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La Academia de la Arcadia supuso, desde su creación, un excelente auspicio para las mujeres que deseaban ejercer la escritura. Las escritoras de la Arcadia formaron un nutrido grupo que, si bien dentro del canon impuesto, destacó por la calidad de algunas de sus componentes hasta el punto de llegar a formar parte de las antologías masculinas de la época y siglos posteriores. No obstante, no todo fue positivo, pues quedaron fuera de la institución poetas de talento cuyo estilo de vida no congeniaba con el estilo que sus fundadores quisieron imprimir a la Arcadia. Al menos, Cristina Dudley y Teresa Zani, entre otras, vieron su labor poética reconocida en diversas antologías, The Accademia dell’Arcadia was, since its creation, an excellent omen for women who wished to practice writing. The Arcadia writers formed a large group that, although within the imposed canon, stood out for the quality of some of its components to the point of becoming part of the male anthologies not only at that time, but also in later centuries. However, not everything was positive, since talented poets whose lifestyle did not match the style that their founders wanted to impose at the Arcadia were left out of the institution. At least Cristina Dudley and Teresa Zani, among others, saw their poetic work recognized in various anthologies

Le volume compare les conférences de l’Académie avec les textes de la doctrine classique et retrace un discours qui s’étend aux discussions sur la peinture. La vraisemblance y est perçue en fonction de sa capacité à caractériser une action ou la fonction morale ou politique d’un sujet d’histoire., This volume compares the Academy’s lectures with texts aligned with the classical doctrine, exploring a discourse that extends to debates on painting. A painting’s verisimilitude is judged based on its ability to characterize an action or the moral or political function of a historical subject.

This case study appears in: Mays C, Laborie L, Griset P (eds) (2022)Inventing a shared science diplomacy for Europe: Interdisciplinary case studies to think with history. The strategy of diversification of a national science diplomacy can be supported by the academies which structure a significant part of a country’s scientific life. Academies’ international activities offer a relay for the initiatives taken by state diplomacy. Beyond the network constituted by their members, national and foreign, since the last quarter of the 20th century academies have typically become actors pursuing their own international policy combining universal values and the will to promote the science of their own country. In order to rely on this resource, national diplomacy (or in the future a European Union diplomacy) must understand the specific characteristics of these institutions, which are the result of a long-term historical construction. Several features have evolved considerably since the latter part of the 20th century. Diplomats will do well to become familiar with their academies’ culture, recognize their specific objectives and take into account their strengths and weaknesses regarding international action. The example of the French Academy of Sciences cannot be generalized to all such institutions. Its ability to network with other academies and other institutions and its various initiatives in the international sphere give us a vantage point from which to indicate the main elements structuring the international action of these unique actors of science diplomacy.

Contributeurs : Pierre Brunel, Jean-Christophe Corrado, Benedetta Craveri d'Aboville, Xavier Darcos, Bertrand Degott, Luc Fraisse, Paul Geyer, Geneviève Haroche-Bouzinac, Jean-Marc Hovasse, André Job, Guillaume Leclert, Didier Masseau, Sylvain Menant, Olivier Millet, Jean-Yves Mollier, Pierre-Louis Rey, Gilles Siouffi et Pierre Swiggers.

This chapter examines in its European context the discussions maintained from 1776 to 1787 over the admission of women to the Economic Society of Madrid, one of the patriotic societies founded in the eighteenth century and representative of Enlightened reforming ideals and models of sociability. The debate assumed a wide resonance and was seen by contemporaries as a turning point, opening up no less than a “political revolution. It was connected, to a larger extent than has been acknowledged up to now, to European discussions about the nature of gender difference, women’s education and their access to public spaces (academies, literary, scientific and reforming societies. Taking place in a period when the country was vindicating its place in European modernity, the participants in this polemic were aware that these were passionately discussed issues internationally. They used arguments taken from —either unconsciously or deliberately— a common pool of Enlightenment discourses and brandished the examples of women admitted into literary, scientific, and artistic societies in other countries to call for emulation. But they also claimed that Spain could set an even more advanced example and become the model to be imitated, by making women’s admission to enlightened institutions the rule instead of the exception. Horizon 2020/ERC-2017-Advanced Grant-787015 This chapter examines in its European context the discussions maintained from 1776 to 1787 over the admission of women to the Economic Society of Madrid, one of the patriotic societies founded in the eighteenth century and representative of Enlightened reforming ideals and models of sociability. The debate assumed a wide resonance and was seen by contemporaries as a turning point, opening up no less than a “political revolution. It was connected, to a larger extent than has been acknowledged up to now, to European discussions about the nature of gender difference, women’s education and their access to public spaces (academies, literary, scientific and reforming societies. Taking place in a period when the country was vindicating its place in European modernity, the participants in this polemic were aware that these were passionately discussed issues internationally. They used arguments taken from —either unconsciously or deliberately— a common pool of Enlightenment discourses and brandished the examples of women admitted into literary, scientific, and artistic societies in other countries to call for emulation. But they also claimed that Spain could set an even more advanced example and become the model to be imitated, by making women’s admission to enlightened institutions the rule instead of the exception.

O plakatu kao sredstvu komunikacije Vrijeme u kojem živimo potpuno je usaglašeno sa novim medijima vizuelnih komunikacija u koje se nedvosmisleno ubraja i plakat, sa svojom apsolutno prijemčivom i likovno pretpostavljenom formom, koja prati, osluškuje, provocira, uzbuđuje, obavještava i uvodi u kompleksan svijet likovnosti i dizajna. Brojni teoretičari, istoričari i umjetnici raznih profila su se bavili njegovom pojavom i analizom, te predlaganjem raznih mogućnosti definisanja samog pojma plakata i plakatske umjetnosti, pa najčešće nailazimo na informacije o plakatu kao umoženoj obavijesti koja se postavlja na javnim mjestima (moguće od riječi plak -mrljica ili krpica)? U engleskom jeziku se koristi termin poster (prihvaćeno i u našem jeziku kao doslovni prevod), ili posted up (objavljeno, u smislu postavljanja na javno mjesto). U francuskom jeziku se koristi the World Biennial of Student Poster -A Case Study Abstract: The paper World Biennial of Student Poster -A Case Study aims to show the complex structure of the poster as an art form in a historico-analytical and content-wise manner. Viewing the poster in the light of the progressive technological and innovative possibilities of modern information technologies, constantly requires challenging of the scopes and justification of the existence of a "classic" poster. Its role in contemporary society has been analyzed through various forms of manifestation in the spheres of art and modern design. Insufficiently paid attention to the essence of artistic expression through the poster, which has historically been marginalized in relation to classical painting, has positively changed over time, and through the apostrofing of the strength and the range the poster reaches, it has pointed to the significant changes in the society that this type of communication has achieved. In this paper, a prominent event of the Academy of Arts in Novi Sad, the World Biennial of Student Poster, was selected for the case study, and through the analysis of eight exhibitions of the Biennial, its role since 2004 has been evaluated with an obvious improvement in pedagogical and creative work on the poster.

