Journal articles on the topic 'Antonella (1955-....)'

By looking at the works of the poet Antonella Anedda (b. Rome, 1955) and the artist Maria Lai (Ulassi, 1919–Cardedu, 2013), this study investigates the relationship between poetic texts and textiles, contending that the ‘intra-action’ – to use the feminist physicist Karen Barad’s term – between the language of poetry and that of textile can be understood through a paradigm of entanglements that expands the semantic capacity of both words and textiles. One main objective of this study is to re-think the genre of lyric poetry and some of its core generic markers, in particular apostrophe, rhythm, and repetition, in light of a focus on materiality and tactility; this shall problematise ideas of linearity and completeness in favour of notions of movement, instability, and tactility. This will enable us to propose new parameters that allow for conceptualisation of textile poems and the textile poetics of entanglement that they articulate.

The objective of this paper is to investigate the peculiar and innovative features of the design activity of architect Franco Antonelli in the Umbrian territory during the period 1955-75. As an architect, Antonelli possessed a sophisticated, innovative, and experimental personality, positively influenced by his enduring collaboration with Bishop Siro Silvestri. Several factors contributed to creating a productive and innovative partnership between them, which lasted nearly 15 years. Silvestri was a Conciliar father who believed in the radical renovation that the Liturgical Constitution could bring. Antonelli, instead, was a Catholic intellectual supporting the new relationship between liturgy and sacred space. The case study of the diocese of Foligno appears as an illuminating land of experimentation. By examining the realized parish centers, this paper reveals a novel Italian context in which the decision-making process was shaped by liturgical pastoral care and urban procedures, combined with innovative architectural practices.

Continuación y fin: v. Fénix, N° 2, pp. 188 y sgg.) Una de las primeras polémicas sobre el Nuevo Mundo. En esta edición se publican los Apéndices titulados: Justo Lipsio y la Inquisición de Lima, Justo Lipsio y la apología de la cultura mexicana por Eguiara y Eguren; y una Nota Iconográfica que complementan el interesante artículo del doctor Antonello Gerbi sobre la figura de Diego de León Pinelo y Justo Lipsio

Otro complemento al interesante trabajo del doctor Antonello Gerbi publicado en el número 2 de esta revista, es la publicación de un artículo de Raúl Porras Barrenechea que presenta el testamento inédito de Diego de León Pinelo, otorgado en Lima el 21 de abril de 1652 y el testamento del padre don Diego López de León, también llamado en algunos documentos Diego López de Lisboa, suscrito en Lima el 8 de marzo de 1644.

Résumé Degioanni (Anna), Lisa (Antonella), Zei (Gianna) , Darlu (Pierre). -Patronymes italiens et migration italienne en France entre 1891 et 1940 La distribution des patronymes italiens en France a été étudiée pour les périodes 1891-1915 et 1916-1940, à partir des naissances enregistrées dans les départements français durant ces périodes. Les 100 patronymes les plus fréquents dans chacune des régions italiennes servent de références. Les distances patronymiques entre l'Italie et chaque département français ont été calculées et cartographiées afin de montrer l'évolution de la répartition des Italiens d'une période à l'autre. Par ailleurs, en se fondant sur l'accroissement des naissances enregistrées sous un patronyme italien entre les deux périodes, il a été possible de préciser l'ampleur des flux migratoires selon les régions italiennes d'origine. Ces méthodes soulignent que la migration italienne résulte à la fois d'échanges frontaliers assez anciens, dans le sud-est de la France et d'une immigration plus récente vers les bassins d'emploi (nord-est, sud-ouest), les Vénitiens migrant préférentiellement vers la vallée de la Garonne, les Lombards vers la Lorraine.

Una de las primeras polémicas sobre el Nuevo Mundo. Artículo del doctor Antonello Gerbi sobre la figura de Diego de León Pinelo y Justo Lipsio. El estudio de Gerbi concluye en lo siguiente “1648-1945… Casi tres siglos han transcurrido. El polvo se acumula igualmente sobre los pergaminos del Lovanio y del Hypornnema. Polillas imparciales resuelven la diatriba devorando a ambos litigantes. América ha crecido, como soñaba Lipsio, como auguraba Pinelo. El Sol del Nuevo Mundo sube seguro al cenit. Lástima que en demasiadas partes del más latino de los continentes el latín sea una lengua más muerta que nunca. ¿Venganza póstuma por la "injuria" del sumo latinista de Lovaina?... ¿O póstuma aquiescencia a su juicio sumario?… El agudo Don Diego habría encontrado, sin duda, la manera de combinar las dos interpretaciones,- en un epigrama latinoamericano

When, in 1990, Gustavo Pérez Firmat asked, “Do the Americas have a common literature?” He was responding to a fledgling critical endeavor that had been pioneered during the previous decade in only a handful of studies, by such Latin Americanists and literary comparatists as M. J. Valdés, José Ballón, Bell Gale Chevigny, Gari Laguardia, Vera Kutzinski, Alfred Owen Aldridge, and Lois Parkinson Zamora (“Cheek” 2). Although “inter-American literary studies”—the comparative investigation of the “literatures and cultures of this hemisphere” as one unit of study—seemed to Pérez Firmat “something of a terra incognita” in 1990 (“Cheek” 1–2), the hemispheric conception of American studies had originated in the United States some sixty years earlier with the Berkeley historian Herbert Eugene Bolton (1870–1953), who argued, in his seminal 1932 presidential address to the American Historical Association, for an “essential unity” in the history of the Western hemisphere (472). Although the contributing historians in Lewis Hanke's 1964 collection of essays Do the Americas Have a Common History? gave this “Bolton Thesis” a decidedly mixed review, the thesis provided the inspiration for Pérez Firmat's landmark collection and a starting point for much subsequent hemispheric scholarship. Meanwhile, inter-American studies has had a strong tradition in Europe that is, in fact, older than Pérez Firmat's or Hanke's collection. As early as the 1950s, the eminent Italian Americanist Antonello Gerbi was publishing his groundbreaking works in comparative hemispheric and Atlantic history, which studied the early modern polemic about the degenerative influences the New World environments had on plants, animals, and humans. Also, Hans Galinsky, at the University of Mainz, was exploring the literature of the European discovery and aesthetic forms such as the baroque in the early Americas from a comparative perspective in the 1960s.

Résumé Pinnelli (Antonella) et Mancini (Paola). - Différences de mortalité par sexe de la naissance à la puberté en Italie : un siècle d'évolution On étudie le rapport entre la mortalité des garçons et des filles, entre 0 et 14 ans, en Italie depuis la fin du xixe siècle. L'évolution de ce rapport est passée par quatre phases. Jusque vers 1920, la période est défavorable aux filles ; le rapport de masculinité décroît à tous les âges ; au-delà du premier anniversaire, il descend en dessous de l'unité (surmortalité des filles), d'autant plus nettement que l'âge est élevé; la mortalité infantile continue d'être plus forte pour les garçons que pour les filles, mais l'écart est inférieur à celui qu'on s'accorde à considérer comme «biologique». Entre 1920 et 1940 environ, la surmortalité féminine disparaît progressivement à tous les âges; vers 1940, au-delà du premier anniversaire, garçons et filles décèdent avec des fréquences voisines. Entre 1940 et 1980, l'avantage des filles s'accentue rapidement; la surmortalité masculine est d'autant plus forte que l'âge est plus élevé, elle atteint 80% à 10-14 ans. Mais après 1980 apparaissent les premiers signes d'un renversement de tendance, qu'on observe aussi dans de nombreux pays occidentaux. Avec le recul continu des maladies infectieuses puis des affections digestives, la mortalité infantile et la surmortalité des garçons dans l'année de la naissance dépendent de plus en plus des « conditions morbides d'origine périnatale ». Au-delà du premier anniversaire, la surmortalité féminine des premières décennies du xxe siècle reflète essentiellement une surmortalité d'origine infectieuse et digestive. Après 1950, la diminution rapide de ces causes de décès donne une place relative accrue aux accidents, dont la fréquence ne diminue que lentement, et aux tumeurs, qui augmentent. Les maladies qui touchaient en priorité les filles reculent donc et les causes où la surmortalité est masculine prennent un poids accru. Après 1980, la diminution de la mortalité accidentelle et l'écart réduit entre garçons et filles sur ce point entraînent un renversement du mouvement général. L'évolution d'ensemble de la mortalité et des causes de décès expliquent donc en partie les variations du rapport de masculinité, car les causes qui frappaient surtout les filles se sont résorbées plus vite que celles qui touchent en priorité les garçons. Mais la différenciation sexuelle des pratiques éducatives a sans doute aussi joué un rôle important dans cette évolution.

