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Publisher: FedOA - Federico II University Press Series: Clio. Essays in History, Archaeology and Art History Pages: 189 Language: Italian NBN: http://nbn.depositolegale.it/urn:nbn:it:unina-29012 Abstract: This volume addresses one of the most debated topics in the historiography of the Spanish Monarchy in the Early Modern Age: its political nature. It examines the most interesting aspects of the Hispanic polycentric model, which presents the Monarchy as a political entity composed of several interconnected units that not only interacted with the king, but also with each other. These connections contributed to the modulation of Court politics and the generation of new forms of collaboration, competition and negotiation. The analysis of four case studies, involving individuals, families and power groups that managed to move within or on the margins of institutional channels, between the Italian and Iberian territories of the Monarchy, allows us to interpret this political entity as something more than the simple juxtaposition of kingdoms under a single king. The result was a State capable of strengthening itself also through the interactions that took place between the local and global spheres thanks to the presence of an articulated system of networks., Editore: FedOA - Federico II University Press  Collana: Clio. Saggi di scienze storiche, archeologiche e storico-artistiche Pagine: 189 Lingua: Italiano NBN: http://nbn.depositolegale.it/urn:nbn:it:unina-29012 Abstract: Il volume affronta uno dei temi più dibattuti nella storiografia sulla Monarchia spagnola in età moderna: la sua natura politica. Sono presi in esame gli aspetti più interessanti del modello policentrico ispanico, che presenta la Monarchia come un’entità politica composta da diverse unità interconnesse, che non solo interagivano con il re, ma anche tra loro, contribuendo alla modulazione della politica di Corte e alla generazione di nuove forme di collaborazione, competizione e negoziazione. L’analisi di quattro casi di studio, che riguardano individui, famiglie e gruppi di potere che riescono a muoversi all’interno o ai margini dei canali istituzionali, tra i territori italiani e iberici della Monarchia, consente di interpretare questa entità politica come qualcosa di più della semplice giustapposizione di regni sotto un unico re. Ne risulta uno Stato capace di rafforzarsi anche attraverso le interazioni che si realizzavano fra l’ambito locale e quello globale grazie alla presenza di un articolato sistema di reti.

En este artículo se analiza el ingreso del arquitecto Mario J. Buschiazzo a la Academia Nacional de Bellas Artes (ANBA) como un momento específico de su trayectoria profesional y se explica cómo durante su período de gestión (1963-1970) desarrolló acciones concretas relacionadas con el área de publicaciones y con los temas de investigación que fomentó, en paralelo, desde su instituto en la universidad. La principal idea es que el intercambio entre estos espacios dedicados al estudio y difusión del patrimonio –en la UBA y la ANBA–, se mantuvo limitado y adaptado a los intereses de Buschiazzo, en lugar de propiciar acciones a largo plazo. El ingreso a la ANBA una década más tarde de historiadores formados junto con él en el seno del Instituto de Arte Americano e Investigaciones Estéticas, presentó nuevas posibilidades de expansión en proyectos editoriales y en asociaciones con otros organismos.

[EN]The purpose of this study is to analyse the experience of university students who have been learning or currently learn a language in an academy. In order to do so, I will conduct face-to-face interviews with the participants. The method of qualitative research used throughout this project will be Grounded Theory. Through this method, the theory will be induced from the data once the interviews are conducted. By this, I intended to get to know the current reality regarding this topic, as well as discovering how the university students function when they want to learn a foreign language. The conclusions from this study are clear: firstly, students do not consider any other options but attending language classes at an academy when they think about learning a language; secondly, academies are important for the students, but they are not the key factor of their language learning process; and finally, the longer students attend classes, the better they feel their competence in that language is., [EU]Lan honen helburua akademia batean hizkuntzaren bat ikasten ari diren (edota ikasi izan duten) unibertsitate ikasleen esperientziak aztertzea da. Horretarako, parte-hartzaileei aurrez aurreko elkarrizketak egingo dizkiet. Proiektu honetan zehar erabilitako metodo kualitatiboa laginketa teorikoa delakoa izan da. Metodo honen bitartez, teoria jasotako laginagatik induzituko da, behin elkarrizketak egin eta gero. Honen bitartez, auzi honen inguruko errealitatea eta hizkuntza bat ikasterako orduan unibertsitate ikasleen jokamoldeak ezagutu nahi izan dira. Ikerketa honetan atera diren ondorioak honakoak izan dira: lehenik, ikasleek akademia batera jotzea besterik ez dute pentsatzen hizkuntza bat ikasi nahi dutenean; bigarrenik, akademiak garrantzitsuak dira ikasleentzat baina ez dira beraien hizkuntza ikaskuntza-prozesuaren gakoa; azkenik, zenbat eta denbora gehiago pasa klaseetara joaten, ordun eta hizkuntza konpetentzia altuagoa dutela diote.