This chapter examines the role of the economists in Italian academies during the period when Mussolini’s totalitarian regime attempted to transform them into propaganda bodies for the ideology and politics of fascism. The participation of economists in the academies of science, literature and the arts in the main Italian cities was an established fact since the nineteenth century. By welcoming eminent scientists from all disciplines, the academies created an elite within the elite of scholars and, in the case of Italy, they represented an instrument to strengthen the professional identity of the economists. Fascism intervened in this reality along two parallel lines: on the one hand, it tried to overcome the particularism typical of Italian culture, creating in 1929 a national cultural institute, the Reale Accademia d’Italia, and, on the other hand, it worked to mobilise the most eminent intellectuals in support of the new regime’s aims by somehow prising them from their relatively sheltered sanctums—“ivory towers” detached from the construction of a new national culture. Decisive steps were taken in 1934 when members of academies were required to swear an oath of allegiance, and in 1938, when the purge following the racial laws struck many Jew academy members, among whom 27 affiliates of the prestigious Academy of Lincei.

The research reported in this article contributes new understandings of systemic change by studying the form of system redesign known in England as academisation. The data illuminate tensions within the neoliberal policy complex that are surfaced in a single secondary school. Although several studies have described academy conversions retrospectively, there has been little research that both analyses the complex month-by-month realities of decision-making and investigates the changing views of policy actors. Drawing on data from documents, observations and interviews, we argue for academisation to be understood, not as a policy or a complex of policies, but as system redesign. Academisation is not simply a legal process: a school can be academised without officially becoming an academy. The new knowledge from this research speaks to a global audience, because the political, economic and cultural processes on which it reports are under scrutiny in other systems with experiments in school autonomy as a form of publicly funded but ‘independent’ schooling.

The Council of Emergency Medicine Residency Directors’ (CORD) Academy for Scholarship in Education in Emergency Medicine was founded in 2010 to support emergency medicine educators, advance educational methods and scholarship in Emergency Medicine, and foster collaboration among members. As one of the first academies housed in a specialty organization, the CORD Academy concept has been successfully implemented, and has now grown to thirty members in the categories of Distinguished Educator, Academy Scholar, and Academy Member in four focus areas (Teaching and Evaluation; Enduring Educational Materials, Educational Leadership, and Education Research). In this update, the Academy leadership describes the revised academy structure, evolution of the application, and reports the activities of the three Academy pillars – membership/awards/recognition; faculty development and structured programs; and education research and scholarship – in the first five years of the Academy.