Résumé Pinnelli (Antonella) et Mancini (Paola). - Différences de mortalité par sexe de la naissance à la puberté en Italie : un siècle d'évolution On étudie le rapport entre la mortalité des garçons et des filles, entre 0 et 14 ans, en Italie depuis la fin du xixe siècle. L'évolution de ce rapport est passée par quatre phases. Jusque vers 1920, la période est défavorable aux filles ; le rapport de masculinité décroît à tous les âges ; au-delà du premier anniversaire, il descend en dessous de l'unité (surmortalité des filles), d'autant plus nettement que l'âge est élevé; la mortalité infantile continue d'être plus forte pour les garçons que pour les filles, mais l'écart est inférieur à celui qu'on s'accorde à considérer comme «biologique». Entre 1920 et 1940 environ, la surmortalité féminine disparaît progressivement à tous les âges; vers 1940, au-delà du premier anniversaire, garçons et filles décèdent avec des fréquences voisines. Entre 1940 et 1980, l'avantage des filles s'accentue rapidement; la surmortalité masculine est d'autant plus forte que l'âge est plus élevé, elle atteint 80% à 10-14 ans. Mais après 1980 apparaissent les premiers signes d'un renversement de tendance, qu'on observe aussi dans de nombreux pays occidentaux. Avec le recul continu des maladies infectieuses puis des affections digestives, la mortalité infantile et la surmortalité des garçons dans l'année de la naissance dépendent de plus en plus des « conditions morbides d'origine périnatale ». Au-delà du premier anniversaire, la surmortalité féminine des premières décennies du xxe siècle reflète essentiellement une surmortalité d'origine infectieuse et digestive. Après 1950, la diminution rapide de ces causes de décès donne une place relative accrue aux accidents, dont la fréquence ne diminue que lentement, et aux tumeurs, qui augmentent. Les maladies qui touchaient en priorité les filles reculent donc et les causes où la surmortalité est masculine prennent un poids accru. Après 1980, la diminution de la mortalité accidentelle et l'écart réduit entre garçons et filles sur ce point entraînent un renversement du mouvement général. L'évolution d'ensemble de la mortalité et des causes de décès expliquent donc en partie les variations du rapport de masculinité, car les causes qui frappaient surtout les filles se sont résorbées plus vite que celles qui touchent en priorité les garçons. Mais la différenciation sexuelle des pratiques éducatives a sans doute aussi joué un rôle important dans cette évolution.