Gabriel Álvarez de Toledo wrote a romance praising an allegorical fable of Prometheus written by the portuguese Manuel de Sousa Moreira. This fable was known in Spain only through the anonymous manuscript Eccos de la musa transmontana. Prometheus, which could be found in the National Library. This study analises the biographi-cal trajectories, social networks and these authors’ works to establish the similarities and ways of contact that could lead to their poetic dialogue. By focusing on these amateur po-ets, who moved in major literate circles, participated in gatherings and academies and es-tablished patronage relationships with noblemen of great political and cultural relevance —Marquis of Távora, Count of Ericeira, cardinal Luís de Sousa, Duke of Montellano...—, the study delves into their profiles while revealing a broad panorama Spanish-Portuguese relations in the final decades of the 17th century and the first half of the 18th., Gabriel Álvarez de Toledo escribió un romance elogiando una fábula alegórica de Prometeo del portugués Manuel de Sousa Moreira, conocida en España solo a partir del manuscrito anónimo Eccos de la musa transmontana. Prometeo, de la Biblioteca Nacional. En este trabajo se indaga en las trayectorias biográficas, redes sociales y obras de los autores para establecer las similitudes y vías de contacto que pudieron conducir a su diálogo poético. Al centrarnos en estos poetas diletantes, que se movieron en círculos letrados principales, participaron en tertulias y academias y establecieron relaciones clientelares con nobles de gran relevancia política y cultural —el marqués de Távora, el conde de Ericeira, el cardenal Luís de Sousa, el duque de Montellano…—, el estudio ahonda en sus perfiles al tiempo que desvela un amplio panorama de las relaciones hispano-portuguesas de las décadas finales del siglo XVII y primera mitad del XVIII.

El estudio sistemático de las academias poéticas en las comedias de Calderón de la Barca ofrece un valioso campo de investigación apenas explotado por los especialistas. A partir de la diversidad de formas de la denominada por Calderón «academia» en su obra para referirse a las academias literarias, las academias de amor y los debates, este trabajo quiere abordar el análisis de su función y de sus temáticas en nueve comedias calderonianas: El José de las mujeres, La sibila del Oriente, El hombre pobre todo es trazas, El mayor encanto, amor, Los tres mayores prodigios, El secreto a voces, Amado y aborrecido, Los tres afectos de amor, piedad, desmayo y valor y Los dos amantes del cielo. Con este objetivo, se propondrá, por un lado, la interpretación de su funcionalidad en términos metateatrales y, por otro, se pondrá de relieve que sus asuntos, si bien algunos fueron debatidos en los círculos académicos de su contemporaneidad, remiten a una larga tradición literaria y filosófica no tenida en cuenta hasta la fecha., The study of the literary and poetic academies in Calderón’s comedias have not been taken into account by calderonian researchers, while a comparative and critical analysis show us the diversity of uses and forms (literary academies, academias de amor and debate) used by this author. Thanks to its variety, this paper aims to analyse the functions and the themes in nine comedias: El José de las mujeres, La sibila del Oriente, El hombre pobre todo es trazas, El mayor encanto, amor, Los tres mayores prodigios, El secreto a voces, Amado y aborrecido, Los tres afectos de amor, piedad, desmayo y valor y Los dos amantes del cielo. On one hand, these academic verses will be understood as a metatheatrical form; on the other hand, the literary and philosophical traditions of its debate themes will be revealed.

В данной статье рассматривается основные особенности процесса формирования и развития образования на Кубани. Образование имеет огромное значение в жизни любого современного общества. От него зависит уровень научно-технического прогресса, экономическое развитие, социальная дифференциация населения. Основные принципы российской системы образования были сформированы еще в дореволюционный период. Именно тогда были заложены довольно высокие требования учебно-воспитательного процесса., The following article examines the basic features of the formation and development of education in Kuban. Education plays an important role in the life of modern society. The level of scientific and technological progress, economic development, social differentiation of population depends on education. The basic principles of the Russian educational system have been established during the pre-revolutionary period. It was then when rather high requirements of educational-bringing-up process were set.

A three-part article describing principal events related to the foundation of the Academy of Mining and Metallurgy (AGH) in Krakow, Poland is presented. The first section - pre-World War I period – covers approval for the foundation of the Mining Academy (AG) by the Austro-Hungarian Monarchy in May 1913; preparatory activities of Polish society; and commencement of cooperation with mining academies in Leoben and Freiberg. The next section discusses the period after World War I from the re-foundation of the Mining Academy in April 1919 to 1945. The final section describes the period after World War II which includes the most important events in the history of the AGH., A three-part article describing principal events related to the foundation of the Academy of Mining and Metallurgy (AGH) in Krakow, Poland is presented. The first section - pre-World War I period – covers approval for the foundation of the Mining Academy (AG) by the Austro-Hungarian Monarchy in May 1913; preparatory activities of Polish society; and commencement of cooperation with mining academies in Leoben and Freiberg. The next section discusses the period after World War I from the re-foundation of the Mining Academy in April 1919 to 1945. The final section describes the period after World War II which includes the most important events in the history of the AGH.

