Academic literature on the topic 'Multidimensional ruptures'

Abstract There is growing recognition that the older adult life course can involve critical transitions that function as significant sources of adversity, and ruptures in life trajectories. While knowledge about how these ruptures generate multidimensional disadvantage remains underdeveloped, less is known about how they are spatially constituted and how their processes and outcomes may be mediated by older peoples’ relationship with place. Utilizing a ‘sense of home’ as a conceptual orientation, this paper explores the role of place in social exclusion arising from life-course ruptures. Focusing on bereavement, dementia on-set and forced migration, it draws data from 45 life-course interviews. Place (e.g. home environment and the wider community) was involved in three ways: as a component of the rupture; as a life domain where people experience exclusion; and as a mediator of exclusionary processes. Circularity is observed, with perceived environmental uncertainty intensifying effects of rupture-related exclusion, further contributing to that uncertainty.

Resumen. Esta investigación se enmarca en el estudio del proceso de configuración de destinos turísticos rurales, en el cual se investiga la transición de territorio a destino. El objetivo de este trabajo es analizar el proceso de distanciamiento en el medio rural, identificado gracias a las potencialidades derivadas del uso de la triple codificación que caracteriza la Grounded Theory. El distanciamiento es definido como una desterritorialización multidimensional y caracterizado por cuatro rupturas: socioproductiva, sociocultural, socioambiental y política. Este proceso se identifica como el momento en el cual un territorio oscila entre el declive y la reconstrucción para el impulso del desarrollo territorial basado en las especificidades del territorio. Es una investigación cualitativa inductiva, realizada a partir de la perspectiva glaseriana de la Grounded Theory como metodología de investigación y análisis. Aborda la desterritorialización desde una perspectiva filosófica y económica para explicar el proceso de distanciamiento. Una fase de conceptualización del territorio previa a la construcción de destinos turísticos en el medio rural.
 
 Palabras clave: Grounded Theory, distanciamiento, desterritorialización.
 
 Abstract. This research is part of the study of the process of configuration of rural tourist destinations, in which the transition from territory to destination is researched. The aim of this paper is to analyze the process of distancing in the rural environment, identified thanks to the potentialities derived from the use of the triple coding that characterizes the Grounded Theory. Distancing is defined as a multidimensional deterritorialization, characterized by four ruptures: socio-productive, socio-cultural, socio-environmental and political. This process is identified as the moment in which a territory oscillates between decline and reconstruction in order to promote territorial development based on the specificities of the territory. It is a qualitative inductive research, carried out from the glaserian perspective of the Grounded Theory as a research and analysis methodology. It approaches deterritorialization from a philosophical and economic perspective to explain the process of distancing. A phase of conceptualization of the territory prior to the construction of tourist destinations in the rural areas.
 
 Key words: Grounded Theory, distancing, deterritorialization.

The aspects of poverty are multidimensional and reasoning by income level is only one facet of an eminently complex problem. The Malagasy economic and social disarticulation is intimately linked to this poverty and does not make it possible to propose an unequivocal and peremptory solution or outcome to the problem. The institutional approach, a consideration over time and therefore historical, far from claiming to be a panacea can be a great help, by resorting to the concept of circular causality of Thorstein Veblen and the complex thought of Edgar Morin. It is ultimately a question of apprehending the possibilities of breaking the vicious circle of Malagasy economic failures and overcoming the poverty trap which has become an insurmountable obstacle at the present time.