By Stein Edith: Zum problem der Einfühlung, Niemeyer, Halle 1917, Reprint der OriginalausgabeKaffke, München 1980, trad. it. Il problema dell’empatia, trad. di E. Costantini e E. Schulze Costantini, Studium, Roma 1985. Beiträge zur philosophischen Begründ der Psychologie und Geisteswissen schaften: a) Psychische Kausalität; b)Individuum und Gemeinschaft, «Jahrbuch für Philosophie und phänomenologische Forschung», vol. 5, Halle 1922, pp. 1-283, riedito da Max Niemeyer, Tübingen 1970, trad. it. Psicologia e scienze dello spirito. Contributi per una fondazione filosofica, trad. di A. M. Pezzella, pref. di A. Ales Bello, Città Nuova, Roma 1996. Was ist Phänomenologie?, in Wissenschaft/Volksbildung, supplemento scientifico al «Neuen Pfälzischen Landes Zeitung», n. 5, 15 maggio 1924; è stato pubblicato nella rivista «Teologie und Philosophie», 66 (1991), pp. 570-573; trad. it. Che cosa è la fenomenologia? in La ricerca della verità – dalla fenomenologia alla filosofia cristiana, a cura di A. Ales Bello, Città Nuova, Roma 1993, pp. 55-60. Endliches und ewiges Sein. VersucheinesAufstiegszum Sinn des Sein (ESW II), hrsg. von L. Gelber und R. Leuven, Nauwelaerts-Herder, Louvain-Freiburg 1950, trad. it. Essere finito e essere eterno. Per una elevazione al senso dell’essere, trad. it. di L. Vigone, rev. di A. Ales Bello, Città Nuova, Roma 1988. Welt und Person. BeträgezumchristlichenWahrheitstreben (ESW VI), hrsg. von L. Gelber und R. Leuven, Newelaerts – Herder, Louvain – Freiburg 1962, trad. it. Natura, persona, mistica. Per una ricerca cristiana della verità, trad. it. di T. Franzoni, M. D’Ambra e A. M. Pezzella, a cura di A. Ales Bello, Città Nuova, Roma 1999. AusdemLebeneinerjüdischenFamilie (ESW VII), Herder, Freiburg i. Br. 1987, trad. it. Storia di una famiglia ebrea. Lineamenti autobiografici: l’infanzia e gli anni giovanili, Città Nuova, Roma 1992. Einführung in die Philosophie (ESW XIII), hrsg. von L. Gelber und M. Linssen, Herder, Freiburg i. Br. 1991, trad. it. Introduzione alla filosofia di A. M. Pezzela, pref. di A. Ales Bello, Città Nuova, Roma 1998. Briefean Roman Ingarden 1917-1938 (ESW XIV), Einleitung von H. B. Gerl-Falkovitz, Anmerkungen von M. A. Neyer, hrsg. von L. Gelber und M. Linssen, Herder, Freiburg i. Br. 1991, trad. it. Lettere a Roman Ingarden, trad. it. di E. Costantini e E. Schulze Costantini, Libreria Editrice Vaticana, Città del Vaticano 2001. Potenz und Akt. StudienzueinerPhilosophie des Seins (ESW XVIII), bearbeitet und miteinerEinfürungversehen von H. R. Sepp, hrsg. von L. Gelber und M. Linssen, Herder, Freiburg i. Br. 1998, trad. it. Potenza e atto. Studi per una filosofia dell’essere, trad. di A. Caputo, pref. di A. Ales Bello, Città Nuova, Roma 2003. By others on Edith Stein and Empathy: Albiero, Paolo and Matricardi Giada, Che cos’è l’empatia, Carocci, Roma, 2006. Ales Bello, Angela, Empathy, a return to reason, in The self and the other. The irreducibile element in a man. Part I, ed. by A. T. Tymieniecka, Dordrecht-Boston, Reidel Publishing Company, in «Analecta Husserliana», 6 (1977), pp. 143-149. – Edith Stein: da Edmund Husserl a Tommaso D’Aquino. In Memorie Domenicane, n. 7, n.s., 1976. – Edmund Husserl e Edith Stein. La questione del metodo fenomenologico, in «Acta Philosophica», 1 (1992), pp. 167-175. – Fenomenologia dell’essere umano – Lineamenti di una filosofia al femminile, Città Nuova, Roma 1992. – Analisi fenomenologica della volontà. Edmund Husserl ed Edith Stein, in «Per la filosofia», 1994, n. 31, pp. 24-29. – Lo studio dell’anima fra psicologia e fenomenologia in Edith Stein, in Sogno e mondo, Edizioni Scientifiche Italiane, Napoli 1995, pp. 7-25. – Edith Stein. Invito alla lettura, Edizioni San Paolo, Milano 1999. – Edith Stein, Piemme, Casale Monferrato 2000. – Empatia e dialogo: un’analisi fenomenologica, in A. DENTONE (a cura di), Dialogo, silenzio, empatia, Bastoni Editrice Italiana, Foggia 2000, pp. 65-85. – L’universo nella coscienza. Introduzione alla fenomenologia di Edmund Husserl, Edith Stein, Hedwig Conrad-Martius, Edizioni ETS, Pisa 2003. – Persona e Stato in Edith Stein in D’Ambra, Michele(a cura di), Edith Stein. Una vita per la verità, «Quaderni dell’AIES», n. 1, Edizioni OCD, Roma 2005. – Edith Stein: lo spirito umano in cammino verso la santità in D’Ambra, Michele(a cura di), Edith Stein.Lo Spirito e la santità, «Quaderni dell’AIES», n. 2, Edizioni OCD, Roma 2007. Alfossi, Maura. et al., Guarire o curare? Comunicazione ed empatia in medicina, La Meridiana, Molfetta (BA), 2008. Balzer, Carmen, The Empathy Problem in Edith Stein, in Huusserlian Phenomenology in a New Key. Intersubjectivity, Ethos, the Social Sphere, Human Encouter, Pathos, ed. by A. T. Tymieniecka, Kluwe Academic Publisher, Dordrecht-Boston-London, in «AnalectaHusserliana», 35 (1991), pp. 271-278. Baron-Cohen, Simon., La scienza del male. L’empatia e le origini della crudeltà, Cortina, Milano, 2012. Bellingreri, Antonio, Per una pedagogia dell’empatia, Vita e Pensiero, Milano, 2005. Bettinelli, Carla,Il pensiero di Edith Stein. Dalla fenomenologia alla scienza della Croce, Vita e Pensiero, Milano 1976. – Il problema dell’Einfülung, in «Hermeneutica», 9 (1989), pp. 291-304. – La fenomenologia, uno sguardo sulla verità, in «Aquinas», 37 (1994), pp. 377-386. – L’itinerario di Edith Stein: dalla psicologia alla metafisica, alla mistica, in «Letture», 32 (1997), pp. 505-524. Boella, Laura and Buttarelli Annarosa,Per amore di altro. L’empatia a partire da Edith Stein, Raffaello Cortina Editore, Milano 2000. – Grammatica del sentire. Compassione, Simpatia, Empatia, CUEN, Milano, 2004. Bonino, Silvia, et al. (a cura di), Empatia. I processi di condivisione delle emozioni, Giunti, Firenze, 1998. Bronzino, Cristina, Sentire insieme. Le forme dell’empatia, ArchetipoLibri, Bologna, 2010. Challita, Marie, The empathic brain as the neural basis of moral behaviour Presented from interdisciplinary perspectives, Dissertatio ad Doctoratum in Facultate Bioethicæ Pontificii Athenæi Regina Apostolorum, Rome 2014. Cerri Musso, Renza,La pedagogia dell’Einfühlung. Saggio su Edith Stein, La Scuola, Brescia, 1955. Costantini, Elio,Einfühlung und Intersubjektivitätbei Edith Stein und bei Husserl, in The Great Chain of Being and Italian Phenomenology, in «AnalectaHusserliana»,, 11 (1981), pp. 335-339. – Edith Stein. Profilo di una vita vissuta alla ricerca della verità, Libreria Editrice Vaticana, Città del Vaticano 1987. – Note sull’empatia nell’approccio interpersonale, in «Aquinas», 30 (1987), pp. 135-140. – L’empatia, conoscenza dell’”Io” estraneo, in «Studium», 86 (1990), pp. 73-91. D’Ambra, Michele,Il mistero e la persona nell’opera di Edith Stein, in «Aquinas», 34 (1997), pp. 581-591. D’Ippolito, Maria Bianca,L’analisi fenomenologica dell’anima, in«Aquinas», 41 (1997), pp. 61-67. De Waal Frans., L’età dell’empatia. Lezioni della natura per una società più solidale, Garzanti, Milano, 2011. Di Muzio, Luigi Carlo,I giorni della verità. La vicenda di Edith Stein, La sorgente, Vicenza, 1974. Epis, Massimo,Io, anima, persona nella fenomenologia di Edith Stein, in «Teologia», 27 (2000), pp. 52-70. – Fenomenologia della soggettività, LED, Milano 2003. Fidalgo, Antonio,Edith Stein, Theodor Lipps und die Einfühlungsproblematik, in R. L. FETZ - M. RATH – P. SHULZ(hrsgg.), Studien zur Philosophie von Edith Stein – Internationales Edith-Stein-Symposion Eichstätt 1991, in «Phänomenologische Forschungen», 26/27, 1993, pp. 90-106. Fortuna Federico, Tiberio Antonio, Il mondo dell’empatia. Campi di applicazioni, Franco Angeli, Milano, 20012. Freedberg David and Gallese Vittorio, Movimento, emozione ed empatia nell’esperienza estetica. In Teorie dell’immagine. Il dibattito contemporaneo, a cura di Pinotti, Andrea and Somaini Antonio Cortina, Milano, 2009. Galeazzi, Umberto., La lezione di Husserl nell’itinerario di ricerca di Edith Stein, in «Hermeneutica», 1989, n. 9, pp. 363-384. Galofaro, Joseph,La tesi di laurea sull’empatia, in «Rivista di Vita Spirituale», 41 (1987), pp. 255-261. Gamarra, Daniel, Edith Stein: il problema dell’empatia, in «Divus Thomas», 91 (1988), pp. 181-189. Geiger, Mattis, Sul problema dell’empatia di stati d’animo, in Besoli, Stefano and Guidetti, Luca, (a cura di) Il realismo fenomenologico. Sulla filosofia dei circoli Monaco e Gottinga, Quodlibet, Macerata 2000. – Essenza e significato dell’empatia, in Pinotti, Andrea (a cura di) Estetica ed Empatia. Antologia, Guerini e associati, Milano. 1997. Ghigi, Nicoletta, L’orizzonte del sentire in Edith Stein, Nimesis, Milano-Udine, 2011. Giusti, Edoardo and Locatelli, Maura, L’empatia integrata. Analisi Umanistica del comportamento motivazionale nella clinica e nella formazione, Sovera, Roma 2000. Giordano, Maria, Ripensare il processo empatico, Franco Angeli, Milano, 2004. Herbstrith, Waltraud,Edith Stein: una donna per il nostro secolo, Vita e Pensiero, Milano 1971. Hoffman, Martin,Empatia e sviluppo morale, Il Mulino, Bologna, 2008. Hughes, John,Edith Stein’s Doctoral Thesis on Empathy and the Philosophical Climate from which emerged, in «Theresianum», 36 (1985), pp. 455-484. Kohut, Heinz,Introspezione ed empatia: raccolta di scritti (1959-1981) (a cura di) A. CARUSI, Boringhieri, Torino, 2003. Körner,Reinhard,L’ Empatia nel senso di Edith Stein. Un atto fondamentale della persona nel processo cristiano della fede, in SLEIMAN J. – L.BORRIELLO (edd.), Edith Stein. Testimone di oggi profeta per domani, atti del Simposio Internazionale, Teresianum (Roma) 7-9/10/1998, Libreria Editrice Vaticana, Città del Vaticano 1999, pp. 159-180. Lavigne,Jean François,Da Husserl a Tommaso D’Aquino: la nozione di anima in Edith Stein in BUCARELLI M. – D’Ambra, Michele (a cura di), Fenomenologia e personalismo, Edizioni Nuova Cultura, Roma 2008. Lombardo, Gaetano, Edith Stein, il problema della coscienza tra empatia e interiorità, tesi di Laurea (July 7, 2009), Università degli studi di Messina, Italy. Manganaro, Patrizia, L’Einfühlung nell’analisi fenomenologica di Edith Stein, in «Aquinas», 43 (2000), pp. 101-121. – Empatia, Messaggero di S. Antonio Editrice, Padova 2014. Pancaldo, Diego,L’amore come dono di sé. Antropologia filosofica e spiritualità in Edith Stein, Pontificia Università Lateranense, Roma 2003. Paolinelli, Marco,Antropologia e “metafisica cristiana” in Edith Stein, in «Rivista di Filosofia Neoscolastica», 93 (2001), pp. 580-615. – Natura, spirito, individualità in Edith Stein, in D’Ambra, Michele (a cura di), E. Stein. Lo Spirito e la santità, «Quaderni dell’AIES», n. 2, a cura di Miche le D’ambra, Edizioni OCD, Roma 2007. Pezzella, Anna Maria, Edith Stein fenomenologa, in «Aquinas», 37 (1994), pp. 359-365. – Edith Stein e la questione antropologica, in «Per la filosofia», 17 (2000), n. 49, pp. 39-45. – L’antropologia filosofica di Edith Stein – indagine fenomenologica della persona umana, Città Nuova, Roma 2003. Pinotti, Andrea, (a cura di) Estetica ed Empatia. Antologia, Guerini e associati, Milano. 1997. – Storia di un’idea da Platone al postumano, Laterza, Roma-Bari, 2011. Rainone, Antonella, La riscoperta dell’empatia. Attribuzioni intenzionali e comprensione della filosofia analitica. Bibliopis, Napoli, 2005. Rifkin,Jeremy, La Civiltà dell’empatia. La corsa verso la coscienza globale nel mondo in crisi. Mondadori, Milano, 2010. Scherini, Marisa,Le determinazioni del finito in Edith Stein. La natura, il vivente, l’uomo, Edizioni OCD, Roma 2008. Schulz, Peter,Il concetto di coscienza nella fenomenologia di E. Husserl e E. Stein, in «Aquinas», 39 (1996), pp. 291-305. Secretan,Philibert,Il problema della persona in Edith Stein, in MELCHIORRE V. (a cura di), L’idea di persona, Vita e Pensiero, Milano 1996, pp. 325-341. Sinagra, Rosa, Empatia: la chiave di Edith Stein. Soggetto femminile in bioetica, Falco editore, Cosenza, 2006. StuberKarsten, L’empatia, Il Mulino, Bologna, 2010. Tommasi, Francesco Valerio,Lo sviluppo del dibattito fenomenologico: idealismo e realismo nel pensiero di Edith Stein, in«Aquinas», 45 (2002), pp. 171-186. Trentini, Cristina, Rispecchiamenti. L’amore materno e le basi neurobiologiche dell’empatia, Il Pensiero Scientifico Editore, Roma, 2008. Trevarthen, Colwyn, Empatia e biologia. Psicologia, Cultura e Neuroscienze, Cortina, Milano, 1998. Vanni Rovighi, Sofia,La figura e l’opera di Edith Stein, in «Studium», 60 (1954), pp. 554-568. Vigone, Luciana,Introduzione al pensiero filosofico di Edith Stein, Città Nuova, Roma 19912. Worringer, Wilhelm, Astrazione e Empatia. Un contributo alla psicologia dello stile, nuova edizione (a cura di) Pinotti, Andrea, Einaudi, Torino, 2008..

