Journal articles on the topic 'Wilfred R (Wilfred Ruprecht)'

Résumé Écriture de soi et traduction dans les oeuvres « jumelles » de Samuel Beckett et Wilfred R. Bion — Cet article envisage la problématique de la traduction à partir du champ psychanalytique. Wilfred R. Bion fut pour une brève période l'analyste de Samuel Beckett. L'auteur souhaite démontrer que les écrits de Samuel Beckett et Wilfred R. Bion peuvent être lus comme des oeuvres jumelles qui tentent à leur manière de traduire l'infigurable source du « secret » de la cure. L'auteur aborde l'étude du concept d'après coup en psychanalyse, la mise enjeu du mythe de Babel dans l'oeuvre théorique de Bion, la traduction de la langue-mère dans l'oeuvre de Beckett. Les oeuvres de Bion et Beckett tenteraient ainsi l'impossible traduction du trauma dans la langue maternelle.

Abstract Stories in the Babylonian Talmud reveal the complex experience of studying in the rabbinic study house. One such story is the legend of R. Yohanan and Resh Lakish (B. B.M. 84a). Researchers have focused almost exclusively on the personae of the legend’s protagonists, while the manner in which the disciples of the sages pursued their calling has received little consideration. This article reflects on Group Dynamics in the Beit Midrash. It invokes theories from the field of organizational discourse, with special consideration of the psychoanalyst Jacques Lacan and his followers. It also makes use of concepts relating to group-dynamic processes of the psychoanalyst Wilfred R. Bion. Read through this lens, the legend reveals new understandings regarding the conditions and responsibilities required from all partners for the vitality and productivity of the organization.

The attention that the Swiss modernist writer Robert Walser pays to domestic violence can be regarded as exceptional. So why does child abuse still remain a blind spot in the scholarship on Walser? This article discerns techniques that Walser uses to render family violence invisible, such as multiperspectivism and changes of tonality. These aesthetic techniques gain in depth through comparison to concepts from object relations theory: Sándor Ferenczi’s “identification with the aggressor” and Wilfred R. Bion’s “attacks on linking.” With family brutality, the problem of perspective is not purely formal but intrinsic, because part of the violence of domestic violence is the exhausting degree of affective mobility it demands—a capacity but also a vertiginous obligation to change tones and perspectives.

L'auteure présente dans cet article les caractéristiques des dispositifs groupaux d'analyse de la pratique qu'elle a conçus en s'appuyant sur les recherches des psychanalystes post-kleiniens tels que Michael Balint et Wilfred R. Bion ; ces dispositifs offrent un espace d'élaboration de la souffrance professionnelle des enseignants et formateurs auxquels ils sont destinés. À la suite de cette présentation, l'auteure propose l'analyse d'une situation rapportée par Pascal, professeur de philosophie, à propos d'un moment de l'un de ses cours où il s'est senti quelque peu malmené par son groupe d'élèves et plus particulièrement par l'un d'entre eux. Le travail groupal permet à Pascal de relier cette scène à des moments-clés de sa biographie d'élève et de commencer à métaboliser les émotions qui ont surgi au cours de la situation racontée. Les participants de ce groupe expérimentent ainsi une forme de travail psychique à visée formative et professionnalisante.

Dans cet article, j’examine les expériences que Wilfred R. Bion et Serge Doubrovsky font de l’autofiction en s’appuyant tous deux sur la théorie et la méthode psychanalytiques. Je soutiens que dans A Memoir of the Future (1979) de Bion et Fils (1977) de Doubrovsky, les auteurs remettent en question le potentiel du langage et de la forme littéraire pour explorer l’effet de l’expérience émotionnelle dans la formation des pensées (Bion) et du moi (Doubrovsky). La question à laquelle cet article tente de répondre est la suivante : comment articulent-ils et reproduisent-ils par l’écriture des engagements subjectifs avec l’activité psychanalytique alors que ce même processus est en constante évolution ? Pour ce faire, je me concentre sur la génétique et l’esthétique de A Memoir of the Future et Fils. Dans la première partie de cet article, j’aborde deux événements de la vie des auteurs et leur impact sur les deux oeuvres à l’étude, soit le trauma de guerre et l’expérience d’exil. J’analyse dans un second temps la manière dont Bion et Doubrovsky incarnent différentes épistémologies psychanalytiques, pour élaborer enfin les implications de celles-ci sur l’esthétique et la poétique de leurs oeuvres d’autofiction.