Two-dimensional materials (2DM) has been already applied for bio- and chemical sensing[1],[2]. Even individual 2D materials often outperform bulk analogues, showing strong response and being compatible with flexible technologies, thus opening horizons for wearable and Point-of-Care applications[3]. Most recently, emergent need to achieve better, more precise and sensitive drug detection in medicine and health care has been addressed by developing new types of biosensors[4]. Extending properties of individual 2DMs by constructing their van der Waals heterostructures, either lateral or vertical, offers new response and/or transduction mechanisms and further improvement of device performance. Such heterostructures have potential for label-free biosensing and could be designed and/or integrated together to generate several signals in response to a single analyte. Such a capability enables a multimodal detection, which exceeds single-mode biosensing through its higher throughput, as well as by better ability to differentiate the analyte from background signals in a complex media, and potentially allows multiplexing (responding by several channels to a group of substances in parallel). Despite significant efforts were invested into discovery of newer and better 2D materials with biosensing capabilities, there is only limited knowledge of factors that could limit its performance. Indeed, atomically thin 2D materials have an ultimate surface-to-volume ratio which helps sensing, but may result in surface non-uniformities at the nanometer scale such as: atomic impurities, adsorbates, single atom and lattice defects, wrinkles and ruptures – to name just a few. Such defects may modulate their sensing properties. Here, a new multidimensional optical imaging technique will be presented which is capable to detect lattice mismatch and work function difference in the heterostructure material. Those result in strain and charge transfer and vary optical response at the nanometer scale, hard to detect and study by normal characterization tools. We present a vertical heterostructure comprised of monolayer graphene and single layer flakes of MoS2. An optical label-free detection of doxorubicin, a common cancer drug, is reported via three independent optical detection channels (photoluminescence shift, Raman shift and Graphene Enhanced Raman Scattering). Non-uniform broadening of components of multimodal signal correlates with the statistical distribution of local optical properties of the 2DM heterostructure. It will be shown how mapping of distribution for doping and strain (taken with sub-diffractional resolution) allows one to understand the role of those for modulation of electronic properties of 2D material. Acknowledgement: partial support is acknowledged from NSF CHE-2032582, CHE-2032601, DMR-1539916 and DMR-2011839 grants. [1] Oh, S.-H.; et.al, Nature Communications 2021, 12, 3824. [2] Bolotsky, A.; et.al, ACS Nano 2019, 13, 9781. [3] Pang, Y.; et.al, Small 2020, 16, 1901124. [4] Moradi, R; Small (2021). doi: 10.1002/smll.202104847

This article analyzes the existential dilemmas of the new citizen class in the 1980s through the life dilemmas of Yin, Jiahou, the protagonist of Chi, Li's novel A Troubled Life. Facing the multiple pressures of husband and wife, father-son relationship and career development, Yin, Jiahou reflects the identity dilemma of the new citizens in urban life. Meanwhile, starting from the clues of his son, Yin, Lei, and his house, he explores the problems of rupture and transformation faced by the new citizens during the period of social transformation. Under the background of reform and opening up, the new citizens both harbor aspirations for a better life and face existential dilemmas, presenting a complex and multidimensional state of existence. This is not only a personal predicament, but also an inevitable product of the transformation of the times.

ABSTRACT A multidimension source model for generating broadband ground motions with deterministic 3D numerical simulations is proposed in this article. In this model, the source is composed of several superimposed layers, and the total seismic moment is assigned to these layers in different proportions. Each layer exactly fills up the seismic fault and is uniformly divided into subsources with size decreased progressively to reflect different levels of rupture details. Hence, the proposed multidimension source model may consider the realistic rupture process of an earthquake, that is, the spatial and temporal heterogeneity of source parameters, and generate broadband ground motions. To verify this source model, the 1994 Northridge earthquake is simulated with four multidimension source models, based on different source inversion results. The amplitudes, durations, and spectral characteristics of the observed ground motions of the 1994 Northridge earthquake are respectably reproduced in a range of frequencies up to 5 Hz. In addition, a scenario earthquake is also simulated with four multidimension source models, with different synthetic rupture process. The simulated ground motions of the scenario earthquake are generally in good agreement with the Next Generation Attenuation-West 2 ground-motion prediction equations. This demonstrates that it is promising to simulate realistic broadband ground motions of strong earthquakes with a proper source description and realistic Earth models.

