Книги з теми "Tumor content"

Hemangioblastomas are benign central nervous system tumors that are found primarily (99%) in the cerebellum, brainstem, and spinal cord. They can occur sporadically (67% of cases) or in the context of the familial neoplasia syndrome, von Hippel-Lindau disease (VHL; 33%). These lesions often remain quiescent or grow in a saltatory pattern. When these tumors cause signs or symptoms, the signs or symptoms are often associated with peritumoral cyst formation. Whether the tumor occurs sporadically or in the context of VHL, complete resection is the treatment of choice when necessary. This chapter describes the clinical, imaging, and treatment features of this neoplasm.

Oxford Handbooks Study Cards are a versatile and innovative aid to revision. The content can also be used as an aid to examination on the ward, including vital techniques and tips to aid diagnosis. Defined sections allow the reader to find topics quickly, and are supplemented with full colour illustrations to aid quick and confident diagnoses. As the cards use a systems-based approach, they cover all essential diseases and syndromes.

This introduction situates the accession of Queen Anne in the broad context of succession crises across the Tudor and Stuart periods. It explains the book’s fundamental methodological assumptions: that contextually sophisticated texts demand to be read through a tight historical focus; that the meanings of texts are contingent on the immediate contexts in which they were written, published, and read; and that those contexts shifted on a daily basis. Royal succession was a central topic in contemporary literature. Outlining the current historiography, it then explains how the book’s arguments may force us to rethink some basic assumptions about party politics at the start of the eighteenth century.

This chapter highlights some of the novel clinical radionuclide imaging strategies beyond perfusion imaging including inflammatory diseases, infiltrative diseases and tumors. Targeted molecular imaging techniques to evaluate cardiac amyloidosis as well as myocardial and vascular inflammation are addressed. Clinical 18F-FDG imaging of cardiac sarcoidosis, cardiovascular prosthetic valve and device infections, systemic vasculitis, and tumors are discussed in detail. For each of these pathologies, a concise overview of the disease pathophysiology and management pertinent to understanding of imaging techniques is provided followed by details of imaging including radiotracers, imaging techniques and image interpretation with a reference to societal guidelines. The published data on the utility of radionuclide imaging tests to assess diagnosis, prognosis and to monitor response to therapy are discussed. Clinical scenarios and available societal recommendations on the use of imaging are illustrated. The strengths and limitations of radionuclide techniques are discussed in the context of a comparison to echocardiography, cardiac magnetic resonance imaging, cardiac CT and endomyocardial biopsy. Future directions in imaging and ongoing clinical trials in these areas are listed at the end of each section.

This chapter presents Greek as a new force in sixteenth-century literary culture, disturbing the old binary of elite Latin and common English. The first part explores the paradox of how Bible translation could enable Greek to be both the pure source and an agent of the common in this period, as well as the supposed affinity between Greek and English. The Protestant Greek scholar, Sir John Cheke is a key figure here. The second part of the chapter discusses the impact of Greek on the humanist renaissance represented by the work of Erasmus and More. Here the issue of how the principle of the common can work in an elite literary context is discussed with reference to Erasmus’ Adagia, Colloquies, and Encomium Moriae, and More's Utopia. Encomium Moriae in particular aims to fulfil Erasmus’ dream of reconciling classical literary values and Christian doctrine through an investment in the common.

Cancer produces endocrine and metabolic complications in two ways. Firstly, the primary tumour or its metastases may interfere with the function of endocrine glands, kidneys, or liver by invasion or obstruction. Secondly, tumours may give rise to remote effects without local spread and these actions are termed paraneoplastic manifestations of malignancy. Generally, these paraneoplastic syndromes arise from secretion by tumours of hormones, cytokines, and growth factors, but also occur when normal cells secrete products in response to the presence of tumour. This chapter reviews the pathogenesis, epidemiology, and management of the commonest paraneoplastic endocrinopathies including hypercalcaemia, Cushing’s syndrome, the syndrome of inappropriate antidiuresis, non-islet cell tumour hypoglycaemia, enteropancreatic hormone syndromes, Carcinoid syndrome, phaeochromocytoma, gonadotrophin secretion syndromes, prolactin and oxytocin secretion, and paraneoplastic pyrexia. The chapter concludes with a brief discussion of the management of metabolic disease in the context of advanced malignancy including hyperglycaemia, thyroid dysfunction, metabolic bone disease, renal failure, liver failure, and lactic acidosis.

Chapter 6 discusses the upper gastrointestinal tract, and addresses that the technical challenges of these diseases are considerable related to tumour volumes, anatomical situation, and poor normal tissue tolerance particularly of the intra-abdominal contents. More contemporaneous treatment techniques such as IMRT and IGRT have not currently made significant impact in the routine treatment of upper gastrointestinal tumours in the UK.

John Heywood: Comedy and Survival in Tudor England offers the first comprehensive study of the long and varied career of the Tudor playwright, poet, musician, performer, humourist, and collector of epigrams, John Heywood (c.1497–1578). It roots his life and work in the context of the profound and often violent religious, political, and cultural changes of the Tudor century that variously provoked, enabled, and restricted the scope of his creativity, and makes the case for Heywood as both one of the sixteenth century’s most fascinating dramatic and literary figures and a revealing lens through which to view the cultural history of the period. It goes beyond the clichés of popular history, beyond Shakespeare and the purpose-built playhouses, beyond the canonical Henrician court poets and writers of the Elizabethan ‘Golden Age’, beyond even the experiences of the century’s chief ministers, intellectuals, and martyrs, to a theatrical and literary world less visible in the conventional sources. It opens a window on a culture in which the actions of monarchs, their councillors, and their victims were witnessed and reflected upon at one remove, but subjected to vigorous, witty, and often audacious criticism and comment.