This article represents the first complete systematization of the basic assumptions as theorized by Wilfred R. Bion and post-Bionian authors. The authors reviewed, compared and systematized all the Bionian developments concerning the basic assumptions taking the prevailing anxieties, group topology, leader peculiarities, interactions with the work-group mentality into account. The analysis evinced five main ba(s) and five subsets (i.e. their features resemble one of the five main basic assumptions). Briefly, in the first paragraph the authors summarize Bionian thought and its underlying logical criteria while in the second they reviewed all the new proposals for basic assumptions emerging from the psychoanalytic literature (i.e. Lawrence, Bain and Gould, 1996; Romano, 1997; Sandler, 2002; Sarno, 1999; Turquet, 1974; Hopper, 2009). In conclusion the authors focus on the main strengths and critical points of the systematization. In the last section ‘Promising developments’ they address the methodology of the study of basic assumptions, its main features and potential developments. The article rounds off with a clinical appendix.

ACOSTA, Corinna. ¿ Qué es la moda?. Expok, México, 12.05.2014. Disponível em: <http://www.expoknews.com/que-es-la-moda-rapida/>. Acesso em: 03 mar. 2017. BBC. Why East Africa wants to ban second-hand clothes, 02.03.2016. Disponível em: <http://www.bbc.com/news/world-africa-35706427>. Acesso em: 25 mar. 2017. BCC. Desabamento em Bangladesh revela o lado obscuro da moda, 28.04.2013. Disponível em: <http://www.bbc.com/portuguese/noticias/2013/04/130428_bangladesh_tragedia_lado_obscuro>. Acesso em: 03 mar. 2017. BECK, Ulrich. La sociedad de riesgo: hacia una nueva modernidad. Barcelona: Paidós, 1998. BECKERMAN, Wilfred. “How Would You Like Your ‘Sustainability’, Sir? Weak or Strong? A Reply to My Critics”. In: Environmental Values, Cambridge, v. 4, n. 2, p. 169-179, maio 1995. Disponível em: <www.jstor.org/stable/30301474>. Acesso em: 05 jan. 2017. BOSSELMAN, Klaus. O princípio da sustentabilidade: transformando direito e governança. São Paulo: Revista dos Tribunais, 2015. BRASIL. Lei Ordinária 16.222. São Paulo, 25.06.2015. Disponível em: <https://leismunicipais.com.br/a/sp/s/sao-paulo/lei-ordinaria/2015/1623/16222/lei-ordinaria-n-16222-2015-proibe-a-producao-e-a-comercializacao-de-foie-gras-e-artigos-de-vestuario-feitos-com-pele-animal-no-ambito-da-cidade-de-sao-paulo-e-da-outras-providencias>. Acesso em: 08 set. 2015. BRASIL. Projeto de Lei 684/2011. Deputado Weliton Prado (PT-MG). Disponível em: <http://www.camara.gov.br/proposicoesWeb/fichadetramitacao?idProposicao=494401>. Acesso em: 15 mar. 2017. BRUNDTLAND, Gro Harlem. Our Common Future: from one earth to one world. Nova York: Oxford University Press, 1987. CARVALHAL, André. Moda com propósito: manifesto pela grande virada. São Paulo: Schwarcz, 2016. CHAU, Lisa. The Wastful Culture of Forever 21, H&M, and “fast fashion”. USNEWS, 21.09.2012. Disponível em: <https://www.usnews.com/opinion/blogs/economic-intelligence/2012/09/21/the-wasteful-culture-of-forever-21-hm-and-fast-fashion>. Acesso em: 03 mar. 2017. COMISSÃO EUROPEIA. Regulamento 2016/26. 13.01.2016. Disponível em: <http://eur-lex.europa.eu/legal-content/ES/TXT/?uri=CELEX%3A32016R0026>. Acesso em: 15 mar. 2017. CONFINO, Jo. We buy a staggering amount of clothing, and mosto f it ends up in landfills. The Huffpost Post, Brasil, 07.09.2016. Disponível em: <http://www.huffpostbrasil.com/entry/transforming-the-fashion-industry_us_57ceee96e4b0a48094a58d39>. Acesso em: 20 mar. 2017. DAERO, Guilherme. Comercial chocante mostra o outro lado do couro. Exame.com, Brasil, 16.05.2016. Disponível em: <http://exame.abril.com.br/marketing/comercial-chocante-mostra-o-outro-lado-do-couro/>. Acesso em: 18 mar. 2017. FASHIONUNITED. Global fashion