This article analyzes the teaching of legal practice in Córdoba del Tucumán, in the last years of the Indian period and the first decades of independence, both for university students and for lay people who worked in the forensic life. The University is not seen exclusively as the Legal Center (Faculty of Jurisprudence), but also the teaching of Rhetoric and Argumentation (Faculty of Arts), and the casuistic treatment of moral dilemmas (Faculty of Theology). For the training of laymen, emphasis is placed on the circulation of procedural literature in the City’s Libraries and the functioning of Forensic Academies, both public and private, are presented, where university graduates in law carried out their practice before rendering the professional qualification exam as Lawyers., Este artículo analiza la enseñanza de la práctica jurídica en Córdoba del Tucumán, en las postrimerías del período indiano y las primeras décadas de la independencia, tanto para los escolares universitarios como para los legos que actuaban en la vida forense. En la Universidad no se observa exclusivamente la sede jurídica (Facultad de Jurisprudencia), sino también los estudios de retórica y argumentación (Facultad de Artes), y el tratamiento casuista de los dilemas morales (Facultad de Teología). Para la formación de los legos, se hace hincapié en la circulación de literatura procesal en las bibliotecas de la ciudad y se presenta el funcionamiento de las academias forenses, tanto públicas como particulares, donde los graduados universitarios en leyes realizaban su práctica antes de rendir el examen de habilitación profesional como abogados.

Законитост је да у друштву ништа не стоји већ се креће, брже или спорије, видљиво или мање видљиво. То кретање неизбјежно изазива промјене у објективној стварности које су најчешће усмјерене ка бољој будућности, мада има и изузетака. У тој објективној стварности насталој друштвеном динамиком средишње мјесто заузима човјек. Постоје одређени фактори у друштву који могу да убрзају његов развој. До данас се издиференцирало више таквих фактора, међу којима су прије свих: образовање, наука, култура и владавина права. Опште је увјерење да су наука и научноистраживачки рад битне полуге свеукупног развоја друштва, јер је наука моћна енергија која је преобразила свијет стављањем у употребу одређених технологија и знања о објективној стварности. Тако се потврђује да без науке нема развоја, а без развоја нема напретка. Академије наука су научне лабораторије, у којима се научним методама откривају нове чињенице и законитости. У том смислу Српска академија наука и уметности веома успјешно обавља своју мисију и чини све да и Академија наука и умјетности Републике Српске дјелује у том смјеру., The academies, as the highest scientific institutions, have a progressive role in the development of the society of future. The mission of the academies is going to be realized by the raising dignity of the science, elimination of general negative phenomena, activation of scientific and research potentials at individual, group and institutional level. That will prove the science as a strong energy, and the academies as a most important institutions of science and art. But, the academies themselves don’t have concrete power (finances, economy, political power, military forces, police forces etc.) that is used to impose the will of stronger. The problem on the way to better future and healthier society is a power world that gives no possibilities and other models than American globalism and European unionism. The small countries and nations are faced to the problem of being incorporated in such models. Even so, we could see the glimmer of hope in accession to the European Union. It remains to us, as a generation which history gave the role to find the way for better and healthier society, better future, to keep working on, counting on constellation of Academy’s members, distinguished persons and scientist as academician Milorad Ekmečić was.