I first propose a new context for examining the sonnets and then scrutinize some verbal features of the poems with that context in mind. The context is visual design in the second half of the 16th century: the cultural commitment to arrangement in Tudor England is visible in furniture, textiles, gardening, and to a certain degree in painting, but especially in architecture, particularly Elizabethan domestic architecture. The feature I analyse is a species of poetic ornament: literal and lexical forms of repetition. My aim is to identify the increasing devotion to order in Elizabethan visual culture with the manifest delight in patterning exhibited in Shakespeare’s sonnets and shared by all the imaginative writers of the period.

The roots of and context for the genesis of the Oxford Movement can be traced to the intellectual and spiritual formation of its leaders, protagonists, and disciples provided within the milieu of the University of Oxford and notably Oriel College. The influence of the Oriel Noetics was crucial but that of John Keble and Hurrell Froude on the impressionable John Henry Newman and others was no less significant. A parting of the ways between those who would become Tractarians and the Noetics, first evident in the Peel election of 1829, was reflected in Oriel’s tutor dispute of 1830, giving a foretaste of the deepening divisions of the 1830s discussed in a later chapter.

This chapter examines a key historical text of Shakespeare’s time (and a major source for his history plays), Raphael Holinshed’s ‘Chronicles’, published in two separate and quite distinct editions in 1577 and 1587 respectively. The chapter first situates the Chronicles within the wider context of late medieval and Tudor vernacular historical writing (in particular the chronicling tradition); it then illustrates some of the differences between the two editions with a focus on the contributions of different authors to the composite text, the treatment of Irish history, and a consideration of the issue of government censorship of the two editions. It also briefly reviews changing assessments of Holinshed and the chronicling tradition in modern scholarship.

No contexto da pandemia causada pela COVID-19, provocando o isolamento social, toda a sociedade teve que se readaptar. Entre os setores afetados pelas mudanças provocadas pelo vírus está o educacional. A escola teve que se reinventar, fazendo a educação passar para o modelo remoto. Assim, novos cenários foram construídos para que houvesse readaptação nas dinâmicas, prevendo modelos presenciais e remotos. Diante disso, os olhares se voltaram ao ensino híbrido, que pode ser defi nido como a combinação de várias abordagens para pedagogia através da aprendizagem individualizada, colaborativa, com tutor ou através de uma abordagem tradicional em sala de aula.

This incisive book reveals how in Titus Andronicus and Hamlet, Shakespeare worked through a range of Tudor anxieties, including concerns about the nature of justice, resistance, and salvation. In both Hamlet and Titus, the princes are faced with successions forged under questionable circumstances and they each have a choice: whether or not to resort to political violence. The unfolding action, the book argues, is best understood in terms of contemporary debates about the legitimacy of resistance and the relation between religion and politics. Relating the plays to their broader political and polemical contexts, Lake sheds light on the nature of revenge, resistance, and religion in post-Reformation England.

This manual provides guidelines for organizing joint creative activities of children and adult members of their families. The organization of this activity is considered as a key component of social and pedagogical support of the family as a subject of designing the individual educational trajectory of the child. The general psychological and pedagogical characteristics of joint creative activity of children and adults are given. The content and stages of its tutor support are characterized. The results achieved in the process are described This activity is carried out by children and adult members of their families. Recommendations are given for assessing the creative achievements of participants in joint activities in the event format of the Festival of Family Creativity. For social workers, teachers of institutions of general and additional education working in the sphere of social and pedagogical support of the family, as well as for parents focused on the values of individualized education.

This all-new clinical resource equips primary caregivers to take a lead role in the diagnosis, evaluation, and management of diverse pediatric neurologic and neurosurgical conditions. For practice-focused guidance with a coordinated dual perspective you won't find anywhere else. The developers/editors are a pediatric neurologist and a pediatric neurosurgeon at the forefront of their fields. Key topics are considered from neurologic and neurosurgical viewpoints. Purpose-built for efficient clinical problem solving; clear, concise overviews of a broad range of common conditions; evidence-based discussion of each condition's course, pathogenesis, and etiology; expert management recommendations; advice on when to treat vs when to refer; and the practical implications of recent research. Contents include neonatal disorders, encephalopathies, traumatic brain injury, cerebrovascular disorders, febrile seizures, epilepsy, headaches, brain tumors, spina bifida and neurogenic bladder dysfunction, movement disorders, neuromuscular disorders, and neurocutaneous disorders.

When teaching Islam to undergraduates, the question of pedagogy is crucial. Modules must be designed to capture the breadth of the religion, including ethics, spirituality, worldview, role of holy figures, history, scientific disciplines, cultural formations, and contemporary developments. Although Western universities should be commended for introducing Islamic Studies to undergraduates, they streamline Islam to the extent that it is reduced to Islamic history. This means Islam’s intellectual tradition is seen as a contribution of the past rather than a living contribution for current human problems. In this chapter, I will share the challenges I faced as a tutor in Islamic Studies at King’s College London within the context of two pedagogical issues: (1) how Islamic Studies modules could be designed more effectively and (2) how effective learning environments can be created for undergraduate students of Islamic Studies.

