El Abstract Parte 1

8/16/2019 El Abstract Parte 1

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Ciclo de Licenciaturas

Materia LENGUA INGLESA

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EL ABSTRACT (PARTE I)

Tutora: Mgtr. Carolina B. Barandiaran

Coordinadora y supervisora: Mgtr. Laura E. Otero

OBJETIVOS TEORICOS

Aprender sobre las características más relevantes del ‘abstract’ o resumen.

OBJETIVOS PRACTICOS

Corresponder títulos con sus correspondientes abstracts o resúmenes.

Resolver actividades de ‘skimming’ y ‘scanning.’

EL ABSTRACT O RESÙMEN

En las últimas décadas, los resúmenes o abstracts se han convertido en un discurso

casi imprescindible de las revistas científicas de las diversas disciplinas. El abstract es

un texto de fácil reconocimiento y que obedece a convenciones internacionales

(extensión y estructura pre- establecidas, palabras clave, etc.) Se puede definir como





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Veamos un ejemplo…

Hemos dicho que el título de un trabajo debe ser una promesa exacta del contenido

del resumen. También, hemos anticipado que debe exponer lo más precisamente

posible el contenido y objetivos del estudio. Si tenemos un ‘abstract’ o resumen como

el siguiente, ¿cuál sería a tu entender el título correcto? ELIGE un título de la caja.

Silent Victims: Emotional Abuse and Neglect of Children with Disabilities

Doing Social Work: Helping People in Need.

Doing Social Work: Critical Considerations on Theory and Practice in Social

Work

Silent Victims: Helping Deaf Children at School





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Social work is a multi- dimensional and contradictory field of practice, which often leads

to theoretical confusion. Another tendency within social work today is the development

of an evidence- based practice. This kind of social engineering, together with the

theoretical confusion, might lead to the reproduction and strengthening of dominant

discourses and perspectives. Pointing out the need for critical theory to transgress and

resist hegemonic practices, the article aims to present ideas on how to theoretically

position social work practice within a framework of critical theory. The question is howto combine an ambition to develop suitable methods and to anchor social work in a

sound- social scientific context with critical theories concerning, for instance, gender,

ethnicity and class. It is suggested that a movement towards a more deconstructive

and reflexive mode of thinking and practising social work, ‘doing social work’, would

enable the field to become more ethical and reflexive. (Herz & Johansson, 2012)

En el apartado anterior te pedimos que determinaras el título que mejor

reflejara el contenido del resumen citado. Seguramente tu elección fue ‘Doing Social

Work: Critical Considerations on Theory and Practice in Social Work’ debido a que en

principio este resúmen contiene una oración que introduce la temática abordada, en

este caso ‘social work,’ – o ‘trabajo social. De hecho, este tema o frase nominal se

reitera en el resumen por ser justamente el tema desarrollado. De las opciones

posibles, deducimos que éste es el título correcto ya que los autores se proponen

revisar algunas perspectivas existentes y proponer un enfoque distinto.





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ACTIVIDAD PRÁCTICA 1

LEE los siguientes ‘abstracts’. DETERMINA qué título correspondería a cada uno de

ellos. UTILIZA los títulos del cuadro.

Environmental Impacts of Tourism

Capitalism, Democracy, and the Emancipation of Belief Silent Victims: Helping Deaf Children at School Using Heroes as Role Models in Values Education: A

Comparison between Social Studies Textbooks andProspective Teachers' Choice of Hero or Heroines

Pre- school Education has long- term Effects: but can theybe Generalised?

Silent Victims: Emotional Abuse and Neglect of Childrenwith Disabilities

Challenges of Climate Change Vis-A-Vis Tactic for Coolingthe Earth

Violence in Schools: a European Perspective





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ABSTRACT 1

Abuse is a violation of fundamental human rights and affects all aspects of children’s

development. Physical assault and sexual abuse are commonly identified, but the nature of

the emotional abuse to which children with disabilities are vulnerable has not been widely

recognized. Abuse results from denial of emotional nurturance, education and treatment as

well as rough handling, use of restraints and isolation. A holistic and integrated approach is

needed to bring children within the boundaries of ordinary protective services and provide

effective protective and prevention services.