In this study the researcher’s focus was on the analysis of human rights training in SAPS, a case study in Gauteng. The whole study is covered by over seven chapters. In chapter one, the introduction to human rights is discussed and the reason that motivated the researcher to pursue the study under the topic. Most importantly the aim and objectives of the study are outlined. Chapter two main focuses is on the regulatory frameworks of human rights training and programmes. In chapter three the attention is on the international best practice for police training in human rights, as any police training is benched marked internationally. Chapter four the researcher explains the research methodology used in this study, as it is important for the reader to have an understanding. Chapter five discusses the data that is collected and the analysis thereof by using nine themes to analyze data. In chapter six the discussion is based on the finding of data analysis from chapter five. Finally the researcher in chapter seven gives the summary of the study, the recommendations and conclusion on how to improve the training of human rights in the SAPS., Kulolu cwaningo, umcwaningi ugxile ekuhlaziyeni uqeqesho kwezamalungelo abantu kwa-SAPS, kubhekwa kabanzi okwenzeka eGauteng. Ucwaningo oluphelele lwethulwa ezahlukweni eziyisikhombisa. Kwisahluko sokuqala, kwethulwa ingxoxo ngamalungelo abantu kuphinde kunikezwe izizathu ezigqugquzele umcwaningi ukuba enze lolu cwaningo ngaphansi kwalesi sihloko. Okubaluleke kakhulu, injongo nezinhloso zocwaningo kubaluliwe. Isahluko sesibili sigxile kakhulu ezinhlakeni ezilawulayo zoqeqesho kwezamalungelo abantu kanye nezinhlelo. Esahlukweni sesithathu, kubhekwa kakhulu indlela eyimpumelelo amanye amazwe enza ngayo maqondana nokuqeqeshwa kwamaphoyisa kwezamalungelo abantu, njengoba kubhekwa ngokuqhathanisa nanoma yiluphi uqeqesho lwamaphoyisa emazweni omhlaba. Kwisahluko sesine, umcwaningi uchaza indlela yokucwaninga esetshenziswa kulolu cwaningo, njengoba kubalulekile ukuba ofundayo akuqonde akufundayo. Isahluko sesihlanu sidingida imininingwane eqoqiwe kanye nokuhlaziywa kwayo ngokusebenzisa izingqikithi eziyisishiyagalolunye zokuhlaziya imininingwane. Kwisahluko sesithupha, ingxoxo incike kulokho okutholakele uma kuhlaziywa imininingwane esahlukweni sesihlanu. Okokugcina, kwisahluko sesikhombisa, umcwaningi unikeza isifinyezo socwaningo, izincomo kanye nesiphetho maqondana nendlela okungathuthukiswa ngayo uqeqesho kwezamalungelo abantu kwa-SAPS., Kwesi sifundo umphandi ugxininise kuhlalutyo loqeqesho ngamalungelo oluntu, qeqesho olo lwenziwa kumalungu eSAPS, ngesifundo samava eGauteng. Isifundo esi sisonke siqulethe izahluko ezingaphaya kwesixhenxe. Kwisahluko sokuqala, kuxoxwa ngokwaziswa kwamalungelo oluntu nesizathu esiqhubele ekubeni umphandi alandele isifundo phantsi kwesi sahluko. Okona kubaluleke kakhulu kukuchazwa kweenjongo neziphumo ezibonakalayo zesi sifundo. Isahluko sesibini sigxininisa kwisakhelo solawulo loqeqesho neenkqubo zamalungelo oluntu. Kwisahluko sesithathu kuqwalaselwa kweyona ndlela ingcono kulo lonke ihlabathi, kuqeqesho lwamapolisa malunga namalungelo oluntu, njengoko naluphi na uqeqesho lwamapolisa lusekelwa kwindlela ekwenziwa ngayo kwihlabathi liphela. Kwisahluko sesine umphandi ucacisa indlela yophando ayisebenzisileyo kwesi sifundo, kuba oku kubalulekile ekuqondeni komfundi. Isahluko sesihlanu sixoxa ngeenkcukacha zolwazi eziqokelelweyo ukuze zihlalutywe ngokusebenzisa imixholo emihlanu yokuhlalutya iinkcukacha zolwazi. Kwisahluko sesithandathu ingxoxo isekelwe kokufunyaniswe kuhlalutyo lweenkcukacha zolwazi olwenziwe kwisahluko sesihlanu. Ekugqibeleni, kwisahluko sesixhenxe umphandi unika isishwankathelo sesifundo, iingcebiso nezigqibo malunga nendlela ekunokuphuculwa ngayo uqeqesho malunga namalungelo oluntu kwiSAPS.

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.

The objective of this work is to describe the communicative and social structures found in the groups of researchers that make up the academic bodies in Mexico. A qualitative-phenomenological study was used, where interviews and observations were carried out in a particular context, as well as the analysis of 150 academic products on the subject. The results describe that the academic bodies maintain a closed social and communicative structure, tending not to share work proposals with the other professors, but open inwards, since they accept the work of others, guaranteeing with this, that the academic bodies achieve its consolidation, situations that generate tension in the work environment., El trabajo tiene como objetivo describir las estructuras comunicativas y sociales que se encuentran en los grupos de investigadores que configuran los cuerpos académicos en México. Se recurre a un estudio cualitativo-fenomenológico, donde se realizaron entrevistas y observaciones en un contexto particu-lar, así como el análisis de 150 productos académicos sobre el tema. Los resultados describen que los cuerpos académicos mantienen una estructura social y comunicativa cerrada hacia fuera, tendiendo a no compartir propuestas de trabajo a los demás profesores, pero abierta hacia adentro, pues aceptan el trabajo de otros, garantizando con este, que los cuerpos académicos logren su consolidación, situaciones que generan tensión en el ambiente laboral.