[spa] ‘La huella de Cesare Ripa en la pintura alegórica española del siglo XVIII’ tiene como objetivo principal analizar el lenguaje alegórico en la pintura española del siglo XVIII y evaluar si procede o no de la obra de Ripa. Queremos comprobar si, como dice E. Mâle, “Se le tiene siempre presente; se le nombra raramente, pero se le conoce de memoria”. En el plan de investigación llevado a cabo, nos hemos aproximado el personaje y su obra, así como al grado de penetración e impacto que la obra ‘Iconología’ tuvo como fuente iconográfica en los siglos XVII y XVIII. Hemos constatado, la existencia no solo de un número elevado de ediciones en la lengua italiana y las numerosas traducciones al francés, holandés, alemán o inglés. La fortuna crítica del libro contribuyó a que las propuestas de Ripa fueran una herramienta y una fuente literaria y visual de gran ayuda para los pintores a la hora de crear los programas iconográficos, y que se difundieron por toda Europa. Como han demostrado E., Mâle, Art religieux après le Concile de Trente, (1932): “en la biblioteca del colegio romano, es allí donde encontré un libro italiano, antiguamente celebre, pero hoy profundamente olvidado: la Iconología del caballero Cesare Ripa. […]”no tarde en apercibirme que, con el Ripa en la mano, podía explicar la mayor parte de las alegorías que adornan los palacios y las iglesias de Roma”. Llegando a decir: “que en el siglo XVII italiano resplandece de la gloria de Ripa”. O la investigadora Erna Mandoswsky, Ricerche intorno all’Iconologia di Cesare Ripa (1939). En la actualidad, su estudio ha seguido despertado gran interés en los investigadores de historia del arte en Italia y Francia. España no podía quedar al margen, y hemos visto como los tratadistas del siglo de oro español Francisco Pacheco y V. Carducho o pintores como Velázquez tuvieron en sus bibliotecas ediciones de Ripa. Sobre estas bases nos hemos planteado investigar lo que sucedió en la pintura española del siglo XVIII, y si a pesar de no existir una edición propia en español, el lenguaje alegórico procedía o no de la obra de Ripa, como en el resto de Europa. Partiendo de la propia obra de Ripa y su concepto de alegoría. Hemos buscado el origen de la implantación de la obra de Ripa, que nos ha conducido al seno de la Academia romana de San Lucas, fundada por Federico Zuccaro al que siguieron G. P. Bellori Le Vite de Pittori (Roma, 1672) y el príncipe de la Academia romana Carlo Maratta, que nos ha permitido sustentar que la obra de Ripa formaba parte de la cultura visual romana y detentaba toda su vigencia en la Europa del siglo XVII. Sin embargo, a mediados del s. XVIII, J. J. Winckelmann Versuch einer Allegorie (Dresde, 1766), introduce un debate sobre la nueva concepción de la alegoría, criticando a Ripa de obsoleto y oscuro. El alemán describe características en completa oposición a Ripa. Nuestro interés se ha centrado en analizar, cual fue el impacto teórico y visual que estas dos posiciones tuvieron sobre los pintores españoles teniendo en cuanta la movilidad y circulación constante de ideas y de los pintores que hace que se internacionalicen los modelos. En España, tiene especial relevancia el hecho de que, a lo largo del siglo XVIII, llegaron a la corte española entre otros L. Giordano, C. Giaquinto, GB. Tiepolo o A.R. Mengs, quienes trasladaron modelos visuales compositivos e iconográficos donde la obra de Ripa está presente, con las particularidades específicas de cada uno de ellos. En suma, esta doble vía, literaria y visual, ha sido la utilizada en nuestra exposición. La abundante información recabada la hemos organizado en bloques temáticos, que han cristalizado, el primero a las Academias como focos de creación del lenguaje alegórico al tiempo que, de formación; y por otro, un segundo y tercer bloque dedicados al análisis de su proyección en el campo religiosos como en el civil. El primero bloque ha requerido una inmersión en las Academias de Bellas artes españolas de Madrid, Valencia, Zaragoza y Barcelona y en sus museos, para rescatar toda la información documental, así como de las obras que cumplan criterios de alegoría. Lo hemos articulado en dos capítulos, uno al análisis de las Alegorías fundacionales de las academias españolas y otra a la formación académica de los alumnos. La búsqueda de Ripa en las imágenes alegorías fundacionales nos ha permitido desvelar aspectos destacados de la identidad de cada una de estas instituciones respecto a la diversidad geográfica y en función de sus promotores. En un segundo capítulo, hemos analizado el peso que el lenguaje alegórico tuvo en la formación de los alumnos. Un plan de estudios de tres o cuatro años en las Academia era ampliable a seis de pensionados en Roma. Este último periodo lo hemos estudiado a través de sus cuadernos de dibujo o taccuini, incluyendo el estudio alegórico de uno de los taccuino inédito hasta el momento de Domingo Álvarez Enciso. En el último año se contemplaba la posibilidad de crear sus propias obras. Sin embargo, no hemos encontrado ninguna obra propia de carácter alegórico. Esto implicaba una franca contradicción con el concepto que propugnaban pintores, como: Antonio Palomino, revindicando la Idea de la pintura. Antonio Rafael Mengs, donde la invención “ennoblece el arte de la pintura”, o Goya, “crear obras de su propia invención”, para los cuales la creación artística era el objetivo último de la pintura. Aunque resulte paradójico, nuestra investigación demuestra que el lenguaje alegórico quedaba fuera del alcance de los alumnos en las Academias, y resultaba privativo de los profesores que estaban en posesión de los ‘secretos’ del mismo. En el segundo bloque, dedicado a estudiar las alegorías en la pintura religiosa, destacando dos focos de mayor impacto: Valencia y Zaragoza. En la ciudad del Turia, la huella de Palomino no solo la hemos constatado en su discípulo D. Vidal, sino que ha persistido durante todo el siglo a través de la Escuela de Bellas Artes de San Carlos bajo la dirección de J. Vergara y por sus discípulos J. Llacer, J. Parreu, J. Pérez o L. A. Planes. Este último fue el autor de las alegorías de la Cartuja de Porta Coeli, cuyas imágenes, hasta ahora inéditas, nos las ha facilitado la comunidad cartuja. Respecto a Zaragoza, la figura de Francisco Bayeu se cierne sobre toda la producción alegórica de la Basílica del Pilar. Hemos de destacar el análisis de las alegorías que decoran la Cartuja de las Fuentes, en Seriñena (Huesca), que también hasta ahora habían permanecido inéditas, son otro ejemplo de literalidad a los modelos ‘ripianos’ y como en la valenciana, todas las figuras alegóricas portan filacterias. En todos los casos la pintura alegórica está al servicio de la Iglesia en su vertiente de adoctrinamiento. Por último, el tercer bloque temático, ha consistido en analizar la pintura alegórica civil. En este caso, la pintura alegórica se ha concentrado en Madrid y Barcelona. Madrid epicentro de la pintura cortesana. Hemos observado la imbricación entre la institución monárquica y la académica, ambas instituciones actuaban como vasos comunicantes bajo la tutela real. Los pintores europeos al servicio de la monarquía española: L. Giordano, G. Amigoni, C. Giaquinto, GB Tiepolo o A.R. Mengs, actuaron como fuentes visuales de aplicación de los códigos alegóricos de Ripa en sus decoraciones. En nuestro estudio la formulación de Winckelmann: claridad, simplicidad y legibilidad, no trasciende el campo alegórico de la practica pictórica en la figura de A. R. Mengs quien no se aleja de los códigos de Ripa. La diferencia radica en los conceptos de la antigüedad y de la belleza de la nueva estética neoclasicista. Esta mirada tuvo gran influencia en los pintores españoles como F. Bayeu o M.S. Maella, que formaban parte del tejido artístico y académico en torno a la monarquía, y continuaron manteniendo las temáticas introducidas por ellos y usando como referente la misma fuente. Los contenidos alegóricos en las grandes composiciones pictóricas que decoran los Palacios responden a la exaltación de la monarquía como vehículos propagandísticos de sus “virtudes”. Frente a la visualización del poder de la monarquía, el contrapunto lo encontramos en Barcelona que sigue la misma dinámica, en este caso homenajeando a sus comitentes: la nueva aristocracia y la burguesía emergente. Como sucedía con el resto de las Academias, fueron los profesores de la Escuela de Nobles Artes de Barcelona: Pedro Pablo Montaña, Mariano Illa y Tomás Solanes, quienes recibieron numerosos encargos, tanto de las instituciones como privados. Todos ellos tienen en común que usaron como fuente la ‘Iconología’ y en particular llama la atención el gusto en sus decoraciones alegóricas por los temas alegórico-mitológicos. Finalmente, en cuanto al uso de la fuente, hemos constatado el dialogo que se establece entre los textos y la pintura alegórica. Se abre un abanico de posibilidades, dada la versatilidad del texto de Ripa, que incorpora varias acepciones para un mismo concepto. A partir solo del texto el pintor construye el lenguaje pictórico, de forma que la plasticidad de las descripciones de Ripa se trasladada al lenguaje artístico; o el pintor tiene mayor margen de interpretación y de creación, al tiempo de poder incorporar otras fuentes visuales, una lectura conjunta de referentes visuales y de Ripa son complementarias y se enriquecen entre sí. Si nos referimos a las estampas que incorporan las distintas ediciones de Ripa, en general el artista hace un uso bastante literal e imita la ilustración. También queremos subrayar la complejidad de interpretación que a veces supone la identificación de una alegoría, sobre todo si solo contamos con un atributo, que suman dificultad a decodificar los contenidos. Asimismo hemos verificado que el grado de implantación del lenguaje alegórica de Ripa, en el ámbito religioso y cortesano, se ha materializado en un altísimo porcentaje de las representaciones pictóricas de carácter alegórico, llegando prácticamente a confundirse pintura alegórica y con alegoría de Ripa, pues esta fuente representó el manual de uso común en las pinturas murales llevadas a cabo por los pintores académicos del siglo XVIII al tiempo que mostraban su erudición como pintores ilustrados. Por último, creemos haber contribuido a poner en valor la obra Iconología como fuente iconográfica en el ámbito de la pintura académico de este periodo. En conclusión, aunque nuestra lectura es estrictamente iconográfica, hemos pretendido no caer en la simplificación, sino de aplicar una mirada en profundidad, microscópica, sobre la huella de Ripa en el contexto cultural y visual de la época y contribuir con nuestra investigación a enriquecer al complejo mundo de la creación artística en el ámbito de la pintura española del siglo XVIII que ha sido el motor de nuestra investigación.

