Journal articles on the topic 'TRAD'

ABSTRACT Pseudomonas putida G7 carries a naphthalene-catabolic and self-transmissible plasmid, NAH7, which belongs to the IncP-9 incompatibility group. Adjacent to the putative origin of conjugative transfer (oriT) of NAH7 are three genes, traD, traE, and traF, whose functions and roles in conjugation were previously unclear. These three genes were transcribed monocistronically and thus were designated the traD operon. Mutation of the three genes in the traD operon resulted in 10- to 105-fold decreases in the transfer frequencies of the plasmids from Pseudomonas to Pseudomonas and Escherichia coli and from E. coli to E. coli. On the other hand, the traD operon was essential for the transfer of NAH7 from E. coli to Pseudomonas strains. These results indicated that the traD operon is a host-range modifier in the conjugative transfer of NAH7. The TraD, TraE, and TraF proteins were localized in the cytoplasm, periplasm, and membrane, respectively, in strain G7 cells. Our use of a bacterial two-hybrid assay system showed that TraE interacted in vivo with other essential components for conjugative transfer, including TraB (coupling protein), TraC (relaxase), and MpfH (a channel subunit in the mating pair formation system).

ABSTRACT Coupling proteins (CPs) are present in type IV secretion systems of plant, animal, and human pathogens and are essential for DNA transfer in bacterial conjugation systems. CPs connect the DNA-processing machinery to the mating pair-forming transfer apparatus. In this report we present in vitro and in vivo data that demonstrate specific binding of CP TraD of the IncFII R1 plasmid transfer system to relaxosomal protein TraM. With overlay assays and enzyme-linked immunosorbent assays we showed that a truncated version of TraD, termed TraD11 (ΔN155), interacted strongly with TraM. The apparent TraD11-TraM association constant was determined to be 2.6 × 107 liters/mol. Electrophoretic mobility shift assays showed that this variant of TraD also strongly bound to TraM when it was in complex with its target DNA. When 38 amino acids were additionally removed from the C terminus of TraD, no binding to TraM was observed. TraD15, comprising the 38 amino-acid-long C terminus of TraD, bound to TraM, indicating that the main TraM interaction domain resides in these 38 amino acids of TraD. TraD15 exerted a dominant negative effect on DNA transfer but not on phage infection by pilus-specific phage R17, indicating that TraM-TraD interaction is important for conjugative DNA transfer but not for phage infection. We also observed that TraD encoded by the closely related F factor bound to TraM encoded by the R1 plasmid. Our results thus provide evidence that substrate selection within the IncF plasmid group is based on TraM's capability to select the correct DNA molecule for transport and not on substrate selection by the CP.

ABSTRACT Conjugation is a major mechanism for disseminating genetic information in bacterial populations, but the signal that triggers it is poorly understood in gram-negative bacteria. F-plasmid-mediated conjugation requires TraM, a homotetramer, which binds cooperatively to three binding sites within the origin of transfer. Using in vitro assays, TraM has previously been shown to interact with the coupling protein TraD. Here we present evidence that F conjugation also requires TraM-TraD interactions in vivo. A three-plasmid system was used to select mutations in TraM that are defective for F conjugation but competent for tetramerization and cooperative DNA binding to the traM promoter region. One mutation, K99E, was particularly defective in conjugation and was further characterized by affinity chromatography and coimmunoprecipitation assays that suggested it was defective in interacting with TraD. A C-terminal deletion (S79*, where the asterisk represents a stop codon) and a missense mutation (F121S), which affects tetramerization, also reduced the affinity of TraM for TraD. We propose that the C-terminal region of TraM interacts with TraD, whereas its N-terminal domain is involved in DNA binding. This arrangement of functional domains could in part allow TraM to receive the mating signal generated by donor-recipient contact and transfer it to the relaxosome, thereby triggering DNA transfer.

ABSTRACT Neisseria gonorrhoeae produces a type IV secretion system that secretes chromosomal DNA. The secreted DNA is active in the transformation of other gonococci in the population and may act to transfer antibiotic resistance genes and variant alleles for surface antigens, as well as other genes. We observed that gonococcal variants that produced type IV pili secreted more DNA than variants that were nonpiliated, suggesting that the process may be regulated. Using microarray analysis, we found that a piliated strain showed increased expression of the gene for the putative type IV secretion coupling protein TraD, whereas a nonpiliated variant showed increased expression of genes for transcriptional and translational machinery, consistent with its higher growth rate compared to that of the piliated strain. These results suggested that type IV secretion might be controlled by either traD expression or growth rate. A mutant with a deletion in traD was found to be deficient in DNA secretion. Further mutation and complementation analysis indicated that traD is transcriptionally and translationally coupled to traI, which encodes the type IV secretion relaxase. We were able to increase DNA secretion in a nonpiliated strain by inserting a gene cassette with a strong promoter to drive the expression of the putative operon containing traI and traD. Together, these data suggest a model in which the type IV secretion system apparatus is made constitutively, while its activity is controlled through regulation of traD and traI.

ABSTRACT Selective substrate uptake controls initiation of macromolecular secretion by type IV secretion systems in gram-negative bacteria. Type IV coupling proteins (T4CPs) are essential, but the molecular mechanisms governing substrate entry to the translocation pathway remain obscure. We report a biochemical approach to reconstitute a regulatory interface between the plasmid R1 T4CP and the nucleoprotein relaxosome dedicated to the initiation stage of plasmid DNA processing and substrate presentation. The predicted cytosolic domain of T4CP TraD was purified in a predominantly monomeric form, and potential regulatory effects of this protein on catalytic activities exhibited by the relaxosome during transfer initiation were analyzed in vitro. TraDΔN130 stimulated the TraI DNA transesterase activity apparently via interactions on both the protein and the DNA levels. TraM, a protein interaction partner of TraD, also increased DNA transesterase activity in vitro. The mechanism may involve altered DNA conformation as TraM induced underwinding of oriT plasmid DNA in vivo (ΔLk = −4). Permanganate mapping of the positions of duplex melting due to relaxosome assembly with TraDΔN130 on supercoiled DNA in vitro confirmed localized unwinding at nic but ruled out formation of an open complex compatible with initiation of the TraI helicase activity. These data link relaxosome regulation to the T4CP and support the model that a committed step in the initiation of DNA export requires activation of TraI helicase loading or catalysis.

ABSTRACT Conjugative transfer of IncN plasmid pKM101 is mediated by the TraI-TraII region-encoded transfer machinery components. Similar to the case for the related Agrobacterium tumefaciens T-complex transfer apparatus, this machinery is needed for assembly of pili to initiate cell-to-cell contact preceding DNA transfer. Biochemical and cell biological experiments presented here show extracellular localization of TraC, as suggested by extracellular complementation of TraC-deficient bacteria by helper cells expressing a functional plasmid transfer machinery (S. C. Winans, and G. C. Walker, J. Bacteriol. 161:402–410, 1985). Overexpression of TraC and its export in large amounts into the periplasm of Escherichia coliallowed purification by periplasmic extraction, ammonium sulfate precipitation, and column chromatography. Whereas TraC was soluble in overexpressing strains, it partly associated with the membranes in pKM101-carrying cells, possibly due to protein-protein interactions with other components of the TraI-TraII region-encoded transfer machinery. Membrane association of TraC was reduced in strains carrying pKM101 derivatives with transposon insertions in genes coding for other essential components of the transfer machinery,traM, traB, traD, andtraE but not eex, coding for an entry exclusion protein not required for DNA transfer. Cross-linking identified protein-protein interactions of TraC in E. coli carrying pKM101 but not derivatives with transposon insertions in essentialtra genes. Interactions with membrane-bound Tra proteins may incorporate TraC into a surface structure, suggested by its removal from the cell by shearing as part of a high-molecular-weight complex. Heterologous expression of TraC in A. tumefaciens partly compensated for the pilus assembly defect in strains deficient for its homolog VirB5, which further supported its role in assembly of conjugative pili. In addition to its association with high-molecular-weight structures, TraC was secreted into the extracellular milieu. Conjugation experiments showed that secreted TraC does not compensate transfer deficiency of TraC-deficient cells, suggesting that extracellular complementation may rely on cell-to-cell transfer of TraC only as part of a bona fide transfer apparatus.

Abstract One hundred four Angus calves were ranked by gender, BW, age, and dam parity, and assigned to 1 of 4 pre-weaning treatments: 1) nose flaps for 7-d prior to weaning (NF), 2) traditional weaning (TRAD), 3) traditional weaning and creep feed for 3-wk prior to weaning (TRADC), or 4) nose flaps for 7-d prior to weaning and creep feed for 3-wk prior to weaning (NFC). Cow-calf pairs were housed in dry lot pens on d -28. From d -21 to 0, calves in creep treatments were provided free choice access to creep feed. Nose flaps were placed on d -7, and calves were weaned on d 0. Calves were vaccinated and dewormed on d -21 and 0. There was no difference (P ≥ 0.97) in calf BW on d -28 or -21. During the 7-d period that nose flaps were placed, NFC calves had greater (P ≤ 0.0001) ADG than NF and TRAD calves, and tended to have greater (P ≤ 0.10) ADG than TRADC calves. At weaning on d 0, TRADC and NFC calves tended to have greater BW (P = 0.07) and had greater overall change in BW (P < 0.0001) during the pre-weaning period than TRAD and NF calves. Additionally, there was a greater (P ≤ 0.001) increase in BW of NFC and TRADC cows during the pre-weaning period compared to NF and TRAD cows. From d -21 to 0 there was no differences (P > 0.41) in plasma concentrations for Bovine Viral Diarrhea Virus (BVD). By d 14, the TRADC calves had the greatest plasma concentrations for BVD (P < 0.04). Therefore, providing short-term creep feed prior to placing nose flaps can improve pre-weaning calf and cow performance compared to traditional and nose flap weaning without creep feed supplementation, however, did not improve response to vaccination.