The article proposes a reflection on drawing: its theoretical basis and artistic practice in the sixteenth century and its evolution until the eighteenth century, mainly through Giorgio Vasari and Federico Zuccaro, who saw in drawing the essential roll in creative artistic processes, with a character and origin divine, differentiating between Idea, Inner Drawing and External Drawing, and founding the first Art Academies, whose main teaching revolved around drawing, and how this new Italian model became the reference about modern Art by the time, spreading quickly throughout Spain and Europe, leading later on, to the creation during the eighteenth century, of the Royal Academies of Fine Arts of who will assume and develop this teaching model., El artículo propone una reflexión sobre el dibujo: su base teórica y práctica artística en el siglo XVI y su evolución hasta el XVIII, a través de Giorgio Vasari y Federico Zuccaro, principalmente, quienes vieron en el dibujo el rector esencial de los procesos creativos artísticos, dotándole de un carácter y origen divino, diferenciando entre idea, dibujo interno y dibujo externo, y fundando las primeras academias de arte, cuya enseñanza principal giraba en torno al dibujo, y cómo este nuevo modelo académico italiano se constituyó en el referente del arte moderno de la época, difundiéndose rápidamente por España y Europa, desembocando posteriormente en la creación de las Reales Academias de Bellas Artes del siglo XVIII, quienes asumirán y desarrollarán este modelo de enseñanza

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.

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.

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.

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., 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.

During his sojourn in Rome Antonio Primo used a sketchbook in which he drew everything that would capture his attention and interest (1761-1764).The identification of what we find in his notebook is of great relevance, in order to understand how young artists used to train in Rome during the first stage of their careers; this also allows to make the acquaintance of some important figures who let artists enter non-public spaces, where they had the opportunity to study and copy works of art., Antonio Primo empleó un cuaderno durante una parte de su estancia en Roma (1761-1764) en el que bosquejó dibujos de aquellas obras que suscitaron su interés o que consideró relevantes para su formación. La identificación de lo que Primo ha captado en su taccuino resulta de gran importancia para aproximarnos a la manera en que se desarrolló el aprendizaje en Roma de los jóvenes artistas españoles y nos da, además, algunos datos que nos conducen a los personajes que habrían permitido el acceso a espacios no abiertos al público en los que algunos pensionados tuvieron ocasión de copiar obras.

This paper explores the decisions made by one secondary school in a major English city to become a co-operative academy. This school is located in an area affected by economic hardship and social and cultural tensions. The school, prior to its conversion to an academy, was well known in the local area for its commitment to social justice principles. Drawing on interview data collected from senior administrators, teachers, governors and students in the school, this paper seeks to understand why a school with a commitment to social justice would go down the academy route given the social justice concerns raised by such a move. This paper also considers if becoming a co-operative academy presents an ironic opportunity to resist many of the current regressive educational trends epitomised by academisation. This paper suggests that within the current English context, as in many other locations, a socially just approach to schooling requires alternatives to be explored and that the case study school's engagement with the Co-operative Society might present one such exploration.

This article intends to provide a general overview of the reception of Martial’s epigrams in the academies of the Golden Age, especially based on specific characteristics of literary composition that the same author designated as the “language of the epigrams”, which, at different times, was an obstacle to the establishment of Matialʼs work within the canon. However, the laughter acquired such importance within the academic practice of the Baroque that this obscenitas began to recover and became a pretext for ingenuity, which was mentioned in an indirect manner., En el presente artículo se pretende mostrar un panorama general de la recepción de los epigramas de Marcial dentro de las academias del Siglo de Oro, sobre todo, a partir de una de las características compositivas que el mismo autor llamó la “lengua de los epigramas”, elemento que, en distintas épocas, fue un obstáculo para que la obra de Marcial estuviera dentro del canon. No obstante, dentro de la práctica académica del Barroco, la risa adquirió tal importancia que aquella obscenitas comenzó a recuperarse y se convirtió en un pretexto para el ingenio en virtud de que se debía aludir de manera indirecta.

Background: There is a newly founded national sports education program. This newly founded national sports program comprises of several different sports of which football is one of them. Before a football player can reach the European- or national elite the player usually is first developed in clubs and their respective academies where a lot of time is spent on fine tuning the players’ individual skillsets. The main goal for the NIU program is to develop future elite athletes to different sports. When it comes to football, the Swedish Football Association and the Swedish school board have together developed a study plan which will serve as a guideline for the NIU-football classes in Sweden. Because of this, it is interesting to get a further insight in the training setup of the youth academies and the involved upper secondary schools. Purpose: The purpose of this thesis is to examine football schools and their cooperation with football academies. The purpose is also to examine the potential goals that the different schools have with the academies. Methodology: This thesis has a qualitative approach with the authors gathering data with the help of interviews with members of the respective schools and football academies. A document study has also been done in order to further strengthen the empiric data. Result: The cooperation between school and academy is incredibly thorough. The academies are in charge of the NIU training-sessions and decide what to train according to their own preferences and goals but stay within the schoolboards theoretic guidelines.

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.