industry statistics– International Apparel. Disponível em: <https://fashionunited.com/global-fashion-industry-statistics>. Acesso em: 20 fev. 2017. GREENPEACE INTERNATIONAL. A little story about a fashionable lie. Greenpeace International, Amsterdam, fevereiro 2014. Disponível em: <http://www.greenpeace.org/international/Global/international/publications/toxics/2014/A-Fashionable-Lie.pdf>. Acesso em: 28 mar. 2017. _____. The Detox Catwalk 2016, campaing and criteria explained. Greenpeace International, 16.07.2016. Disponível em: <https://secured-static.greenpeace.org//international/Global/international/code/2016/Catwalk2016/pdf/Detox_Catwalk_Explained_2016.pdf>. Acesso em: 18 mar. 2017. _____. The Detox Catwalk 2016. Who’s on the path to toxic-free fashion. Disponível em: <http://www.greenpeace.org/international/en/campaigns/detox/fashion/detox-catwalk/>. Acesso em: 18 mar. 2017. GUERRA, Sidney. Direito Internacional ambiental. Rio de Janeiro: Freitas Bastos Editora, 2006. INTERNATIONAL ANTI-FUR COALITION. Victories on the Road to a Fur-Free World. Disponível em: <http://www.antifurcoalition.org/fur-free-victories.html>. Acesso em: 08 set. 2015. LEITE, José R. Sociedade de risco e Estado. In: CANOTILHO, José J. Gomes; LEITE, José R. Direito Constitucional Ambiental Brasileiro. 3. ed. São Paulo: Saraiva, 2010. LOVELOCK, James. A vingança de Gaia. Rio de Janeiro: Intrínseca, 2006. MARCONDES FILHO, Ciro. Para entender a comunicação. São Paulo: Paulus, 2008. OATEN, Mark. New production figures reveal another Strong year global fur trade. Wearfur, Londres, 17.06.2016. Disponível em: <https://www.wearefur.com/new-production-figures-reveal-another-strong-year-global-fur-trade/>. Acesso em: 07 mar. 2017. TOLEDO, Gabriela. Extração de peles. PEA (Projeto Esperança Animal), Brasil. Disponível em <http://www.pea.org.br/Crueldade/peles/index.htm>Acesso 16 de março de 2017. RIVERO, Sérgio et al. Pecuária e desmatamento: uma análise das principais causas diretas do desmatamento na Amazônia. Nova econ, Belo Horizonte, v. 19, n. 1, p. 41-66, abr. 2009. Disponível em: <http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0103-63512009000100003&lng=en&nrm=iso>. Acesso em: 15 mar. 2017. SAMPAIO, Rômulo Silveira da Rocha. Direito Ambiental: doutrina e casos práticos. Rio de Janeiro: Elsevier / FGV, 2011. SANTIAGO, Rejane Saraiva de. Gestão ambiental na indústria têxtil: estudo de casos do Ceará. 2011. 110 f. Dissertação (Mestrado em Engenharia de Produção) – Universidade Federal da Paraí­ba, João Pessoa. SANTOS, Patrícia Menezes et al. Mudanças Climáticas Globais e a Pecuária: Cenários Futuros para o semiárido Brasileiro. Revista Brasileira de Geografia Física, v. 4, n. 06, p. 1.176-1.196, 2011. Disponível em: <http://www.revista.ufpe.br/rbgfe/index.php/revista/article/view/268/236>. Acesso em: 15 mar. 2017. SANTOS, Simone. Impacto Ambiental causado pela indústria têxtil. In: Biblioteca da Associação Brasileira de Engenharia de Produção. UFSC – Engenharia de Produção e Sistemas, Florianópolis (SC), 1997. Disponível em: <http://www.abepro.org.br/biblioteca/ENEGEP1997_T6410.PDF>. SILVA, Claudio Eduardo Azevedo; SOUZA Sérgio A Coelho; MIRANDA, Marcio. Solução biode(sa)gradável. In: Ciência hoje. v. 43, n. 254, p. 18-23, nov. 2008. UNEP (United Nations Environment Rights). Climate Change and Human Rights. Nairobi: UNON Publishing Service Section, december 2015. Disponível em: <http://web. unep.org/newscentre/new-un-report-details-link-between-climate-change-and-human-rights>. Acesso em: 07 mar. 2017. WELLE, Deutsche. Agropecuária é responsável por 90% do desmatamento ilegal no Brasil. Carta Capital, Brasil, 16.03.2014. Disponível em: <https://www.cartacapital.com.br/sustentabilidade/agropecuaria-e-responsavel-por-90-do-desmatamento-ilegal-no-brasil-7771.html>. Acesso em: 31 mar. 2017.