It is probable that no other time in History has brought misogyny to a higher level than that which manifested itself in the so called Tridentine culture. During this period, feminine taming would be a matter of central importance for both religious and lay authorities, so that any deviation from the desired feminine tasks (nun-daughter-wife-mother)—somehow considered “canonical”—could be severely punished. Undoubtedly, among the vilest professions that a decent woman could take was being an actress. It was considered so evil, so low, that in most cases women had to change their names to prevent social condemnation from reaching their own families. Unlike many other women of her time, Isabella Canali Andreini (Padua, 1562 - Lyon, 1604), was able to perform both on the stage and as a writer using her real name until her death. In the cultural context of the many Italian academies of the second half of the sixteenth century, Isabella could also build a true patronage network that would help her not only escape the persecutions of those times, but also to uphold her desire to leave her own legacy by means of writing. The aim of this work will be, then, to try to reconstruct the route taken by Isabella in the construction of the aforementioned network, and to examine the results obtained by her work as an academic. Es probable que ninguna época haya llevado la misoginia a un nivel más alto que el que se manifestó en el marco de la “cultura tridentina”. En ese período, el disciplinamiento femenino sería una cuestión de central importancia tanto para las autoridades religiosas como para las laicas, por lo que, cualquier desviación de las tareas femeninas (monja-hija-esposa-madre) de alguna manera consideradas “canónicas” podían ser severamente castigadas. Indudablemente, dentro de las profesiones más viles para una mujer se encontraba la de las actrices, que, en la mayoría de los casos, debían esconder su propio nombre para que la condena social no llegase a sus propias familias. A diferencia de muchas otras mujeres de su tiempo, Isabella Canali Andreini (Padua, 1562 – Lyon, 1604), desarrollando su arte en la escena y en las letras, pudo defender a ultranza su buen nombre, el que seguiría usando sin pseudónimo hasta su muerte. En el contexto cultural propio de las múltiples academias italianas de la segunda mitad del siglo XVI, Isabella lograría, además, construir una verdadera red de mecenazgo que la ayudaría no sólo a escapar de las persecusiones propias de su profesión, sino también a defender su deseo de dejar memoria de sí por medio de la escritura. El objetivo de nuestro trabajo será, pues, intentar reconstruir el recorrido realizado por Isabella en la construcción de la antedicha red y algunos de los resultados por ella obtenidos como académica.

Cet ouvrage propose une analyse des affinités et des rivalités entre littérature et arts visuels au niveau des pratiques, des réflexions théoriques et des institutions, portant sur l’Antiquité gréco-romaine, la Renaissance italienne, le Siècle d’or espagnol et surtout la France des XVIIe et XIXe siècles., This work proposes an analysis of the affinities and rivalries between literature and the visual arts on the level of practices, theoretical reflections, and institutions in relation to Greco-Roman Antiquity, the Italian Renaissance, the Spanish Golden Age, and especially France in the seventeenth and nineteenth centuries.

International audience; In education as in other public services, continuities between New Labour and the Thatcher and Major administrations have often been underlined. Since 2005 the Conservatives have endeavoured to distance themselves from both their predecessors and to set out a new vision for education. This paper, which focuses on primary and secondary education, discusses and compares discourse and policy, and argues that the expected renewal has been superseded by a re-enactment of 1980s policies and a revival of Thatcher’s ideas and values. It identifies several economic and political factors accounting for the recent ’Thatcherite turn’ in education, which should also be considered in the wider historical context of the protracted development of state education in England in the nineteenth and early twentieth centuries. Here, “New Conservatives” will refer to the Conservative-led Coalition Government.

The era between the 1830s and the opening of the 1860s witnessed a gradual shift in Baptist ministerial education. Nonconformists were becoming more respectable; and educational standards were rising in society at large. There was therefore a tendency for an academy to turn into a college. A change of scale meant that several institutions grew into larger bodies. The setting often altered from basic provision to grand facilities. The instruction delivered generally ceased to be amateurish and became more professional. The purpose shifted further from evangelism to study. Standards rose from the elementary to the advanced. The range of studies tended to move from a narrower to a broader variety. And the theology shifted from a confessional to an evangelical stance. Although there was resistance to the trends, especially from C. H. Spurgeon, traditional academies were becoming colleges with a newer ethos.