ABSTRACT 2

Climate change is a worldwide reality discussed and debated at every corner of

scientific, political and economical forms. However, it can be tackled if timely

mitigation practices widely adopted for cooling the earth. There is a need to develop

a common sense in our daily life for saving the energy (light, fuel, water, air) for

future use. Common adoptable and recommended practices have a substantial

contribution in cooling the earth and making congenial environment for human-plant-

lives.





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ABSTRACT 3

The quality of the environment, both natural and man-made, is essential to

tourism. However, tourism's relationship with the environment is complex. It

involves many activities that can have adverse environmental effects. Many of

these impacts are linked with the construction of general infrastructure such asroads and airports, and of tourism facilities, including resorts, hotels,

restaurants, shops, golf courses and marinas. The negative impacts of tourism

development can gradually destroy the environmental resources on which it

depends. On the other hand, tourism has the potential to create beneficial

effects on the environment by contributing to environmental protection and

conservation. It is a way to raise awareness of environmental values and it can

serve as a tool to finance protection of natural areas and increase their

economic importance.

ABSTRACT 4

This paper presents the CONNECT UK-001 initiative on violence in schools in

European Union countries. It describes the organisation and structure of the

project’s country reports, and summarises the reports’ main issues and findings.

Also examined are the comparability of definitions of “school violence”, the nature

and availability of data sources, and local, national and other initiatives to reduce

violence. The paper discusses how project evaluations, financial support and the

use of cross-disciplinary approaches could improve knowledge and action in this

area. (Smith, 2004)





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ABSTRACT 5

Pre-school intervention projects are now reporting dramatic long-term follow-up

findings which appear to vindicate the claim that pre-school can serve as an

'inoculation against failure'. The recent evidence appears sound enough… it is

argued that the effectiveness of pre-school may also be conditional on features of

the educational and family context in which intervention took place, especially the

school procedures for dealing with children who present difficulties, which could

serve either to amplify or attenuate the initial effects of pre-school.

ABSTRACT 6

Common wisdom has it that capitalism and democracy are mutually reinforcing

ideologies and practices. The historical record reveals that tensions between

them emerged in the early years of industrialization and have persisted ever

since. In her presidential address to the 2012 Organization of American

Historians annual meeting, Alice Kessler-Harris argues that democracy is rooted

in an egalitarian ethos; capitalism demands liberty to amass property and to

defend it. Most of the twentieth century evidenced a strong effort to expand

democracy by enhancing possibilities for equality; that effort collapsed in the

1970s. The puzzle is why, in the face of the evident tension between capitalism

and democracy, belief in their reciprocally reinforcing qualities remained so

strong.

ABSTRACT 7





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This study explores the relationships between the frequency and identities of heroes as

role models used in the social studies textbooks in teaching 20 core values and

prospective teachers' preferences of heroes. The findings indicated that there are

striking similarities and differences between these two variables. For gender variable,

97,4 % of heroes found in the textbooks were male and % 2,6 was female, whereas all

the heroes preferred by prospective teachers were male. Moreover, 73,6 % of heroes

in the textbooks were national and 26,4 % was universal; 75 % of prospective students'

preferences were national and 25 % was international. However, the study indicated

that there is a low level of congruence between the two variables in terms of the

identities of the heroes.


En los textos aparecen diferentes números y cifras. ¿A qué hacen referencia los

números y cifras que transcribimos a continuación?

1970s: ……………………………………………………………………………….

2012: ………………………………………………………………………………...

97, 4% ………………………………………………………………………………

73, 6 % ……………………………………………………………………………..





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1- ¿Qué significa ‘fundamental’ la línea “ Abuse is a violation of fundamental

human rights and affects all aspects of children’s development”?

………. importante

……… indistinto

……… complejo

2- ¿Qué significa la palabra ‘worlwide’ la frase “Climate change is a worldwide

reality discussed and debated at every corner of scientific, political and

economical forms”?

………. sectario

……… regional

……… global

3- Qué significa la palabra ‘prospective’ en la frase “75 % of prospective students'

preferences were national and 25 % was international”?

…….. futuros

…….. previos

…….. potenciales





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DETERMINA en qué abstract se desarrolla cada una de las siguientes ideas.

Capitalismo y democracia en tensión. …………………………….

Ahorro de energía: un imperativo para todos. ……………………….