Abstract One hundred three Angus calves were ranked by gender, BW, age, and dam parity, and assigned to 1 of 4 pre-weaning treatments: 1) nose flaps for 7-d prior to weaning (NF), 2) traditional weaning (TRAD), 3) traditional weaning and creep feed for 3-wk prior to weaning (TRADC), or 4) nose flaps for 7-d prior to weaning and creep feed for 3-wk prior to weaning (NFC). Cow-calf pairs were housed in dry lot pens on d -28. From d -21 to 0, calves in creep treatments were provided free choice access to creep feed. Nose flaps were placed on d -7, and calves were weaned on d 0. Calves were vaccinated and dewormed on d -21 and 0. There was no difference (P ≥ 0.97) in calf BW on d -28 or -21. During the 7-d period that nose flaps were placed, NFC calves had greater (P ≤ 0.0001) ADG than NF and TRAD calves and tended to have greater (P ≤ 0.10) ADG than TRADC calves. At weaning on d 0, TRADC and NFC calves tended to have greater BW (P = 0.07) and had greater overall change in BW (P < 0.0001) during the pre-weaning period than TRAD and NF calves. Additionally, there was a greater (P ≤ 0.001) increase in BW of NFC and TRADC cows during the pre-weaning period compared to NF and TRAD cows. From d -21 to 0 there was no differences (P > 0.41) in plasma concentrations for Bovine Viral Diarrhea Virus (BVD). By d 14, the TRADC calves had the greatest plasma concentrations for BVD (P < 0.04). Therefore, providing short-term creep feed prior to placing nose flaps can improve pre-weaning calf and cow performance compared to traditional and nose flap weaning without creep feed supplementation, however, did not impact response to vaccination.

<p class="Body1" style="text-align: justify;"><span style="font-size: 12.0pt; font-family: ";Arial";,";sans-serif";; mso-hansi-font-family: ";Arial Unicode MS";; mso-bidi-font-family: ";Times New Roman";; color: windowtext; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">Presentamos el caso de un paciente de 23 meses de edad quien desarrollo par</span><span style="font-size: 12.0pt; font-family: ";Arial Unicode MS";,";sans-serif";; mso-ascii-font-family: Arial; mso-bidi-font-family: ";Times New Roman";; color: windowtext; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">á</span><span style="font-size: 12.0pt; font-family: ";Arial";,";sans-serif";; mso-hansi-font-family: ";Arial Unicode MS";; mso-bidi-font-family: ";Times New Roman";; color: windowtext; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">lisis facial unilateral secundaria a Enfermedad de Lyme sin s</span><span style="font-size: 12.0pt; font-family: ";Arial Unicode MS";,";sans-serif";; mso-ascii-font-family: Arial; mso-bidi-font-family: ";Times New Roman";; color: windowtext; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">í</span><span style="font-size: 12.0pt; font-family: ";Arial";,";sans-serif";; mso-hansi-font-family: ";Arial Unicode MS";; mso-bidi-font-family: ";Times New Roman";; color: windowtext; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">ntomas otol</span><span style="font-size: 12.0pt; font-family: ";Arial Unicode MS";,";sans-serif";; mso-ascii-font-family: Arial; mso-bidi-font-family: ";Times New Roman";; color: windowtext; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">ó</span><span style="font-size: 12.0pt; font-family: ";Arial";,";sans-serif";; mso-hansi-font-family: ";Arial Unicode MS";; mso-bidi-font-family: ";Times New Roman";; color: windowtext; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">gicos previos y en Colombia que es considerada </span><span style="font-size: 12.0pt; font-family: ";Arial Unicode MS";,";sans-serif";; mso-ascii-font-family: Arial; mso-bidi-font-family: ";Times New Roman";; color: windowtext; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">á</span><span style="font-size: 12.0pt; font-family: ";Arial";,";sans-serif";; mso-hansi-font-family: ";Arial Unicode MS";; mso-bidi-font-family: ";Times New Roman";; color: windowtext; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">rea no end</span><span style="font-size: 12.0pt; font-family: ";Arial Unicode MS";,";sans-serif";; mso-ascii-font-family: Arial; mso-bidi-font-family: ";Times New Roman";; color: windowtext; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">é</span><span style="font-size: 12.0pt; font-family: ";Arial";,";sans-serif";; mso-hansi-font-family: ";Arial Unicode MS";; mso-bidi-font-family: ";Times New Roman";; color: windowtext; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">mica.</span><span style="font-size: 12.0pt; font-family: ";Arial";,";sans-serif";; mso-bidi-font-family: ";Times New Roman";; color: windowtext; mso-ansi-language: ES-TRAD;" lang="ES-TRAD"></span></p>

<p style="margin: 0cm 0cm 0pt;"><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">La</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">competencia</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">digital</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">desempeña</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">un</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">papel</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">fundamental</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">en</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">la</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">formación</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">de</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">los</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">estudiantes</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">actualmente.</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">Sólo</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">tenemos</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">que</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">considerar</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">que</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">la</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">tecnología</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">es</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">ubicua</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">en</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">la</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">vida</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">de</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">los</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">estudiantes</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">y</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">también</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">en</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">sus</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">rutinas</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">diarias.</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">Las</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">escuelas</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">deben</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">plantearse</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">cómo</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">implementar</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">e</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">integrar</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">en</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">el</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">currículo</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">la</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">tecnología</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">educativa.</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">La</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">alfabetización</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">mediática</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">se</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">refiere</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">al</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">conocimiento</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">y</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">destrezas</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">que</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">el</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">alumnado</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">debe</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">adquirir</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">para</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">poder</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">analizar,</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">evaluar</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">y</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">crear</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">mensajes</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">mediáticos.</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">Este</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">artículo</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">trata</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">sobre</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">alumnado</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">entre</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">8</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">y</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">11</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">años</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">que</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">no</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">tiene</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">formación</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">multimedia</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">previa,</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">y</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">aprende</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">lo</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">básico</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">sobre</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">la</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">competencia</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">digital,</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">así</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">como</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">el</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">impacto</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">que</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">esa</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">formación</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">tiene</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">en</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">su</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">progreso</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">académico.</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">Dada</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">la</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">edad</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">de</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">la</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">muestra,</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">las</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">destrezas</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">mediáticas</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">trabajadas</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">no</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">han</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">ido</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">más</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">allá</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">de</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">las</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">tecnológicas,</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">aunque</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">algunas</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">habilidades</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">evaluadoras</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">y</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">críticas</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">se</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">han</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">practicado</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">oralmente.</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">Los</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">resultados</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">muestran</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">que</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">los</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">estudiantes</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">han</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">mejorado</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">significativamente</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">sus</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">destrezas</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">básicas</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">y</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">también</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">su</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">conocimiento</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">sobre</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">los</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">media.</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">Sin</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">embargo,</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">no</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">podemos</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">concluir</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">que</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">una</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">formación</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">tan</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">corta</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">y</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">básica</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">impacte</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">su</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">progreso</span><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-bidi-font-family: 'Century Gothic';" lang="ES-TRAD">académico.</span></p>

<p class="Formatolibre" style="margin-bottom: 10.0pt; text-align: justify;"><span style="font-size: 9.0pt; mso-bidi-font-size: 10.0pt; font-family: 'Calibri Italic','serif'; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">Memorias de un periodista musical </span><span style="font-size: 9.0pt; mso-bidi-font-size: 10.0pt; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">es una novela gráfica que realizo con Santi Carrillo, periodista musical y director de </span><span style="font-size: 9.0pt; mso-bidi-font-size: 10.0pt; font-family: 'Calibri Italic','serif'; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">Rockdelux</span><span style="font-size: 9.0pt; mso-bidi-font-size: 10.0pt; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">. Las memorias tienden a la evocación abstracta de recuerdos, sensaciones y emociones; por eso, su texto literario me ha planteado una serie de desafíos formales a la hora de transformarlo en una narración en imágenes, particularmente en pasajes ensayísticos y de memoria sobre su infancia o la muerte temprana de su padre. La obra, aún en proceso, se estructura en capítulos asociados a canciones concretas que forman parte de su biografía y memoria. </span></p><p class="Formatolibre" style="margin-bottom: 10.0pt; text-align: justify;"><span style="font-size: 9.0pt; mso-bidi-font-size: 10.0pt; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">El cómic tradicional ha sido durante la mayor parte de su historia una forma / medio enfocado a la acción concreta y </span><span style="font-size: 9.0pt; mso-bidi-font-size: 10.0pt; font-family: 'Calibri Italic','serif'; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">externa</span><span style="font-size: 9.0pt; mso-bidi-font-size: 10.0pt; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">: la comedia de </span><span style="font-size: 9.0pt; mso-bidi-font-size: 10.0pt; font-family: 'Calibri Italic','serif'; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">slapstick</span><span style="font-size: 9.0pt; mso-bidi-font-size: 10.0pt; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">, ya desde sus comienzos como medio de masas a finales del siglo XIX, y la ficción de aventuras (exóticas, ciencia ficción, superheroicas, etc.) han nutrido la mayoría del cómic del siglo XX, juvenil. No ha sido hasta décadas recientes cuando un cómic artístico para adultos, la llamada novela gráfica, ha abordado otras temáticas: la memoria, la historia, la biografía, lo ensayístico; en resumen, la </span><span style="font-size: 9.0pt; mso-bidi-font-size: 10.0pt; font-family: 'Calibri Italic','serif'; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">realidad</span><span style="font-size: 9.0pt; mso-bidi-font-size: 10.0pt; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">. Estas nuevas temáticas exigen la elaboración de </span><span style="font-size: 9.0pt; mso-bidi-font-size: 10.0pt; font-family: 'Calibri Italic','serif'; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">nuevos recursos formales</span><span style="font-size: 9.0pt; mso-bidi-font-size: 10.0pt; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES-TRAD;" lang="ES-TRAD"> para representar el mundo </span><span style="font-size: 9.0pt; mso-bidi-font-size: 10.0pt; font-family: 'Calibri Italic','serif'; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">interior</span><span style="font-size: 9.0pt; mso-bidi-font-size: 10.0pt; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES-TRAD;" lang="ES-TRAD"> de ideas, emociones y sensaciones. En </span><span style="font-size: 9.0pt; mso-bidi-font-size: 10.0pt; font-family: 'Calibri Italic','serif'; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">Memorias de un periodista musical</span><span style="font-size: 9.0pt; mso-bidi-font-size: 10.0pt; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES-TRAD;" lang="ES-TRAD"> he acudido al uso de diseños alegóricos, metáforas visuales y la combinación de diversos lenguajes (contrastes entre dibujo y fotografía) y estilos representacionales (de la caricatura al realismo).</span></p>

