Repaso de la geografía gallega

Las agras de centeno y la ría de Vigo - La canción del suburbio y el ocaso de las conversaciones - El triunfo de los genios del agua - Peregrinos y turista

Berichte aus der Antikensammlung 2008-2009

Numeración errónea en el original

School of Historians of St. Volodymyr University: strokes to a creative portrait of O.І. Stavrovsky (1811-1882)

У статті пошановується особистість українського історика, вченого, професора Університету Св. Володимира О.І. Ставровського (1811-1882) та розглядається його життєвий шлях, об’єктивно досліджується його педагогічна і наукова діяльність та наукова спадщина, завідування Музеєм старожитностей Університету Св. Володимира на основі аналізу історіографії про нього із середини ХІХ – до початку ХХІ ст.The article is devoted to the honored personality of the Ukrainian historian, scholar, Professor of St. Volodymyr University O.І. Stavrovsky (1811-1882) and is examined objectively his life, his teaching, pedagogical and scientific activities and heritage, his managing of the Museum of Antiquities of St. Volodymyr University on the basis of the historiography about him from the middle of the XIX – to the beginning of the XXI centuries. It is proved that O.I. Stavrovsky, as a representative of the School of Historians of St. Volodymyr University, who gave the University thirty years of his life, scientific and pedagogical activity, had a direct attitude on the formation of the School of Historians of the institution in the XIX century, was at the origins of this School, initiated its traditions, contributed to the development of education and science on the Ukrainian lands of the Russian Empire in the 30's and 60's of the XIX century.В статье почитается личность украинского историка, ученого, профессора Университета Св. Владимира А.И. Ставровского (1811-1882) и объективно рассматривается его жизненный путь, педагогическая и научная деятельность и наследие, заведование Музеем древностей Университета Св. Владимира на основе анализа историографии о нем с середины XIX – до начала XXI ст

Le grand frère : coaching, adolescence et lien de confiance

L’objectif principal de cette recherche est d’explorer le rôle du lien de confiance dans la relation entraîneur-entrainé dans une équipe de soccer masculine au sein d’une école secondaire québécoise. Notre cadre théorique est issu du paradigme constructiviste, les théories retenues sont l’interactionnisme symbolique et l’ethnométhodologie. La collecte de données s’est effectuée par le biais d’une phase d’observation participante suivie de 9 entretiens semi-dirigés. La théorisation ancrée a été utilisée pour analyser les entrevues. Cette recherche indique que le lien de confiance s’établit entre l’entraineur et les joueurs à travers un processus de construction. L’analyse nous permet d’identifier 7 rôles que l’entraineur joue auprès de ses joueurs qui lui permettent d’établir une relation de confiance avec ces derniers. Ces rôles sont : le modèle, l’initiateur, le coach, l’ami, le protecteur, l’aidant et la source d’amour. En tant que grand frère, l’entraineur guide ses joueurs au travers des tracas de la vie tant sur le plan sportif qu’extra sportif. En se servant du lien de confiance, l’entraineur apparait comme un individu capable d’intervenir auprès de ces jeunes hommes qui forment pourtant une population dite « difficile » à atteindre par les services sociaux.The main objective of this research is to explore the role of the trust bond in the relationship between coaches and players in a men's soccer team at a Quebec high school. Our theoretical framework comes from the constructivist paradigm, the theories retained are symbolic interactionism and ethnomethodology. Data collection was done through a participant observation phase followed by 9 semi-structured interviews. The grounded theory was used to analyze the interviews. This research indicates that the trust bond is established between two actors through a construction process. The analysis allows us to identify 7 roles the coach plays with his players that allow him to establish a relationship of trust with them : the model, the initiator, the coach, the friend, the protector, the helper and the source of love. As a big brother, the coach guides his players through the hassle of life in both sportive and extra sportive elements. Using the trust bond, the coach appears as an individual able to intervene with these young men who form a so-called "difficult" population to reach by the social services

Consciousness, belief, and the group mind hypothesis

According to the Group Mind Hypothesis, a group can have beliefs over and above the beliefs of the individual members of the group. Some maintain that there can be group mentality of this kind in the absence of any group-level phenomenal consciousness. We present a challenge to the latter view. First, we argue that a state is not a belief unless the owner of the state is disposed to access the state’s content in a corresponding conscious judgment. Thus, if there is no such thing as group consciousness, then we cannot literally ascribe beliefs to groups. Secondly, we respond to an objection that appeals to the distinction between ‘access consciousness’ and ‘phenomenal consciousness’. According to the objection, the notion of consciousness appealed to in our argument must be access consciousness, whereas our argument is only effective if it is about phenomenal consciousness. In response, we question both parts of the objection. Our argument can still be effective provided there are reasons to believe a system or creature cannot have access consciousness if it lacks phenomenal consciousness altogether. Moreover, our argument for the necessary accessibility to consciousness of beliefs does concern phenomenal consciousness