Academic literature on the topic 'Timidity (Tim)'

Nesta era altamente midiatizada e com mediações de código aberto, marcada pela explosão das Tecnologias de Informação e Comunicação (TIC) em todos os contextos da vida humana, inclusive na educação, cresce também o número de problemas relacionados à cópia e ao plágio. Pesquisas internacionais alertam que os alunos estão cada vez mais cedo se especializando na técnica do “copiar e colar”. Para situar o tema do plágio, realizamos levantamento bibliográfico e exploratório da produção acadêmica entre os anos de 2010-2016. O artigo levanta a hipótese de que a falta de informação sobre os processos de pesquisa e responsabilidade na creditação autoral, nos primeiros anos de escolarização, pode ser um dos causadores do plágio e da cópia. Também indica que o estudante contemporâneo ‒ um pesquisador no ciberespaço – deve ser orientado sobre o perigo do plágio e da cópia, e que há lacunas de pesquisas sobre o assunto no ensino fundamental brasileiro, aumentando timidamente a partir do ensino superior, e, por fim, o texto apresenta algumas perspectivas de estudos e pesquisas sobre o assunto.PLAGIARISM IN EDUCATION: reflections around the international and national literatureAbstract: In this highly mediatized era and with open source mediations, marked by the explosion of Information and Communication Technologies (ICT) in every aspect of human life, education included, also grows the number of problems related to copy and plagiarism. International research warns that students are become specializing in the "copy and paste" technique. In order to place the plagiarism discussion in context, was made a bibliographical and exploratory survey of academic production between the years 2010-2016. The article’s hypothesis is that the lack of information about the processes of research and responsibility in author credit in the first years of schooling, can be one of the causes of plagiarism and copying; that the contemporary student ‒ a researcher in cyberspace ‒ must be oriented about the danger of plagiarism and copying; there are gaps in research on the subject in Brazilian basic education, increasing timidly from higher education and, finally, the text presents some perspectives of studies and research on the subject.Keywords: Plagiarism. Research. Copy and paste. Internet.PLAGIO EN LA EDUCACIÓN: reflexiones en torno a la literatura internacional y nacionalResumen: En esta era altamente mediatizada y con mediaciones de código abierto, marcada por la explosión de las Tecnologías de Información y Comunicación (TIC) en todos los contextos de la vida humana, incluso en la educación, crece también el número de problemas relacionados con la copia y el plagio. Las encuestas internacionales advierten que los alumnos están cada vez más temprano se especializando en la técnica del "copiar y pegar". Para situar el tema del plagio, realizamos levantamiento bibliográfico y exploratorio de la producción académica entre los años 2010-2016. El artículo plantea la hipótesis de que la falta de información sobre los procesos de investigación y responsabilidad en la acreditación autoral en los primeros años de escolarización, puede ser uno de los causantes del plagio y de la copia; que el estudiante contemporáneo ‒ un investigador en el ciberespacio ‒ debe ser orientado sobre el peligro del plagio y de la copia; hay lagunas de investigaciones sobre el tema en la enseñanza fundamental brasileña, aumentando tímidamente a partir de la enseñanza superior y, por fin, el texto presenta algunas perspectivas de estudios e investigaciones sobre el tema.Palabras clave: Plagio. Investigación. Copiar y pegar. Internet.