‘Sacrament an Alter’ (The Sacrament of the Altar) is a Cornish patristic catena selected and translated from Foxe’s Book of Martyrs, which is attached to the translation of Bishop Bonner’s Homilies in the Tregear Manuscript (BL Add. MS 46397). No complete critical edition of the Tregear Homilies has been published since the manuscript’s discovery, yet it is the longest surviving example of Cornish prose. The so-called thirteenth homily, ‘Sacrament an Alter’ is a work in its own right, of a later period than the other twelve homilies, and represents a distinctive form of Cornish. In addition to establishing authorship, date, sources and historical context of this important text, the present book offers a complete and accurate transcription of the manuscript, along with an edited version thereof, a translation and all the relevant source passages—largely taken from the account of the 1555 Oxford Disputations given in John Foxe’s ‘Acts and Monuments’. A full commentary then explores hermeneutical, theological and dialectic issues arising from the text. Extensive notes concentrate on interesting features of the Cornish—making a significant contribution to the study of the late evolution of Cornish, since the language can be dated to around 1576, halfway between that of John Tregear and William Jordan, author of the Creation of the World. his first ever critical edition of a pivotal Cornish-language text opens to the Tudor historian—and the general reader—a previously closed window (due to its language) on a crucial example of the reception of Foxe, and gives fascinating insights into a possible alliance between Church Papism and recusancy in Tudor Cornwall.

This chapter demonstrates the social depth of politics in Shakespeare’s Julius Caesar, focusing the theory and practice of the ars rhetorica. Central to political (in)stability in both classical Rome and Tudor England, the rhetorical virtuosity of the elite sought to constrain and control the restive commons and the potency of popularity. Since commoners were its intended primary audience, Cicero argued for ‘the ultimately popular nature of eloquence’. Julius Caesar sets two types of orator into a rhetorical contest: the nobleman who pacifies the volatile masses, and the ‘people pleaser’, a widely feared figure, who inflames them to insurgence. Different modes of rhetoric unfold: whereas Brutus’s speech violates the precept of adaptation to an audience, in Mark Anthony’s rhetoric, popularity pays off. Shakespeare’s bleak play departs from its sources to magnify the destructive potential of popular orators: unhistorically, Shakespeare renders the incitements of Anthony’s eloquence the trigger of the civil war.

Lesions of the posterior fossa provide challenges for both anesthesiologists and surgeons due to this intracranial cavity’s rigid boundaries, minimal compliance, and vital neuronal contents. Common surgeries in the posterior fossa include excision of tumors, correction of congenital and acquired craniovertebral junction anomalies, and relief of pressure on the brainstem. Symptoms can present acutely and are most commonly due to compression of brain components, obstruction of cerebrospinal fluid, or increased intracranial pressure. Careful planning of the anesthetic is important to prevent exacerbation of preexisting symptoms or pathology, optimize the surgical resection, and aid in the quick diagnosis of postoperative complications. A variety of complications may occur in the perioperative period, many of which are unique to the posterior fossa or surgical approach. Anesthetic management focuses on prevention of common complications, maintenance of hemodynamic stability, facilitation of intraoperative neurophysiologic monitoring. and early postoperative neurologic evaluation through timely emergence.

William Shakespeare’s thirty-nine plays contain numerous biblical references. Of the 151 English Psalms, for example, twenty-nine only receive no mention, while a total of about 350 phrases are quoted by Shakespeare from the remaining Psalms. The frequent mention of the Bible by a playwright such as Shakespeare was the outcome of four overlapping processes, explained in the chapter. First, there was the consolidation of the English biblical codex, largely in the context of the Reformation. Second, the Bible was propagated through church reading, widely prevalent catechisms and prayer books, as well as private and domestic reading—all of which rendered it widely familiar. Third, it is important to note the unprecedented scale of the dissemination, owing to mass print production. Finally, the chapter explains the processes of ‘Englishing’, whereby the biblical translations of the Tudor and early Stuart period rendered the ancient text in familiar terms, assisting its assimilation.

This chapter explores the use of e-learning as a format for training communication skills within a degree level module in non-malignant palliative care. It discusses the need for such training before evaluating the benefits e-learning has to offer as a learning tool in the healthcare context. It describes how a ‘blended learning’ approach was taken with one study day combined with online interactive learning materials. Online exercises such as ‘drag and drop’ were used to facilitate students’ learning, together with the use of videos, external online links, and reflective diaries. The development of a summative assignment is discussed and its need to assess students’ use of these skills in clinical practice. Finally, the future developments of the e-learning platform to further enrich the students’ learning experience are presented. These include the use of online forums, both synchronous and asynchronous, which encourage peer-to-peer and peer-to-tutor communication.

Este material didático foi elaborado com a autorização do HistologyGuide.org (www.histologyguide.com de T. Clark Brelje; Robert L. Sorenson) e tem por objetivo facilitar o ensino-aprendizagem de alunos da área de saúde nas aulas práticas das disciplinas de ciências morfofisiológicas e histologia humana. Os capítulos estão divididos em diversas práticas voltadas aos estudos de diferentes tecidos ou sistemas orgânicos. Nas práticas os alunos encontram diversas questões norteadoras que irão direcionar seus estudos dentro do contexto da biologia tecidual. Além disso, a elaboração de um roteiro de estudo facilita a aplicação de metodologias ativas de aprendizagem, tornando o aluno protagonista de sua aprendizagem à medida em que o professor se torna um tutor, responsável por nortear a aprendizagem dos alunos, aplicando a realidade profissional e a prática clínica. Ao final de cada prática há uma seção de casos clínicos relacionados ao tecido ou ao sistema orgânico estudado, a fim de aplicar todos os conhecimentos técnicoacadêmicos adquiridos ao longo da aula à prática profissional/clínica bem como a vida real do aluno. Com isso, acredita-se estimular o raciocínio crítico e reflexivo do estudante, preparando-o para o mercado de trabalho.

