Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Es presenten diferents caires de les traduccions de Joaquim Garcia i Girona, centrats en la poètica d’Horaci. Algunes odes i epodes apareixen traduïts i publicats al Butlletí de la Societat Castellonenca de Cultura, entre el 1920 i el 1958, a la secció intitulada pel traductor “Del jardí d’Horaci”. La minuciositat i rigor de la traducció, juntament amb les notes complementàries per a la tria del lèxic català adient, ens mostren la seua intuïció i el seu coneixement lingüístic profund tant del llatí com del català.

The aim of this paper is to reflect on the translation approach of two Latin authors of Late Antiquity, based on a series of their paratexts: Jerome (Ad Pammachium de optimo genere interpretandi, 57) and Calcidius (Introductory Epistle and preface of the Commentarius in Timaeum). Since both are dedicated to the translation of texts that could be considered “sacred” in Late Antiquity (the Bible, Plato’s Timaeus), their translation practices are mainly met with a tension between the poles of “tradition” and “innovation”, which can be re-read from a Translation Studies’ perspective through the categories of “fidelity” and “freedom” / “equivalence”. In short, what is at stake is the construction of discursive and moral authority (auctoritas), which guarantees the effectiveness of its task, on texts that project a particular character: the sacred.

The purpose of this paper is to offer an approach to the translation of irony in Demosthenes’ masterpiece – the speech On the Crown – into Spanish within the framework of the verbal attacks that the orator directs on his great political rival, Aeschines

Introducción: las prescripciones potencialmente inapropiadas en ancianos es un hecho común, tanto en el ámbito comunitario como hospitalario, dada su frecuencia elevada de comorbilidad grave y polifarmacia, y conlleva importantes repercusiones clínicas y económicas.Objetivo: determinar la prevalencia de polifarmacia y de prescripción de medicamentos potencialmente no apropiados en adultos mayores.Métodos: se realizó un estudio analítico transversal, de series de casos, en adultos mayores hospitalizados en el hogar de ancianos “Lidia Doce Sánchez” de Bayamo entre 1ro de septiembre de 2018 al 1ro de septiembre de 2019. La información se obtuvo del análisis de las historias clínicas y la aplicación de los criterios de STOPP/START. El análisis de los datos se realizó mediante estadística descriptiva, se utilizaron pruebas de contrastación de hipótesis y se determinó la razón de prevalencia para determinar los factores asociados.Resultados: fueron frecuentes los pacientes con edades iguales o superiores a 75 años; del sexo masculino; con grado de instrucción primaria; con estado civil soltero y desnutridos. El promedio de comorbilidades por paciente fue de 4,2 ± 2,5; encontrándose como las principales afecciones las enfermedades cardiovasculares. La polifarmacia fue frecuente. La relación de riesgo frente a las potenciales prescripciones inadecuadas de medicamentos es con la edad avanzada, nivel de instrucción baja, comorbilidad, malnutrición y polimedicación. Las potenciales omisiones en la prescripción relacionan con la edad avanzada. Las potenciales interacciones medicamentosas aumentan su probabilidad de presentación con edad avanzada, un nivel bajo de instrucción, la desnutrición, la comorbilidad y la polimedicación.Conclusiones: se constató elevada polifarmacia y prescripción de medicamentos potencialmente no apropiados en los adultos mayores.

Abstract This article focuses on the multimodal construction of the historical testimonies about the Mapuche people included in official History textbooks for primary education in Chile. The objective of the study is to examine the representation and evaluation of the Mapuche people in the colonial period from a critical and multimodal perspective. This analysis is based on the theoretical and methodological approach of functional systemic semiotics and explores the verbal and visual historical testimonies, considering in a particular way the symbolic representation of the images and the verbal and visual value construction of the historical testimonies from the appraisal system. The most relevant results of this analysis show different levels of multimodal coherence between visual and verbal historical documents. Therefore, the verbal mode highlights, through an evaluative prosody of negative integrity, the naturalized vision of the Mapuche people as an inferior race, incapable and of little value and, therefore, enslaveable. Their ethical attributes and negative capacity also represent them as responsible for the abusive conditions to which they were subjected during the colony. The visual mode, on the contrary, rescues the warrior Mapuche, although it also gives prominence to evaluations of negative integrity, through epistemic and axiological icons that reinforce the ideologies of racialization and primitivization of a Mapuche people considered violent and backward.