<p class="CuerpoAA"><span lang="ES-TRAD">En este artículo se </span><span class="Ninguno"><span lang="ES-TRAD">plantea la presencia </span></span><span lang="ES-TRAD">y función </span><span class="Ninguno"><span lang="ES-TRAD">semántica</span></span><span lang="ES-TRAD">del paisaje en el cartel cinematográfico contemporáneo. Se realiza inicialmente un breve recorrido histórico </span><span class="Ninguno"><span lang="ES-TRAD">sobre el </span></span><span lang="ES-TRAD">cartel de cine, se repasan los diversos estilos en los que se inscriben; además de establecerse una definición, tanto conceptual como gráfica. A tal efecto, se </span><span class="Ninguno"><span lang="ES-TRAD">enuncian</span></span><span lang="ES-TRAD"> los elementos gráficos y tipográficos que lo conforman y se estudian siguiendo las corrientes </span><span class="Ninguno"><span lang="ES-TRAD">nortea</span></span><span lang="ES-TRAD">mericanas y europeas. </span><span lang="ES-TRAD">El cartel de cine se presenta como una síntesis visual del argumento fílmico y de la identidad visual de la película. Debido a esta vinculación entre la imagen representacional y el contenido </span><span class="Ninguno"><span lang="ES-TRAD">del film </span></span><span lang="ES-TRAD">se analizan varios carteles, examinando sus aspectos gráficos en relación a la representación del paisaje en los mismos. La ausencia o presencia de esta representación paisajística, y su interacción con el resto de elementos que conforman el cartel, revelan la importancia que est</span><span class="Ninguno"><span lang="ES-TRAD">a</span></span><span lang="ES-TRAD"> ha tenido en su uso fílmico.</span></p>

ABSTRACT TraG-like proteins are potential NTP hydrolases (NTPases) that are essential for DNA transfer in bacterial conjugation. They are thought to mediate interactions between the DNA-processing (Dtr) and the mating pair formation (Mpf) systems. TraG-like proteins also function as essential components of type IV secretion systems of several bacterial pathogens such as Helicobacter pylori. Here we present the biochemical characterization of three members of the family of TraG-like proteins, TraG (RP4), TraD (F), and HP0524 (H. pylori). These proteins were found to have a pronounced tendency to form oligomers and were shown to bind DNA without sequence specificity. Standard NTPase assays indicated that these TraG-like proteins do not possess postulated NTP-hydrolyzing activity. Surface plasmon resonance was used to demonstrate an interaction between TraG and relaxase TraI of RP4. Topology analysis of TraG revealed that TraG is a transmembrane protein with cytosolic N and C termini and a short periplasmic domain close to the N terminus. We predict that multimeric inner membrane protein TraG forms a pore. A model suggesting that the relaxosome binds to the TraG pore via TraG-DNA and TraG-TraI interactions is presented.

OBJETIVO: Comparar volume total e número repetições máximas (nRM) que pode ser realizado nos exercícios rosca direta (RD) e tríceps na polia (TP), variando a ordem de execução, nos métodos tradicional (TRAD) e série pareada agonista-antagonista (SPAA). MÉTODOS: Doze indivíduos (22±3,5 anos) com experiência em treinamento resistido (TR), compareceram a 10 sessões com intervalo de 48 a 72 horas entre elas. Após avaliação antropométrica, três sessões de familiarização e realização de testes de uma repetição máxima (1-RM) e reprodutibilidade de 1-RM, foram realizados quatro protocolos experimentais para mensuração do nRM, utilizando 70% de 1-RM: TRAD1 (quatro séries no exercício RD + quatro séries no exercício TP); TRAD2 (quatro séries no exercício TP + quatro séries no exercício RD); SPAA1 (quatro séries no exercício RD e TP) e; SPAA2 (quatro séries no exercício TP e RD). Sob o método TRAD, foram implementados intervalos de 90 segundos entre todas séries realizadas; um intervalo de descanso de dois minutos foi implementado entre a conclusão da última série do primeiro exercício e a primeira série do segundo exercício (RD + TP ou TP + RD). Sob o método SPAA, nenhum intervalo foi implementado entre o primeiro e segundo exercício (RD e TP ou TP e RD); noventa segundos de intervalo de descanso foram implementados após conclusão do primeiro e do exercício subsequente.RESULTADOS: Não foram observadas diferenças no volume total e percepção subjetiva do esforço (PSE) entre os protocolos experimentais, enquanto foi verificado maior nRM no exercício TP em comparação com o RD em todos os protocolos utilizados.CONCLUSÃO: Na intensidade de 70% de 1-RM, o volume total não é influenciado pelo método de TR (TRAD ou SPAA) e pela ordem dos exercícios (RD e TP ou TP e RD). Adicionalmente, observou-se que o nRM parece ser influenciado pelo grupamento muscular utilizado.ABSTRACT. Total volume and maximum number of repetitions performed during resistance training sets: traditional versus agonist-antagonist set methods.OBJECTIVE: To compare the total volume and number of maximum repetitions (nMR) that can be performed in barbell curl (BC) and triceps pushdown (TP) exercises, varying order of execution, on traditional (TRAD) and agonist-antagonist paired set (AAPS) methods.METHODS: Twelve individuals (22±3.5 years) with experience in resistance training (RT), attended 10 sessions with an interval of 48 to 72 hours between them. After anthropometric evaluation, three familiarization sessions, one repetition maximum tests (1-RM) and reproducibility, four experimental protocols were performed to measure the total volume and nMR, using 70% of 1-RM: TRAD1 (four sets of exercise BC + four sets of exercise TP); TRAD2 (four sets of TP exercise + four sets of BC exercise); AAPS1 (four sets of exercise BC and TP) and; AAPS2 (four sets of exercise TP and BC). Under the TRAD method, 90-seconds rest intervals were implemented between all sets; two-minute rest interval between the completion the last set of first exercise and the first set of second exercise was implemented (BC + TP or TP + BC). Under the AAPS method, no interval was implemented between first and second exercise (BC and TP or TP and BC); a 90-seconds rest interval after the completion of the first and the subsequent exercise was implemented. RESULTS: There were no differences in total volume and rating of perceived exertion (RPE) between the experimental protocols, while a higher nMR was found in the TP exercise compared to the BC in all protocols used.CONCLUSION: It is concluded that in the intensity of 70% 1-RM, the total volume is not influenced by the TR method (TRAD or AAPS) and by the order of the exercises (BC and TP or TP and BC). Additionally, it was observed that the nMR seems to be influenced by the muscle group used.

<p class="Cuerpo"><span lang="ES-TRAD"><strong>Cambio generacional y mujeres universitarias. Genealogías, conocimiento y compromiso feminista.</strong></span></p><p class="Cuerpo"><span lang="ES-TRAD">Autoras: Lorena Barco Cebrián, Mª José Ruiz Somavilla y Mª Teresa Vera Balanza (editoras)</span></p><p class="Cuerpo"><span lang="ES-TRAD">Lugar: Madrid</span></p><p class="Cuerpo"><span lang="ES-TRAD">Editorial: Dykinson</span></p><p class="Cuerpo"><span lang="ES-TRAD">Año: 2020</span><strong></strong></p><p class="Cuerpo"> </p><p class="Cuerpo"><span lang="ES-TRAD"> </span></p>

Clube da luta 2, de Palahniuk e ilustração de Stewart, dá continuidade, em quadrinhos ao romance Clube da luta. O objetivo deste trabalho é estudar, comparativamente, as diferenças entre a origem e o desenvolvimento do grupo, apresentado nas duas obras. Para fundamentar a pesquisa, têm-se: Eisner (2010 e 2005), McCloud (1995 e 2006), Bey (2001 e 2007), Prado (2016). Assim, o que outrora era uma possibilidade de reivindicação do poder individual, no romance, transforma-se em um espaço de opressão, nos quadrinhos. REFERÊNCIAS ARQUITETURA da destruição. Direção: Peter Cohen. Suécia, 1989. (110 min.). Son, Color. BAKAN, J. A Corporação: busca patológica por lucro e poder. Trad. Camila Werner. São Paulo: Novo Conceito, 2008. BAUMAN, Z. Vida para o Consumo: a transformação das pessoas em mercadorias. Trad. Carlos Alberto Medeiros. Rio de Janeiro: Zahar, 2008. BEY, H. TAZ: zona autônoma temporária. Trad. Renato Rezende e Patrícia Decia. São Paulo: Conrad do Brasil, 2001. BEY, H. et al. Terrorismo poético (TP). In.: BEY, H. Caos; Terrorismo Poético e Outros Crimes Exemplares. Trad. Patricia Decia e Renato Resende. 2007. Disponível em: <http://catarse.co.nr/hakimbey/>. Acesso em: 30 out. 2016. EISNER, W. Narrativas Gráficas. Trad. Leandro Luigi Del Manto. São Paulo: Devir, 2005. EISNER, W. Quadrinhos e Arte Sequencial: princípios e práticas do lendário cartunista. Trad. Luís Carlos Borges e Alexandre Boide. 4. ed. São Paulo: WMF Martins Fontes, 2010. LANG, C. E.; BARBOSA, J. F.; CASELLI, F. R. B. A geração criada por mulheres: o pai e o masculino no Clube da luta. Revista Mal-estar e Subjetividade. Fortaleza, v. 11, n. 2, p. 843-870, jun. 2011. MCCLOUD, S. Desvendando os Quadrinhos. Trad. Helcio de Carvalho e Marisa do Nascimento Paro. São Paulo: M. Books do Brasil, 2005. MCCLOUD, S. Reinventando os Quadrinhos. Trad. Roger Maioli. São Paulo: M. Books do Brasil, 2006. PALAHNIUK, C. Clube da Luta. Trad. Cassius Medauar. São Paulo: LeYa, 2012. PALAHNIUK, C. Clube da Luta 2. Ilustração de Cameron Stewart. Trad. Érico Assis. São Paulo: LeYa, 2016.