Les modes d’élaboration et de mise en œuvre de la politique éducative ont fortement évolué depuis 1997 et l’arrivée des nouveaux travaillistes au pouvoir. Les gouvernements New Labour ont réaffirmé la place centrale de l’Etat en prenant des mesures interventionnistes, que ce soit en terme d’investissements réalisés et d’octroi de moyens supplémentaires ou d’élaboration de normes et d’objectifs assignés aux établissements. Parallèlement, la participation du secteur privé dans ce domaine s’est largement développée. Les partenariats public-privé, les interventions en cas de défaillance du secteur public ou le sponsoring d’établissements dotés d’un statut plus autonome comme les specialist schools ou les academies ont permis aux acteurs privés de prendre part à la gestion du système éducatif. Cette tendance va se poursuivre après les élections législatives de 2010. Si les investissements réalisés dans ce secteur sont réduits en raison des restrictions budgétaires, la coalition libérale-conservatrice va poursuivre les réformes engagées par ses prédécesseurs. Cette dernière va favoriser l’autonomisation des établissements scolaires et des acteurs locaux en développant les academies et en créant les free schools, dirigées par des acteurs de la société civile. Cette étude permet ainsi d’observer l’évolution du niveau d’implication des différents acteurs intervenant dans cette politique.

Aquest article s’insereix dins del conjunt d’investigacions sobre la Cort dels Habsburgs. L’estudi de les acadèmies musicals és poc conegut. A partir d’algunes investigacions sobre acadèmies literàries, l’article focalitzarà en l’acadèmia musical que Joan de Borja i Castro tenia a Madrid. En aquest sentit, si el mecenatge literari cortesà ja és un tema amb múltiples variants, l’aproximació al patrocini d’altres activitats artístiques, com el cas de la música, ho és encara més. En les següents pàgines s’aprofundirà en les diverses facetes erudites de Joan de Borja amb el fil conductor de les acadèmies, com a centre d’intel·lectualitat, de creació i promoció cultural i també personal. Per aquesta acadèmia van passar alguns dels personatges del món musical ibèric més important de l’època com Francisco Guerrero o Tomás Luis de Victoria. Aquest article pretén mostrar la importància d’aquesta acadèmia com un punt neuràlgic del mecenatge musical de les darreres dècades del segle XVI. This work is part of the research on The Court of Habsburg in Modern Era. The study of music academies is not quite known. From few works on literary academies, this article will focus on the music academy that of Juan de Borja i Castro hold in Madrid. In this way, if the courtly literary patronage is already an issue with multiple variants, the approach to other artistic activities, such as the music, it is even more. In the following pages, it will delve into the various aspects of erudition of Juan de Borja with the thread of the academies, as a centre of intellectual, creative and cultural promotion and personal. Some of the most important composers of the Iberian World of that time, such as Francisco Guerrero or Tomás Luis de Victoria, were involved in this academy. The article aims to show the relevance of this cenacle as a focal point of the musical patronage in the last decades of the 16th century Spain.

Michael Gove and Vince Cable have been at the helm of the Department for Education and the Department for Business, Innovation and Skills for more than three years and it is time to assess the coalition Government's policies which are set in a context of reduced spending. Con-Lib measures have showed clear signs of continuity with previous governments since the late 1970s, be they Conservative or Labour, on key issues such as school types, education providers, standards and the role of the central government. Under the leadership of David Cameron, the Conservative Party has also been offering a different agenda, particularly in the Government's attitude to teachers and social mobility. Con-Lib education policy-making has so far been rather smooth thanks to a broad “consensus” between the two parties currently in power, although the role of Nick Clegg as a party leader sometimes sets him apart from the otherwise united front bench.

La finalidad de Tándem es poder realizar un modelo de negocio centrado en ofrecer una solución a diferentes usuarios que quieran aprender idiomas vía online en cualquier parte del mundo. El objetivo es crear una plataforma online totalmente gratuita de cara a los usuarios combinándola con una parte de negocio que incluiría academias de idiomas a las cuáles les ofreceríamos la posibilidad de impartir clases online por medio de nuestra aplicación. The purpose of Tándem is to provide a solution to users who want to learn different languages online anywhere in the world. The aim is to create a completely free online platform for anyone worldwide. The business includes language schools where you will have the possibility of getting online classes through our application . La finalitat de Tándem és poder utilitzar un model de negoci que se centri a oferir una solució a diferents usuaris que vulguin aprendre idiomes via online en qualsevol part del món. L'objectiu es crear una plataforma online totalment gratuïta per als usuaris fent la combinació d'una part de negoci que inclourà acadèmies d'idiomes a les quals l'hi oferim la possibilitat d'impartir classes online per mitjà de la nostre aplicació.

Coordinadores: Irene Gras I Mireia Freixa, Les acadèmies de belles arts han estat unes de les institucions més importants en l’esfera cultural dels darrers segles a Occident, com a centres formadors i també com a organismes reguladors de la pràctica artística. Les contribucions aplegades en aquest volum busquen incidir en aspectes com l’evolució dels paradigmes estètics impulsats des de cada entitat, les relacions nacionals i internacionals amb altres institucions, la formació impartida o el funcionament dels centres i els seus protagonistes. Amb l’estímul d’unes jornades organitzades pel grup de recerca GRACMON en col·laboració amb la Reial Acadèmia Catalana de Belles Arts de Sant Jordi, Acadèmia i art proposa noves interpretacions i vies de lectura entorn de les acadèmies fomentant el debat sobre el paper que tenen en el present i que hauran de tenir en el futur.

Cet article, qui analyse un madrigal polyphonique italien de 1539, contextualise le thème de la mort dans la chanson italienne du xvie siècle dans la vie philosophique, sociale, politique et religieuse des cours de Ferrare et Florence entre 1520 et 1550. En s’appuyant sur les concepts psychanalytiques de « jouissance » et de « chose », il aborde la manière singulière dont le madrigal traite de la mort à travers un anéantissement voluptueux et rémissible du sujet, et dans un rapport initiatique privilégié à l’au-delà., This paper about an Italian madrigal of 1539 contextualizes the issue of death in XVIth century vocal music and poetry into the philosophical, social, political and religious life of the courts of Ferrara and Firenze between 1520 and 1550. Based on the psychoanalytic notions of “joy” and “thing”, it features death as a remissible, voluptuous no-thingness of the subject, within a priviledged, initiatic relationship with Beyond.