Rheumatic diseases and diseases of the gastrointestinal (GI) tract are connected in two ways. The extraintestinal manifestations of inflammatory GI diseases such as inflammatory bowel disease affect joints in up to one-third of patients. On the other hand, several rheumatic diseases such as vasculitis or systemic lupus erythematosus (SLE) induce a wide spectrum of gastrointestinal manifestations. The GI tract constitutes a huge area in contact with the environment. It is exposed to billions of food antigens, commensal bacteria, and potential pathogens. Some of those antigens are thought to play a role in the pathogenesis of rheumatic diseases. The intestinal barrier function and the gut immune system are tightly regulated, as on one hand tolerance for food antigens and the resident commensal flora needs to be maintained, and on the other hand pathogens need to be rapidly and effectively eliminated. Non-infectious, chronic inflammatory diseases of the small and large intestine with rheumatic manifestations have been well known for decades. Among the susceptibility genes for Crohn's disease and ulcerative colitis are some that also cause susceptibility to rheumatoid arthritis or SLE, indicating a shared susceptibility and overlapping pathological mechanisms. Subsequently, similar therapeutic principles have successfully been applied in autoimmune GI and rheumatological diseases such as steroids, immunosuppressants, and anti-TNF (tumour necrosis factor) antibodies.

Shakespeare and the Comedy of Enchantment explores the encounter between comedy’s rationalizing dimensions and those extra-rational aspects that elude demystification and exert affective power, an encounter between what is explicable and what is inexplicable. In the context of modernist disenchantment, Shakespeare’s comedies showcase the play of wonder and doubt, leaving behind a sense of residual re-enchantment. The argument thus broadens the perspective of studies that align early modern comedy with developments in science and jurisprudence. As the comic action advances, elements of mystery accrue—uncanny coincidences; magical sympathies; inexplicable repetitions; psychic influences; and wonders, fears, and doubts about the meaning of events—all of whose effects linger after reason has apparently answered the play’s questions, leaving an aura of wonder and wondering. Comic enchantment works through certain devices, tropes, and motifs explored in the chapters: magical clowns who introduce non-realistic stop-time moments that alter the action; structural repetitions that suggest mysteriously converging destinies and opaque but providential outcomes; places with differing characteristics that frame encounters between the regulatory and the protean drives in human existence; desires, thoughts, and utterances that manifest comically monstrous realities, including objects and individuals; characters who return from the dead, facilitated by the desires of the living; play-endings that traffic in harmony and dissonance, yet which can make possible the irrational action of forgiveness. These matters are discussed with extensive reference to Renaissance and modern theories of comedy, and with comparisons to Italian and Tudor comedy.

Among the depositions taken as part of the Queen Catherine Howard treason case in 1541 is an illuminating exchange. Mary Hall/Lascelles, the originator of the reports of Catherine’s pre-marital sexual liaisons, claimed to have warned Henry Mannox, Catherine’s virginals tutor, to steer clear of Catherine, because ‘she do cu[m] of anobull hous & yf thow shuld mare here su[m] of here blod wold kell the’. Mannox coarsely replied, ‘hold thy pese woman I know here welhenoveghe for I have had here by thow count & know it amongst a C & she loff me & I lof her’. Mary clearly saw the Howard dynasty in this context as a large, cohesive entity primed to enact vengeance against those who wronged its members, and understood that women were among a dynasty’s chief assets. Mannox, on the other hand, disregarded this, and seemed to think that Catherine’s own individual feelings mattered more than what her family might think. These few sentences lay bare the inherent complexity of the early modern dynasty, and the importance of understanding the position of women within it: for, as this book argues, when women are placed centre stage it becomes evident that both of these interpretations of the function of an early modern dynasty could be valid, and that we need to nuance our understanding of women’s agency, dynastic identity, and politics to take account of this.

This book examines the fraught relationship between the sixteenth-century formulations of the theories of sovereign violence, tyranny and usurpation and the manifestations of these ideas on the contemporary English stage. It will attempt to trace an evolution of the poetics of English and Scottish political drama through the early, middle, and late decades of the sixteenth-century in conjunction with developments in the political thought of the century, linking theatre and politics through the representations of the problematic figure of the usurper or, in Machiavellian terms, the ‘New Prince’. While the early Tudor morality plays are concerned with the legitimate monarch who becomes a tyrant, the later historical and tragic drama of the century foregrounds the figure of the illegitimate monarch who is a tyrant by default. On the one hand the sudden proliferation of usurpation plots in Elizabethan drama and the transition from the legitimate tyrant to the usurper tyrant is linked to the dramaturgical shift from the allegorical morality play tradition to later history plays and tragedies, and on the other it is reflective of a poetic turn in political thought which impelled political writers to conceive of the state and sovereignty as a product of human ‘poiesis’, independent of transcendental legitimization. The poetics of political drama and the emergence of the idea of ‘poiesis’ in the political context merge in the figure of the nuove principe: the prince without dynastic claims who creates his sovereignty by dint of his own ‘virtu’ and through an act of law-making violence.