A Educação em Revista tem o prazer de publicar o número 1, volume 20 que apresenta ao leitor sete artigos na área da Educação com diferentes enfoques: Em “A Contribuição do PIBID/Ciências Sociais para a Formação do Professor de Sociologia” Luciana Aparecida de Araújo, Letícia Bernal Martins e Sueli Guadalupe de Lima Mendonça apresentam o relato de uma experiência bem sucedida que visou estreitar o diálogo da Universidade e das teorias do ensino com a Educação Básica. Os depoimentos dos Bolsistas de Iniciação à Docência e dos egressos evidenciam a importância do PIBID para a formação docente e para e melhoria do desempenho acadêmico dos alunos. O artigo “A Abrangência das Pesquisas Brasileiras sobre Práticas Pedagógicas e Práticas de Ensino: considerações e posicionamentos teóricos” Luciana Ponce Bellido Giraldi e Marcia Cristina A. Perez resulta do esforço de mapear as tendências recentes dos estudos dedicados ao processo de ensino/aprendizagem. O levantamento demonstrou que as pesquisas mais afirmam a necessidade de inovações nas práticas pedagógicas do que compreendem os contextos escolares.Emery Marques Gusmão e Tânia Suely Antonelli Marcelino Brabo complementam em “Representações Literárias da Violência contra a Criança na Obra do Escritor Brasileiro António de Alcântara Machado (1901-1935)” reflexões acerca das representações literárias da mulher e da criança. Sustentam que as obras Brás, Bexiga e Barra Funda (1927), Laranja da China (1928) e Mana Maria (edição póstuma, 1936) – escritas por António de Alcântara Machado (1901-1935) – retratam a violência física e simbólica que, embora moderada, envolvia a infância no início do século XX. Segundo as autoras, as punições e a coação aparecem nestas obras como a base da “boa educação” em todas as classes sociais.Em “Cinema e Deleuze: atravessamentos possíveis no Ensino Superior e na Educação Básica” Angélica Neuscharank e Marilda Oliveira de Oliveira buscam contribuir para consolidar um campo de pesquisa emergente, os estudos sobre cinema e educação. Falas, interpretações, apontamentos de alunos da Pós Graduação em Educação e do nono ano (Ensino Fundamental e EJA) que assistiram aos mesmos filmes amparam reflexões conceitualmente atreladas ao pensamento de Gilles Deleuze. Segundo as autoras, a escola não deveria investir em narrativas fílmicas lineares, mas em fragmentações capazes de “disparar outros modos de pensar”, “desacomodações”, “estranhamentos”, sentidos e entendimentos que produzimos com o cinema. “Programa Escola sem Partido: despolitização radical e redirecionamento ideológico na Educação Pública” de Leonardo Dorneles Gonçalves e Ricardo Gonçalves Severo documenta, registra e manifesta a posição dos autores face àquele que consideram um impasse decisivo para a educação. O texto sistematiza reflexões gradualmente desenvolvidas em palestras dos autores em escolas e universidades ao Sul do Brasil com o objetivo de explicitar os princípios ideológicos do programa.O artigo “A Concepção de Gestão na Formação Escola de Gestores da Educação Básica do MEC: uma análise do programa” de Tania da Costa Fernandes e Juliana Utrera França problematiza a concepção de gestão veiculada pelo curso de especialização instituído pelo Ministério da Educação e Cultura em modalidade EAD, medida compensatória à defasagem da formação inicial dos gestores. Segundo as autoras, a ideia de democratização atrela-se a uma visão gerencialista que subordina a prática educativa aos interesses do capitalismo. Em “O Perfil das Escolas Rurais do Município de Toledo – Paraná” Ana Carolina de Paula e Francis Mary Guimarães Nogueira apresentam minuciosa descrição das escolas e dos povoados em torno dos quais organizaram-se estas instituições de ensino; retomam dados históricos e a legislação educacional; concluem que embora façam parte do espaço rural, tais escolas “estão sob as mesmas condições materiais, físicas, financeiras e humanas que as demais escolas da rede municipal de ensino”, não dialogam com a identidade e a realidade da população rural e, na condição de instrumento ideológico do capitalismo, afirmam a necessidade de atualizações no meio rural.

BackgroundTo date only few real-world setting studies evaluated apremilast efficacy in psoriatic arthritis (PsA). Enthesitis and dactylitis are difficult-to-treat features of PsA leading to disability and affecting quality of life.ObjectivesThe aims of this study is to evaluate the leed enthesitis index (LEI) and dactlitis index (DAI) at 6 and 12 month in patients on treatment with apremilast.MethodsAll PsA consecutive patients treated with apremilast in fifteen Italian rheumatological referral centers were enrolled. Anamnestic data, treatment history, and PsA disease activity (DAPSA), LEI, DAI at baseline (T0), 6 month (T1) and 12 months (T2) were recorded. The Mann-Whitney test and chi-squared tests assessed the differences between independent group, whereas the Wilcoxon matched pairs signed-rank test assessed the differences between dependent samples. A p-value<0.05 was considered statistically significant.Resultsthe total cohort consisted of 209 patients (M/F 94/105) of whom 72 (34.4%) (M/F 29:43) patients had an enthesitis with a median LEI of 3 and 65 patients (31.1%) had dactylitis with a median of DAI of 1; DAPSA at base line was 24.1 in the enthesitis group, and 27.2 in the dactylitis group(Table 1). Prior DMARDs use and concomitant DMARDs drugs were more common in LEI groups with respect to DAI group. Compared to base line, Apremilast 30 mg two times per day demonstrated at 6 and 12 months a significantly improvements in LEI(Figure 1a; p<0.001 for both T1 vs T0, T2 vs T1), DAI (Figure 1b;p<0.001 for both T1 vs T0, T2 vs T1) and DAPSA (Figure 1c; p<0.001 for both T1 vs T0, T2 vs T1). In the LEI group, 29 patients (28.7%) reached a remission with LEI=0 at six months and 40 (44%) patients had a sustained improvement with LEI=0 at 12 months. In the DAI group 45 patients (52.9%) had a remission of dactylitis at 6 months and 43 patients (56.6%) had no dactylitis at T1.ConclusionApremilast demonstrated significant and sustained efficacy in real-life Psa patients, including improvements in enthesitis and dactylitis for up to 12 months.References[1]Ariani A, Parisi S, Del Medico P et al. Apremilast retention rate in clinical practice: observations from an Italian multi-center study. Clin Rheumatol 2022 Oct;41(10):3219-3225.[2]de Vlam K, Toukap AN, Kaiser MJ. Real-World Efficacy and Safety of Apremilast in Belgian Patients with Psoriatic Arthritis: Results from the Prospective Observational APOLO Study Adv Ther. 2022 Feb;39(2):1055-1067.Table 1.Baseline CharacteristicTotal CohortDactylitis subgroupEnthesitic subgroupN2096572M:F94:10530:3529:43Age, median [IQR] yrs60[53-67]59[53-65]59[52-65]Smokers, n (%)YesFormerNoUnknown36 (17,2)27 (12,9)144 (68,9)2 (1,0)13 (20,0)10 (15,4)42 (64,6)011 (15,3)14 (19,4)47 (65,3)0Body Mass Index, median [IQR] kg/m^226,5[23,8-29,6] (*)27,1[23,7-29,9] (**)26,1[23,2-29,9] (***)PsA Duration, median [IQR], months50[19-97]42[15-85]51[15-85]PsO Duration, median [IQR], months72[28-140]84[21-141]67[17-142]SJC, median [IQR]3[2-4]3[2-4]3[2-4]TJC, median [IQR]5[3-8]5[3-7]6[4-12]LEI, median [IQR],--3[1-4]Dactylitis, median [IQR], fingers-1[1-2]-CRP, median [IQR], mg/dl1,8[0,7-4,8]2,3[1,0-5,0]3,6[0,9-6,7]PGA Patient (0-10), median [IQR]7[6-8]7[6-8]7[5-8]VAS pain (0-10), median [IQR]7[6-8]7[6-8]7[6-8]DAPSA, median [IQR]24,1[19,4-31,5]24,2[19,5-31,2]27,2[22,9-35,6]Concomitant csDMARDs use, n (%)49 (23,4)22 (33,8)19 (26,3)Prior bDMARDs use, n (%)69 (33,1)34 (52,3)20 (27,8)Concomitant relevant disease, n (%)94 (44,8)37 (56,9)31 (43,1)Figure 1.Acknowledgements:NIL.Disclosure of InterestsAlberto Lo Gullo Grant/research support from: BAYER, GALAPAGOS, NOVARTIS, Andrea Becciolini: None declared, Simone Parisi: None declared, Patrizia Del Medico: None declared, antonella farina: None declared, elisa visalli: None declared, Aldo Molica Colella: None declared, Federica Lumetti: None declared, rosalba caccavale: None declared, Palma Scolieri: None declared, Romina Andracco: None declared, Francesco Girelli: None declared, Elena Bravi: None declared, Matteo Colina: None declared, Alessandro Volpe: None declared, Aurora Ianniello: None declared, Maria Chiara Ditto: None declared, Valeria Nucera: None declared, Veronica Franchina: None declared, Ilaria Platé: None declared, eleonora Di Donato: None declared, Giorgio Amato: None declared, Carlo Salvarani: None declared, Lucia Gardelli: None declared, Gianluca Lucchini: None declared, Francesco De Lucia: None declared, Francesco Molica Colella: None declared, Daniele Santilli: None declared, Natalia Mansueto: None declared, Giulio Ferrero: None declared, Antonio Marchetta: None declared, eugenio arrigoni: None declared, Rosario Foti: None declared, Gilda Sandri: None declared, Vincenzo Bruzzese: None declared, Marino Paroli: None declared, Enrico Fusaro: None declared, ALARICO ARIANI: None declared.