The English education system has undergone a large restructuring programme through the introduction of academy schools. The most salient feature of these schools is that, despite remaining part of the state sector, they operate with more autonomy than the predecessor schools they replace. Two distinct time periods of academy school introduction have taken place, under the auspices of different governments. The first batch was initiated in the 2002/03 school year by the Labour government of the time and was directly aimed at turning around badly performing schools. The second batch involved a mass academisation process following the change of government in May 2010 and the Academies Act of that year and resulted in increased heterogeneity of new academies. This paper compares the two batches of introduction with the aim of getting a better understanding of their similarities and differences. To do so, we study what types of schools were more likely to change to academy status in the two programmes, and the impact of this change on the quality of new pupil enrolments into the new types of school. Whilst we do point out some similarities, these are the exception rather than the norm. For the most part, our analysis reveals a number of marked dissimilarities between the two programmes in terms of both the characteristics of schools that become academies and the subsequent changes in intakes.

We study the origins of what has become one of the most radical and encompassing programmes of school reform seen in the recent past amongst advanced countries – the introduction of academy schools to English secondary education. Academies are state schools that are allowed to run in an autonomous manner which is free from local authority control. Almost all academies are conversions from already existent state schools and so are school takeovers that enable more autonomy. Our analysis shows that this first round of academy conversions that took place in the 2000s generated significant improvements in the quality of pupil intake and in pupil performance. There is evidence of heterogeneity as improvements only occur for schools experiencing the largest increase in their school autonomy relative to their predecessor state. Analysis of mechanisms points to changes in head teachers and management structure as key factors underpinning these improvements in pupil outcomes.

Listen, Copy, Read: Popular Learning in Early Modern Japan endeavors to elucidate the mechanisms by which a growing number of men and women of all social strata became involved in acquiring knowledge and skills during the Tokugawa period. It offers an overview of the communication media and tools that teachers, booksellers, and authors elaborated to make such knowledge more accessible to a large audience. Schools, public lectures, private academies or hand-copied or printed manuals devoted to a great variety of topics, from epistolary etiquette or personal ethics to calculation, divination or painting, are here invoked to illustrate the vitality of Tokugawa Japan's 'knowledge market', and to show how popular learning relied on three types of activities: listening, copying and reading.

This paper considers the pupil intakes to Academies in England, and their attainment, based on a re-analysis of figures from the Annual Schools Census 1989–2012, the Department for Education School Performance Tables 2004–2012 and the National Pupil Database. It looks at the national picture, and the situation for Local Education Authorities, and also examines in more detail the trajectories of the three original Academies. It confirms earlier studies in finding no convincing evidence that Academies are any more (or less) effective than the schools they replaced or are in competition with. The prevalence of Academies in any area is strongly associated with local levels of SES segregation, and this is especially true of the more recent Converter Academies. Converter Academies, on average, take far less than their fair share of disadvantaged pupils. Sponsor-led Academies, on the other hand, tend to take more than their fair share. Their profiles are so different that they must no longer be lumped together for analysis as simply ‘Academies’. Academies are not shown to be the cause of local SES segregation. Instead, they are merely more likely to appear in areas that already have inequitable school mixes. This means, of course, that Academies are not helping reduce segregation (as was one of their original purposes) or increase social justice in education, and the paper concludes that homogeneous Maintained schools should be preferred for this purpose.

El presente artículo realiza un recorrido por la vida y carrera de Dionisio Alcalá-Galiano y Pinedo, desde sus orígenes familiares, pasando por su formación en la Academia de Guardias Marinas de Cádiz, hasta sus labores científicas y militares al servicio de la Marina española. Alcalá-Galiano pertenecía a una familia ilustre del siglo XVIII, algunos de sus miembros se dedicaron a la milicia, como en el caso de su hermano Vicente, y otros a la política, como su hijo Antonio. La carrera de Dionisio destaca por dos aspectos: su amplia formación científica, especialmente en matemáticas y cartografía, y la habilidad militar como oficial de la Armada. This text speaks about the life and military career of Dionisio Alcalá-Galiano y Pinedo, in the eighteen Spanish navy, from his familiar origins to his education on the midshipmen Academy of Cadiz. Also we treat about his scientific work dedicated to the Spanish Navy. Alcalá-Galiano was born on an important family of the XVIII century. Some of the members of his family were dedicated to the Army, as his brother Vicente, others made a political career, as his son Antonio. Dionisio’s career was prominent because of two aspects: his deep scientific knowledge, especially in mathematics and astronomy, and his heroically military facts.

En 1905 escribe Rubén Darío la «Letanía de nuestro señor don Quijote» que se integra en Cantos de vida y esperanza. Se trata de una de las conmemoraciones cervantinas más importantes del año del centenario de la publicación de la primera parte del Quijote, por las resonancias culturales y sociales que se identifican en ese texto que es la culminación de una larga trayectoria cervantina del poeta. Comentar el poema en sus referencias culturales y en su oposición a aspectos de la conmemoración popular y sobre todo de confrontación con la celebración académica es el objetivo de la lectura que proponemos. On 1905 Rubén Darío writes the «Letanía de nuestro señor Don Quijote», a long poem that later would be included in Cantos de vida y esperanza. It was the Centenary of the publication of the first part of Don Quixote, and, due to the cultural and social echoes found in the text, it was one of the most important tributes to Cervantes of that year. The main goal of our work is to discuss the poem from the perspective of its various cultural references and its antagonism towards academic and popular celebrations.