The Mirror for Magistrates, the collection of de casibus complaint poems in the voices of medieval rulers and rebels compiled by William Baldwin in the 1550s, was central to the development of imaginative literature in the sixteenth and early seventeenth centuries. Additions by John Higgins, Thomas Blenerhasset, and Richard Niccols between 1574 and 1610 extended the Mirror’s scope, shifted its focus, and prolonged its popularity; in particular, the texts’ later manifestations profoundly influenced the work of Spenser and Shakespeare. Unperfect Histories is the first monograph to consider the text’s early modern transmission history as a whole. In chapters on Baldwin, Higgins, Blenerhasset, and Niccols’s complaint collections, it demonstrates that the Mirror is an invaluable witness to how verse history was conceptualized, written, and read across the period, and explores the ways in which it was repeatedly reinterpreted and redeployed in response to changing contemporary concerns. The Mirror corpus encompasses topical allegory, nationalist polemic, and historiographical scepticism, as well as the macabre humour and metatextual play which have come to be known as hallmarks of Baldwin’s mid-Tudor writings. What has not been recognized is the complex interaction of these themes and techniques right across the Mirror’s history. Higgins, Blenerhasset, and Niccols’s contributions are analysed for the first time here, both within their own literary and historiographical contexts, and in dialogue with Baldwin’s early editions. This new reading offers a lively account of the texts’ depth and variety, and provides insight into the extent of the Mirror’s influence and ubiquity in early modern literary culture.

"Nella lunga vita di molti contratti, possono verificarsi eventi imprevisti che incrinano l’equilibrio, soprattutto economico, delle reciproche prestazioni. Il discorso intorno al diritto-dovere di rinegoziare gli accordi esposti a sopravvenienze è ormai un tema classico del diritto civile, che rispunta ciclicamente in occasione di eventi di rilevanza mondiale capaci di compromettere la tenuta di innumerevoli contratti in corso. La pandemia di COVID-19 è solo l’ultimo esempio in ordine di tempo. Questa ricerca si propone di individuare il miglior approccio giuseconomico per affrontare il dilemma della rinegoziazione, in prospettiva strutturale, cercando di coniugare le soluzioni proposte dagli interpreti del diritto civile con i contributi di analisi economica del diritto, nella prospettiva della riforma del codice civile italiano e della progressiva armonizzazione del diritto privato europeo e internazionale. In questo percorso, l’individuazione di una regola di default stabile e duratura per un contesto mutevole e multiforme è forse la contraddizione in termini che più vale la pena affrontare. Matteo de Pamphilis, dopo la laurea in Giurisprudenza e il conseguimento del dottorato di ricerca in Diritto civile nell’Università di Bologna, collabora con la stessa Alma Mater come professore a contratto e tutor didattico in materie privatistiche. Negli ultimi anni è stato docente degli insegnamenti in lingua inglese Planning and public intervention in the lifestyle and health sector e Public and private action for the development of services nel corso di laurea magistrale in Wellness culture: sport, health and tourism. È socio aggregato dell’Associazione Civilisti Italiani e svolge la professione di avvocato nel Foro di Bologna, prevalentemente nel settore civile, commerciale e concorsuale."

This book is a detailed study of anti-democratic ideas in early modern England. By examining the rich variety of debates that took place between 1570 and 1642 about democracy, it shows the key importance anti-democratic language held in the late Tudor and early Stuart periods. In particular, it argues that anti-democratic critiques were addressed at ‘popular government’ as a regime that empowered directly and fully the irrational, uneducated, dangerous commonalty; it explains why and how criticism of democracy was articulated in the contexts here under scrutiny; and it demonstrates that the early modern era is far more relevant to the development of democratic concepts and practices than has hitherto been acknowledged. The study of anti-democracy is carried out through a close textual analysis of sources often neglected in the history of political thought and by way of a contextual approach to Elizabethan, Jacobean, and Caroline history. Most importantly, the book re-evaluates the role of religion and cultural factors in the history of democracy and of political ideas more generally. The point of departure is at a time when the establishment and Presbyterians were at loggerheads on pivotal politico-ecclesiastical and theoretical matters; the end coincides with the eruption of the Civil Wars. The book not only places the unexplored issue of anti-democracy at the centre of historiographical work on early modern England but also offers a novel analysis of a precious portion of Western political reflection and an ideal platform to discuss the legacy of principles that are still fundamental today.

The book is a comprehensive examination of John Cage’s seminal Concert for Piano and Orchestra. It places the piece into its many contexts, examining its relationship with Cage’s compositional practice of indeterminacy more generally, the importance of Cage’s teacher, Arnold Schoenberg, on the development of his structural thought, and the impact of Cage’s (mis)understanding of jazz. It discusses, on the basis of Cage’s sketches and manuscripts, the compositional process at play in the piece. It details the circumstances of the piece’s early performances—often described as catastrophes—its recording and promotion, and the part it played in Cage’s (successful) hunt for a publisher. It examines in detail the various ways in which Cage’s pianist of choice, David Tudor, approached the piece, differing according to whether it was to be performed with an orchestra, alongside Cage delivering the lecture, ‘Indeterminacy’, or as a piano solo to accompany Merce Cunningham’s choreography Antic Meet. It demonstrates the ways in which, despite indeterminacy, the instrumental parts of the piece are amenable to analytical interpretation, especially through a method which exposes the way in which those parts form a sort of network of statistical commonality and difference, analysing, too, the pianist’s part, the Solo for Piano, on a similar basis, discussing throughout the practical consequences of Cage’s notations for a performer. It shows the way in which the piece played a central role, first, in the construction of who Cage was and what sort of composer he was within the new musical world but, second, how it came to be an important example for professional philosophers in discussing what the limits of the musical work are.