. إسلامية المعرفة عند السيد محمد باقر الصدر. حسن أحمد سالم العمري. بيروت: دار الهادي للنشر، 2003م، 176 ص. علم الكلام الجديد: نشأته وتطوره. إبراهيم بدوي، بيروت: دار العلم، 2002، سلسلة عالم الفلسفة والعرفان، 190 ص. الرؤية الكونية من المادية إلى العرفان. تأليف شادي فقيه، سلسلة عالم الفلسفة والعرفان رقم 9، بيروت: دار العلم، 2003، 232 ص. السلطة والمعارضة في الاسلام: بحث في إشكالية الفكرية والاجتماعية (11-132ﻫ)، زهير هواري، بيروت: المؤسسة العربية للدراسات والنشر، الطبعة الأولى، 2003، الحجم 612 صفحة. المدخل العلمي والمعرفي لفهم القرآن الكريم: نظرات في التجديد المنهجي. تأليف عمران سميح نزال، دمشق: دار قتيبة، وعمان: دار القراء، 2003، 270ص. عولمة الإسلام، أوليفيه روا، ترجمة لارا معلوف، بيروت: دار الساقي، 2003، 222ص. العرب والغرب. تحرير عبد الواحد لؤلؤة وآخرين، جرش، الأردن: جامعة فيلادفيا. 2003، 600 صفحة. عودة الاستعمار والحملة الأميركية على العرب. الفضل شلق. بيروت: دار النفائس، 2003، 303 ص. الدين في القرار الأمريكي. محمد السمّاك، بيروت: دار النفائس، 2003، 110 ص. التربية المتكاملة للطفل المسلم في البيت والمدرسة. عبد السلام عبد الله الجقندي، دمشق: دار قتيبة، 2003، 431 ص. المثقف والتغيير: قراءات في المشهد الثقافي المعاصر. تأليف د. صلاح جرار، بيروت: المؤسسة العربية للدراسات والنشر، وعمان: دار الفارس للنشر والتوزيع، 2003م. سادة العالم الجدد: العولمة - النهابون - المرتزقة – الغجر. جان بلغر. ترجمة محمد زكريا إسماعيل، بيروت: مركز دراسات الوحدة العربية، 2003، 304 ص. ما بعد الجهاد: أمريكا والبحث عن ديمقراطية إسلامية. تأليف نوح فلدمان وترجمة الناشر، عمّان: مركز جنين للدراسات الاستراتيجية، 2003. محنة أمة. د. مصطفي الفقي. القاهرة: دار الشروق، ط1، 2003م، عدد الصفحات: 450 ص. دفاع عن الإنسان دراسات نظرية وتطبيقية في النماذج المركبة. د. عبد الوهاب المسيري، القاهرة:دار الشروق، القاهرة، ط1، 2003م، 367 ص. في الخطاب والمصطلح الصهيوني دراسة نظرية وتطبيقية. د. عبد الوهاب المسيري، القاهرة:دار الشروق، ط1، 2003م، عدد الصفحات: 283 ص. العرب في أمريكا: صراع الغربة والاندماج. إعداد عدد من الباحثين، وتحرير ميخائيل وديع سليمان. بيروت: مركز دراسات الوحدة العربية، 2003م، 506 ص. Le Choc de l'Islam : XVIIIe-XXIe siècle. Marc Ferro. Paris: Odile Jacob, 2003, 247 pp. Antisémitisme: L’intolérable Chantage. Israél-palestine, une affaire française? Etienne Balibar et al. Paris : La Découverte, 2003, 144 p. Les penseurs libres dans l'Islam classique. L'interrogation sur la religion chez les penseurs arabes indépendants. Dominique Urvoy. Flammarion, 2003, 261 pp. Tensions and Transitions in the Muslim World. Loay Safi, New York: University Press of America, 2004, 230 pp. Globalization of the Other Underdevelopment: Third World Cultural Identities. By Mahmoud Thawadi. Kuala Lumpur: A.S. Noordeen, 2002, 161 pp. The Future of Political Islam. Graham E. Fuller. New York: Palgrave MacMillan, 2003, 227 pp. Arab Human Development Report: Building the Knowledge Society in the Arab Countries. New York: United Nations, 2003, 202 pp. Martyrs: Innocence, Vengeance, and Despair in the Middle East. Joyce M. Davis. New York: Palgrave Macmillan, 2003, 224 pp. Onward Muslim Soldiers: How Jihad Still Threatens America and the West. Robert Spencer, Washington, D.C.: Regnery Pub., Inc., 2003, 352 pp. Preachers of Hate: Islam and the War on America. Kenneth R. Timmerman, New York: Crown Forum, 2003, 370 pp. Diminished Democracy: From Membership to Management in American Civic Life. Theda Skocpol. Oklahoma: University of Oklahoma Press, 2003, 384 pp. The Cheating Culture: Why More Americans are doing Wrong to Get Ahead, Orlando, FL: David Callahan, 2004, 353 pp. Hegemony or Survival: America’s Quest for Global Dominance. Noam Chomsky, New York: Metropolitan Books, 2003, 278 pp. Perfectly Legal: The Covert Campaign to Rig our Tax System to Benefit the Super Rich and Cheat Everybody Else. David Cay Johnston, New York: Portfolio, 2003, 338pp. The Serenity Prayer: Faith and Politics in Times of Peace and War. Elisabeth Sifton. New York: W. W. Norton, 203, 288 pp. A People Adrift: The Crisis of the Roman Catholic Church in America. Peter Steinfels. New York: Simon & Shuster, 2003, 416 pp. A Poverty of Reason: Sustainable Development and Economic Growth. Wilfred Beckerman. Oakland: Independent Institute, 2002, 130 pp. The Crisis of Muslim History: Religion and Politics in Early Islam. Mohmoud Ayoub. Oxford, UK: OneWorld, 2003, 179 pp. Western Muslims and the Future of Islam. Tariq Ramadan, New York: Oxford University Press, 2004, 272 pp. Lies of George W. Bush: Mastering the Politics of Deception. David Corn. Crown Publishing Group. Sept. 2003. 352 pp. Fraud: The Strategy Behind the Bush Lies and Why the Media Didn’t Tell You. Paul Waldman. Sourcebooks Inc., Jan. 2004, 336 pp. The Looting of Social Security: How the Government is Draining America’s Retirement Account. Allen W. Smith. Carroll & Graf Publishers, Inc., November 2003, 233pp. Junk Politics. Benjamin De Mott. Thunder’s Mouth Press, December 2003, 304 pp. Had Enough? A Handbook for Fighting Back. James Carville. Simon & Schuster Adult Publishing Group, December 2003, 306 pp. The Bubble of American Supremacy: Correcting the Misuse of American Power. George Soros. Public Affairs, December 2003, 224pp. Taking Back Islam: American Muslims Reclaim Their Faith. Michael Wolfe (ed.), Rodale Inc., 2002, 240 pp. The Crisis of Islam: Holy War and Unholy Terro. Bernard Lewis, London: Weidenfeld & Nicloson, 2003, 144 pp. What Went Wrong? The Clash between Islam and Modernity in the Middle East. Bernard Lewis. Harper Collins Publisher, Jan. 2003, 186 pp. The Islamic Roots of Democratic Pluralism. AbdulAziz Sachedina. New York: Oxford University Press, 2001, 175 pp. للحصول على كامل المقالة مجانا يرجى النّقر على ملف ال PDF في اعلى يمين الصفحة.