The reflections are part of the Master's Dissertation entitled Integration of digital media in basic education for the study of sustainability, Professional Master in Business Administration from Unoesc, Chapecó (Brazil). The research aims to understand the TPACK structure and its relationship to the process of teaching and learning in the context of the classroom. The research addresses the integration of digital media in the teaching-learning process, allowing the student to learn in a healthy, pleasurable, meaningful and innovative way. The structure is based on Koehler and Mishra (2009), who touted the need for teachers to understand pedagogically the inclusion of technologies in the context of the classroom. The study was developed through qualitative research, using semi-structured interviews with teachers of the Education Network of a municipality located in the Santa Catarina’s State, characterized as a case study. As for its nature, the research is classified as applied and based on its objectives, the study can be considered descriptive. The dice were analyzed by content technique analysis. Among the main results, it is identified that teachers use digital media available in schools, but present traditional postures where the student becomes a passive being. In schools where digital media integration occurs, work depends on the computer teacher. Some teachers yearn for the integration of technological resources in teaching practice, however, they need training.ResumoAs reflexões fazem parte da Dissertação de Mestrado intitulada Integração das novas tecnologias na Educação Básica para o estudo da sustentabilidade, Mestrado profissional em Administração da Unoesc, Campus Chapecó. A pesquisa objetiva entender a estrutura TPACK e sua relação com o processo de ensinar e aprender no contexto da sala de aula. A pesquisa aborda a integração das mídias digitais no processo ensino aprendizagem, permitindo o aluno aprender de maneira saudável, prazerosa, significativa e inovadora. A estrutura se fundamenta em Koehler e Mishra (2009), que apregoa a necessidade dos docentes compreenderem pedagogicamente a inclusão das tecnologias no contexto da sala de aula. O estudo foi desenvolvido por meio de pesquisa qualitativa, utilizando entrevista semi-estruturada com professores da Rede de Ensino de um Município localizado no Estado de Santa Catarina, caracterizando-se como estudo de caso. Quanto à sua natureza, a pesquisa se classifica como aplicada e com base nos seus objetivos, o estudo pode ser considerado descritivo. Os dados foram analisados pela técnica de análise de conteúdo. Dentre os principais resultados, identifica-se que os docentes utilizam as mídias digitais disponíveis nas escolas, porém apresentam posturas tradicionais onde o aluno se torna um ser passivo. Nas escolas onde ocorre integração das mídias digitais, o trabalho depende do professor de informática. Alguns docentes anseiam pela integração de recursos tecnológicos na prática docente, contudo, necessitam de formação.SommarioLe riflessione che seguono sono parte della Dissertazione del Master intitolata integrazione dei media digitale nell’istruzione di base e studio della sostenibilità, Master professionale in Amministrazione dell’ Unoesc, Chapecó (Brasile). La ricerca ha l’obiettivo di comprendere la struttura TPACK e la sua relazione con il processo di insegnamento e apprendimento nel contesto della classe. La ricerca tratta dell’introduzione dei media digitale nel processo d’istruzione, dando la possibilità all’alunno di imparare di forma salutare e piacevole, significativa e innovativa. La struttura si basa negli studi di Koehler e Mishra (2009), che evidenziano la necessità di comprendere dal punto di vista della didattica il ricorso alle nuove tecnologie nel contesto della classe da parte dei docenti. Lo studio è stato realizzato per mezzo di ricerca qualitativa, utilizzando intreviste semi-strutturate con professori della rete d’istruzione di un Municipio localizzato nello Stato di Santa Catarina, si caratterizza come studio di caso. Per quanto riguarda la sua natura, la ricerca si classifica come applicata e con base nei suoi obiettivi, lo studio può essere considerato descritivo. I dati sono stati analizzati con la tecnica di analise de contenuto. Tra i principali risultati, si ha identificato che i docenti fanno ricorso ai media digitali disponibili nelle scuole, però ricorrono ad approcci tradizionali ai quali l’alunno diventa un essere passivo. Nelle scuole dove occorre l’introduzione dei media digitali, il lavoro dipende dal professore di informatica. Alcuni docenti attendono per l’inserimento di strumenti tecnologici nella pratica dell’insegnamento, tuttavia, hanno necessità di formazione.Palavras-chave: Mídias digitais, Aprender, Ensinar, Conhecer.Keywords: Digital media, Learn, Teach, To know.Parole chiavi: Media digitali, Apprendere, Insegnare, Conoscere.ReferencesASSMANN, Hugo. A metamorfose do aprender na sociedade da informação. Ci. Inf., Brasília, v. 29, n. 2, p. 7-15, maio/ago. 2000. Disponível em: <http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0100-19652000000200002&lng=en&nrm=iso>. Acesso em: 12 jan. 2017.BENVENUTTI, Dilva B. Avaliação nos processos de aprendizagem. Curitiba: Prismas, 2017.CARROLL, Lewis. Alice no País das Maravilhas. São Paulo: Martin Claret, 2007. Título original em inglês: Alice’s Adventures in Wonderland (1866).CLOSS, Lisiane Quadrado; ANTONELLO, Claudia Simone. Teoria da aprendizagem transformadora: contribuições para uma educação gerencial voltada para a sustentabilidade. Revista de Administração Mackenzie, v. 15, n. 3, p. 221-252, 2014. Disponível em: http://www.spell.org.br/documentos/ver/31872/teoria-da-aprendizagem-transformadora--contribuicoes-para-uma-educacao-gerencial-voltada-para-a-sustentabilidade. Acesso em: 13 fev. 2018.DEMO, Pedro. Educação hoje: “novas” tecnologias, pressões e oportunidades. São Paulo: Atlas, 2009.GABRIEL, Martha. Educ@r: a (r)evolução digital na educação. São Paulo: Saraiva, 2013.KENSKI, Vani Moreira Educação e tecnologias: o novo ritmo da informação. 8.ed. Campinas, SP: Papirus, 2012.KOEHLER, Matthew J.; MISHRA, Punya. What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, v.9, n.1, p. 60-70, 2009. Disponível em: http://www.citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge. Acesso em: 01 jan. 2017.KONDRAT, Hebert; MACIEL, Maria de Lourdes. Educação ambiental para a escola básica: contribuições para o desenvolvimento da cidadania e da sustentabilidade. Revista Brasileira de Educação, v. 18, n. 55, p. 825-846, 2013.MAZON, Michelle Juliana Savio. TPACK (Conhecimento Pedagógico de Conteúdo Tecnológico): Relação com as diferentes gerações de professores de Matemática. Universidade Estadual Paulista, 2012. 124f. Dissertação (Mestrado Educação para a Ciência). Universidade Estadual Paulista. Bauru – SP, 2012. Disponível em: http://www2.fc.unesp.br/BibliotecaVirtual/DetalhaDocumentoAction.do?idDocumento=511#. Acesso em: 12 fev. 2018.MONEREO, C.; POZO, J. I. O aluno em ambientes virtuais: condições, perfil e competências. In: COLL, C.; MONEREO, C. Psicologia da educação virtual: aprender e ensinar com as tecnologias da informação e da comunicação. Porto Alegre: Artmed, 2010.NOGUEIRA, Fernanda; PESSOA, Teresa; GALLEGO, Maria-Jesus. Desafios e oportunidades do uso da tecnologia para a formação contínua de professores: uma revisão em torno do TPACK em Portugal, Brasil e Espanha. # Tear: Revista de Educação Ciência e Tecnologia, Canoas, v.4, n.2, 2015. Disponível em: https://periodicos.ifrs.edu.br/index.php/tear/article/view/1950. Acesso em: 12 fev. 2018.PRENSKY, Marc. Digital Natives, Digital Immigrants. Horizon NCB University Press, v. 9, n. 5, Out. 2001. Disponível em: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf. Acesso em: 25 jan. 2018.ROMAN, Darlan José; FERREIRA, Maristela. Mapeamento da Produção Científica sobre Educação para a Sustentabilidade no período de 2005 a 2015. In: XL ENCONTRO DA ANPAD. 2016, Costa do Sauipe – BA.SCHÖN, Donald. A. Educando o profissional reflexivo: um novo design para o ensino e a aprendizagem. Trad. Roberto Cataldo Costa. Porto Alegre: Artmed, 2000.SEVERINO, Antonio Joaquim. Metodologia do Trabalho Científico. 22 a ed. São Paulo: Cortez, 2002.VALENTE, J. A. Uso da internet em sala de aula. Educ. rev., Curitiba, n. 19, p. 131-146, jun. 2002 . Disponível em: <http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-40602002000100010&lng=en&nrm=iso>. Acesso em: 21 jan. 2017.VALENTE, José Armando. As tecnologias e a verdadeira inovação. Pátio – Ensino Fundamental. Porto Alegre, Artmed, v.14, n. 56, p. 6-9, Jan. 2011.WESTON, Mark. E.; BAIN, Alan. The Endof Techno-Critique: The Naked Truthabout 1:1 Laptop Initiatives and Educational Change. Journal of Technology, Learning, and Assessment. v. 9, n. 6, 2010.Disponível em: http://ejournals.bc.edu/ojs/index.php/jtla/issue/view/15. Acesso em: 29 dez. 2016.e3765070