O objetivo do presente artigo é evidenciar possíveis contribuições de uma Didática Multidimensional para a prática pedagógica, a partir das percepções de pós-graduandos em Educação. Considerando seus princípios fundamentais, dos quais se destacam: ensinar com pesquisa, relações dialógicas, mediação pedagógica, rede de saberes e processos de práxis. Neste sentido, surge o seguinte questionamento: Quais as percepções de pós-graduandos quanto à complexidade de uma Didática Multidimensional e suas contribuições para a atividade docente? Nesta pesquisa exploratória, participaram nove pós-graduandos em Educação – mestrandos e doutorandos, docentes do ensino superior de diversas áreas. Sendo que, as produções escritas sobre o que a didática ensina à própria área em articulação com os referenciais teóricos – Franco e Pimenta (2016); Pimenta, Franco e Fusari (2015); Libâneo (2014); Charlot (2000); Freire (1997); Veiga (1996); Candau (1983) – compuseram o corpus da pesquisa. O estudo teve como pressupostos o entendimento de que o ensino, objeto da Didática, se configura como uma prática social e um fenômeno complexo. O que demanda diferentes interlocuções entre os saberes a serem, constantemente, reconstruídos pelos professores e exige ruptura com os modelos prescritivos e transmissivos de aula, para uma formação centrada na pesquisa. Assim sendo, professores e estudantes, ao se compreenderem pesquisadores, problematizam a realidade na busca de alternativas de reflexão-transformação.AbstractThe objective of this article is to evidence possible contributions of a multidimensional didactics for the pedagogical practice. Considering its fundamental principles, which include: teaching with research; dialogical relations; pedagogical mediation, network of knowledge and processes of praxis. Thus, some questions arise, such as: What are the post-graduate students' perceptions regarding the complexity of a Multidimensional Didactics and its contributions to the teaching activity? In this exploratory research, nine postgraduate students participated in Education - masters and doctoral students, teaching higher education in various areas. Thereby, their productions written about what didactics teaches the own area in conjunction with the theoretical - Franco and Pimenta (2016); Pimenta, Franco and Fusari (2015); Libâneo (2014); Charlot (2000); Freire (1997); Veiga (1996); Candau (1983) – comprised the corpus of research. The study had as assumptions the understanding that education, object of didactics, configures itself as a social practice and a complex phenomenon, which requires different interlocutions among knowledges, to be constantly rebuilt by teachers and requires a rupture with the prescriptive models and transmissive classroom, for a training focused on research. In this sense, teachers and students to understand researchers, problematize the reality in the search for alternatives for reflection-transformation.Keywords: Didactics; Teaching in Higher Education; Multidimensional Didactics; Teaching-learning.ResumenEl objetivo del presente artículo es evidenciar posibles contribuciones de una Didáctica Multidimensional para la práctica pedagógica. Considerando sus principios fundamentales, de los cuales se destacan: enseñar con investigación; relaciones dialógicas; la mediación pedagógica, red de saberes y procesos de praxis, cuestionamos: ¿Cuáles son las percepciones de postgraduados en cuanto a la complejidad de una Didáctica Multidimensional y sus contribuciones a la actividad docente? Se trata de una investigación exploratoria, en la que participaron nueve postgraduados en Educación - maestrandos y doctorandos, docentes de la enseñanza superior de diversas áreas. Sus producciones escritas sobre lo que la didáctica enseña a la propia área en articulación con los referentes teóricos - Franco y Pimenta (2016); Pimenta, Franco y Fusari (2015); Libâneo (2014); Charlot (2000); Freire (1997); Veiga (1996); Candau (1983) – compusieron el corpus de la investigación. El estudio tuvo como presupuestos el entendimiento de que la enseñanza, objeto de la Didáctica, se configura como una práctica social y un fenómeno complejo, lo que demanda diferentes interlocuciones entre los saberes, a ser constantemente reconstruidos por los profesores y exige ruptura con los modelos prescriptivos y para la formación centrada en la investigación. En ese sentido, profesores y estudiantes, al comprenderse investigadores, problematizan la realidad en la búsqueda de alternativas de reflexión-transformación.Palabras clave: Didáctica. Docencia en la enseñanza superior. Didáctica Multidimensional. Enseñanza-aprendizaje.