“Research, no matter how ‘good’, is incomplete, until it has been published.”1 In my opinion, otolaryngology residents, fellows and consultants do not lack in research or scholarly capability. However, “the proof of the pudding is (indeed) in the eating,” and scholarly societies are recognized not so much for what goes on within their hallowed halls, but for what are made public outside those walls. Indeed, “publishing” means to make something public.2 And though we may not lack in research, we certainly still lag in publication. I would therefore not be amiss in address the need for PSOHNS fellows, diplomates and trainees to publish, in electronic or hard-copy, in print or other media, including the social media. Because of my background, much of my reflections will deal with writing—but by no means do I mean to limit publication to that of the written word. Why write and publish? “Start Where You Are: Taking Your Place in the History of Scholarship”2 “Similar to others who write (historians and poets), scientists and those involved in research need to write … to leave behind a documented legacy of their accomplishments.”1 Whatever we discover or unearth in the laboratory, clinic or in the field; whether from samples, specimens, subjects, patients or participants; utilizing theoretical or applied instruments, materials and methods; simply “did not happen” unless it is documented and disseminated. In Filipino,“kung hindi nakasulat, hindi nangyari.” How often do we hear comments like “naisip ko na iyan,” or “na-presenta ko na iyan” or even “sinulat ko na iyan” at a scientific meeting where a speaker presents a study. The sad fact of the matter is that many of these colleagues may indeed have had similar thoughts, or delivered previous oral presentations, or even written reports. But because none of these had been properly published, they remain inaccessible to subsequent scholars, and are therefore neither cited nor acknowledged. “While ‘doing’ the research is important, ‘writing’ about why and how it was done, what was found, and what it means is far more important as it serves as a permanent record of scientific work that has been completed and accepted by peers.”1 And writing and publishing are an entirely different ball game from researching alone. Publication, or “making ideas public,” allows “scholars (to) provide each other with the opportunity to build on each other’s contributions, create dialogue (sometimes heated) with one another and join the documented and ongoing history of their field.”2 It is by participating in this “documented and ongoing history” of whatever field we may be in, that we and our specialty society gain international recognition and become internationally competitive. Taking your place in the history of scholarship starts where you are, as an author. Publication involves communication between the author and his or her audience via the written article.3 Unlike public speakers or performing artists, the author’s interaction with the audience is limited by the written and published work. Hence, “a successful researcher is usually a good communicator who has the ability to maximize the transmission of research findings to his or her chosen audience.”1 Setting the Stage: Advantages of Writing and Publication A few may write “for the pleasure derived from the creative activity of writing and intellectual sharing, and the desire to advance knowledge and benefit mankind” and for these individuals, “writing may act as a channel for expressing the joy of scientific discovery, and may even be regarded as a leisurely pursuit.”1 An historical article on Jose Rizal4 that I researched for a year and a half before the occasion of his 150th anniversary and another on the evolution of indirect laryngoscopy5 that I researched for two years are personal examples of these. For most everyone else, there are career, professional, institutional and practical advantages that can be gained from writing and publication.6 As far as career benefits are concerned, “getting published in prestigious, scholarly journals may have the most direct bearing on your appointment, promotion, tenure and advancement within your institution, organization and discipline.”2 The “up or out” situation faced by many young to mid-career academics would have been easily avoided by publishing early. Moreover, publications are the primary basis for promotion and advancement in academe. Professional benefits are just as important. For junior consultants and younger faculty, “having published articles in reputable international journals are a great help when applying for positions in foreign institutions, and when applying for competitive overseas fellowships.”1 As editor of our specialty scholarly journal, I receive numerous urgent requests from postgraduate residents and young diplomates (unaware of the tedious editing and peer review process) to rush-publish research they undertook in training, in fulfillment of publication requirements for overseas positions or fellowships they are applying for. Had they realized this earlier, they would have been much better-prepared. For more established consultants, “gaining recognition as experts in a particular