Abstract Purpose This study examined whether additional external load during the eccentric phase of lower limb strength training exercises led to greater adaptations in knee extensor strength, muscle architecture, and patellar tendon properties than traditional concentric–eccentric training in already-trained men. Methods Twenty-eight men accustomed to strength training were randomized to undertake 10 weeks of supervised traditional (TRAD) or accentuated eccentric loading (AEL) or continue their habitual unsupervised (CON) strength training. TRAD and AEL trained 2∙week−1 with a six-repetition maximum (RM) session and a ten-RM session. TRAD used the same external load in both concentric and eccentric phases, while AEL used 40% greater load during the eccentric than concentric phase. Tests were performed at pre- and post-training, including: maximum unilateral isokinetic (30°·s−1) concentric, eccentric and isometric torques by isokinetic dynamometry, unilateral isometric ramp contractions with muscle–tendon ultrasound imaging to measure tendon stiffness and hysteresis, and resting vastus lateralis and medialis fascicle angle and length measured by extended-field-of-view ultrasound. Results After training, both TRAD and AEL significantly increased maximum concentric and isometric torque (p < 0.05), but only AEL increased eccentric torque (AEL: + 10 ± 9%, TRAD: + 4 ± 9%) and vastus lateralis (AEL: + 14 ± 14%, TRAD: + 1 ± 10%) and medialis (AEL: + 19 ± 8%, TRAD: + 5 ± 11%) fascicle length. Conclusion Both TRAD and AEL increased maximum knee extensor strength but only AEL increased VL and VM fascicle length. Neither training program promoted changes in fascicle angle or changes in patellar tendon properties in our already-trained men.

<p style="text-indent: 26.95pt; margin: 0cm -33.75pt 0pt 0cm;"><span style="font-size: small;"><span style="font-family: Times New Roman;"><span style="color: black; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">El objetivo de este estudio fue determinar si existen diferencias</span><span style="color: black; mso-ansi-language: ES-TRAD; mso-fareast-language: ES-TRAD;" lang="ES-TRAD"> en cuanto a factores de riesgo para el desarrollo de trastornos alimentarios </span><span style="color: black; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">entre estudiantes de escuelas medias, con especialización y sin especialización en danza</span><span style="color: black; mso-ansi-language: ES-TRAD; mso-fareast-language: ES-TRAD;" lang="ES-TRAD">. Se analizaron y compararon hábitos alimentarios, percepción de la imagen corporal y </span><span style="color: black; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">presencia de sintomatología específica de trastornos alimentarios en ambos grupos. Se trata de un estudio descriptivo transversal y comparativo en el que participaron 217 estudiantes mujeres de la Ciudad de Buenos Aires, entre 13 y 18 años: 107 estudiantes con especialización en danza y 110 estudiantes sin especialización en danza. Las participantes del estudio completaron los siguientes instrumentos: <em style="mso-bidi-font-style: normal;">Cuestionario sociodemográfico y de sintomatología específica de trastornos alimentarios</em>, <em style="mso-bidi-font-style: normal;">Figure Scale </em>(Collins, 1991) y <em style="mso-bidi-font-style: normal;">Eating Disorder Inventory-2<span style="mso-spacerun: yes;"> </span></em>(Garner, 1991; adaptación<span style="mso-spacerun: yes;"> </span>Rutsztein et al., 2006). </span><span style="color: black; mso-ansi-language: ES;">Los resultados muestran que l</span><span style="color: black; mso-ansi-language: ES-AR;" lang="ES-AR">as estudiantes </span><span style="color: black; mso-ansi-language: ES;">con especialización en danza </span><span style="color: black; mso-ansi-language: ES-AR;" lang="ES-AR">presentaron peso actual, peso ideal e índice de masa corporal significativamente menor. También se encontró una proporción significativamente mayor de estudiantes </span><span style="color: black; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">con especialización en danza que presentaba</span><span style="color: black; mso-ansi-language: ES-AR;" lang="ES-AR"> delgadez, bajo peso y distorsión de la imagen corporal. No se hallaron diferencias significativas entre los grupos en cuanto a insatisfacción con la imagen corporal, disminución del peso como resultado de una dieta, presencia de conducta dietante, amenorrea secundaria y conductas compensatorias inadecuadas. Sólo en dos subescalas del EDI-2 se hallaron diferencias significativas entre ambos grupos: <em style="mso-bidi-font-style: normal;">Miedo a Madurar</em> e <em style="mso-bidi-font-style: normal;">Inseguridad Social</em>. Por último, se determinó que el 17.7% de las estudiantes con especialización en danza y el </span><span style="color: black; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">13.2% de las estudiantes sin especialización en danza</span><span style="color: black; mso-ansi-language: ES-AR;" lang="ES-AR"> presentaron riesgo de trastorno alimentario. Contrariamente a lo hallado en otros estudios, n</span><span style="color: black; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">o se hallaron diferencias significativas entre ambos grupos</span><span style="color: black; mso-ansi-language: ES-AR;" lang="ES-AR">. Resulta necesario aclarar que las estudiantes con especialización en danza que participaron de este estudio no concurrían a una escuela de danzas profesional o con un alto nivel de competitividad.</span></span></span></p>

Resumo: O trabalho ora proposto procura pensar a relação entre Filosofia e Educação. Para tanto, se nutre de pensar essa articulação a partir da experiência em sala de aula. Uma experiência que se deu quando da necessidade de apresentação de um filme com um posterior debate em torno de questões por ele suscitadas. Palavras-chave: Liberdade. Filosofia. Educação. Cinema. Abstract: The hereby proposed work seek to think about the relationship between Philosophy and Education. For so, nurturing of thinking this articulation from the classroom experience. An experience originated from the necessity of a movie presentation followed by a debate encircling questions by it raised. Keywords: Liberty. Philosophy. Education. Cinema. REFERÊNCIAS FOGEL, Gilvan. Seminário sobre Heráclito. In: FOGEL, Gilvan. Da solidão perfeita. Petrópolis: Vozes, 1998. HAAR, Michel. A obra de arte. Rio de Janeiro: Difel, 2000. HEIDEGGER, Martin. A essência da verdade. In: HEIDEGGER, Martin. Marcas do caminho. Trad. de Enio Paulo Giachini e Ernildo Stein. Petrópolis: Vozes, 2008. HEIDEGGER, Martin. A essência do fundamento. In: HEIDEGGER, Martin. Marcas do caminho. Trad. de Enio Paulo Giachini e Ernildo Stein. Petrópolis: Vozes, 2008. HEIDEGGER, Martin. A teoria platônica da verdade. In: HEIDEGGER, Martin. Marcas do caminho. Trad. de Enio Paulo Giachini e Ernildo Stein. Petrópolis: Vozes, 2008. HEIDEGGER, Martin. Introdução a “O que é metafísica?”. In: HEIDEGGER, Martin. Marcas do caminho. Trad. de Enio Paulo Giachini e Ernildo Stein. Petrópolis: Vozes, 2008. HEIDEGGER, Martin. Posfácio a “O que é metafísica?”. In: HEIDEGGER, Martin. Marcas do caminho. Trad. de Enio Paulo Giachini e Ernildo Stein. Petrópolis: Vozes, 2008. HEIDEGGER, Martin. Que é metafísica? In: HEIDEGGER, Martin. Marcas do caminho. Trad. de Enio Paulo Giachini e Ernildo Stein. Petrópolis: Vozes, 2008. HEIDEGGER, Martin. Hölderlin et l’essence de la poesie. In: HEIDEGGER, Martin. Approche de Hölderlin. Trad. de Henry Corbin, Michel Deguy, François Fédier e Jean Launay. Paris: Gallimard, 1988. HEIDEGGER, Martin. A origem da obra de arte. Trad. de Maria da Conceição Costa. Lisboa: Edições 70, 2000. HEIDEGGER, Martin. Approche de Hölderlin. Trad. De Henry Corbin, Michel Deguy, François Fédier e Jean Launay. Paris: Gallimard, 1988. HEIDEGGER, Martin. A questão da técnica. In: HEIDEGGER, Martin. Ensaios e conferências. Trad. de Emmanuel Carneiro Leão. Petrópolis: Vozes, 2001. HEIDEGGER, Martin. Conferências e escritos filosóficos. São Paulo: Abril Cultural, 1983. (Coleção Os Pensadores). HEIDEGGER, Martin. O fim da filosofia e a tarefa do pensamento. In: HEIDEGGER, Martin. Heidegger. Tradução, introdução e notas de Ernildo Stein. São Paulo: Abril Cultural, 1979. (Coleção Os Pensadores). HEIDEGGER, Martin. Introdução à metafísica. Tradução de Emmanuel Carneiro Leão. Rio de Janeiro: Tempo Brasileiro, 1987. HEIDEGGER, Martin. Serenidade. Trad. de Maria Madalena Andrade e Olga Santos Lisboa: Instituto Piaget, 2000. HEIDEGGER, Martin. Ser e tempo. Tradução de Márcia Schuback. Petrópolis: Vozes, 2006. HEIDEGGER, Martin. Sobre o humanismo. Tradução de Emmanuel Carneiro Leão. Rio de Janeiro: Tempo Brasileiro, 1967. KANT, I. Textos Seletos. Trad. Raimundo Vier e Floriano de Souza Fernandes. Petrópolis, RJ: Vozes, 2005. LEÃO, Emmanuel Carneiro; WRUBLEWSKI, Sergio (Orgs.). Os pensadores originários: Anaximandro, Parmênides e Heráclito. Petrópolis: Vozes, 1991. NIETZSCHE, Friedrich. Assim falou Zaratustra. Trad. de Mário da Silva. Rio de Janeiro: Civilização Brasileira, 2006. ORTEGA Y GASSET, José. Missão da Universidade. Trad. de Dayse Janet L. Carnt e Helena Ferreira. Rio de Janeiro: Ed. UERJ, 1999. PLATON. Oeuvres complètes. Traduction par Émile Chambry. Paris: Garnier, 1947.

