Optou-se pela análise textual, cujo processo de auto-organização deu-se a partir da desordem (...) em direção a uma nova ordem, passando pela emergência do novo para, finalmente, auto organizar-se de forma intuitiva. Os resultados apontam possíveis caminhos para o projeto formativo e confirmam que a participação dos professores na educação continuada ofertada pela escola contribui para a mudança no ser pessoa, incentivando-os a empreenderem inovações na prática pedagógica. Além disso, produziram aprendizagens significativas sobre a sua prática pedagógica e concepções de educação continuada, seus entendimentos no processo de autoformação (subjetividade) de si como seres em devir. Evidenciou-se que o despertar para a necessidade da educação continuada como contribuição para a autoformação do ser pessoa profissional é algo inerente ao ser humano na busca pela sua inteireza. Palavras-chave: Formação Continuada; Construção Pessoal e Profissional; Subjetividade Continuing teacher education: The walker perspective and the (in)completeness of being Abstract: This article aims to investigate how the continuing education proposal of a Franciscan private Basic Education school, located in southern Brazil, contributes to the construction of itself and the pedagogical practice of its teachers. The methodology uses a qualitative approach, of the case study type. For data collection, a semi-structured interview was used, with the intentional choice of the participants (teachers, pedagogical coordinators and students). We opted for textual analysis, whose self-organization process started from disorder towards a new order, passing through the emergence of the new and, finally, self-organizing in an intuitive way. The results indicate possible paths for the training project and confirm that the participation of teachers in the continuing education offered by the school contributes to the change in being a person, encouraging them to undertake innovations in pedagogical practice. In addition, they produced significant learning about their pedagogical practice and conceptions of continuing education, their understandings in the process of self-training (subjectivity) of themselves as beings in becoming. It was evident that the awakening to the need for continuing education as a contribution to the self-training of being a professional person is something inherent to human beings in the search for their wholeness. Keywords: Continuing Education; Personal and Profesional Construction; Subjectivity Formación continua docente: La perspectiva de caminante y la (in)completitud del ser Resumen: Este artículo tiene como objetivo investigar cómo la propuesta de educación continua de una escuela privada franciscana de Educación Básica, ubicada en el sur de Brasil, contribuye a la construcción de sí mismo y la práctica pedagógica de sus docentes. La metodología utiliza un enfoque cualitativo, del tipo de estudio de caso. Para la recolección de datos se utilizó una entrevista semiestructurada, con la elección intencional de los participantes (docentes, coordinadores pedagógicos y estudiantes). Se optó por el análisis textual, cuyo proceso de autoorganización partió del desorden hacia un nuevo orden, pasando por la emergencia de lo nuevo y, finalmente, autoorganizándose de manera intuitiva. Los resultados señalan posibles caminos para el proyecto formativo y confirman que la participación de los docentes en la formación continua que ofrece la escuela contribuye al cambio en el ser persona, animándolos a emprender innovaciones en la práctica pedagógica. Además, produjeron aprendizajes significativos sobre su práctica pedagógica y concepciones de educación continua, sus entendimientos en el proceso de autoformación (subjetividad) de sí mismos como seres en devenir. Se evidenció que el despertar a la necesidad de la educación continua como aporte a la autoformación del ser profesional es algo inherente al ser humano en la búsqueda de su integridad. Palabras-clave: Educación Continua; Construcción Personal y Profesional; Subjetividad Data de registro: 29/06/2023 Data de aceite: 13/12/2022. (shrink)

Das typologische Spektrum der Denkformen von Alterität ist breit. Es erstreckt sich zwischen leerer Gleichheit und unzugänglicher Fremdheit. Eine besondere Zuspitzung erfährt das Thema in der Theologie im Gottesgedanken. Das Buch behandelt diesen Problemzusammenhang anhand von Fallstudien zu Schleiermacher und Luther. Bei der Interpretation geht es zugleich um die Frage nach Genese und Quellen von Alterität in übergreifenden Zusammenhängen. Im Mittelpunkt stehen hierbei die grossen theologischen Gegensatzverhältnisse zwischen Gott und Sünde im Horizont, ebenso die vielfältigen Differenzkorrelationen von Selbst und Welt. (...) Dies findet eine Zuspitzung in der Fokussierung von Entsprechungen zwischen Gottes-, Sozial- und Selbstverhältnissen: Theologie wird mit der Logik von Soziologie und Psychologie verknüpft."-- Back cover. (shrink)

O artigo trata sobre o legado de Francisco de Assis e Madre Madalena, referência de vida e educação: formando para a vida com princípios, valores e atitudes. Objetiva reconhecer os princípios, valores e atitudes franciscanas que referendam uma educação pautada nos exemplos de São Francisco de Assis e Madre Madalena. O aporte teórico fundamenta-se em escritos das Fontes Franciscanas e Clarianas (2004), Cools e Winpersee (1996) dentre outros autores que tratam da temática em estudo. Utilizando uma metodologia qualitativa, caracteriza-se como (...) um estudo bibliográfico. A análise dos dados baseia-se em Bardin (2016). Os resultados encontrados apontam para o reconhecimento dos princípios, valores e atitudes franciscanas que referendam a proposta de educação franciscana. Destacam-se os princípios da construção da fraternidade, a cultura de paz, uma nova ética, a cultura da solidariedade, a integralidade, a justiça, a confiança em Deus. Os valores a serem cultivados na proposta da educação franciscana para o século XXI emergem da vivência da filosofia e da espiritualidade franciscana. (shrink)

Multiteam systems are complex organizational forms comprising interdependent teams that work towards their own proximal goals within and across teams to also accomplish a shared superordinate goal. MTSs operate within high-stakes, dangerous contexts with high consequences for suboptimal performance. We answer calls for nuanced exploration and cross-context comparison of MTSs “in the wild” by leveraging the MTS action sub-phase behavioral taxonomy to determine where and how MTS failures occur. To our knowledge, this is the first study to also examine how (...) key MTS attributes influence MTS processes and performance. We conducted historiometric analysis on 40 cases of failed MTS performance across various contexts to uncover patterns of within- and between-team behaviors of failing MTSs, resulting in four themes. First, component teams of failing MTSs over-engaged in within-team alignment behaviors by enacting acting, monitoring, and recalibrating behaviors more often within than between teams. Second, failing MTSs over-focused on acting behaviors and tended to not fully enact the action sub-phase cycle. Third and fourth, boundary status and goal type exacerbated these behavioral patterns, as external and physical MTSs were less likely to enact sufficient between-team behaviors or fully enact the action sub-phase cycle compared to internal and intellectual MTSs. We propose entrainment as a mechanism for facilitating MTS performance wherein specific, cyclical behavioral patterns enacted by teams align to facilitate goal achievement via three multilevel behavioral cycles. We argue that the degree to which these cycles are aligned both between teams and with the overarching MTS goal determines whether and how an MTS fails. Our findings add nuance beyond single-context MTS studies by showing that the identified behavioral patterns hold both across contexts and almost all types of MTS action-phase behaviors. We show that these patterns vary by MTS boundary status and goal type. Our findings inform MTS training best practices, which should be structured to integrate all component teams and tailored to both MTS attributes and situation type. (shrink)