field at regional and international levels leads to invitations to lecture at scientific meetings and refresher courses, and appointments as consultants to external agencies, expert panels and advisory boards, reviewer and editorial boards.”1 Much of my local and international travels are direct offshoots of previous research, lectures and publications. These generate further research and publication opportunities in turn, as track records in research and publication are considered in “applications for, extension of, and further research funding.”1 Closer to home, publication “increases (the) depth of knowledge in a particular subject that complements and hones clinical (practical) skills, and enables better teaching of students, clinical trainees and postgraduates.”1 Indeed, a true professor must have something to profess, and a well-published professor can certainly profess what he or she does more authoritatively. Of course, the practical benefits gained from engaging in the research and publication process cannot be overlooked. The “inherent training gained during the process of manuscript preparation,” the “discipline of performing a thorough literature search, collating and analyzing data and drafting and repeatedly revising the manuscript”1 during the editing and review process, provide undeniable practical benefits to the author. Researchers who have published are much better positioned to evaluate scholarly publications, having themselves experienced the writing, editing and review process. In this era of “information overload” the published researcher can more effectively evaluate and utilize available evidence. Because of institutional benefits, it is in the best interests of our scholarly society to encourage scholarly writing, as “publication in peer-reviewed journals is arguably the most important means to achieve international recognition for an individual, department, hospital, and university.”1 Various international survey and ranking systems place a premium on such publication, explaining why Philippine academic institutions lag behind their counterparts in Asia and the rest of the world. It is also in the best interests of the Philippines that her clinicians, scientists, artists and scholars publish, as “the author’s country, and even the region, may also derive benefit from published work, particularly if it is on a topic of major importance.”1 At least in the medical field, Filipino publications have made their mark, albeit sparsely. The UP College of Medicine and National Health Sciences Journal Acta Medica Philippina is the source of material indelibly inscribed in the world medical map, and we certainly look forward to the Philippine Journal of Otolaryngology Head and Neck Surgery doing the same. The generous research allocation for Fellows and full support for our journal by the PSOHNS Board of Trustees are a step in the right direction, as are the annual awarding of the Outstanding ENT Specialist in Research and Editors’ Pick Outstanding Research Publication. In keeping with international practice, we should accord due public recognition to our excellent Reviewers and Editors at official PSOHNS functions such as Annual Conventions, if but for the recognition they reciprocally bring to the society. The American Academy of Otolaryngology Head and Neck Surgery has journal Editors and Star Reviewers wear special ribbons at their Annual Meeting, and openly campaigns for participants to thank these reviewers for their contribution. On another note, I was elected President 2014-2016 of the Asia Pacific Association of Medical Journal Editors during the recent Joint Meeting of APAME and the Western Pacific Region Index Medicus and Index Medicus of the South East Asia Region of WHO in Ulaanbaatar, Mongolia last August 15 – 17, 2014. This is fortuitous as we prepare to host the APAME Convention 2015 and Joint Meeting with WPRIM and IMSEAR at the WHO Western Pacific Region Office, Sofitel Hotel and Philippine International Convention Center from August 24-26, 2015 in conjunction with FORUM 2015. The other officers are: Executive Vice President Prof. Jeong-Wook Seo (Korea), Vice President for Internal Affairs is Prof. Kiichiro Tsutani (Japan), Vice President for External Affairs Prof. Dai Tao (China), Secretary-General Prof. Wilfred Peh (Singapore). The Philippine Journal of Otolaryngology Head and Neck Surgery is now indexed in the HINARI Access to Research in Health Programme of the World Health Organization www.who.int/hinari making us readily available to a multitude of users from developing countries and increasing our accessibility tremendously. Our society and journal can be accessed via http://extranet.who.int/hinari/en/browse_publisher.php?pub=695 In addition, APAMED Central (on which the Philippine Journal of Otolaryngology Head and Neck Surgery is indexed) has been formally ratified for indexing in the worldwidescience.org database during the World Wide Science Alliance annual meeting in Tokyo last October 2014. Henceforth, all articles from Oct 19 2014, including this issue, will be searchable on this database. Finally, I am especially thankful to our President and my friend, Howard M. Enriquez, MD and the PSOHNS Board of Trustees (especially the Scientific Committee Chair and my friend Elmo R. Lago, Jr., MD) for the support given to me, and our journal on my ninth year as Editor-in-Chief.