The Minnesota Multiphasic Personality Inventory-2 (MMPI-2) is a popular measure of psychosocial functioning and psychopathology in the assessment of individuals in a variety of settings. However, the method of construction employed with the MMPI more than 60 years ago with psychiatric patients challenges the applicability of the scales for determining the psychosocial functioning of individuals from different settings. The restandardisation conducted in 1987 made no effort to eradicate the item overlap that was a result of the criterion keying method with contrasted groups. Although restandardized and updated with more contemporary language and content, the original psychiatric constructs were retained in order to maintain continuity with its predecessor. The aims of this investigation were to develop a new structure for the MMPI-2 constructed at the item-level, empirically derived and which specifically represents the dimensions that are relevant and appropriate in evaluating the psychosocial functioning of personal injury claimants. This task included comparisons with a comparable scale-level analysis and developing optimal scoring strategies where items in components and facets are allocated weightings based upon their strength of association. Study 1 was conducted using a sample of 2989 personal injury claimants assessed in Australia and the United States of America. The final sample of 3230, included 241 normal individuals, was utilized to develop a scale-level structure from 79 standard MMPI-2 scales and subscales. A nine-component solution consisting of General Maladjustment /Emotional Distress, Asocial Beliefs, Social Vulnerability, Somatic Complaints, Psychological Disturbance, Impulsive Expression, Antisocial Practices, Stereotypic Fears and Family Difficulties was derived using principal component analysis. However, intercorrelation between components in the structure signaled the need to develop a structure that would eradicate problems that were perpetuated by item overlap. The second study was conducted with a set of best practice procedures with the same clinical sample of 2989 personal injury claimants as Study 1. Forty-one components were derived through principal component analysis. Through the application of a set of criteria, a 35-component solution was retained. The pattern coefficients from the allocation of items to components determined the weightings to be applied to each item. Further analysis of the 35 components derived a substructure of 37 facets. The 35 components included only 442 of the 567 items, with the reliability coefficients of the first 25 components that ranged between .5 and .97, and the remaining 10 components that ranged from .29 to .49. The latter unreliable components were not included in the final Structural Summary, leaving 25 components (400 items) and their 33 facets for interpretation. Hence, in demonstrating the utility of the newly-derived structure, only 25 components and their 33 facets were interpreted. The 25 components were grouped conceptually into six domains. In the emotional domain were Psychological Distress (PsyDist), Anger, Fears, Psychotic Symptoms (PsyS), Paranoia (Par), Irritability (Irrit), Elation (Elat), Fear of the Dark (FD), and Financial Worry (FinWo). Somatic Complaints (SomC), Sexual Concerns (SexCon), and Gastrointestinal Problems (GasP) made up the measures in the physiological domain. In the behavioural domain were Cognitive Difficulties (CogDiff), Stimulus-Seeking (StimuS), Discipline (Dis), and Delinquency (Del) whilst the interpersonal domain was formed by Social Withdrawal (SoW), Negative Interpersonal Attitude (NIA), Timidity (Tim), Lie, Dissatisfaction with Self (DWS) and Family Relationship Difficulties (FReD). Alcoholism (Alco) was the only measure in the substance abuse domain, and the gender domain was comprised of Masculinity (Mas) and Femininity (Fem). The third study established preliminary normative means and standard deviations using a small opportunistic Australian university student sample (N = 219). No substantial gender differences were found but gender norms were maintained to facilitate comparisons with the traditional MMPI-2 approach. Comparisons of frequency of 'true' item response between the Australian university student sample and the U.S. restandardisation sample found relatively little differences and permitted evaluation of between sample differences on components and facets. The utility of the structure was demonstrated with the illustration of two clinical case examples, and a comparison was made with the standard MMPI-2 scales and subscales. The Structural Summary for the MMPI-2 demonstrated discriminative measures of psychosocial functioning that were a result of no item overlap, and the ability to attend to the different levels of intensity of self-report items because of differential weightings.

At that moment the door quietly opened and a young girl entered the room, looking timidly about her. Surprised and intrigued, everyone turned towards her. Raskolnikov didn’t recognize her at once. It was Sofia Semionovna Marmeladova. He had seen her for the first time...

Oliver, being left to himself in the undertaker’s shop, set the lamp down on a workman’s bench, and gazed timidly about him with a feeling of awe and dread, which many people a good deal older than he will be at no...