This article performs an exploratory study that aims to analyze the ways in which students in the last cycle of mandatory secondary education build their representations on teaching grammar and its concepts, in this case on the adverb. The knowledge of the students' grammatical representations regarding this category allows the analysis and the reflection of their difficulties to conceptualize and recognize the adverbs. Additionally, this knowledge help us to discover how these representations can facilitate or hinder the appropriation  processes of new grammatical learning.

El inconstante corregido is the only novel published by Pablo de Olavide from Lima whose originality has been confirmed, in a recent investigation that opened new lines of investigation in order to limit the exact relevance of this text in the history of literature. To this end, and although its content and background are already known to us, an analysis of the novel from a formal point of view is necessary, which would establish it as a pioneer in a genre with no antecedents in Spanish. To do this, the definition of bildungsroman offered by Miguel Salmerón in his work on this genre has been used, and it has been verified whether Olavide's text conforms to the characteristics of this type of narrative; in turn, it has also been compared with other foreign coming-of-age novels, and with other previous Spanish texts to which that label had been assigned without total accuracy. Such verifications allow us to affirm that, in effect, it is the first known Hispanic - and at the same time American - bildungsroman, and one, moreover, a new and innovative one on the international panorama.

enrique Lihn's novels mask, behind a culture of show business, latent repressive acts. The author's narrative is crossed by the presence of intolerable situations generated by a fascist regime, which uses ideological rhetoric and simulation to create cults for personality and forms of cultural vassalage. Batman in Chile is built as an artifact that shows the national locus horridus. Through kitsch, as a textual strategy, the author appropriates the language and formats left by the detritus of the mass media, while seeking to evade an environment of censorship and control over discourses. The world of the novel is a simulacrum of ideologies that fit the American model of life. A representation of the Chilean reality of the cold war period that exposes the spectacle and the mass media as ideological apparatuses at the service of the deformations of power and its rhetoric.  

The objective of this work is to analyze the argumentative discourse of men and women, immigrants and Chileans, residing in the Los Ríos region, through the reconstruction of argumentative schemes, used to justify points of view, in relation to the pandemic situation, at the year 2020.The design of this study is framed within the qualitative paradigm, with a descriptive-interpretive scope. The theoretical-methodological framework of the research draws on the theory of argumentation, mainly from the pragma-dialectic approach. The analysis contemplates the identification and description of the argumentative schemes used and their propositional orientation, which is approached from the variables of gender and place of origin. The results show that the study participants use various argumentative strategies to justify points of view, with a predominant inclination towards symptomatic relationship schemes (examples and signs) and a lower proportion of causal schemes and analogy. The analysis on the propositional orientation of the argumentative schemes allows distinguishing a differentiated position between women and men. The former show implications of filial, vital and emotional experience in their argumentative performance, while the latter mostly distance themselves from individual life experiences, positioning themselves in global, social and ideological spheres.

Abstract We report preliminary results of a mixed-methods longitudinal study of academic writing by graduate students writing in English in Vietnam.  The research involves Vietnamese EFL teachers (n=62) taking a 2-year MA Linguistics (TESOL) program delivered in hybrid mode.  The program, jointly taught by an American private university and a large public university in Vietnam, uses an innovative scaffolded thesis model developed by the researchers. In program entry surveys, vocabulary was mentioned most often as a significant challenge for academic writing. We compared the vocabulary that our students used in early and late drafts of their theses against two reference corpora: The graduate level linguistics subcorpus of the BAWE corpus of student academic writing and COCAA 2010-12.  Data from the first drafts of the introduction, discussion and conclusion sections shows the Vietnamese students compare favorably with both native and non-native students in the BAWE subcorpus in terms of lexical density measured as type to token ratio, but their use of both discipline-specific and “core academic” words is more limited in scope. Between drafts, the overall length of writing expanded by approximately 17% and students collectively added 302 word types including 25 core academic and 11 discipline specific. It is clear from our research that vocabulary cannot be disentangled completely from other aspects of academic writing such as lexical bundles, syntax, and cohesion. Our research will enhance writing pedagogy in EAP with suggestions for developing targeted and contextualized instruction in using academic vocabulary, and it will be of particular interest to instructors of advanced students writing in an EFL environment.