Tabas y peonzas en el País Vasco

Trata de encontrar la unión entre el juego de las tabas y el de la perinola ya que ambos se llaman "sapakon" dependiendo del lugar. Existe otro juego que se llama taba que consistía en tirar una sola taba y según que lado cayese se ganaba o se perdía, este juego se parece bastante a la perinola y posiblemente es la unión entre tabas y perinola. Se dan los nombres de las tabas en diferentes lugares de Euskadi y descripción del juegoThe author tries to find the relation between the game of the knucklebones and that of the "perinola" since both are called "sapakon" in different places. There is another game that is called knucklebone that consists on throwing an only knucklebone and according to the side that falls you win or lose, this game is quite similar to the "perinola" and it is possibly the union between knucklebones and "perinola". The way the knucklebones are called in different places of the Basque Country and a description of the game are give

Teacher Teams That Work

Teaming in middle schools is considered by many to be a best practice strategy in meeting the unique needs of the adolescent learner. Systems must be in place to support teacher teams as they work towards become a functioning unit. Administrators can assist teacher teams through providing training on the evolutional phases that teams will naturally move through as well as how to negotiate team decision making. This article reviewed the phases that teams experience as they develop and the variety of personalities and roles that team members play in teams. Tips for working towards building successful teams in the middle school are provided

Plutarch on the childhood of Alcibiades

Almost four decades ago, Donald Russell published in this journal an analysis of the first sixteen chapters of theLife of Alkibiades, which consist largely of short self-contained anecdotes about Alkibiades' childhood, youth and early career (Russell 1966b). As Russell demonstrated, most of these anecdotes are juxtaposed without any causal link. Although there are the occasional chronological markers – indications, for example, that Alkibiades is getting older and passing from childhood to early manhood – some are plainly out of chronological order and it is impossible to extract a clear chronology from them. Russell argued, however, that to try to extract such a chronological narrative would be to misunderstand the function of this material, which is not to provide a narrative of Alkibiades' early years but rather to illuminate and illustrate his character.Russell's argument, in particular the stress on Plutarch's interest in character, was seminal; together with two other papers published at roughly the same time, it marked the beginning of a new appreciation of Plutarch as an author of literary merit. But Russell was rather less convinced of the logic of selection of the first five anecdotes, which relate to Alkibiades' youth and comprise some one-and-a-half pages of Teubner text (Alk.2–3).</jats:p

Considering the Classroom as a Safe Space

In the APA Newsletter on Feminism and Philosophy, Lauren Freeman (2014) advocates that faculty turn their classrooms into “safe spaces” as a method for increasing the diversity of philosophy majors. The creation of safe spaces is meant to make women and minority students “feel sufficiently comfortable” and thereby increase the likelihood that they pursue philosophy as a major or career. Although I agree with Freeman’s goal, I argue that philosophers, and faculty in general, should reject the call for turning classrooms into “safe spaces.” I begin by distinguishing extra-curricular safe spaces from the classroom as a safe space. I then argue that although faculty should not object to extra-curricular safe spaces, they should reject curricular ones. I argue that the classroom as a safe space is currently an impractical and inappropriate goal given the nature of academic philosophy, and that encouraging students to think of classrooms as safe/unsafe does not facilitate learning. Nonetheless, I agree with Freeman that faculty should take steps to ensure that students from all backgrounds have the tools they need to be successful in the classroom. I further argue that faculty calls for safe spaces creates confusion concerning the educative environment one should expect to find at the majority of America universities

The Language of the cybersouls

Debates about technology are mostly staged in a grand setting: presented as the sinister toolkit of authoritarian organisations, or as the progressive fabric of the future. Yet everyone is involved in technology as part of every microscopic action in every humdrum life. How do theories about technology cope with this political spectrum? One option is to treat technology as we treat language and specifically use Wittgenstein’s language games as an analogy. So that technology, like language, becomes inseparable from us and an intimate part of us, and this merging of technology and the human transforms us all into cyborgs

W & M News

The William and Mary News was formed from the merger of the College Record and Colleague: faculty newsletter in 1972. Publication of the print format ceased in 2007

Child's Play: Baudelaire's Morale du joujou

1996-01-01

Plato the Wrestler

A recently published portrait herm, the Berkeley Plato, raises questions about his athletic career as a youth. There can be no doubt that he was a wrestler as shown both by later sources and his own vocabulary, but did he compete internationally? Was he an Olympic athlete? Was he an Olympic victor? Or was wrestling so much a part of Athenian education that Plato the Wrestler is an expression of a societal norm? Or both? Or is the portrait not so much of the man, as it is of his philosophy?(Stephen Miller, University of California,Berkeley