This case study looks at a much overlooked and ignored filmmaker from Morocco, Izza Génini: the first woman to be truly dedicated to making documentaries in a country where documentaries were actively discouraged. Morocco’s political, economic, cultural and social devastation during the Years of Lead in the eighties determined censorship and prevented any sort of filmmaking for a long time. People were disappeared or killed by government spies, and production was at an all time low. It was moreover determined by an exceptionally strict censorship board. Nevertheless, as producer and director, since the eighties Génini has managed to make pertinent observations of celebratory aspects of her mixed culture. Her family is Jewish, and it is a hidden aspect of Moroccan society that a large contingency of Jewish people used to live peacefully side by side with the Moroccan Arabs. Through depictions of traditional music and dance, celebrating hidden customs, her films defy national timidity and homogeneity. She was the first woman to make documentaries in Morocco that were not sponsored by the state, and remained so until well into the nineties.

In 1896, Henri Becquerel (1852–1908) had discovered, by chance, the phenomenon of radioactivity, after he found that uranium salts left on top of covered photographic plates produced an image on the plates when they were later developed. Soon afterwards, thorium was also found to be radioactive. In 1898 Marie Curie (née Sklodovska) realized that certain minerals were more ‘radioactive’ (a term she first introduced) than could be rationalized by the amount of uranium or thorium that they contained. She guessed that they might contain trace amounts of an even more radioactive element, and during the long purification process, she eventually realized that two such elements were present. The naming of the first of these, discovered in July 1898, is described by her daughter Eve Curie in her biography of her mother: . . . ‘You will have to name it,’ Pierre said to his young wife, in the same tone as if it were a question of choosing a name for little Irène [their first daughter]. The one-time Mlle Sklodovska reflected in silence for a moment. Then, her heart turning toward her own country which had been erased from the map of the world, she wondered vaguely if the scientific event would be published in Russia, Germany and Austria—the oppressor countries—and answered timidly: ‘Could we call it “polonium”?’ . . . Marie Curie named the element after her homeland, Poland, but the country did not exist as a separate entity at that time, and her choice was something of a political statement. The second element discovered by Marie and Pierre Curie was found to be millions of times more radioactive than uranium. This element they called ‘radium’ because of its intense radioactivity. Over three and a half years later, when they finally isolated a tenth of a gram of purified radium salts from tonnes of pitchblende ore, the Curies were delighted to find that the substance was spontaneously luminous. After the discovery that uranium and thorium were radioactive, in September 1899, Ernest Rutherford (1871–1937) made a further discovery: ‘In addition to this ordinary radiation, I have found that thorium compounds continuously emit radio-active particles of some kind, which retain their radio-active powers for several minutes.

This chapter examines two very different examples of informal imperialism. The first takes place in Latin America, an area colonized by the Europeans for three centuries and politically independent from the 1810s and 1820s (see map 1). There the ancient Great Civilizations were mainly concentrated in Mexico and Peru, extending to a limited extent to other countries such as Argentina, Belize, Bolivia, and Ecuador. These countries provide the focus for the following pages, whereas a description of developments in the others is reserved for the discussion of internal colonialism in Chapter 10. As mentioned in Chapter 4, after an initial use of monumental archaeology at the time of the Latin-American independence, the emergence of racism led to a process of disengagement: elites only extended their interest in the origins of the nation back to the period of the arrival of the Europeans in the area. The local scholarly pride for the pre-Hispanic past re-emerged, mainly from the 1870s, timidly at first but soon gained sufficient strength to allow indigenous elites a novel rapprochement with their native monuments. Only when this happened would the tension between the national past and the discourse of inferiority advocated by the informal colonial powers be felt. The latter had been formed by explorers, collectors and scholars from the Western world. These were, to start with, mainly French and British, and later also scholars from the US and Germany. A few of them would diverge from the line taken by the majority, and Mexico City was chosen, in the early twentieth century, to undertake a unique experiment: the creation of an international school to overcome the effects of imperialism. The political circumstances, however, unfortunately led to the failure of this trial. The other case discussed in this chapter is located in East and Central Asia, in China and Japan and, by extension, in Korea. These countries had been able to maintain their independence in the early modern era mainly through the closure of their frontiers. In the second half of the nineteenth century, however, they were politically compelled to open up to the Western world.