Nel presente lavoro l’autore affronta la revisione critica dell’assetto sistematico e tassonomico dei generi Boldoria Jeannel, 1924 e Pseudoboldoria Ghidini, 1937, alla luce di una nuova interpretazione del valore informativo di alcuni caratteri discriminanti, usati in passato, in modo prudenziale, semplicemente per distinguere al loro interno diversi “gruppi di specie”. Alcuni di tali gruppi vengono ora proposti, riconoscendone le profonde differenze, al rango di generi distinti. Al genere Boldoria Jeannel, 1924 viene mantenuta la sola specie aculeata Jeannel, 1924. Viene riabilitato il genere Ghidinia Pavan, 1939 per le specie aguinensis Vailati, 1974, morettii Pavan, 1939 e vailatii Cavadini, 1988. Viene riabilitato, e considerato genere distinto, Hartigiella Müller, 1935 per la specie baldensis Müller, 1928. Vengono inoltre descritti i seguenti nuovi generi: Pavaniola n. gen. per le specie regalini Vailati, 1988, comottii Vailati, 1988, longitarsis Pavan, 1941 e ghidinii Lona, 1937 con relative subspecie; Cacciamalia n. gen. per le specie allegrettii Jeannel, 1930, antonellae Vailati, 1988, viallii Pavan, 1938 e glacialis Vailati, 1975 con relative subspecie; Ragazzonia n. gen. per le specie breviclavata Müller, 1931, trumplina Vailati, 1988 e vestae Ghidini, 1936 con relative subspecie. Al genere Pseudoboldoria Ghidini, 1937 sono assegnate le specie barii Focarile, 1950, bergamasca (Jeannel, 1914), kruegeri (Müller, 1914) con relative subspecie, intermedia Vailati, 1988, longobarda Vailati, 1988, gratiae Monguzzii, 1984 e belluccii Regalin, 1985. Viene inoltre descritto il genere Stoppaniola n. gen. per le specie robiati (Reitter, 1889), personata Vailati, 1988, focarilei Vailati, 1988, malanchinii Pavan & Ronchetti, 1949, bucciarellii Rossi, 1963, schatzmayri Focarile, 1952 e comottiana Vailati, 1988. Viene quindi analizzata la distribuzione dei generi qui trattati e sono discusse le reciproche affinità. Per i generi Boldoria Jeannel, 1924, Pavaniola n. gen., Cacciamalia n. gen., Hartigiella Müller, 1935, Ghidinia Pavan, 1939, Ragazzonia n. gen., Viallia Pavan, 1950, Insubriella Vailati, 1990, Monguzziella Vailati, 1993 cui si aggiunge Miettiella Piva, 2016 di recente descrizione viene confermata la loro appartenenza alla «serie filetica di Boldoria», mentre ne viene considerato estraneo il genere Cryptobathyscia Vailati, 1980, cui in via provvisoria vengono riconosciute affinità che saranno da ricercare all’interno dell’eterogeneo “complesso Bathysciola”, come fino ad oggi inteso, quando finalmente venisse sottoposto ad una necessaria revisione. Per i generi Canavesiella Giachino, 1993, Dellabeffaella Capra, 1924, Archeoboldoria Ghidini, 1937, Pseudoboldoria Ghidini, 1937 e Stoppaniola n. gen. viene confermata l’appartenenza alla «serie filetica di Dellabeffaella». In conclusione vengono discusse le evidenze biogeografiche del complesso trattato sulla base delle attuali conoscenze. Diversi modelli di distribuzione e diffusione di generi e specie nell’area prealpina sarebbero connessi a vicende paleogeografiche e paleoclimatiche di periodi di diversa durata.

O texto apresenta, em forma de resenha, o livro “Jornal Voz do Paraná: uma história de resistência” (2019), da autoria de Diego Antonelli. Resultado de uma recente pesquisa histórica e jornalística, o autor recupera a trajetória de um periódico impresso que surge em 1956, a partir da igreja católica, e aos poucos amplia a projeção e alcance editorial, chegando a contribuir como espaço de expressão plural, pautando temas silenciados pelos demais meios de comunicação, durante o regime militar (1964-85). O livro preenche um dos vazios em torno da ausência de material bibliográfico e de pesquisa sobre os sombrios tempos da ditadura em um Estado (Paraná) fora do eixo do controle político nacional.