O conhecimento se fabrica nos múltiplos circuitos da linguagem e em conexões estabelecidas nos próprios efeitos dos saberes humanos. As dinâmicas dos discursos, as práticas de ensino e os territórios das artes são algumas fronteiras que deslizam entre conceitos e experiências, significantes e significados. Em As palavras e as coisas, Michel Foucault (2007) reflete que “a linguagem representa o pensamento como o pensamento se representa a si mesmo”. Nesses termos, a produção crítica e intelectual constrói um jogo em que os textos se transformam em repositórios daquilo que somos e buscamos representar através das palavras. Cada repositório pode ser classificado como uma cena que opera dentro e através da linguagem, de modo que sua força é determinada por sua capacidade de intervir nas práticas sociais e, consequentemente, transformá-las. É reconhecendo a presença da diversidade produzida nas esferas do conhecimento humano que o livro Conexões: Linguagens e Educação em Cena, organizado por Nathalia Bezerra da Silva Ferreira, José Wandsson do Nascimento Batista, Lívia Karolinny Gomes de Queiroz, Isabela Feitosa Lima Garcia e Ana Flávia Matos Freire, representa um espaço de circulação de ideias e práticas críticas imprescindíveis para estudantes, professores e pesquisadores das Letras e outros campos de estudo. As demandas acerca da linguagem, da cultura e da sociedade nunca se esgotam. Dessa forma, abrem-se novas margens e cenários de saberes relacionados à Linguística, Literatura, Educação e à História que nos ajudam a interpretar e aperfeiçoar o entendimento das relações de poder e das interações entre os sujeitos. É urgente que, em nossas experiências docentes e discentes, exerçamos o papel de mediar a produção do conhecimento entre a academia e outras organizações sociais, criando visibilidades para que os espaços dos saberes sejam cada vez mais democráticos e inclusivos. O livro reúne textos-cartografias – produzidos por professores, alunos de pós-graduação e demais pesquisadores – que lançam perspectivas multidisciplinares das instâncias da linguagem, da educação e da formação política – envolvendo vários atores sociais – e promovem estratégias de leitura diante dos desafios da contemporaneidade. Nesse sentido, o capítulo de abertura, intitulado “A modalidade volitiva em relatos de pacientes que superaram a Covid-19”, André Silva Oliveira descreve e analisa através da modalidade volitiva os comportamentos de pessoas que divulgaram seus relatos na internet acerca da superação da doença. No contexto da pandemia que enfrentamos atualmente torna-se relevante a vigilância dos efeitos desta enfermidade que se instaura no imaginário dos sujeitos. No Capítulo 2, intitulado “Reflexões sobre a linguística e a semiótica: revisão teórica e um exemplo de aplicação”, Jancen Sérgio Lima de Oliveira investiga as distinções e as semelhanças entre a linguística e a semiótica tendo como ponto de partida a produção de imagens no mundo contemporâneo. Em outro espectro de pesquisa, no Capítulo 3, “Gêneros orais: objetos de ensino como suporte às aulas de língua portuguesa”, George Pereira Brito inscreve um estudo para situar os gêneros orais no ensino de língua portuguesa, atentando para o papel dos docentes no desenvolvimento da oralidade como uma prática fundamental na formação estudantil.No Capítulo 4, “As interfaces da leitura: decodificação e compreensão leitora”, de Alessandra Figueiró Thornton, discute a formação leitora dos estudantes da Educação Básica, destacando a necessidade de políticas que desenvolvam as habilidades relacionadas à proficiência leitora nas escolas. Lidando com outras molduras da linguagem, mais precisamente no campo da literatura, no Capítulo 5, “Vozes femininas tecendo a resistência no enfrentamento às violências nos contos de Insubmissas lágrimas de mulheres, de Conceição Evaristo”, escrito por Maria Valdenia da Silva, Maria José Rolim, Diely da Cruz Lopes e José Ronildo Holanda Lima, observamos uma análise das profundas marcas da violência de gênero representadas na literatura de Evaristo e os atos de resistência das personagens, que lutam para produzir outras escrevivências no tecer do texto literário. Ainda no contexto dos estudos literários, Nathalia Bezerra da Silva Ferreira, no Capítulo 6, “Ressignificações no conto de fada ‘Entre a espada e a rosa’, de Marina Colasanti”, estuda as ressonâncias entre o conto “Entre a espada e a rosa”, de Marina Colasanti e o conto “Pele de Asno”, de Charles Perrault. A autora explora o imaginário da literatura infanto-juvenil e confronta ambas as narrativas para identificar intertextos e rastros entre o texto clássico e o moderno. No Capítulo 7, intitulado “A morte com véu branco: uma análise da poesia de Emily Dickinson”, Brena Kézzia de Lima Ferreira e Francisco Carlos Carvalho da Silva analisam a obra poética de Dickinson com foco na representação da morte e suas figurações simbólicas que acentuam as incertezas da existência humana. Expandindo as cenas de pesquisa, no Capítulo 8, “A formação leitora: uma proposta metodológica com um poema de Manoel de Barros”, André de Araújo Pinheiro, Kamilla Katinllyn Fernandes dos Santos e Verônica Maria de Araújo Pontes desenvolvem um procedimento metodológico