Type IV secretion systems (T4SSs) are multiprotein assemblies that translocate macromolecules across the cell envelope of bacteria. X-ray crystallographic and electron microscopy (EM) analyses have increasingly provided structural information on individual T4SS components and on the entire complex. As of now, relatively little information has been available on the exact localization of the inner membrane-bound T4SS components, notably the mostly periplasmic VirB8 protein and the very hydrophobic VirB6 protein. We show here that the membrane-bound, full-length version of the VirB8 homolog TraE from the plasmid pKM101 secretion system forms a high-molecular-mass complex that is distinct from the previously characterized periplasmic portion of the protein that forms dimers. Full-length TraE was extracted from the membranes with detergents, and analysis by size-exclusion chromatography, cross-linking, and size exclusion chromatography (SEC) multiangle light scattering (MALS) shows that it forms a high-molecular-mass complex. EM and small-angle X-ray scattering (SAXS) analysis demonstrate that full-length TraE forms a hexameric complex with a central pore. We also overproduced and purified the VirB6 homolog TraD and show by cross-linking, SEC, and EM that it binds to TraE. Our results suggest that TraE and TraD interact at the substrate translocation pore of the secretion system.

ObjectivesWe aimed to compare traditional (trad) cardiovascular risk factors (CVRFs) among patients with gout, psoriatic arthritis (PsA), rheumatoid arthritis (RA) and ankylosing spondylitis (AS) stratified by sex.MethodsA survey was sent to patients with gout (n=1589), PsA (n=1200), RA (n=1246) and AS (n=1095). Patients were retrieved from Sahlgrenska University Hospital, the hospitals of Uddevalla and Skövde, and 12 primary care centres in Western Sweden. The prevalence of self-reported trad-CVRFs was compared between diagnoses by age standardisation with the 2018 population of Sweden as the standard population.ResultsIn total, 2896 (56.5%) of 5130 patients responded. Hypertension was the most frequently found comorbidity, reported by 65% of patients with gout, 41% with PsA, 43% with RA and 29% with AS. After age standardisation, women and men with gout had significantly more obesity (body mass index ≥30 kg/m2), hypertension, diabetes, hyperlipidaemia and multiple trad-CVRFs, compared with those with PsA, RA and AS. Obesity was significantly more common in PsA than in RA. In women, obesity, hypertension and multiple trad-CVRFs were more frequently reported in PsA than in RA and AS, whereas similar prevalence of CVRFs and coexistence of multiple trad-CVRFs were found in men with PsA, RA and AS.ConclusionsWomen and men with gout had the highest prevalence of trad-CVRFs. Differences in occurrence of CVRFs by sex were found in patients with PsA, RA and AS. In women, patients with PsA had higher occurrence of trad-CVRFs than those with RA and AS, whereas in men the distribution of CVRFs was similar in PsA, RA and AS.

AbstractThe purpose of the study was to verify the effect of two dispositions of resistance exercises on rate of perceived of effort (RPE), discomfort and affectivity in older women. Twenty older women (68.0±6.6 years, 69.8±12.7 kg, and 155.9±7.0 cm) performed in a balanced and randomized design two experimental conditions, namely: a circuit (CIRC) fashion and another in a traditional (TRAD) fashion. In both conditions, six resistance exercises in the following order were performed: push press with kettlebell, swing with kettlebell, plantar flexion, squatting, ladder displacement and shoulder flexion with naval rope, with the same load and three sets of 15 repetitions/exercise. In the CIRC condition, the exercises were performed in stations, with no interval among them, and at the end of the last exercise, a three-minute interval was performed. For the TRAD condition the exercises were performed in consecutive sets, with intervals of 90s between the sets and the exercises. After 15 min of the closure of each session, the RPE (OMNI), feeling (Hardy and Rejeski) and a discomfort scale were applied. There was no significant difference (P>0.05) among the sessions for PSE (TRAD = 6.0±1.2 vs. CIRC = 6.1±0.9), feeling (TRAD = 3.7±1.6 vs. CIRC = 3.6±1.2) and discomfort (TRAD = 5.2±1.4 vs. CIRC = 5.1±1.3). The results suggest that PSE, discomfort and affective response to resistance exercises are similar when performed in CIRC or TRAD in older women. Keywords: Exercise. Aging. Physical exertion. ResumoO objetivo do estudo foi verificar o efeito de duas diferentes disposições de execução de exercícios resistidos sobre a percepção subjetiva de esforço (PSE), o desconforto e a afetividade em mulheres idosas. Vinte mulheres idosas (68,0±6,6 anos, 69,8±12,7 kg e 155,9±7,0 cm) foram distribuídas de forma balanceada e aleatorizada para duas condições experimentais: disposição de circuito (CIRC) e disposição tradicional (TRAD). Em ambas as condições, seis exercícios resistidos foram executados na seguinte ordem: push press com kettlebell, swing com kettlebell, flexão plantar, agachamento, deslocamento em escada e flexão de ombros com corda naval, com mesma carga e três séries de 15 repetições/exercício. Na condição CIRC os exercícios foram executados em forma de estações, sem intervalo entre os exercícios e, ao final de cada série foi concedido intervalo de três minutos. Para condição TRAD os exercícios foram executados em séries consecutivas, com intervalos de 90s entre os exercícios e as séries. Após 15 min do termino de cada sessão foram aplicadas as escalas de PSE (OMNI), sentimento (Hardy e Rejeski) e desconforto. Não ocorreram diferenças significativas (P>0,05) entre as sessões para PSE (TRAD = 6,0±1,2 vs CIRC = 6,1±0,9), sentimento (TRAD = 3,7±1,6 vs CIRC = 3,6±1,2) e desconforto (TRAD = 5,2±1,4 vs CIRC = 5,1±1,3). Os resultados sugerem que a PSE, o desconforto e a resposta afetiva aos exercícios resistidos são semelhantes quando realizados em CIRC ou TRAD em mulheres idosas. Palavras-chave: Exercício Físico. Envelhecimento. Esforço Físico.

René Girard: Sacrifice, trad. M. Patillo y D. Dawson, Breakthroughs in Mimetic Theory, Michigan State University Press, 2011 (trad. de Le sacrifice, Bibliothèque Nationale de France, Diffusion Seuil).

Nuestro estudio se estructura en tres hipótesis intrínsecamente entrelazadas, que intentaremos confirmar a lo largo de éste: en primer lugar, sostenemos que en relación al mundo como representación (Vorstellung) y como voluntad (Wille), Schopenhauer se apoya casi exclusivamente en el Vedānta, mientras que en sus referencias a “la negaci.n de la voluntad” (die Verneigung des Willens zum Leben) hay una innegable alusión al budismo. En segundo lugar, sostenemos que la filosof.a de Schopenhauer, a diferencia del sistema de Hegel, coincide casi totalmente con las especulaciones románticas. Y por último, que a pesar de una indiscutible fascinación por la India y de subrayar sus coincidencias fundamentales con el pensamiento hindú, la filosofía de Schopenhauer se inscribe en la tradición europea y en el discurso orientalista. Palabras clave Voluntad, representación, nirvana, nada, orientalismo. Referencias Buda (1999), Anguttara Nikāya, trad. Almudena Haurie Mena, Madrid, Edaf. ------ (1999), Majjhima Nikāya, trad., intr. y notas de Amadeo Solé-Leris y Abraham Vélez de Cea, Barcelona, Kairós. Du Halde, J. B. (1736), The General History of China, Containing a Geographical, Historical, Chronological, Political, and Physical Description of the Empire of China, Chinese-Tartary, Corea and Thibet (vol. 3), Trans. by Richard Brokes, London: John Watts. Cross, S. (2013), Schopenahuer’s Encounters with Indian Thought. Representation and Will and Their Indian Parallels, University of Hawai’i Press, Society for Asian and Comparative Philosophy, n° 24. Halbfass, W. (2013), India y Europa. Ejercicio de entendimiento filosófico, trad. Oscar Figueroa Castro, México, Fondo de Cultura Económica. Hegel, G. W. F. (1987), Lecciones sobre filosofía de la religión (vol. 2), Madrid, Alianza. Koeppen, K. (1857), Die Religion des Buddha und Ihre Entstehung, erster Band, Berlin, Ferdinand Schneider. Magee, B. (1997), The Philosophy of Schopenhauer, Oxford, Clarendon Press. Said, E. W. (2015), Orientalismo, trad. María Luisa Fuentes, Barcelona, Debolsillo. Śaṁkara (2003), La esencia del vedanta, trad. Eleonora Berla, Barcelona, Kairós. Schopenhauer, A. (2009), Schopenhauer, A., El mundo como voluntad y representación (vol. 1 y 2), trad. intr. y notas de Pilar López de Santa María, Madrid, Trotta. --------------------- (2006), La voluntad en la naturaleza, trad. Miguel de Unamuno, Alianza, Madrid. --------------------- (2009), Parerga y Paralipómena (vol. 1 y 2), trad. intr. y notas de Pilar López de Santa María, Madrid, Trotta. Simmel, G. (1950), Schopenhauer y Nietzsche, trad. Francisco Ayala, Buenos Aires, Anaconda. Zimmer, H. (1979), Filosofías de la India, trad. J. A. Vázquez, Buenos Aires, Editorial Universitaria.