Introduction In an era of upheaval and uncertainty for higher education institutions around the world, scholars, like those in many in other professions, are increasingly using social media to build communities around mutual support and professional development. These communities appear to offer opportunities for participants to exert more positive influence over the types of interactions they engage in with colleagues, in many cases being valued as more altruistic, transformational, or supportive than established academic structures (Gibson, and Gibbs; Mewburn, and Thomson; Maitzen). What has been described as ‘digital scholarship’ applies social media to “different facets of scholarly activity in a helpful and productive way” (Carrigan 5), with online scholarly communities being likened to evolutions of face-to-face practices including peer mentoring (Ferguson, and Wheat) or a “virtual staffroom” (Mewburn, and Thomson). To a large extent, these accounts of scholarly practice adapted for digital media have resonance. From writing groups (O’Dwyer, McDonough, Jefferson, Goff, and Redman-MacLaren) to conference attendance (Spilker, Silva, and Morgado) and funding (Osimo, Priego, and Vuorikari), the transformational possibilities of social media have been applied to almost every facet of existing academic practices. These practices have increasingly attracted scrutiny from higher education institutions, with social media profiles of staff both a potential asset and risk to institutions’ brands. Around the world, institutions use social media for marketing, student recruitment, student support and alumni communication (Palmer). As such, social media policies have emerged in recent years in attempts to ensure staff engage in ways that align with the interests of their employers (Solberg; Carrigan). However, engagement via social media is also still largely considered “supplementary to ‘real’ scholarly work” (Mussell 347).Paralleling this trend, guides to effectively managing an online profile as a component of professional reputation have also become increasingly common (e.g. Carrigan). While public relations and management literatures have approached reputation management in terms of how an organisation is regarded by its multiple stakeholders (Fombrun) this is increasingly being applied to individuals on social media. According to Gandini a “reputation economy” (22) has come to function for knowledge workers who seek to cultivate a reputation as a good community member through sociality in order to secure more (or better) work.The popularity of professional social media communities and scrutiny of participants raises questions about the work involved in building and participating in them. This article explores these questions through analysis of tweets from the first year of #ECRchat, a Twitter group for early career researchers (ECRs). The group was established in 2012 to provide an opportunity for ECRs (typically within five years of PhD completion) to discuss career-related issues. Since it was founded, the group has been administered through partnerships between early career scholars using a Twitter account (@ECRchat) and a blog. Tweets, the posts of 140 characters or fewer, which appear on a user’s profile and in followers’ feeds (Twitter) are organised into a ‘chat’ by participants through the use of the hashtag ‘#ECRchat’. Participants vote on chat topics and take on the role of hosting on a volunteer basis. The explicit career focus of this group provides an ideal case study to explore how work is represented in an online professionally-focused community, in order to reflect on what this might mean for the norms of knowledge work.Digital Labour The impact of Internet Communication Technologies (ICT), including social media, on the lives of workers has long been a source of both concern and hope. Mobile devices, wireless Internet and associated communications software enable increasing numbers of people to take work home. This flexibility has been welcomed as the means by which workers might more successfully access jobs and manage competing commitments (Raja, Imaizumi, Kelly, Narimatsu, and Paradi-Guilford). However, hours worked from home are often unpaid and carry with them a strong likelihood of interfering with rest, recreation and family time (Pocock and Skinner). Melissa Gregg describes this as “presence bleed” (2): the dilutions of focus from everyday activities as workers increasingly use electronic devices to ‘check in’ during non-work time. Moving beyond the limitations of this work-life balance approach, which tends to over-state divisions between employment and other everyday life practices, a growing literature seeks to address work in online environments by analysing the types of labour being practiced, rather than seeing such practices as adjunct to physical workplaces. Responding to claims that digital communication heralds a new age of greater freedom, creativity and democratic participation, this work draws attention to the reliance of such networks on unpaid labour (e.g. Hearn; Hesmondhalgh) with ratings, reviews and relationship maintenance serving business’ economic ends alongside the individual interests which motivate participants. The immaterial, affective, and often precarious labour that has been observed is “simultaneously voluntarily given and unwaged, enjoyed and exploited” (Terranova). This work builds particularly on feminist analysis of work (see McRobbie for a discussion of this), with behind the scenes moderator, convenor, and community builder roles largely female and largely unrecognised, be they activist (Gleeson), creative (Duffy) or consumer (Arcy) groups. For some, this suggests the emergence of a new ‘women’s work’ of affective immaterial labour which goes into building transformational communities (Jarrett). Yet, digital labour has not yet been foregrounded within research into higher education, where it is largely practiced in the messy intersections of employment, unpaid professional development, and leisure. Joyce Goggin argues that convergence of these spheres is a feature of digital labour. Consequently, this article seeks to add a consideration of digital labour, specifically the cultural politics of work that emerge in these spaces, to the literature on digital practices as a translation of existing academic responsibilities online. In the context of widespread concerns over academic workload and job market (Bentley, Coates, Dobson, Goedegebuure, and Meek) and the growing international engagement and impact agenda (Priem, Piwowar, and Hemminger), it raises questions about the implications of these practices. Researching Twitter Communities This article analyses tweets from the publicly available Twitter timeline, containing the hashtag #ECRchat, during scheduled chats, from 1 July 2012 to 31 July 2013 (the first year of operation). Initially, all tweets in this time period were analysed in anonymised form to determine the most commonly mentioned topics during chats. This content analysis removed the most common English language words, such as: the; it; I; and RT (which stands for retweet), which would otherwise appear as top results in almost any content analysis regardless of the community of interest. This was followed by qualitative analysis of tweets, to explore in more depth how important issues were articulated and rationalised within the group. This draws on Catherine Driscoll’s and Melissa Gregg’s idea of “sympathetic online cultural studies” which seeks to explore online communities first and foremost as communities rather than as exemplars of online communications (15-20). Here, a narrative approach was undertaken to analyse how participants curated, made sense of, and explained their own career stories (drawing on Pamphilon). Although I do not claim that participants are representative of all ECRs, or that the ideas given the most attention during chats are representative of the experiences of all participants, representations of work articulated here are suggestive of the kinds of public utterances that were considered reasonable within this open online space. Participants are identified according to the twitter handle and user name they had chosen to use for the chats being analysed. This is because the practical infeasibility of guaranteeing online anonymity (readers need only to Google the text of any tweet to associate it with a particular user, in most cases) and the importance of actively involving participants as agents in the research process, in part by identifying them as authors of their own stories, rather than informants (e.g. Butz; Evans; Svalastog and Eriksson).Representations of Work in #ECRchat The co-creation of the #ECRchat community through participant hosts and community votes on chat topics gave rise to a discussion group that was heavily focused on ‘the work’ of academia, including its importance in the lives of participants, relative appeal over other options, and negative effects on leisure time. I was clear that participants regarded participation as serving their professional interests, despite participation not being paid or formally recognised by employers. With the exception of two discussions focused on making decisions about the future of the group, #ECRchat discussions during the year of analysis focused on topics designed to help participants succeed at work such as “career progression and planning”, “different routes to postdoc funding”, and “collaboration”. At a micro-level, ‘work’ (and related terms) was the most frequently used term in #ECRchat, with its total number of uses (1372) almost double that of research (700), the next most used term. Comments during the chats reiterated this emphasis: “It’s all about the work. Be decent to people and jump through the hoops you need to, but always keep your eyes on the work” (Magennis).The depth of participants’ commitment comes through strongly in discussions comparing academic work with other options: “pretty much everyone I know with ‘real jobs’ hates their work. I feel truly lucky to say that I love mine #ECRchat” (McGettigan). This was seen in particular in the discussion about ‘careers outside academia’. Hashtags such as #altac (referring to alternative-academic careers such as university research support or learning and teaching administration roles) and #postac (referring to PhD holders working outside of universities in research or non-research roles) used both alongside the #ECRchat hashtag and separately, provide an ongoing site of these kinds of representations. While participants in #ECRchat sought to shift this perception and were critically aware that it could lead to undesirable outcomes: “PhDs and ECRs in Humanities don’t seem to consider working outside of academia – that limits their engagement with training #ECRchat” (Faculty of Humanities at the University of Manchester), such discussions frequently describe alternative academic careers as a ‘backup plan’, should academic employment not be found. Additionally, many participants suggested that their working hours were excessive, extending the professional into personal spaces and times in ways that they did not see as positive. This was often described as the only way to achieve success: “I hate to say it, but one of the best ways to improve track record is to work 70+ hours a week, every week. Forever. #ecrchat” (Dunn). One of the key examples of this dynamic was the scheduling of the chat itself. When founded in 2012, #ECRchat ran in the Australian evening and UK morning, eliding the personal/work distinction for both its coordinators and participants. While considerable discussion was concerned with scheduling the chat during times when a large number of international participants could attend, this discussion centred on waking rather than working hours. The use of scheduled tweets and shared work between convenors in different time zones (Australia and the United Kingdom) maintained an around the clock online presence, extending well beyond the ordinary working hours of any individual participant.Personal Disclosure The norms that were articulated in #ECRchat are perhaps not surprising for a group of participants seeking to establish themselves in a profession where a long-hours culture and work-life interference are common (Bentley, Coates, Dobson, Goedegebuure, and Meek). However, what is notable is that participation frequently involved the extension of the personal into the professional and in support of professional aims. In the chat’s first year, an element of personal disclosure and support for others became key to acting as a good community member. Beyond the well-established norms of white collar workers demonstrating professionalism by deploying “courtesy, helpfulness, and kindness” (Mills xvii), this community building relied on personal disclosure which to some extent collapsed personal and professional boundaries.By disclosing individual struggles, anxieties, and past experiences participants contributed to a culture of support. This largely functioned through discussions of work stress rather than leisure: “I definitely don’t have [work-life balance]. I think it’s because I don’t have a routine so work and home constantly blend into one another” (Feely). Arising from these discussions, ideas to help participants better navigate and build academic careers was one of the main ways this community support and concern was practiced: “I think I’m often more productive and less anxious if I'm working on a couple of things in parallel, too #ecrchat” (Brian).Activities such as preparing meals, caring for family, and leisure activities, became