Introduction: Curriculum integration is critical to medical education. It represents a constant challenge for teachers since there is no shared concept about what it means, what is to be included, and the dynamics of operationalization. Objectives: To promote and implement the integration of a human semiology curriculum module (medical clinic, pediatrics, diagnostic imaging, psychology and health informatics) through interactive methodologies; to evaluate the students perception of the module. Methods: Action research involved 76 teachers and 125 third-year medical students. Monthly meetings were held between the coordinators. Discussions focused on monitoring and following-up on implementation of interactive methodologies and reviewing integration of theory and practice. Also included were the implementation of a joint discussion of clinical cases, a holistic view of the patient and presenting problems. Collaboration and communication between teachers, joint classes, integrated evaluation of the process of learning and teaching in small groups. In addition, training workshops were held for the use of a Moodle platform by teachers for page construction of Curriculum Module. The evaluation of students' perceptions was performed through a voluntary and anonymous questionnaire with open questions (qualitative). All 125 students answered the questionnaire. A five-point Likert scale was used with a midpoint indicating intermediate or nullity, domain of discordance (values 1 and 2) and domain of cordance (4 and 5). The analysis of the data was made comparing their results with those obtained in the tests of the previous year. The Statistical Package for the Social Sciences (version 17.0, SPSS®, Chicago, IL, USA). Results: Data analysis showed that there was a positive impact after the integration between the subjects and the introduction of interactive methodologies in the course. Give the data for this statement here. There was a significant improvement in performance, both theoretical and practical, as measured by the scores obtained by the students, when compared to the students of the previous year (p <0.001). On the other hand, in open questions, students still mentioned heterogeneity among teachers and in the evaluation. They students also commented on, the need for a continuous effort to improve and maintain the integration and adjust their workload. Conclusion: The evaluation analysis supported the need to continue to implement teacher development, joint planning and the continuity of the articulation process. The integration of interactive methodologies was shown to improve student performance compared to the previous class in a Semiology Curricular Module.ResumoIntrodução: A integração do currículo é fundamental para a formação médica. Representa, todavia, um constante desafio para os professores envolvidos, visto que não há uniformidade sobre o conceito, sobre a necessidade de inclusão de atividades integradas, e mesmo sobre sua operacionalização. Objetivos: Promover a integração da unidade curricular (UC) de semiologia humana (clínica médica, pediatria, diagnóstico por imagem, psicologia e informática em saúde) através da implantação de metodologias interativas, e avaliar a percepção dos estudantes do módulo de semiologia humana, após a implementação destas metodologias. Métodos: Utilizou-se pesquisa-ação, envolvendo 76 professores e 125 estudantes da 3ª série do curso médico. Para a integração da UC foram realizadas: reuniões mensais entre os coordenadores para implementação e acompanhamento das metodologias interativas, que consistiram de integração da teoria com a prática, implantação de discussão conjunta de casos clínicos, visão holística do paciente e de seus problemas, colaboração e comunicação entre os professores, aulas conjuntas, avaliação integrada com o processo de aprendizagem e ensino em pequenos grupos. Além disso, foram realizadas oficinas de capacitação para uso da plataforma Moodle pelos professores e construção de página com as atividades da UC. A avaliação da percepção dos estudantes sobre a UC foi realizada através de questionário voluntário e anônimo e de questões abertas (qualitativa). Todos os estudantes responderam ao questionário. Foi utilizada a escala de Likert de cinco pontos com um ponto médio manifestando situação intermediária ou de nulidade, domínio de discordância (valores 1 e 2) e domínio de concordância (4 e 5). A análise do desempenho destes alunos da 3ª série do curso de medicina foi feita comparando-se os seus resultados com os obtidos nas provas do ano anterior. Na análise estatística foi utilizado o Statistical Package for the Social Sciences (versão 17.0, SPSS®, Chicago, IL, EUA). Resultados: A análise conjunta das categorias do questionário demonstrou que houve impacto positivo após a integração entre as disciplinas e a introdução de metodologias interativas no curso. Houve melhora significante do desempenho, tanto teórico quanto prático, avaliado pelas notas obtidas pelos alunos, quando comparado aos alunos do ano anterior (p<0,001). Por outro lado, nas questões abertas, os alunos ainda referiram heterogeneidade entre os professores e na avaliação, necessidade de um esforço contínuo para melhorar e manter a integração, bem como adequar a carga horária, considerada insuficiente. Conclusão: A análise da avaliação evidenciou a necessidade de implementar o desenvolvimento docente, o planejamento conjunto e a continuidade do processo de articulação. A utilização das metodologias interativas contribuiu para a integração da Unidade Curricular de