<p class="MsoNormal" style="line-height: 150%;"><span style="text-decoration: underline;"><span style="font-family: ";Arial";,";sans-serif";;" lang="ES-TRAD">Antecedentes</span></span><span style="font-family: ";Arial";,";sans-serif";;" lang="ES-TRAD">: Antes de utilizar un instrumento de medición es necesario conocer sus propiedades psicométricas. La traducción y la adaptación transcultural son las primeras fases antes de aplicar el instrumento en una población con un lenguaje o unas características culturales diferentes. La escala SDIALOR fue diseñada para medir la satisfacción con su tratamiento de los pacientes en diálisis. Su idioma original es el francés.</span></p> <p class="MsoNormal" style="line-height: 150%;"><span style="text-decoration: underline;"><span style="font-family: ";Arial";,";sans-serif";;" lang="ES-TRAD">Objetivo</span></span><span style="font-family: ";Arial";,";sans-serif";;" lang="ES-TRAD">: Traducir y adaptar transculturalmente al español utilizado en Colombia la versión francesa de la escala SDIALOR.</span></p> <p class="MsoNormal" style="line-height: 150%;"><span style="text-decoration: underline;"><span style="font-family: ";Arial";,";sans-serif";;" lang="ES-TRAD">Material y métodos</span></span><span style="font-family: ";Arial";,";sans-serif";;" lang="ES-TRAD">: El proceso se desarrolló siguiendo las recomendaciones metodológicas del grupo de calidad de vida de EORTC, que incluyen traducción inicial, traducción inversa y estudio piloto.</span></p> <p class="MsoNormal" style="line-height: 150%;"><span style="text-decoration: underline;"><span style="font-family: ";Arial";,";sans-serif";;" lang="ES-TRAD">Resultados</span></span><span style="font-family: ";Arial";,";sans-serif";;" lang="ES-TRAD">: Dentro de las opciones de respuesta de cada ítem se incluyó el enunciado “No aplica”. En cinco de los ítems (preguntas 8, 25, 28, 29 y 35) no se utilizó la traducción literal y fue necesario introducir ajustes que garantizaran comprensibilidad y equivalencia semántica. La escala puede ser respondida en un tiempo aproximado de 30 minutos.</span></p> <span style="text-decoration: underline;"><span style="font-size: 12.0pt; font-family: ";Arial";,";sans-serif";; mso-fareast-font-family: ";MS Mincho";; mso-fareast-theme-font: minor-fareast; mso-ansi-language: ES-TRAD; mso-fareast-language: ES; mso-bidi-language: AR-SA;" lang="ES-TRAD">Conclusión</span></span><span style="font-size: 12.0pt; font-family: ";Arial";,";sans-serif";; mso-fareast-font-family: ";MS Mincho";; mso-fareast-theme-font: minor-fareast; mso-ansi-language: ES-TRAD; mso-fareast-language: ES; mso-bidi-language: AR-SA;" lang="ES-TRAD">: Está disponible una versión en español hablado en Colombia, de la escala SDIALOR; esta versión tiene equivalencia semántica con el instrumento original y puede utilizarse como insumo para determinar las propiedades psicométricas de la escala al aplicarse a pacientes en Colombia.</span>

Resumen En el presente artículo (i) se desarrolla una crítica al discurso histórico-filosófico de Kant para explicitar sus condiciones de posibilidad, desde lo cual se erige un modelo hermenéutico que (ii) hace inteligible la historia filosofante de la filosofía presente en Los progresos de la metafísica desde los tiempos de Leibniz y Wolff, mostrando cómo las condiciones operan allí y constituyen una determinada narrativa que da cuenta de las perspectivas desde las cuales se ofrece la historia; después (iii) se realiza la interpretación de la historia desde el modelo con el fin de señalar su sostenibilidad; al final, (iv) se vincula la historia filosófica con la propia filosofía trascendental de Kant, legitimando con ello al modelo y señalando cómo el horizonte del proyecto crítico es esa misma historia. Palabras clave Metafísica: Historia; Razón; Teleología; Discurso. Referencias Allison, Henry E., Kant’s Transcendental Idealism. An Interpretation and Defense, USA: Yale University Press, 2004. Allison, H. E., Editor’s Introduction, a What real progress has metaphysics made in Germany since the time of Leibniz and Wolff?, en Kant, Immanuel, Theoretical Philosophy after 1781, edit. Henry Allison, Peter Heath, Cambridge University Press, USA, 2002. Allison, Henry E., “General Introduction”, en Kant, Immanuel, Theoretical Philosophy after 1781, edit. Henry Allison y Peter Heath, USA: Cambridge University Press, 2002. Beiser, Frederick C., “Moral Faith and the Highest Good”, en The Cambridge Companion to Kant and Modern Philosophy, edit. Paul Guyer, USA: Cambridge University Press, 2006. Caimi, Mario, “La metafísica de Kant”, en Kant, Immanuel, Los Progresos de la metafísica desde los tiempos de Leibniz y Wolff, trad. Mario Caimi, México: Fondo de Cultura Económica, UNAM, UAM, 2011. Duque, Félix, “Estudio Introductorio”, en Kant, Immanuel, Los progresos de la metafísica, trad. Félix Duque, Madrid: Tecnos, 1987. Ferrarin, Alberto, The Powers of Reason. Kant and the Idea of Cosmic Philosophy, USA: University of Chicago Press, 2015. Grondin, Jean, Introduction to Metaphysics. From Parmenides to Levinas, trad. Lukas Soderstorm, USA: Columbia University Press, 2012. Guyer, Paul, “The Unity of Nature and Freedom”, en Guyer, Paul, Kant’s System of Nature and Freedom, USA: Oxford University Press, 2005. Heidegger, Martin, Kant y el problema de la metafísica, trad. Gred Ibscher Roth, México: Fondo de Cultura Económica, 1996. Kant, El conflicto de las facultades, trad. Roberto Rodríguez Aramayo, en Immanuel Kant, Kant III, España: Gredos, 2014. Kant, Immanuel, Idea para una historia universal en clave cosmopolita, trad. Roberto Rodríguez Aramayo, en Immanuel Kant, Kant III, España: Gredos, 2014. Kant, Immanuel, Crítica de la razón pura, trad. Mario Caimi, México: FCE, UNAM, UAM, 2011. Kant, Immanuel, Los progresos de la metafísica, trad. Mario Caimi, México: Fondo de Cultura Económica, UNAM, UAM, 2011. Kant, Immanuel, Conjectural beginning of human history, trad. Allen W. Wood, en Immanuel Kant, Anthropology, History and Education, edit. Gunter Zoller, Robert B. Louden, USA: Cambridge University Press, 2007. Kant, Immanuel, On the use of teleological principles in philosophy, trad. Gunter Zoeller, en Kant, Immanuel, Anthropology, History and Education, edit. Gunter Zoller, Robert B. Louden, USA: Cambridge University Press, 2007. Kant, Immanuel, On a recently prominent tone of superiority in philosophy, trad. Peter Heath, en Kant, Immanuel, Theoretical Philosophy after 1781, edit. Henry Allison, Peter Heath, USA: Cambridge University Press, 2002. Kant, Immanuel, Proclamation of the imminent conclusion of a treaty of perpetual peace in philosophy, trad. Peter Heath, en Kant, Immanuel, Theoretical Philosophy after 1781, edit. Henry Allison, Peter Heath, USA: Cambridge University Press, 2002. Kerszberg, Pierre, Critique and Totality, USA State University of New York Press, USA, 1997. Kuhen, Manfred, “Kant’s Critical Philosophy and its Reception –the first five yearse (1781-1786)”, en The Cambridge Companion to Kant and Modern Philosophy, edit. Paul Guyer, USA: Cambridge University Press, 2006. Leibniz, Gottfried, El método verdadero, trad. J. Echeverría, en Leibniz, Leibniz, España: Gredos 2014. Longuenesse, Béatrice, Kant and the Capacity to Judge. Sensibility and Discursivity in the Transcendental Analytic of the Critique of Pure Reason, trad. Charles T. Wolfe, USA: Princeton University Press, 1998. Lyotard, Jean-Francois, Enthusiasm. The Kantian Critique of History, trad. Georges Van Den Abbeele, USA: Standford University Press, 2009. Martínez Marzoa, Felipe, Historia de la filosofía antigua, Madrid: Akal, 1995. Martínez Marzoa, Felipe, Releer a Kant, España: Anthropos, 1989. Platón, Fedón, trad. Carlos García Gual, en Platón, Platón I, España: Gredos, 2014. Platón, Menón, trad. Francisco José Olivieri, en Platón, Platón I, España: Gredos, 2014. Sevilla, Sergio, “Kant: Razón histórica y razón trascendental”, en Kant después de Kant, edit. Javier Muguerza, Roberto Rodríguez Aramayo, Madrid: Tecnos, 1989. Spinoza, Baruch, Ética demostrada según el orden geométrico, trad. Oscar Cohan, México: Fondo de Cultura Económica, 2015. Tugendhat, Ernst, Introducción a la filosofía analítica, trad. José Navarro Pérez, España: Gedisa, 2003. Vieinard-Baron, Jean-Louis, Platón et l’idealisme allemande (1770-1830), Paris: Beauchesne, 1979. Vilar, Gerard, “El concepto del Bien Supremo en Kant”, en Kant después de Kant, edit. Javier Muguerza, Roberto Rodríguez Aramayo, Madrid: Tecnos, 1989. Zammito, John, The Genesis of Kant’s Critique of Judgment, USA: The University of Chicago Press, 1992.

