Originally presented as the author's thesis, Barcelona, 1972. / Includes bibliographical references (p. 353-361).

Orientador: Isabella Tardin Cardoso / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-23T14:30:27Z (GMT). No. of bitstreams: 1 Alves_DiogoMartins_M.pdf: 1909699 bytes, checksum: 6568a7fe36c5be97cd12c62ef79bd815 (MD5) Previous issue date: 2013 / Resumo: A relevância da obra "Fábulas" (Fabulae), atribuída a um certo Higino, tende a ser cada vez mais reconhecida nos estudos mitográficos, embora estudiosos divirjam quanto ao valor da obra em si, considerada desde uma mera e medíocre tradução de um único compêndio grego, hoje perdido, até o mais importante manual de mitologia legado pela Antiguidade greco-romana. Esta pesquisa, que tem como corpus as fábulas I a CXXV (os quatorze primeiros ciclos mitológicos e a fábula Odisséia) não tem por pretensão qualificar a obra naqueles termos: o intuito é, antes, observar seu texto (com destaque a características relacionadas a sua língua, estilo e gênero), investigando, inclusive, a relevância de tais aspectos para o estudo mais geral dos mitos ali referidos (entre eles, inclusive, mitos para os quais hoje Higino é a única fonte antiga). Para tanto, o texto do primeiro ciclo mitológico (Fab. I a VI) é cotejado com a narrativa que Ovídio faz dos mesmos mitos (Met. IV. 512-542; 563-603; Fast. III. 853-876 e VI. 473-562). Analisa-se, em seguida, a fabula CXXV. Odisséia e suas relações com a obra homônima de Homero. A partir da tradução do corpus anotada para a língua portuguesa (inédita, ao que saibamos, no Brasil), elencamos aspectos do estilo "objetivo" que caracteriza a obra Fabulae como um compêndio mitológico / Abstract: The relevance of the work Fabulae, assigned to a certain Hyginus, tends to be more and more recognized in the mythographical studies, although scholars mostly disagree about the value of the work itself. The text is considered either as a simple and poor translation from one single Greek compendium, today lost, or as the most important mythological manual left by the Greco-Roman Antiquity. This study, whose corpus is composed by the fabulae I to CXXV (i.e. the first 14 mythological cycles and the fabula Odisseia), does not have the intention to qualify the Fabulae in those terms. The intention is, above all, to observe the text (by focusing its language and style), as well as to investigate the importance of such aspects to the general study of the myths there presented (including those myths to which Hyginus is the only ancient source). Therefore, the text of the first mythological cycle (Fab. I to VI) is compared to Ovidian's narrative of the same myths (Met. IV. 512-542; 563-603; Fast. III. 853-876 e VI. 473-562). Then, Fabula CXXV. Odisseia and its relations to Homer's homonymous epic are appreciates. Finaly selected aspects of the "objective" style that characterizes Hyginus's work as a mythological companion, that were identified during the translation to Brazilian Portuguese, are appreciated / Mestrado / Linguistica / Mestre em Linguística

No description available.

Underutilization of screening mammography by Latinas continues unabated and may contribute to disparities in disease-free survival and mortality. Objective. Comparison of two discussion group-centered educational interventions at enhancing breast cancer knowledge, breast self-exams (BSE), and screening mammography. Methods. Pre-test post-test study design. Two cohorts of 200 Latinas each participated in survey screening and discussion groups at baseline. One cohort also viewed an animated video and had BSE training. Breast cancer knowledge, self-reported BSE and mammography history were measured at baseline and three months post-intervention. Results. Breast cancer knowledge scores were good for both groups at baseline, and significantly increased at three month follow-up for both groups (p<.05) but no significant difference was observed between groups at baseline or post-intervention. Conclusion. Community-based discussion groups are a cost-effective method for improving breast cancer knowledge and promoting screening behaviors.

The United States is rapidly becoming a more racially diverse nation. Racial minority groups are projected to make up 47% of the total population in 2050 and if current population trends continue, they are projected to surpass the non-minority population by the end of the twenty-first century. Furthermore, the Latino population, already the nation's largest minority group, is expected to triple in size and is projected to account for 29% of the total U.S. population by 2050. Unfortunately, the educational pipeline has created a shortage of Latinos in higher education. At the same time, the United States is suffering from a national shortage of registered nurses. It is, therefore, of great concern that the proportion of minority students in nursing education programs is also not keeping up with population trends. Moreover, persistent inequalities in educational opportunities have led to persistent social inequalities between majority and minority groups, including inequalities in healthcare. Increasing racial diversity among health professionals is essential, not only as a matter of educational equity, but also because evidence indicates that diversity among providers is associated with improved access to healthcare for racial minorities. A main route to upward mobility and equality of opportunity for minorities in the healthcare industry is equity of access and success in achieving the baccalaureate nursing degree. There is an increasing body of literature which addresses retention and persistence of minority nursing students; however, the greater majority has focused on Chicano Hispanics and Black students. Further research is needed to identify factors associated with retention and persistence of other Latino groups. This study uses a qualitative design with Spradley's method of ethnographic interviewing to learn about the experiences of Puerto Rican nursing students attending college in the Northeast. Obligations to family, financial constraints and academic under-preparedness are some of the key findings gleaned from analysis of the data.

No description available.