Esta pesquisa situa-se no campo da etnoecologia e aborda o conhecimento ecológico tradicional (CET) sobre plantas cultivadas na comunidade de Estirão Comprido, rio Cuiabá, Barão de Melgaço, Pantanal matogrossense. Foram entrevistados 22 pescadores para a elaboração da lista livre de plantas. Para a análise da lista, foram utilizados: índice de saliência de Smith, análise de consenso cultural, similaridade e dissimilaridade com escalonamento multidimensional e técnica de empilhamento. O programa ANTHROPAC 4.0 foi utilizado para o tratamento estatístico dos dados. Por meio do índice de saliência de Smith, foram identificadas seis rupturas no domínio cultural sobre plantas cultivadas, concentrando-se em 116 etnoespécies. Laranja e milho foram citados com maior frequência e em primeiro lugar na lista, portanto, encontram-se na primeira ruptura da lista livre com índices de Smith 0,728 e 0,711, respectivamente. A análise de consenso cultural mostrou que o CET sobre plantas cultivadas caracteriza um consenso, concentrando-se em 18 etnoespécies. A análise de empilhamento evidenciou que o conhecimento sobre plantas está relacionado aos diferentes tipos de uso. Neste contexto, as possibilidades de uso e manejo aqui evidenciadas podem contribuir para a elaboração de políticas públicas destinadas à conservação da biodiversidade ecológica e cultural.

Este artigo é fruto dos estudos realizados pelo Grupo de pesquisa Didaktiké - Grupo de Estudos e Pesquisas em Didática e Questões Contemporâneas (FE/UFG), no período de agosto de 2020 a agosto de 2021. Tivemos como foco de análise os trabalhos apresentados no Encontro Nacional de Didática e Práticas de Ensino (ENDIPE) 2018 sobre a Didática Crítica Multidimensional Emancipatória a fim de compreender os princípios epistemológicos e metodológicos desta didática, bem como a apropriação de seus conceitos nos estudos apresentados no âmbito do ENDIPE. Apoiamo-nos, então, nas formulações de Pimenta; Franco e Fusari (2015), Franco e Pimenta (2016) e Melo e Pimenta (2018). Ainda, como fundamento, contribuíram para a análise Ardoíno (1998) Charlot (2013) Freire (1987; 1996) e Morin (2001; 2004). Entendemos que a Didática Crítica Multidimensional Emancipatórias pode ser observada nos trabalhos de formas específicas, contudo todas elas afirmam reconhecem a importância dessa perspectiva como uma possibilidade de ruptura com o que está posto na realidade educacional brasileira como também teórico metodológica alinhada com o compromisso político voltado para a formação humana, para a práxis e para a emancipação. Palavras-chave: Didática. Didática Crítica Multidimensional Emancipatória. Didáticas Emergentes ABSTRACT This article is the result of studies carried out by the Didaktiké Research Group - Study and Research Group on Didactics and Contemporary Issues (FE/UFG), from August 2020 to August 2021. We focused our analysis on the works presented at the Meeting National Didactics and Teaching Practices (ENDIPE) 2018 on Emancipatory Multidimensional Critical Didactics in order to understand the epistemological and methodological principles of this didactics, as well as the appropriation of its concepts in the studies presented within the scope of ENDIPE. We rely, then, on Pimenta's formulations; Franco and Fusari (2015), Franco and Pimenta (2016) and Melo and Pimenta (2018). Still, as a foundation, Ardoíno (1998) Charlot (2013) Freire (1987; 1996) and Morin (2001; 2004) contributed to the analysis. We understand that the Emancipatory Multidimensional Critical Didactics can be observed in the works in specific ways, however all of them claim to recognize the importance of this perspective as a possibility of breaking with what is set in the Brazilian educational reality as well as methodological theory aligned with the political commitment aimed at human formation, for praxis and for emancipation. Keywords: Didactics. Emancipatory Multidimensional Critical Didactics. Emerging Didactics