baseado em jogos teatrais e sequências básicas para fornecer estratégias e dinâmicas de leitura que visam propiciar maior proficiência leitora entre os sujeitos participantes.Tomando como ponto de discussão os fundamentos do letramento literário, no Capítulo 9, “Novas práticas de leitura literária à luz do teatro do oprimido”, Danyelle Ribeiro Vasconcelos situa as práticas de leitura do texto literário dentro de uma perspectiva crítico-reflexiva, gerada a partir do livro Capitães da Areia, de Jorge Amado, em diálogo com o método teatral do Teatro do Oprimido, desenvolvido por Augusto Boal, com o intuito de transformar o ato de ler literatura em uma prática emancipatória, em que o território da sala de aula passa a ser o palco de jogos dramáticos, onde os alunos assumem importantes papeis sociais. No Capítulo 10, “Letramento na educação infantil a partir do livro A vida íntima de Laura, de Clarice Lispector”, os autores Nadja Maria de Menezes Morais, Laís Correia Teófilo de Souza, Jôse Pessoa de Lima e Marinalva Pereira de Araújo traçam um perfil da formação leitora e infantil baseada nas experiências de leitura literária. Nesse contexto de aprendizagem, o livro de Lispector permite estimular a reflexão em torno da importância do letramento literário desde os primeiros anos da vida escolar. Em conexão com a temática, em “Multiletramentos na escola: proposta de leitura do hipertexto ‘Um estudo em vermelho’, de Marcelo Spalding”, Capítulo 11, Angélica Benício Alves e Sandro César Silveira Jucá, atentos acerca das novas situações comunicativas geradas por ambientes virtuais, exploram a existência de gêneros literários digitais e refletem sobre suas aplicabilidades na sala de aula para promover práticas de leitura e, como resultado disso, desenvolver condições de multiletramento nos espaços educacionais. Dando continuidade, em “O ser criança e a sexualização infantil em face ao discurso midiático: O Caderno Rosa de Lori Lamby”, Capítulo 12, Elane da Silva Plácido e Maria da Conceição Santos tomam como objeto de estudo o livro Caderno Rosa de Lori Lamby, da escritora Hilda Hilst, para analisar as nuances da personagem Lori em face da influência midiática no processo de sexualização e adultização do corpo infantil, provocando impactos na identidade da criança. É por meio do Capítulo 13, designado “Canciones que el tiempo no borra: memorias, censura y canciones bregas en el contexto de la dictadura civil-militar en Brasil (1964-1985)”, escrito em espanhol por Lívia Karolinny Gomes de Queiroz, Isaíde Bandeira da Silva e Edmilson Alves Maia Júnior, que aprendemos sobre os efeitos da censura na arte, mais precisamente na música brega, tida como manifestação artística imprópria aos valores defendidos pelo regime militar no Brasil (1964-1985). Os autores examinam os impactos da censura na sociedade da época, mas também enunciam como a música pode expressar as contínuas tensões de um momento histórico. Maria Julieta Fai Serpa e Sales, Francinalda Machado Stascxak e Maria Aparecida Alves da Costa refletem em “O vínculo entre o estado e a igreja católica no Brasil imperial (1822-1889) e sua reverberação na educação”, Capítulo 14 desta coletânea, a relação da Igreja Católica com o Estado na época do império, identificando as implicações deste vínculo na história da educação brasileira. Por sua vez, o Capítulo 15, “As contribuições da teoria histórico-cultural para o ensino na educação infantil: uma revisão de literatura”, assinado por Camila Alvares Sofiati, foca na compreensão do processo de aprendizagem infantil a partir das teorias de Vigotski, em que o trabalho pedagógico com crianças é observado. Já no Capítulo 16, intitulado “Proposta e currículo no contexto educacional do ensino infantil brasileiro”, também de Marcus Vinicius Peralva Santos, o autor produz um panorama de pesquisas sobre propostas curriculares direcionadas ao ensino infantil no Brasil, averiguando como os projetos políticos pedagógicos contemplam as novas demandas da sociedade contemporânea. No capítulo seguinte, “As contribuições do NTPPS na aprendizagem de língua inglesa numa escola pública de Pacoti – CE”, Capítulo 17, as autoras Francisca Marilene de Castro Rodrigues e Isabela Feitosa Lima Garcia contextualizam os desafios do ensino de língua inglesa nas escolas brasileiras e apresentam princípios metodológicos que visam dirimir as problemáticas em torno da aprendizagem do inglês, reforçando a necessidade de produzir um modelo de ensino que coloque no centro do processo o conhecimento do aluno em relação às interfaces de cognição. Dessa forma, as autoras abrem perspectivas positivas para o ensino-aprendizagem do idioma em questão.O Capítulo 18, “A utilização do blog pelas escolas estaduais de educação profissional de Juazeiro do Norte – CE”, as autoras Maria Francimar Teles de Souza e Rosa Cruz Macêdo abordam o blog como uma ferramenta digital fundamental na divulgação de atividades escolares e mapeiam seus usos em escolas estaduais de ensino profissionalizante na cidade de Juazeiro do Norte – CE. Em outro contexto de pesquisa, no Capítulo 19, “Intervenções inter/multidisciplinares em crianças disléxicas”, Wanda Luzia Caldas de Brito e Maria Josefina Ferreira da Silva investigam, através de