Between 1770 and 1774, Lieutenant General Alejandro O'Reilly reached the apex of his power and influence at the Spanish court. Loaded with honors by king Charles III alter his military reforms in Cuba, Puerto Rico and Louisiana, O'Reilly was appointed Governor and Military Commander of Madrid in 1773. From this position he carried on one of his greatest professional ambitions: the establishment of a new military academy for officers in Avila (1774), following the best European models -of which O'Reilly himself had been witnessed during its formative years-, but adapted to the Spanish context. The list of officers selected for the first promotion as well as the books from the Avila library, provide valuable information: firstly, they serve to know the officers most likely to promote in the Spanish army at that time (following the opinion of its Director, who was also the Inspector General of Infantry); secondly, they serve to know the authors and the books which were considered the most advanced of the time for military training in Spain. Despite its brief existence (and therefore quickly forgotten and so little studied), the ideas and methods used in this military academy could suggest that it was one of the major attempts of modernization of the Eighteenth Century Spanish army. Its failure could also mean the defeat of one of the largest Enlightened attempts to undermine privileges in the Bourbon army., Entre 1770 y 1774 el teniente general Alejandro O'Reilly alcanzó el ápice de su poder e influencia en la corte. Colmado de honores por Carlos III tras sus reformas militares en Cuba, Puerto Rico y Luisiana, O'Reilly fue nombrado en 1773 gobernador y comandante militar de Madrid. Desde esta posición llevó a cabo una de sus mayores ambiciones profesionales: la fundación, en 1774, de una Escuela Militar para oficiales en Avila que siguiese los modelos europeos más avanzados de la época -de los que el propio O'Reilly habla sido testigo durante su etapa de formación-, pero adaptada al contexto hispano. El listado de los oficiales seleccionados en su primera promoción y los libros conservados en su biblioteca, proporcionan una preciosa información: sirven por una parte para conocer a los oficiales con mayores posibilidades de carrera en el ejército en esos momentos (a juicio de su director, quien era además Inspector general de infantería); por otra, sirven para saber cuáles eran los autores y libros considerados como los más avanzados de la época destinados a la enseñanza militar en España. A pesar de su breve existencia (y por ello pronto olvidada y poco estudiada), el ideario y los métodos empleados en esta original institución sugieren que pudo tratarse de una de las mayores apuestas por la modernización del ejército borbónico. Su fracaso pudo también significar la derrota de uno de los mayores intentos ilustrados de socavar el privilegiado ejército estamental del XVIII.

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.

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.

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.

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.

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.

Edición paleográfica, con introducción y notas textuales, de la Relación, que hace un amigo a otro, de la cèlebre Literaria Función, que en el día 7. de Abril del pre+ente año 1763. huvo en la Ciudad de Valencia, en la Ca+a de los excelenti+simos Señores Condes de Parcent, executada por sus Excelenti+simos Hijos Don Joseph, y Doña Cayetana de La-Cerda, y Cernecio, obra en la que se describe una reunión literaria que tuvo lugar en Valencia, en casa de los condes de Parcent, en el año 1763., Paleografic edition, with an Introduction and textual notes, of Relación, que hace un amigo a otro, de la cèlebre Literaria Función, que en el día 7. de Abril del pre+ente año 1763. huvo en la Ciudad de Valencia, en la Ca+a de los excelenti+simos Señores Condes de Parcent, executada por sus Excelenti+simos Hijos Don Joseph, y Doña Cayetana de La-Cerda, y Cernecio, literary work in which a literary meeting celebrated in Valencia, at the condes de Parcent home, in the year 1763, is described

This article shows the exaltation of Philip V and the cultural task undertaken during his reign, which has been transmitted by several eminent men of letters of the eighteenth century, as well as the deficiencies observed in his cultural policy by historians such as Mayans. Thus, taking as a starting point the three lines of cultural renovation that Sempere y Guarinos recognises: the king himself, the institutions founded during his reign and the individuals, who, on their own initiative, contributed their intelligence and effort, a detailed analysis is made of each case to conclude that the personal attitude of Philip V, in relation to the new trends that led to the enlightenment, was determinied by a desire to direct and guide the cultural ideas of society, a desire characteristic of an absolute monarch., Este artículo demuestra la exaltación de Felipe V y de la tarea cultural emprendida bajo su reinado que han transmitido algunos eminentes hombres de letras del siglo XVIII y las deficiencias que en su política cultural observaron historiadores como Mayans. Así, tomando como punto de partida las tres líneas de renovación cultural que reconoce Sempere y Guarinos: el propio rey, las instituciones fundadas en su reinado y los individuos que por iniciativa propia aportaron su inteligencia y esfuerzo, analiza pormenorizadamente cada caso para concluir que la actitud personal de Felipe V en relación con las nuevas corrientes que condujeron a la Ilustración, estuvo determinada por un afán de dirigir y orientar los planteamientos culturales de la sociedad propio de un monarca absoluto.