The purpose of this qualitative study was to examine Latinas’ access to Advanced Placement/ Honors courses in a Catholic female single-sex high school and to examine their experiences and perspectives when they are granted or denied access into an AP/Honors course. This study also aimed to explore how the Catholic single-sex high school is aligned with the Catholic, single-sex, and Advanced Placement advantage for Latina students who have been granted or denied access to an Advanced Placement/Honors course. The case study focused on one Catholic all-female high school in the Western United States and participants included Latina current students and alumnae (n=11), the high school principal (n=1), and teachers (n=2) from the school. Data was collected via document review, the gathering of descriptive data, as well as participant interviews. The theoretical framework used to analyze this data was a blend of Critical biculturalism, Chicana feminist theory, as well as the principles of Catholic social teaching. Findings highlight a fairly exclusive AP/Honors placement process with unclear guidelines to be followed in order to appeal a decision. Latinas’ experiences range from feeling like outsiders and being made to feel not good enough, to feeling competitive and being resilient. Their perspectives on why they decided to appeal the decision of their placement had to do with their feeling that they had the capacity for advanced work, their driven nature, and their desire to be exposed to more learning. Further, perspectives also emerged concerning the school’s sisterhood and its influence on issues of race and class. In regards to alignment with the Catholic, single-sex, and AP advantage the data illustrates that while participants seemingly agree that there are advantages, they are also cognizant of other factors that overshadow these advantages.

The underrepresentation of women of color in science, technology, engineering, and mathematics (STEM) remains a critical issue. Uneven academic preparation and lack of interest have been cited as common factors associated with low participation and degree attainment rates among women of color in STEM; however, these factors do not adequately explain why women with academic achievement and interest comparable to their white, male peers pursue and attain STEM degrees at disproportionately low rates. Identity has been found to be a useful lens to understand why and how women of color pursue and attain STEM degrees and subsequent career goals. Viewing the challenges women of color face as a result of being in a "double bind"-both female and non-white -can enable scholars and practitioners alike to better understand how they navigate trajectories towards their career and other personal goals. Specifically, forms of capital that women of color access because of, and not in spite of, their identity have been found to provide means for women of color to successfully achieve their goals. This study uses ethnographic methods to explore the experiences of early-mid career Latina engineers and the forms of capital they have accessed along their trajectories through undergraduate education in engineering and in the early stages of their engineering-related careers. Findings reveal that Latinas draw upon multiple forms of science-related social and cultural capital to overcome obstacles related to being female and non-white in a male-dominated field in a U.S. context. The challenge associated with being a Latina is exacerbated in the workplace where "bro" culture is more pervasive than in college; however, an awareness of one's social identity, the "Americanness" of the gender/race gap in STEM, and a desire to make the field of engineering more welcoming for subsequent generations of women motivates study participants to persist. Specifically, women in this study draw strength from personal or inherited experience of struggle along their trajectories through engineering. They face challenges with an awareness that obstacles are part of any journey and have developed both an ability to transform obstacles into inspiration for working harder and an understanding that overcoming them is crucial both to repaying the debt of sacrifice of those who came before and paving the way for those who will come after. "Struggle" is thus a form of capital that women in my study acquired and is worthy of exploration as a distinct theoretical framework for persistence. Overall, findings from this study bear implications for individual supports and institutional transformation required to foster the success of Latinas in engineering as a distinct group as well as women of color in STEM broadly speaking. / Urban Education

Questions have been shown to aid in student understanding of mathematics, particularly "novel" questions (Mesa, Celis, & Lande, 2013) that do not have a predetermined answer. However, students do not always understand what is intended by questions posed by teachers, particularly those students who come from different cultural and lingual backgrounds than those dominant in the classroom discourse. This project investigated the relationship between how a mathematics teacher acknowledged students funds of knowledge in her questions and how Latina/o students responded. It shows some research based questioning techniques that allow Latina/o students greater opportunity to participate in the mathematical problem-solving process and how resulting classroom experience shows evidence of progression toward a hybrid space, as well as factors that limited progression toward a hybrid space. These results yield implications for English-speaking teachers instructing students who are bilingual in English and Spanish at varying degrees of proficiency.

Research on health prevention behaviors of Mexican immigrant mothers regarding immunizations has been limited. As of 2014, Hispanics or Latinos comprised 9.6% of the population of the state of Oklahoma and were the largest minority group within Oklahoma. This minority population has continued to grow at a rapid rate in Oklahoma. The purpose of this study was to explore the perceptions of immunizations held by Mexican immigrants who are mothers residing in Oklahoma. The aim of this study was to identify their perceived risk of contracting a vaccine-preventable disease if not immunized and knowledge of immunizations as a health prevention behavior. The health belief model and the sociocultural theory provided the theoretical underpinnings for this qualitative study. Semistructured interviews were conducted with a purposeful sample of 12 immigrants living in a rural area of Oklahoma. Data were triangulated and analyzed to identify themes and patterns. Findings indicated participants perceived susceptibility of contracting a vaccine-preventable disease if not immunized, with the severity of the disease having the potential to cause death. Identified barriers in immunization uptake were language barrier, lack of immunization information in Spanish, and fear of deportation. Recommendations include public health outreach providing culturally, linguistic appropriate immunization information to immigrants within communities. Findings provide health psychologists and other health care professionals the ability to formulate interventions targeting immunizations in female Mexican immigrants. These interventions could promote positive social change by decreasing immigrants' and their children's risk of morbidity and mortality related to lack of immunization uptake.