uma abordagem multidisciplinar, questões relacionadas à dislexia em crianças e como tal condição afeta o desenvolvimento da aprendizagem nos anos escolares, evidenciando a necessidade de que os profissionais sejam subsidiados de informações sobre como lidar com o diagnóstico deste transtorno e, consequentemente, possam proporcionar um bom ambiente de ensino. No Capítulo 20, intitulado “A importância da interação e do material adaptado para o processo cognitivo do aluno com necessidades educacionais especiais”, Samara de Oliveira Lima, Sanara Macedo Sousa e Sabrina de oliveira Marques abordam o progresso do aluno com Necessidade Educacional Especial (NEE) e a importância de sua inclusão no contexto escolar. Para isso, os autores entendem que o professor tem um papel importante no processo de acolhimento e na ação de produzir materiais adaptáveis para o ensino. Traçando outro cenário de reflexão, no horizonte do Capítulo 21, nomeado “O papel do tutor no contexto da educação a distância: uma análise dos estudos brasileiros até 2020”, Marcus Vinicius Peralva Santos concentra-se na função do tutor no processo de ensino-aprendizagem da educação a distância, trazendo à tona os desafios que os profissionais da área enfrentam e as necessidades oriundas de suas práticas. Já no Capítulo 22, “O ensino remoto na visão docente: desafios e perspectivas”, Elizete Pereira de Oliva Leão e Mauricio Alves de Souza Pereira avaliam as condições do ensino remoto a partir da experiência de professores de uma escola pública da cidade de Montes Claros, Minas Gerais. Os dados levantados pelos autores apontam para problemas que precisam ser superados, especialmente relacionados ao acesso das mídias digitais e à formação continuada dos docentes, para que estejam preparados para o uso de Tecnologias de Informação e Comunicação (TICs). O capítulo seguinte aborda práticas do contexto de ensino-aprendizagem de línguas. “O processo de elaboração das organizações didáticas no contexto da residência pedagógica de língua portuguesa”, Capítulo 23, George Pereira Brito e Maria Beatriz Bezerra de Brito dedicam-se a examinar as produções de Organizações Didáticas de um programa de residência pedagógica para o ensino médio desenvolvido pela Universidade Estadual da Paraíba, com o objetivo de dar suporte aos alunos bolsistas para que tenham em mãos materiais adequados para o ensino de português. No horizonte da educação básica e suas diversas disciplinas, o Capítulo 24, com o título de “Química verde: análises das concepções de alunos do ensino médio”, de autoria de Michelle de Moraes Brito, Kariny Mery Araujo Cunha, Francilene Pereira da Silva e Márcia Valéria Silva Lima, atende às demandas da educação ambiental, uma vez que, preocupadas com os vários níveis de degradação do meio ambiente, as autoras analisam a percepção de alunos do ensino médio acerca das problemáticas ambientais, na perspectiva da Química Verde, atribuindo a importância de formar sujeitos mais conscientes acerca dos problemas ocasionados pela ação humana na natureza. No Capítulo 25, “As licenciaturas em química ead e presencial nos IF: uma análise dos projetos pedagógicos de cursos e as implicações na formação docente”, os autores Dylan Ávila Alves, Nyuara Araújo da Silva Mesquita, Raiane Silva Lemes e Abecy Antônio Rodrigues Neto avaliam cursos de licenciatura em Química de Institutos Federais em sua modalidade de Ensino a Distância (EaD) e comparam as suas especificidades – direcionadas aos alunos – com o modelo de ensino tradicional. Nos dois últimos capítulos, percebendo a emergência das novas tecnologias nas práticas educacionais, Karina Pereira Carvalho, Mariana da Costa Teles, Marcelo Augusto Costa Vilano e Vinícius Pedro Damasceno Lima destacam, no Capítulo 26, “Ensino remoto da matemática a partir das tecnologias digitais: a importância dos jogos digitais como ferramenta auxiliar da aprendizagem”, o papel de jogos digitais no processo de ensino-aprendizagem da matemática e como essas ferramentas auxiliam no desenvolvimento de habilidades de raciocínio lógico e cognição. Em diálogo com a área, no Capítulo 27, “A modelagem matemática utilizada para ensinar funções e aplicações”, Karina Pereira Carvalho trabalha com a modelagem matemática como princípio norteador do ensino das funções e aplicações, objetivando apresentar soluções para lidar com as dificuldades dos alunos relacionadas ao tema. Apresentadas as coordenadas iniciais de cada capítulo do Livro Conexões: Linguagens e Educação em Cena, convidamos o leitor para que adentre nas páginas desta coletânea e deixe fluir essas cenas de aprendizagem na sua formação humana. Como declara Paulo Freire, no livro Educação como prática da liberdade (1967), “há uma pluralidade nas relações do homem com o mundo, na medida em que responde à ampla variedade dos seus desafios.” Nesse sentido, esta obra fornece diversos olhares sobre alguns desafios que os autores e autoras enfrentam em suas experiências humanas. Suas contribuições são plurais e buscam responder as problemáticas da linguagem, da educação, da literatura e da sociedade que os cerca. Uma última assertiva: os conhecimentos são mutáveis, o que permanece é o desejo de produzir novos pensamentos e afetos transformadores.