The first transcriptions of occasional academies printed in Granada were published between 1661 and 1664. The concept «academy» also appeared in two contemporary booklets related to feast days; their purpose was likely to reinforce the cohesion of some of the poems composed for each celebration. The first one describes the ornamentation of Bib-Rambla during the 1661 Corpus Christi Feast; at that occasion, several authors were invited to write poems explaining the Biblical and Eucharistic figures represented in nine canvases. The second one contains villancicos to be sung at the Cathedral of Granada on the 1664 Christmas Eve. The article analyzes the different ways in which the structure and habits of literary academies were transposed to these unusual contexts. It also features an edition of both booklets. Las primeras academias de ocasión impresas en Granada se publicaron entre 1661 y 1664. Por esos años, el concepto de academia aparece en dos pliegos relativos a fiestas granadinas para reforzar la cohesión de poemas escritos para las celebraciones. El primero describe el ornato de la plaza de Bib-Rambla para las fiestas del Corpus de 1661, ocasión en que varios autores fueron invitados a componer poemas sobre los motivos bíblicos y eucarísticos exhibidos en nueve lienzos. El segundo es un pliego de villancicos de Navidad, de 1664, para la Catedral. El artículo analiza los modos en que se transpone a tan inusuales contextos la estructura y hábitos de las academias literarias, e incluye edición de ambos pliegos.

L’Encyclopédie méthodique (1782-1832), résultat d’une aventure éditoriale de cinquante ans lancée par Charles-Joseph Panckoucke, est l’une des suites de l’Encyclopédie des Lumières. Le Prospectus général qui la présente, fondement de l’entreprise, en livre la méthode., The Encyclopédie méthodique (1782–1832), the result of a fifty-year editorial odyssey launched by Charles-Joseph Panckoucke, is one of the successors to the Enlightenment-era Encyclopédie. The Prospectus général that introduces it, the foundation of the undertaking, describes its methodology.

Selon l'expression de Lanson, les Lettres philosophiques sont « la première bombe lancée contre l'Ancien Régime ». L'ouvrage connaît deux éditions : une édition anglaise (Londres, 1733) et une édition française (Rouen, 1734), qui comporte une vingt-cinquième lettre « Sur les Pensées de M. Pascal ». Les Lettres anglaises sont devenues philosophiques : elle sont aussi immédiatement condamnées.On trouvera ici le texte de cette édition, accompagné d'un choix de variantes et d'un ensemble d'esquisses et d'avant-textes. Surtout, la présente édition fait le pari de montrer la cohérence de l'ouvrage à la suite de l'adjonction de l'anti-Pascal., According to Lanson's well-known expression, the Lettres philosophiques were «the first grenade thrown at the Ancien Régime». This edition takes up the challenge of demonstrating the unity of the volume after the addition of the anti-Pascal.

This article discusses the ideological background of the linguistic activity of grammarians and academies. It is shown that the purpose of this activity consists in establishing a language model based on the linguistic variety of the dominant class. This language model shows a philological conception inherited from the Ancient Antiquity that distorts some of the fundamental properties of natural human languages and, therefore, thwarts an adequate progress in the scientific description of natural languages. En este trabajo se describen los presupuestos ideológicos que informan la actividad de los gramáticos normativistas y de las instituciones, principalmente las academias de las lenguas, que oficializan dicha actividad cuyo fin es la implantación de un determinado modelo de lengua basado en la variedad lingüística de la clase dominante. Se hace ver que este modelo de lengua se fundamenta en una concepción filológica que procede de la Antigüedad Clásica y que esta visión distorsiona algunas de las propiedades esenciales de las lenguas naturales humanas y, por tanto, supone una dificultad para el progreso del conocimiento científico de las lenguas naturales.

This article discusses the ideological background of the linguistic activity of grammarians and academies. It is shown that the purpose of this activity consists in establishing a language model based on the linguistic variety of the dominant class. This language model shows a philological conception inherited from the Ancient Antiquity that distorts some of the fundamental properties of natural human languages and, therefore, thwarts an adequate progress in the scientific description of natural languages., En este trabajo se describen los presupuestos ideológicos que informan la actividad de los gramáticos normativistas y de las instituciones, principalmente las academias de las lenguas, que oficializan dicha actividad cuyo fin es la implantación de un determinado modelo de lengua basado en la variedad lingüística de la clase dominante. Se hace ver que este modelo de lengua se fundamenta en una concepción filológica que procede de la Antigüedad Clásica y que esta visión distorsiona algunas de las propiedades esenciales de las lenguas naturales humanas y, por tanto, supone una dificultad para el progreso del conocimiento científico de las lenguas naturales.

This article aims to measure the transition from a theological way of classifying to the initiation of political thinking in an aristocratic and well-read bourgeois milieu. The shift is from an essentialist conceptualization of social identities (where qualities of the parts were logically deduced from a postulated natural and divine quality of the whole) to an anxious bewilderment in the face of individual cases which did not fit into the old classifications. The analysis relies mostly on a comparison between two academic competitions (Dijon in 1754 and Berlin in 1780) but checks for possible generalization by using examples from the use of categories by the judiciary and an inquiry into a new literary trend patronized by the salons in the 1770’s.

In order to explain the centrality of the university system in Italy it may be useful to examine the relations between the universities and the many academies, which were in a somewhat precarious position since they had been unable to obtain continuous public financing. From this point of view the crucial period in Italy was to be in the two decades of Napoleonic government (1796–1814), when the whole education system was financed by the State; not only the universities, but also the academies, particularly the Istituto Nazionale and the Atenei civici. Because of these public funds an increasing number of scientists were able to live on their research and their professions as engineers, doctors, university professors, or public functionaries. In this way the contemporary Italian scientific community was created. During the Restoration of the old governments, however, many scholars were obliged to leave Italy; some, like Ottaviano Fabrizio Mossotti in Argentina and Agostino Codazzi in Venezuela, took part in furthering science in South America. 1