part of the discussion. “@snarkyphd Sorry, late, had to deal with toddler. Also new; currently doing casual teaching/industry work & applying for postdocs #ecrchat” (Ronald). Exclusively professional profiles were considered less engaging than the combination of personal and professional that most participants adopted: “@jeanmadams I’ve answered a few queries on ResearchGate, but agree lack of non-work opinions / personality makes them dull #ecrchat” (Tennant). However, this is not to suggest that these networks become indistinguishable from more informal, personal, or leisurely uses of social media: “@networkedres My ‘professional’ online identity is slightly more guarded than my ‘facebook’ id which is for friends and family #ECRchat” (Wheat). Instead, disclosure of certain kinds of work struggles came to function as a positive contribution to a more reflexive professionalism. In the context of work-focused discussion, #ECRchat opens important spaces for scholars to question norms they considered damaging or at least make these tacit norms explicit and receive support to manage them. Affective Labour The professional goals and focus of #ECRchat, combined with the personal support and disclosure that forms the basis for the supportive elements in this group is arguably one of its strongest and most important elements. Mark Carrigan suggests that the practices of revealing something of the struggles we experience could form the basis for a new collegiality, where common experiences which had previously not been discussed publicly are for the first time recognised as systemic, not individual challenges. However, there is work required to provide context and support for these emotional experiences which is largely invisible here, as has typically been the case in other communities. Such ‘affective labour’ “involves the production and manipulation of affect and requires (virtual or actual) human contact, labour in the bodily mode … the labour is immaterial, even if it is corporeal and affective, in the sense that its products are intangible, a feeling of ease, well-being, satisfaction, excitement or passion” (Hardt, and Negri 292). In #ECRchat, this ranges from managing the schedule and organising discussions – which involves following up offers to help, assisting people to understand the task, and then ensuring things go ahead as planned –to support offered by members of the group within discussions. This occurs in the overlaps between personal and professional representations, taking a variety of forms from everyday reassurance, affirmation, and patience: “Sorry to hear - hang in there. Hope you have a good support network. #ECRchat” (Galea) to empathy often articulated alongside the disclosure discussed earlier: “The feeling of guilt over not working sounds VERY familiar! #ecrchat” (Vredeveldt).The point here is not to suggest that this work is not sufficiently valued by participants, or that it does not parallel the kinds of work undertaken in more formal job roles, including in academia, where management, conference convening or participation in professional societies, and teaching, as just a few examples, involve degrees of affective labour. However, as a consequence of the (semi)public nature of these groups, the interactions observed here appear to represent a new inflection of professional reputation work, where, in building online professional communities, individuals peg their professional reputations to these forms of affective labour. Importantly, given the explicitly professional nature of the group, these efforts are not counted as part of the formal workload of those involved, be they employed (temporarily or more securely) inside or outside universities, or not in the paid workforce. Conclusion A growing body of literature demonstrates that online academic communities can provide opportunities for collegiality, professional development, and support: particularly among emerging scholars. These accounts demonstrate the value of digital scholarly practices across a range of academic work. However, this article’s discussion of the work undertaken to build and maintain #ECRchat in its first year suggests that these practices at the messy intersections of employment, unpaid professional development, and leisure constitute a new inflection of professional reputation and service work. This work involves publicly building a reputation as a good community member through a combination of personal disclosure and affective labour.In the context of growing emphasis on the economic, social, and other impacts of academic research and concerns over work intensification, this raises questions about possible scope for, and impact of, formal recognition of digital academic labour. While institutions’ work planning and promotion processes may provide opportunities to recognise work developing professional societies or conferences as a leadership or service to a discipline, this new digital service work remains outside the purview of such recognition and reward systems. Further research into the relationships between academic reputation and digital labour will be needed to explore the implications of this for institutions and academics alike. AcknowledgementsI would like to gratefully acknowledge the contributions and support of everyone who participated in developing and sustaining #ECRchat. Both online and offline, this paper and the community itself would not have been possible without many generous contributions of time, understanding and thoughtful discussion. In particular, I would like to thank Katherine L. Wheat, co-founder and convenor, as well as Beth Montague-Hellen, Ellie Mackin, and Motje Wolf, who have taken on convening the group in the years since my involvement. ReferencesArcy, Jacquelyn. “Emotion Work: Considering Gender in Digital Labor.” Feminist Media Studies 16.2 (2016): 365-68.Bentley, Peter, Hamish Coates, Ian Dobson, Leo Goedegebuure, and Lynn Meek. Job Satisfaction around the Academic World. Dordrecht: Springer, 2013. Brian, Deborah (@deborahbrian). “I think I’m often more productive and less anxious if I’m working on a couple of things in parallel, too #ecrchat” (11 April 2013, 10:25). Tweet.Butz, David. “Sidelined by the Guidelines: Reflections on the Limitations of Standard Informed Consent Procedures for the Conduct of Ethical Research.” ACME: An International E-Journal for Critical Geographies 7 (2008): 239-59. Carrigan, Mark. Social Media for Academics. Los Angeles: Sage, 2016.Carrigan, Mark. Social Media and Academic Freedom. 2015. 5 Jan. 2016 <https://markcarrigan.net/2015/08/06/social-media-and-academic-freedom/>.Driscoll, Catherine, and Melissa Gregg. “My Profile: The Ethics of Virtual Ethnography.” Emotion, Space and Society 3.1 (2010): 15–20.Doorley, John, and Helio Fred Garcia. Reputation Management: The Key to Successful Public Relations and Corporate Communication. 2nd ed. Hoboken: Taylor and Francis, 2012.Duffy, Brooke. “The Romance of Work: Gender and Aspirational Labour in the Digital Culture Industries.” International Journal of Cultural Studies 19.4 (2015): 441-57.Dunn, Adam (@AdamGDunn). “I hate to say it, but one of the best ways to improve track record is to work 70+ hours a week, every week. Forever. #ecrchat.” (14 Mar. 2013, 10:54). Tweet.Evans, Mike. “Ethics, Anonymity, and Authorship on Community Centred Research or Anonymity and the Island Cache.” Pimatisiwin: A Journal of Aboriginal and Indigenous Community Health 2 (2004): 59-76.Faculty of Humanities at the University of Manchester (@HumsResearchers). “PhDs and ECRs in Humanities don't seem to consider working outside of academia - that limits their engagement with training #ECRchat” (2 Aug. 2012, 10:14). Tweet.Feely, Cath (@cathfeely). “I definitely don’t have [work-life balance]. I think it's because I don’t have a routine so work and home constantly blend into one another” (16 Aug. 2012, 10:08). Tweet.Ferguson, Hazel, and Katherine L. Wheat. “Early Career Academic Mentoring Using Twitter: The Case of #ECRchat.” Journal of Higher Education Policy and Management 37.1 (2015): 3-13.Fombrun, Charles. Reputation: Realizing Value from the Corporate Image. Boston, MA: Harvard Business School, 1996.Galea, Marguerite (@MVEG001). “Sorry to hear - hang in there. Hope you have a good support network. #ECRchat” (6 Dec. 2012, 10:32). Tweet.Gandini, Alessandro. The Reputation Economy: Understanding Knowledge Work in Digital Society. London: Palgrave Macmillan, 2016.Gibson, Chris, and Leah Gibbs. “Social Media Experiments: Scholarly Practice and Collegiality.” Dialogues in Human Geography 3.1 (2013): 87-91. Gleeson, Jessamy. “(Not) ‘Working 9-5’: The Consequences of Contemporary Australian-Based Online Feminist Campaigns as Digital Labour.” Media International Australia 161.1 (2016): 77-85.Goggin, Joyce. “Playbour, Farming and Labour.” Ephemera: Theory and Politics in Organization 11.4 (2011): 357-68.Gregg, Melissa. Work’s Intimacy. Cambridge: Polity P, 2011.Hardt, Michael, and Antonio Negri. Empire. Cambridge: Harvard UP, 2000.Hearn, Alison. “Structuring Feeling: Web 2.0, Online Ranking and Rating, and the Digital ‘Reputation’ Economy.” Ephemera: Theory & Politics in Organisation 10.3/4 (2010): 421-38.Hesmondhalgh, David. “User-Generated Content, Free Labour and the Cultural Industries.” Ephemera: Theory & Politics in Organisation 10.3/4 (2010): 267-84.Jarrett, Kylie. “The Relevance of ‘Women’s Work’ Social Reproduction and Immaterial Labor in Digital Media.” Television & New Media 15.1 (2014): 14-29.Magennis, Caroline (@DrMagennis). “It’s all about the work. Be decent to people and jump through the hoops you need to, but always keep your eyes on the work.” (26 July 2012, 10:56). Tweet.Maitzen, Rohan. “Scholarship 2.0: Blogging and/as Academic Practice.” Journal of Victorian Culture 17.3 (2012): 348-54.McGettigan, Carolyn (@c_mcgettigan). “pretty much everyone I know with ‘real jobs’ hates their work. I feel truly lucky to say that I love mine #ECRchat.” (31 Jan. 2013, 10:17). Tweet.McRobbie, Angela. 2010. “Reflections on Feminism, Immaterial Labour and the Post-Fordist Regime.” New Formations 70: 60-76.Mewburn, Inger, and Pat Thomson. “Why Do Academics Blog? An Analysis of Audiences, Purposes and Challenges.” Studies in Higher Education 38.8 (2013): 1105-19. Mills, C. Wright. White Collar: The American Middle Classes. New York: Oxford UP, 1951/1973.Mussell, James. “Social Media.” Journal of Victorian Culture 17.3 (2012): 347-47.O’Dwyer, Siobhan, Sharon McDonough, Rebecca Jefferson, Jennifer Ann Goff, and Michelle Redman-MacLaren. “Writing Groups in the Digital Age: A Case Study Analysis of Shut Up and Write Tuesdays.” Research 2.0 and the Impact of Digital Technologies on Scholarly Inquiry. Ed. Antonella Esposito. Pennsylvania: IGI Global, 2016. 249-69.Osimo, David, Pujol Priego Laia, and Vuorikari Riina. “Alternative Research Funding Mechanisms: Make Funding Fit for Science 2.0.” Research 2.0 and the Impact of Digital Technologies on Scholarly Inquiry. Ed. Antonella Esposito. Pennsylvania: IGI Global, 2016. 53-67. Pamphilon, Barbara. “The Zoom Model: A Dynamic Framework for the Analysis of Life Histories.” Qualitative Inquiry, 5.3 (1999): 393-410.Palmer, Stuart. “Characterisation of the Use of Twitter by Australian Universities.” Journal of Higher Education Policy and Management 35.4 (2013): 333-44.Pocock, Barbara, Natalie Skinner, and Philippa Williams. Time Bomb: Work, Rest and Play in Australia Today. Sydney: U of NSW P, 2012.Priem, Jason, Heather Piwowar, and Bradley Hemminger. “Altmetrics in the Wild: Using Social Media to Explore Scholarly Impact.” 2012. 25 Mar. 2017 <https://arxiv.org/abs/1203.4745>. Raja, Siddhartha, Saori Imaizumi, Tim Kelly, Junko Narimatsu, and Cecilia Paradi-Guilford. Connecting to Work: How Information and Communication Technologies Could Help Expand Employment Opportunities. Washington DC; World Bank. 2013. 5 Jan. 2016 <http://documents.worldbank.org/curated/en/290301468340843514/Connecting-to-work-how-information-and-communication-technologies-could-help-expand-employment-opportunities>.Ronald, N.A. (@naronresearch). “@snarkyphd Sorry, late, had to deal with toddler. Also new; currently doing casual teaching/industry work & applying for postdocs #ecrchat” (17 Jan. 2013, 10:15). Tweet.Solberg, Lauren. “Balancing Academic Freedom and Professionalism: A Commentary on University Social Media Policies.” FIU Law Review 75.1 (2013). 5 Jan. 2016 <http://ecollections.law.fiu.edu/lawreview/vol9/iss1/26>. Spilker, Maria J., Maria Paula Silva, and Lina Morgado. “Research 2.0: The Contribution of Content Curation.” Research 2.0 and the Impact of Digital Technologies on Scholarly Inquiry (2016): 231.Svalastog, Anna-Lydia, and Stefan Eriksson. “You Can Use My Name; You Don’t Have to Steal My Story—A Critique of Anonymity in Indigenous Studies.” Developing World Bioethics 10 (2010): 104-10.Tennant, Peter (@Peter_Tennant). “@jeanmadams I've answered a few queries on Research Gate, but agree lack of non-work opinions / personality makes them dull #ecrchat” (15 Nov. 2012, 19:26). Tweet.Terranova, Tiziana. “Free Labor: Producing Culture for the Digital Economy.” Social Text 18.2 (2000): 33-58.Twitter. “Help Center: New User FAQs.” 2016. 5 Jan. 2016 <https://support.twitter.com/articles/13920-get-to-know-twitter-new-user-faq#>.Vredeveldt, Annelies (@anneliesvrede). “The feeling of guilt over not working sounds VERY familiar! #ecrchat” (19 July 2012, 10:25). Tweet.Wheat, Katherine (@KL_Wheat). “@networkedres My ‘professional’ online identity is slightly more guarded than my ‘facebook’ id which is for friends and family #ECRchat” (15 Nov. 2012, 19:27). Tweet.