Abstract A two-yr study was conducted to measure reproductive responses of an alternative cow-calf production system. Multiparous, crossbred cows (n = 160; average age = 5.7 ± 2.8 yrs-old) were utilized, per yr, in a generalized randomized bock design and unstructured treatment design. In yr one, cows were blocked by origin source and age, randomly assigned to one of two production systems, each with four replicates (n = 20 cows/rep). Once allotted to treatment and replicate, cows remained in assigned treatment for the duration of their productive life. Treatments were: 1) traditional extensive spring calving system utilizing perennial pasture and corn residue grazing (TRAD); 2) alternative fall-calving system utilizing confinement, summer-planted oats, and corn residue grazing (ALT). Breeding body condition score (BCS) was greater (P &lt; 0.01) for TRAD compared to ALT (6.45 vs. 5.47 ± 0.159, respectively). There were no differences (P ≥ 0.24) in conception rates (93.86 vs. 94.14 ± 2.26 %), pregnancy loss (4.37 vs. 5.62 ± 1.86 %), calving rates (89.50 vs. 88.49 ± 3.06 %), and weaning rates (86.88 vs. 82.50 ± 3.08 %) for TRAD and ALT, respectively. There was no difference (P = 0.47) in calf body weight at birth (40 vs. 39 ± 1.0 kg) for TRAD and ALT, respectively. Weaning BCS was greater (P &lt; 0.01) for TRAD compared to ALT (5.71 vs. 5.27 ± 0.048). Calves in the TRAD system had greater (P &lt; 0.001) wean BW (237 vs. 185 ± 3.7 kg) compared to ALT calves. Cows from TRAD system had greater (P &lt; 0.001) kg weaned per cow exposed to bulls (208 vs. 151 ± 6.3 kg) compared to ALT cows. Results indicate no difference in reproductive performance among systems. The extensive spring-calving system produced heavier calves at weaning, leading to more kg of calf weaned per cow exposed.

The paper describes factors that lead to the United States trade restrictions, particularly export control at the end of the second decade; the challenges of the United States policy, prospects for international trade relations. World trade is expected to grow this year after reducing in the previous one. The outlook for trade development remains with a large degree of uncertainty due to economic, financial risks, effects of struggle against pandemia; national policies. The US trade restriction policies are in focus. Besides imposing import tariffs; controlling exports of software, sensitive equipment, technology has been transformed under Trump’s administration in the context of national security, foreign policy objectives. Limiting access to the most sensitive U.S. technology has been putting in practice along with new export controls on software; restrictions on the emerging and foundational technologies. Export Control Reform that was passed by Congress and signed into law by President Trump has determined a new stage in US policy and may bring more uncertainty as concerning relations with other countries.

The objective of the present paper was to discuss the design of farrowing pens and present the first production results of the “SowComfort farrowing pen” (SOWCOMF). The biggest difference between this pen and the traditional pen (TRAD) presented in the study, is that SOWCOMF contains a nest area equipped with a rubber mattress, floor heating, a rack for straw and no separate creep area. It was predicted that SOWCOMF would result in lower piglet mortality compared to TRAD due to a more stimulating and comfortable environment, and that the use of rubber mats in SOWCOMF would reduce the incidence of carpal joint lesions of the piglets. Results from both farms showed that percent mortality of live born piglets was lower in SOWCOMF than TRAD (p = 0.004), especially due to starvation (p < 0.0001) and other causes (p < 0.0001). In contrast, percentage of overlying was higher in SOWCOMF (p < 0.0001). The lower incidence of starved piglets in SOWCOMF than TRAD can possibly be explained by more sow-initiated communication with the piglets (p < 0.001). Most causes of mortality declined over consecutive batches. Percentage of piglets per litter without carpal lesions were significantly higher in the SOWCOMF than in TRAD (p < 0.0001), showing that rubber mats provide more protection of carpal joints.

Introdução: O método cluster sets (CLS) surge como um método de treinamento de força (TF) incluindo pequenos intervalos dentro da série. Objetivo: comparar o desempenho agudo do método CLS e o método tradicional (TRAD). Métodos: participaram do estudo 14 homens com experiência em TF. Os participantes realizaram dois protocolos distintos: TRAD - três séries de oito repetições com 90% de 8 repetições máximas (RM) e intervalo de dois minutos; CLS - três séries com oito repetições com 90% de 8 RM, e 30 segundos de intervalo a cada duas repetições. Resultados: o método CLS foi capaz de manter o desempenho ao longo das séries, sem reduções significativas nas séries 2 e 3, em ambos exercícios. Ao compará-lo com o método TRAD, o número de repetições realizadas foi significativamente maior (p ≤ 0,05) para o CLS. Conclusão: o CLS proporcionou desempenho de repetições máximas superior em comparação ao TRAD. Não foram verificadas diferenças no tempo sob tensão entre os protocolos.

Purpose: Accumulated time at a high percentage of peak oxygen consumption (VO2peak) is important for improving performance in endurance athletes. The present study compared the acute effect of a roller-ski skating session containing work intervals with a fast start followed by decreasing speed (DEC) with a traditional session where the work intervals had a constant speed (similar to the mean speed of DEC; TRAD) on physiological responses, rating of perceived exertion, and leg press peak power. Methods: A total of 11 well-trained cross-country skiers performed DEC and TRAD in a randomized order (5 × 5-min work intervals, 3-min relief). Each 5-minute work interval in the DEC protocol started with 1.5 minutes at 100% of maximal aerobic speed followed by 3.5 minutes at 85% of maximal aerobic speed, whereas the TRAD protocol had a constant speed at 90% of maximal aerobic speed. Results: DEC induced a higher VO2 than TRAD, measured as both peak and average of all work intervals during the session (98.2% [2.1%] vs 95.4% [3.1%] VO2peak, respectively, and 87.6% [1.9%] vs 86.1% [3.2%] VO2peak, respectively) with a lower mean rating of perceived exertion after DEC than TRAD (16.1 [1.0] vs 16.5 [0.7], respectively) (all P < .05). There were no differences between sessions for mean heart rate, blood lactate concentration, or leg press peak power. Conclusion: DEC induced a higher mean VO2 and a lower rating of perceived exertion than TRAD, despite similar mean speed, indicating that DEC can be a good strategy for interval sessions aiming to accumulate more time at a high percentage of VO2peak.

<p class="REDUTEXTORESUMEN"><span class="hps">En este artículo se</span> <span class="hps">describe la</span> <span class="hps">tradición</span><span lang="ES-TRAD"> de la </span><span class="alt-edited">investigación</span> <span lang="ES-TRAD">anglófona de América del Norte acerca del </span><span class="hps">rol</span> <span class="hps">de la escritura en</span> <span class="hps">la enseñanza y el</span> <span class="hps">aprendizaje en la educación</span> <span class="hps">superior.</span> <span class="hps">La</span> <span class="hps">tradición de investigación</span> <span class="hps">está asociada con un</span> <span class="hps">movimiento de reforma de la educación</span> <span class="hps">de más de cuarenta años,</span> <span class="hps">denominado</span> <span class="hps">“escritura</span> <span class="hps">a través del currículo</span><span lang="ES-TRAD">” (</span><span class="longtext">Writing Across the Curriculum; </span><span lang="ES-TRAD">WAC) o “escritura en las disciplinas” (</span><span class="longtext">Writing in the Disciplines; </span><span lang="ES-TRAD">WID). </span><span class="hps">El movimiento</span> <span class="hps">anima a los profesores de las diferentes disciplinas a interesarse por mejorar la escritura</span> <span class="hps">de sus estudiantes y </span><span lang="ES-TRAD">su formación disciplinar a través de </span><span class="hps">la escritura.</span> <span class="hps">La investigación desarrollada bajo los movimientos WAC y WID utiliza métodos</span> <span class="hps">propios de la investigación educativa</span> <span class="hps">(y, en</span> <span class="hps">menor medida,</span> <span lang="ES-TRAD">de </span><span class="hps">la lingüística</span> <span class="hps">aplicada)</span> <span class="hps">para comprender los roles que juega la escritura en</span> <span class="hps">el trabajo y la formación disciplinar</span><span lang="ES-TRAD">, a menudo en </span><span class="hps">relación con</span> <span class="hps">la escritura en</span> <span class="hps">otras instituciones (</span><span lang="ES-TRAD">empresas, gobierno, </span><span class="hps">etc.</span><span lang="ES-TRAD">)</span><span class="hps">. Situar en primer plano</span> <span class="hps">la escritura en los movimientos WAC y WID ha revelado</span> <span class="hps">seis</span> <span class="hps">contradicciones estructurales</span> <span class="hps">e institucionales</span> <span class="hps">en</span> <span class="hps">la educación superior de los EEUU:</span> <span class="hps">1) la escritura</span> <span class="hps">como</span> <span lang="ES-TRAD">herramienta </span><span class="hps">transversal</span> <span class="hps">frente a</span> <span class="hps">la escritura especializada</span><span lang="ES-TRAD">, 2) la concepción del género </span><span class="hps">como un contenedor</span> <span class="hps">de</span> <span class="hps">contenido –dualismo forma/contenido- versus</span> <span lang="ES-TRAD">su concepción </span><span class="hps">como</span> <span class="hps">acción social</span><span lang="ES-TRAD">, 3) </span><span class="hps">la escritura</span> <span class="hps">como medio para</span> <span class="hps">evaluar el aprendizaje</span> <span class="hps">de contenidos</span> <span class="hps">frente a</span> <span class="hps">la escritura como una</span> <span class="hps">herramienta</span> <span class="hps">de desarrollo intelectual</span><span lang="ES-TRAD">, </span><span class="hps">profesional o personal</span><span lang="ES-TRAD">, 4) </span><span class="hps">la escritura para conseguir la meta</span> <span class="hps">social de la escolarización</span> <span class="hps">(</span><span lang="ES-TRAD">epistémica) versus escribir para contribuir a la meta </span><span class="hps">social del trabajo</span> <span class="hps">(pragmática)</span><span lang="ES-TRAD"> 5) </span><span class="hps">las</span> <span class="hps">tesis de máster o doctorado como</span> <span class="hps">el último obstáculo</span> <span class="hps">educativo versus su consideración como la primera actuación</span> <span class="hps">profesional</span><span lang="ES-TRAD">, 6) </span><span class="hps">y la escritura</span> <span class="hps">(y su</span> <span class="hps">enseñanza)</span> <span class="hps">para la reproducción social</span> <span class="hps">y/o disciplinar</span> <span class="hps">versus</span> <span class="hps">la escritura</span> <span class="hps">(y su</span> <span class="hps">enseñanza)</span> <span class="hps">para el cambio social</span> <span class="hps">y/o disciplinar</span><span lang="ES-TRAD">.</span></p>