El abuso emocional de niños con discapacidades: un tema poco

explorado. ……………………………………………………………………

El capitalismo demanda la adquisición de propiedades. ………………..

La educación preescolar operaría de 'inoculador contra el fracaso'

Muchas prácticas de nuestra vida cotidiana contribuyen a disminuir el

calentamiento global. ……………………………………………………….

Imágenes de héroes en libros de texto y el forjamiento de valores.

…………………………………………………………………………………..

Violencia escolar ……………………………………………………………..

El contexto educativo y familiar: factores determinantes

………………………………………………………………………………….

El trabajo por proyectos e interdisciplinario para abordar esta

problemática

ACTIVIDAD PRÁCTICA PARA INTERCAMBIAR

EN EL FORO (estará habilitado a partir del 23 de

mayo)





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BUSCA y POSTEA en el foro un ‘abstract’ de tu disciplina que sea de tu

interés. ENUNCIAR los datos bibliográficos correspondientes al pie del

abstract citado (autor/ es, año de publicación, título del paper, dónde fue

publicado, páginas)

EXPLICA brevemente el contenido del mismo con tus propias palabras.

Puedes postear tu contribución en el foro desde el 23 de mayo

al 6 de junio, período en el cual nos abordaremos el ‘abstract.’

EDONDEANDO

En esta clase hemos visto los aspectos más característicos del abstract. Hemos

dicho que el resumen de un artículo académico amplía la temática que se explicita en

el título. La próxima clase especificaremos las partes de un abstract y cuáles son los

aspectos que debemos explicitar en cada una de ellas para que su desarrollo y efecto

sea el óptimo.

Una vez más espero que hayan podido resolver las actividades propuestas para esta

clase. Como siempre cuentan con los links correspondientes a los títulos bibliográficos

de donde hemos sacado los ejemplos para el diseño de esta clase. Estaremos dando

la devolución de los prácticos obligatorios este fin de semana. En caso de dudas,

ATENCIO

N





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recuerden que pueden consultarme en la siguiente dirección

[email protected] . Los estaré acompañando como siempre. Hasta

la próxima!!

Carolina

Bibliografía

Bellora, C.; Girotti, E. (2007) Los textos de la Ciencia, Principales clases del discurso

académico-científico, “El resumen o abstract.” México: Comunicarte Editorial. P. 93-

109.

Chand, Subhash; Kumar, Rohitash. (2011). Challenges of Climate Change Vis-A-Vis

Tactic for Cooling the Earth. In Universal Journal of Environmental Research and

Technology . Volume 1, Issue 2: 222-226.

Charpin, Graciela; Ghio, Elsa. (2008). “El resumen o abstract de un artículo de

investigación”

Rogow, Sally. (2002) Silent Victims: Emotional Abuse and Neglect of Children with

Disabilities. In International Journal of Special Education 2002, Vol 17, No.1.

Herz, Marcus; Johansson,Thomas. (2012). ‘Doing’ Social Work: Critical

Considerations on Theory and Practice in Social Work. In Advances in Social Work,

Fall 2012, 13 (3).





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Kessler Harris, Alice. (2012). Capitalism, Democracy, and the Emancipation of

Belief. In Journal of American History. Vol, 99, No 3, pp. 725–740. (available at

http://journalofamericanhistory.org/: last retrieved 3rd

March, 2012)

Smith, Peter. (2004). Violence in Schools: a European Perspective. Pp. 137- 145

Woodhead, martin. (1985). Pre- school Education has long- term Effects: but can

they be Generalised? In Oxford Review of Education, Vol. 11, No2, 1985.

Yazici, Sedat; Aslan, Mecnun (2011). Using Heroes as Role Models in Values

Education: A Comparison between Social Studies Textbooks and ProspectiveTeachers' Choice of Hero or Heroines. In Educational Sciences: Theory & Practice

(ESTP), Vol 11, Issue 4, Autumn 2011.

Available at http://www.edam.com.tr/kuyeb/en/makale.asp?ID=596&act=detay

Sitio/s Web consultado/s

http://www.gdrc.org/uem/eco-tour/envi/three.html: last retrieved 20th February, 2013.

http://journalofamericanhistory.org/issues/993/index.html#articles: last retrieved 3rd

March, 2013.

“El resumen documental o abstract” en www.wikipedia.com

El Abstract Parte 1

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