semiologia.ResumenIntroducción: La integración del currículo es fundamental para la formación médica. Sin embargo, representa un constante desafío para los profesores involucrados, ya que no hay uniformidad sobre el concepto, sobre la necesidad de inclusión de actividades integradas, y incluso sobre su operacionalización. Objetivos: Promover la integración de la unidad curricular (UC) de semiología humana (clínica médica, pediatría, diagnóstico por imagen, psicología e informática en salud) a través de la implantación de metodologías interactivas, y evaluar la percepción de los estudiantes del módulo de semiología humana, después de la aplicación de estas metodologías. Métodos: Se utilizó investigación-acción, involucrando a 76 profesores y 125 estudiantes de la 3ª serie del curso médico. Para la integración de la UC se realizaron: reuniones mensuales entre los coordinadores para implementación y seguimiento de las metodologías interactivas, que consistieron en la integración de la teoría con la práctica, implantación de discusión conjunta de casos clínicos, visión holística del paciente y de sus problemas, colaboración y comunicación entre los profesores, clases conjuntas, evaluación integrada con el proceso de aprendizaje y enseñanza en pequeños grupos. Además se realizaron talleres de capacitación para uso de la plataforma Moodle por los profesores y construcción de página con las actividades de la UC. La evaluación de la percepción de los estudiantes sobre la UC se realizó a través de un cuestionario voluntario y anónimo y de cuestiones abiertas (cualitativa). Todos los estudiantes respondieron al cuestionario. Se utilizó la escala de Likert de cinco puntos con un punto medio manifestando situación intermedia o de nulidad, dominio de discordancia (valores 1 y 2) y dominio de concordancia (4 y 5). El análisis del desempeño de estos alumnos de la 3ª serie del curso de medicina se hizo comparando sus resultados con los obtenidos en las pruebas del año anterior. En el análisis estadístico se utilizó el Statistical Package for the Social Sciences (versión 17.0, SPSS®, Chicago, IL, EE.UU.). Resultados: El análisis conjunto de las categorías del cuestionario demostró que hubo impacto positivo tras la integración entre las disciplinas y la introducción de metodologías interactivas en el curso. Se observó una mejora significativa del rendimiento, tanto teórico como práctico, evaluado por las notas obtenidas por los alumnos, en comparación con los alumnos del año anterior (p <0,001). Por otro lado, en las cuestiones abiertas, los alumnos todavía refirieron heterogeneidad entre los profesores y en la evaluación, necesidad de un esfuerzo continuo para mejorar y mantener la integración, así como adecuar la carga horaria, considerada insuficiente. Conclusión: El análisis de la evaluación evidenció la necesidad de implementar el desarrollo docente, la planificación conjunta y la continuidad del proceso de articulación. La utilización de las metodologías interactivas contribuyó a la integración de la Unidad Curricular de semiología.Keywords: Semiology, Medical education, Student, Methodology.Palavras-chave: Semiologia, Educação médica, Estudante, Metodologia.Palabras clave: Semiología, Educación médica, Estudiante, Metodología.ReferencesALMEIDA, Maria José de. Gestão da escola médica: crítica e autocrítica. Rev Bras Educ Med, 32 (2):202-9, março, 2008.BATALDEN, Paul; DAVIDOFF, Frank. Teaching quality improvement: the devil is in the details. 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Military hospitals in Britain during the First World War cultivated a variety of activities that promoted healing for soldiers, of which music was central. This music was documented by soldiers in hospital-sponsored magazines such as The Hydra at Craiglockhart, an officers’ hospital in Edinburgh that specialized in treatment of shell shock. There, this article argues, music and sound were associated with a curative physicality and sensoriality, revealing the aural and tactile to be aligned within the ideology of the magazine and trauma therapies prescribed. Music's role in trauma narratives in The Hydra reflects the two approaches to shell shock treatment at the hospital. First, reviews identified weekly musical entertainments, which included singing, playing instruments and listening, as part Captain Arthur Brock's ‘cure by functioning’ regime. Second, narratives in literary contents that reference music in depicting memory and dreams reflect the Freudian psychotherapy used by Dr W. H. R. Rivers, a narrativizing process that I connect to the concept of ‘testimony’ in trauma studies. While the two approaches and their use of music are tied to social class, in both – as I show in drawing upon theories of Jean-Martin Charcot, Pierre Janet and Bessel van der Kolk – music is therapeutic because it is visceral – its curative properties lie in its ability to ultimately move the body and mind. Finally, drawing upon theories of cultural trauma by Jeffrey Alexander, this article posits that these narratives evince a self-fashioning of this shell-shocked community that has over time (amplified by the legacies of the hospital's most famous patients, Wilfred Owen and Siegfried Sassoon) become central to the dominant British cultural memory of the war. This article establishes music's role in narratives about trauma in First World War Britain, illuminating music's place in testimonies about not only hospital life and community formation, but also alienation, trauma and recovery; memory and mourning; and sacrifice and resilience.