The article discusses some approaches to evaluation of trade facilitation measures developed by international economic organizations. The main benchmarks showing the effect of foreign trade policy conducted by public authorities have been identified. The author named the main evaluation criteria applied to the analysis of measures implemented in order to simplify trade procedures, and also considered the approaches (general, special) to the analysis of the effectiveness of public policy in this area. Using the results of the ranking of the EAEU member states as an example, a comparative analysis was made of various ratings used in evaluating the implementation of trade facilitation initiatives, which are compiled according to different approaches to the analysis of the effectiveness of trade facilitation measures. The research shows that the use of the approaches described in the article has certain limitations, and to obtain a reliable evaluation, it is necessary to betake a comprehensive analysis. Also, these limitations should be taken into account when using statistical information from the sources considered when building economic models.

Texto em domínio público, originalmente publicado em 1873. MÜLLER, Friedrich Max. First lecture. In: MÜLLER, Friedrich Max. Introduction to the science of religion: four lectures. Londres: Longmans, 1882. pp. 01-51.

Ressenya a Josep Sanchis Sivera. Viatge a Escandinàvia (1911). Ed. R. Roca; trad. C. Fenollosa. València: IAM, 2021. 184 pp. ISBN: 978-84-7822-853-9Review to Josep Sanchis Sivera. Viatge a Escandinàvia (1911). Ed. R. Roca; trad. C. Fenollosa. València: IAM, 2021. 184 pp. ISBN: 978-84-7822-853-9

Resumo: O presente texto objetiva uma abordagem, no interior do pensamento de Ernst Bloch (1885/1977), acerca da relação entre marxismo e utopia: um vínculo incomum no interior do marxismo, comumente tido numa oposição inconciliável. Daí a apropriação do termo “herético” em referência ao marxismo do autor alemão: a expressão é usada não em sentido pejorativo, mas apenas para situar seu distanciamento do marxismo vulgar, bem como sua intenção de crítica radical dessa tradição. Aqui entendemos que é, em particular, por meio da relação entre marxismo e utopia que o pensamento de Ernst Bloch aparece como um projeto inelutavelmente político com vistas a uma filosofia da práxis concreta na principal obra do autor: O Princípio esperança (Das Prinzip Hoffnung) [1954/1959]. Neste livro encontramos, com efeito, a tentativa de pensar a atualidade do marxismo para o contexto do século XX, a era das catástrofes, conforme definição do historiador Eric Hobsbawm. Palavras-chave: Marxismo. Utopia. Dialética. Crítica social. Cultura. Abstract: This paper presents an approach within the thinking of Ernst Bloch (1885/1977) about the relation between Marxism and Utopia: an unusual link within Marxism, commonly held in an irreconcilable opposition. Hence the appropriation of the term "heretical" in reference to the German author's Marxism: the expression is used not in a pejorative sense, but only to situate its distancing from vulgar Marxism, as well as its intention of a radical critique of this tradition. Here we understand that it is particularly through the relationship between Marxism and Utopia that Ernst Bloch's thought appears as an ineluctably political project with a view to a philosophy of concrete praxis in the principal work of the author: The Principle Hope (Das Prinzip Hoffnung) [1954/1959]. In this book we find, in effect, the attempt to think the actuality of Marxism in the context of the age of catastrophe - as defined by Eric Hobsbawm - that is, the long twentieth century that experienced the extreme barbarism of the concentration camp, of which the thinker in question, Jewish and Communist, managed to escape. Keywords: Marxism. Utopia. Dialectics. Social criticismo. Culture. REFERÊNCIAS ALBORNOZ, Suzana. O enigma da Esperança: Ernst Bloch e as margens da história do espírito. Petrópolis, RJ: Vozes, 1995. ALBORNOZ, Suzana. Ética e utopia: ensaio sobre Ernst Bloch. 2ª edição. Porto Alegre: Movimento; Santa Cruz do Sul: EdUSC, 2006. BICCA, Luiz. Marxismo e liberdade. São Paulo: Loyola, 1987. BLOCH, Ernst. Filosofia del Rinascimento. Trad. it. de Gabriella Bonacchi e Katia Tannenbaum. Bologna: il Mulino, 1981. BLOCH, Ernst. Héritage de ce temps. Trad. Jean Lacoste. Paris: Payot, 1978. BLOCH, Ernst. O Princípio Esperança [1954-1959]. Vol. I. Trad. br. Nélio Schneider. Rio de Janeiro: EdUERJ; Contraponto, 2005. BLOCH, Ernst. O Princípio Esperança [1954-1959]. Vol. II. Trad. br. Werner Fuchs. Rio de Janeiro: EdUERJ; Contraponto, 2006. BLOCH, Ernst. O Princípio Esperança [1954-1959]. Vol. III. Trad. br. Nélio Schneider. Rio de Janeiro: EdUERJ; Contraponto, 2006. BLOCH, Ernst. Du rêve à l’utopie: Entretiens philosophiques. Textos escolhidos e prefaciados por Arno Münster. Paris: Hermann, 2016. BLOCH, Ernst. Thomas Münzer, Teólogo da Revolução [1963]. Trad. br. Vamireh Chacon e Celeste Aída Galeão. Rio de Janeiro: Tempo Brasileiro, 1973. BLOCH, Ernst. L’esprit de l’utopie, [1918-1023]. Trad. fr. de Anne Marie Lang e Catherine Tiron-Audard. Paris: Gallimard, 1977. BLOCH, Ernst. El pensamiento de Hegel. Trad. esp. de Wenceslao Roces. Mexico; Buenos Aires: Fondo de Cultura Economica, 1963. BOURETZ, Pierre. Testemunhas do futuro: filosofia e messianismo. Trad. J. Guinsburg. São Paulo: Perspectiva, 2011, p. 690. FREUD, Sigmund. Los sueños [1900-1901]. Trad. Luis Lopez-Ballesteros et al., Madrid: Biblioteca Nueva, 1981. FREUD, Sigmund. A Interpretação dos sonhos. Vol. I. Trad. Jayme Salomão. Rio de Janeiro: Imago, 2006. HORKHEIMER, Max. Filosofia e teoria crítica. In: Textos escolhidos. Trad. de José Lino Grünnewald. São Paulo: Abril Cultural, 1980, p. 155 (Coleção Os Pensadores.). MÜNSTER, Arno. Ernst Bloch: filosofia da práxis e utopia concreta. São Paulo: UNESP, 1993. MÜNSTER, Arno. Utopia, Messianismo e Apocalipse nas primeiras de Ernst Bloch. Trad. br. de Flávio Beno Siebeneichler. São Paulo: UNESP, 1997. PIRON-AUDARD, Catherine. Anthropologie marxiste et psychanalyse selon Ernst Bloch. In: RAULET, Gérard (org.). Utopie-marxisme selon Ernst Bloch: un système de l'inconstructible. Payot: Paris, 1976. VIEIRA, Antonio Rufino. Princípio esperança e a “herança intacta do marxismo” em Ernst Bloch. In: Anais do 5° Coloquio Internacional Marx-Engels. Campinas: CEMARX/Unicamp. Disponível em: <www.unicamp.br / cemarx_v_coloquio_arquivos_arquivos /comunicacoes/gt1/sessao6/Antonio_Rufi no.pdf>. VIEIRA, Antonio Rufino. Marxismo e libertação: estudos sobre Ernst Bloch e Enrique Dussel. São Leopoldo: Nova Harmonia, 2010. RAULET, Gérard (Organizador). Utopie - marxisme selon Ernst Bloch: un sistème de l’inconstructible. Paris: Payot, 1976. ZECCHI, Stefano. Ernest Bloch: Utopia y Esperanza en el Comunismo [1974]. Trad. esp. de Enric Pérez Nadal, Barcellona: Península, 1978.