The publication of La España Primitiva (1738), a work by the academic Huerta y Vega based on a false chronicle forged by José de Pellicer in the previous century, is one of the most ignominious epidodes in Spanish historiography in the Enlightenment. The active participation of the Academies of Language and History in that imposture, supporting the edition of the work and silencing the proofs adduced by Gregorio Mayáns y Siscar, contributed to the Valencian´s resignation from the posittion of royal librarian, brought his return to his native town, and gave rise to the scandalous seizure of this edition of the censure of fictitious histories by Nicolás Antonio. It is known that the Council of Castile also asked for the judgment of Fray Martín Sarmiento (b. Villafranca del Bierzo, León, 1695; d. Madrid, 1772), but most historians argue that the Benedictine preferred to remain silent. These views are doubtless influenced by the opinion of Mayáns, who always believed that Sarmiento had the intention of approving the work but finally abstained in order not to lose reputation. What is certain, however, is that the Benedictine did pass judgment, advising against the publication of La España Primitiva on the grounds that the chronicle on which it was based should be rejected. In this article, these facts are analyzed and the judment of Sarmiento —the original of which is preserved in the Archive of the Monastery of Silos— is published., La publicación de la España Primitiva (1738), obra del académico Huerta y Vega basada en un falso cronicón forjado por José de Pellicer en el siglo anterior, es uno de los episiodios más ignominiosos de la historiografía española del siglo de las luces. La activa participación de las academias de la lengua y de la historia en aquella impostura, apoyando la edición de la obra y silenciando las pruebas aducidas por Gregorio Mayáns y Siscar, contribuyó a la renuncia del valenciano al cargo de bibliotecario real, propició la vuelta a su ciudad natal, y dio pie a la escandalosa incautación de su edición de la Censura de historias fabulosas de Nicolás Antonio. Se sabe que el Consejo de Castilla también solicitó el dictamen de Fray Martín Sarmiento (Villafranca del Bierzo, León, 1695-Madrid, 1772), pero la mayoría de los historiadores sostienen que el benedictino prefirió inhibirse. Opiniones indudablemente influidas por el criterio de Mayáns, que siempre creyó que Sarmiento tuvo intención de aprobarla, aunque finalmente se abstuvo para no desacreditarse. Lo cierto, sin embargo, es que el benedictino sí emitió su dictamen, desaconsejando la publicación de la España Primitiva y evidenciando que el cronicón en el que se basaba había de rechazarse. En este trabajo se analizan estos hechos y se publica el juicio de Sarmiento, cuyo original se conserva en el Archivo del Monasterio de Silos.

O Instituto de Coimbra foi uma academia científica e literária portuguesa fundada em 1852 e que permaneceu em atividade até ao final do século XX. Analisamos no presente artigo as relações que estabeleceu com o Brasil e apresentamos a lista de sócios brasileiros, honorários e correspondentes, que do Instituto fizeram parte ao longo da sua história. Colocando em paralelo o contexto diplomático entre Portugal e Brasil, recuperamos encontros culturais, ligações com academias brasileiras e manifestações particulares onde se evidencia a vontade de cooperação entre sócios no sentido de aproximar as duas nações. The Coimbra Institute was a Portuguese scientific and literary academy founded in 1852 that remained active through the end of the XX century. This article will analyze the relations that it established with Brazil. We present a list of Brazilian members, honorary or correspondent, who were part of the Institute over its long history. In parallel with the diplomatic context between Portugal and Brazil, we will recuperate cultural meetings, connections with Brazilian academies and private manifestations showing the members’ evident will towards mutual cooperation aiming at bringing together both nations. 821E-C67F-9D2A | Licínia Rodrigues Ferreira info:eu-repo/semantics/publishedVersion

La Real Escuela Militar de Ávila fue, probablemente, la academia militar más original del siglo XVIII en España. Esta contribución analiza el trabajo de producción científica llevado a cabo desde su apertura en 1774 hasta su cierre en 1779. El objetivo era ampliar los fondos de la biblioteca, reconocidos por su propio director como muy escasos para algunas materias. Con este fin, se inició una política de traducción de libros extranjeros y de elaboración de manuales adaptados a la pedagogía de la escuela. Algunas de las obras científicas más importantes del XVIII español empezaron a escribirse en Ávila y se convirtieron, tras su publicación, en referencia para sus materias. Este fue el caso de Indagación y reflexiones sobre la Geografía de Manuel de Aguirre –probablemente el tratado más importante en su disciplina de la Ilustración española– y del Arte de hablar bien francés, la gramática de gran éxito elaborada por Pierre-Nicolas Chantreau y reeditada en España hasta 1875. The Royal Military Academy of Ávila probably was the most original military school of Eighteenth Century Spain. This contribution examines the scientific production carried out since its opening in 1774 until its final closure in 1779. The goal was to expand the library collection, recognized by the first head of the academy as ‘very poor’ for some matters. To this end, he conducted a policy of translation of foreign books and preparation of textbooks adapted to the pedagogy of the military college. Some of the most important scientific works of Enlightened Spain began to be written in Ávila, and some books became after its publication in a reference to their subjects. This was the case of Indagación y reflexiones sobre la Geografía by Manuel de Aguirre, probably the most important essay on Geography of Eighteenth Century Spain, and this was also the case of Arte de hablar bien francés, the best-seller French grammar by Pierre-Nicolas Chantreau reedited in Spain until 1875.

version revue et corrigée de la version publiée (avril 2006); Tout au long de sa vie, Giovanni Lami a soigneusement conservé et classé les diplômes des académies qui l'avaient accueilli en leur sein, comme membre, « socio onorario » ou « socio corrispondente » . L'étude s'attache à l'analyse de la constitution de cet ensemble d'affiliations académiques, leur logique et leur usage. Ces affiliations sont toutes italiennes, proviennent en majorité de centre-nord de la péninsule, et s'adressent moins au savant (Lami est pourtant un philologue et un historien de grand renom) qu'au rédacteur du principal journal littéraire du XVIIIe siècle iotyalien, les Novelle Letterarie, publiées à Florence à partir de 1740. L'article s'attache ainsi aux processus de constitution du monde savant, dans un cadre désormais ouvertement national, quoique ouvert sur l'Europe.

This article aims to apply a post-panoptic view of surveillance within the context of elite sport. Latour’s (2005) ‘oligopticon’ and Deleuze and Guttari’s (2003) ‘rhizomatic’ notion of surveillance networks are adopted to question the relevance and significance of Foucault’s (1979) conceptualisation of surveillance within an elite sports academy setting. A contemporary representation of bio-politics (Rose 1999, 2001) is further utilised to discern the mode of governance and control effective within such institutions. In so doing, this article seeks to understand the evolving methods of surveillance technology and governance and how they are situated within the setting of a contemporary institution. Such considerations aim to provoke a line of questioning surrounding the normalisation of intrusive surveillance practices and their impact upon identity construction and an authentic sense of self.