The objective of this article is to analyse the process of creation of the first royal academies in Spain, their origins as informal gatherings and the intellectual context, marked by the movement of the novatores, in which they appeared. An endeavour is also made to explore the configuration and the role played by these institutions of sociability, whose characteristic traits were social integration and equal treatment among individuals., El objetivo de este artículo es analizar el proceso de creación de las primeras academias reales en España, sus orígenes como tertulias y el contexto intelectual, marcado por el movimiento de los novatores, en el que surgieron. Se trata, además, de explorar cómo se configuraron y qué papel desempeñaron estas instiuciones sociabilidad, cuyas notas características eran la integración social y el trato igualitario entre individuos.

Numérisation effectuée à partir d'un document de substitution., Autographes et originaux ; quelques copies.Les lettres contenues dans ce volume sont adressées aux personnages suivants :A Nicolas Le Fèvre, par le cardinal Baronius, Rome, prid. id. mai. 1604, orig., avec un post-scriptum autogr., cachet (2) ;Au président Barnabé Brisson, par Marc-Antoine Muret, Rome, prid. non. mai. 1584 (4) ;A Pierre Pithou, par André Schott, Valence (Espagne), 8 kal. april. 1594 (6) ; — par G. Du Vair, Paris, 11 sept. 1596 (159) ; — par le président Jeannin, Paris, 26 fév. s. a. (166) ;Au président J.-A. de Thou, sieur d'Émery, par Claude Minos, en latin, s. d., orig. (7) ; — par Jacques Gaffarel, Venise, en latin, s. d., copie (104) ; — par Marc-Antoine de Muret, Rome, 29 août 1583 (146) ; — par N[icolas] Brûlart, 19 avril 1595 (148) ; — par [Jean] de Thumery, Limoges, 22 mars s. a. (149) ; — par Antoine Loisel, Agen, 30 nov. 1582 (151) ; — par Dyllin (?), Grenoble, 31 août 1601, orig. (152) ; — par le président Séguier, Agen, 5 fév. 1583 (154) ; — par J[acques] Gillot, Paris, 1er fév. s. a. (156) ; — par Duplessis[-Mornay], Saumur, 13 avril s. a. (158) ; — par A[chille] de Harlay, signée « P. P. », s. d. (161), avec un postscriptum (162) ; et 22 mars s. a. (164) ; — par D[enis] Godefroy, Strasbourg, 4 déc. 1603 (168) ; — par [Scévole de] Sainte-Marthe, Poitiers, 29 mars s. a. (172), et s. d. (173) ; — par M[éry] de Vic, « Meyenfeld, au païs des Grisons », 20 sept. 1604 (175) ; — par N[icolas] Rapin, Poitiers, 23 oct. 1597 (196) ; — par P. Catel, Rome, 8 fév. 1605 (220) ; — par Ribère, Rome, 5 juillet 1610 (222) ;A Frédéric Lindenbrog, par H[ugo] Grotius, Paris, 7 avril 1637, en latin, copie de J. Dupuy (8) ;A Jean-Frédéric Gronov, par H. Grotius, en latin, s. d., extrait, de la main de P. Dupuy (9) ;A la reine Christine de Suède, par H. Grotius, en latin, s. d., copie de P. Dupuy (12) ;A Trajano Guiscardi, grand-chancelier du Montferrat, par H. Grotius, Paris, 3 août 1624, en latin, copie de J. Dupuy (14) ;Aux États généraux des Provinces-Unie

Numérisation effectuée à partir d'un document de substitution, Quelques autographes. On remarque dans ce volume les pièces suivantes : Devise de François Thorius (6) ; — « In vellus aureum Philippi Hispaniarum regis » (6 v°) ; — « In Porphyropsyrtum », 1564 (7) ; — « Ad D. Germanum Valentem Pimpuntium ode », 1er janv. 1566 (7 v°) ; — « In Dn. Nicolaum Thumerium, Maulianae ditionis praetorem creatum, ode votiva », 14 avril 1564 (10 v°) ; — « Ad Janum Sylvium, gymnasiarcham Bellanum, ode », 1er janv. 1563 (11 v°) ; — « Leoniambicum » (13) ; — « Fastorum consularium ab Urbe condita ad Augusti obitum, per Hubertum Goltzium Venlonianum Herbipolitam restitutorum, frontispicium carmine heroico explicatum » (14) ; — « Canticum Mosis, Deuteron. cap. 32. Audite, coeli etc. », Paris, 17 août 1567 (17) ; — « Antonio comiti Ortenburgio » (21) ; — Épigrammes adressées à l'évêque de Paris [Guillaume Viole], à Henri d'Angoulême, à Jean de Morel, précepteur d'Henri d'Angoulême (21 v°) ; au conseiller Dormans, au fils du président Lemaistre, au conseiller Brûlart (22) ; au président Teissier (22 v°) ; — « Maturini Anissi, mercatoris Turonensis, epitaphium », 1566 (23) ; — « Ad Petrum Torrium ode », 5 id. nov. 1562 (24) ; — « Canticum Mosis. Exod. XV » (26) ; — « Oratio Dominica » (27 v°) ; — « Canticum trium adolescentum. Dan. 3 » (28) ; — « Canticum Judith. XVI » (29 v°) ; — « Canticum Jonae. 2 » (31 v°) ; — « Canticum Annae. Regum 1. cap. 2 » (32 v°) ; — « Canticum Mariae virginis, Luc. 1 » (33 v°) ; — « Canticum Zachariae. Luc. 1. Benedictus Dominus Deus Israel, etc. » (34) ; — « Ad Janum Antonium Baifium... ode » (35) ; — « Canticum piorum. Esaiae 12 » (36) ; « Dominici Lampsonii, canonici Leodiensis, poetae ac pictoris celeberrimi, poematia : Adriano Catullo, optimae spei puero (37) ; — In Jacobi Raevardi imaginem (38) ; — In propriam sui effigiem a Floro doctissime pictam (38 v°) ; — Ad Antonii Mori filium [en vers grees] (38 v°) ; — In figuram Christi triumphantis a Moro pictam (39) ; — In effigiem Jω[annis] Galli (39 v°) ; — Ad Antonii M, Volume constitué en 1644.

The ideas of the New Left and the recently emerged alter-globalisation movements are marginal within current policy debates concerning the English education system. Here I seek to demonstrate the interconnections between the New Left and the alter-globalisation movement and suggest that these ideas contain a powerful corrective to the increasingly authoritarian present. The next part of the article considers the development of neoliberalism both in a theoretical context and since the arrival of the new Conservative–Liberal government in the UK. Here I outline the rapid transformation of English schools under the academies programme and look at how it has been explicitly linked to ideas of ‘moral collapse’ evident in the popular discourse of ‘Broken Britain’. Especially significant in this respect has been the labelling of comprehensive schools as ‘failures’ and the explicit imposition of more authoritarian understandings of pedagogy. I seek to explore both the rapidity of this transformation in the context of the dissatisfaction with the idea of comprehensive schools shown by the political Right and the Third Way’s reworking of socialism. Finally I briefly consider more progressive alternatives for schools and education by returning to the idea of the democratic commons. In this respect, the cultural Left needs to explore more radical alternatives beyond the defence of comprehensive schooling which sounds both nostalgic and misplaced within our global times.

The ideas of the New Left and the recently emerged alter-globalisation movements are marginal within current policy debates concerning the English education system. Here I seek to demonstrate the interconnections between the New Left and the alter-globalisation movement and suggest that these ideas contain a powerful corrective to the increasingly authoritarian present. The next part of the article considers the development of neoliberalism both in a theoretical context and since the arrival of the new Conservative–Liberal government in the UK. Here I outline the rapid transformation of English schools under the academies programme and look at how it has been explicitly linked to ideas of ‘moral collapse’ evident in the popular discourse of ‘Broken Britain’. Especially significant in this respect has been the labelling of comprehensive schools as ‘failures’ and the explicit imposition of more authoritarian understandings of pedagogy. I seek to explore both the rapidity of this transformation in the context of the dissatisfaction with the idea of comprehensive schools shown by the political Right and the Third Way’s reworking of socialism. Finally I briefly consider more progressive alternatives for schools and education by returning to the idea of the democratic commons. In this respect, the cultural Left needs to explore more radical alternatives beyond the defence of comprehensive schooling which sounds both nostalgic and misplaced within our global times.

The ideas of the New Left and the recently emerged alter-globalisation movements are marginal within current policy debates concerning the English education system. Here I seek to demonstrate the interconnections between the New Left and the alter-globalisation movement and suggest that these ideas contain a powerful corrective to the increasingly authoritarian present. The next part of the article considers the development of neoliberalism both in a theoretical context and since the arrival of the new Conservative–Liberal government in the UK. Here I outline the rapid transformation of English schools under the academies programme and look at how it has been explicitly linked to ideas of ‘moral collapse’ evident in the popular discourse of ‘Broken Britain’. Especially significant in this respect has been the labelling of comprehensive schools as ‘failures’ and the explicit imposition of more authoritarian understandings of pedagogy. I seek to explore both the rapidity of this transformation in the context of the dissatisfaction with the idea of comprehensive schools shown by the political Right and the Third Way’s reworking of socialism. Finally I briefly consider more progressive alternatives for schools and education by returning to the idea of the democratic commons. In this respect, the cultural Left needs to explore more radical alternatives beyond the defence of comprehensive schooling which sounds both nostalgic and misplaced within our global times.