scholarly journals De Vendelhelm uit Hallum: een experimentele reconstructie

Paleo-aktueel ◽  
2018 ◽  
pp. 61-69
Author(s):  
Johan Nicolay ◽  
Sebastiaan Pelsmaeker

The Vendel helmet from Hallum: an experimental reconstruction. The bronze animal heads presented in Paleo-aktueel 28 were taken as the starting point for the reconstruction of a Vendel helmet to which they originally belonged. After a selection of more-or-less intact Vendel helmets from Swedish boat graves at Vendel, Valsgärde and Ulltuna are described shortly, the individual stages of the reconstruction are presented. During this experimental process all kind of choices had to be made, leading to new insights about the manufacture of the helmet crest (forged instead of cast), about the fastening of the central bow (with the help of both animal heads), and about the probable re-use of stamped bronze foils to produce new matrices. How the presence of a Swedish-type helmet in Friesland should be explained, is the subject of a forthcoming paper.

Antiquity ◽  
2014 ◽  
Vol 88 (340) ◽  
pp. 378-394 ◽  
Author(s):  
N.I. Shishlina ◽  
D.S. Kovalev ◽  
E.R. Ibragimova

The origin and development of wheeled vehicles continues to fascinate today no less than when Stuart Piggott (1974) first wrote about the subject inAntiquity40 years ago. A growing number of examples from the steppes of southern Russia and Ukraine are providing new insights into the design and construction of these complex artefacts. A recent example from the Ulan IV burial mound illustrates the techniques employed and the mastery of materials, with careful selection of the kinds of wood used for the wheels, axles and other elements. Stable isotope analysis of the individual interred in this grave showed that he had travelled widely, emphasising the mobility of steppe populations.


Author(s):  
Theofanis Tassis ◽  

During the last decade Castoriadis’ questioning has become a reference point in contemporary social theory. In this article I examine some of the key notions in Castoriadis’ work and explore how he strives to develop a theory on the irreducible creativity in the radical imagination of the individual and in the institution of the social-historical sphere. Firstly, I briefly discuss his conception of modem capitalism as bureaucratic capitalism, a view initiated by his criticism of the USSR regime. The following break up with Marxist theory and his psychoanalytic interests empowered him to criticize Lacan and read Freud in an imaginative, though unorthodox, fashion. I argue that this criticai enterprise assisted greatly Castoriadis in his conception of the radical imaginary and in his unveiling of the political aspects of psychoanalysis. On the issue of the radical imaginary and its methodological repercussions, I’m focusing mainly on the radical imagination o f the subject and its importance in the transition from the “psychic” to the “subject”. Taking up the notion of “Being” as a starting point, I examine the notion of autonomy, seeking its roots in the ancient Greek world. By looking at notions such as “praxis”, “doing”, “project” and “elucidation”, I show how Castoriadis sought to redefine revolution as a means for social and individual autonomy. Finally I attempt to clarify the meaning of “democracy” and “democratic society” in the context of the social imaginary and its creations, the social imaginary significations.


2019 ◽  
Vol 7 ◽  
pp. 173-184
Author(s):  
Marta Zambrzycka

The text concerns the subject of the disease in Ukrainian literature based on the novel by Maria Matios Sweet Darusia. The novel was published in 2003, has received many awards and is one of the most famous Ukrainian novels of the last decades. Many Ukrainian literary scholars have written about this novel, including Sofi a Filonenko, Jaroslaw Holoborodko, Nila Zborowska and Tamara Hundorowa. Maria Matios analyzes in Sweet Darusia an illness as a metaphor for social and cultural phenomena. In the fi rst part of my paper, I analyse the metaphor of a disease and dysfunction in Ukrainian literature. The second part of the text is about a disease as a consequence of the traumatic experience of the heroine, in which Maria Matios illustrates the problems of memory of the Ukrainian nation. Diseases, dysfunctions, and pathological states are quite popular motifs in the Ukrainian prose of the independence period. They appear, among others, in the texts of Yuri Andrukhovych, Stepan Procuik, Oksana Zabuzko, Yuri Gudz, and Yuri Izdryk. All mentioned authors combine a state of disease with the mental, political and economic condition of post-Soviet society. In Ukrainian prose, the disease is a posttraumatic symptom, manifested in both the individual plan – in the hero’s body and psyche – and also with a broader, over-individual dimension, allowing to diagnose the condition of post-totalitarian space residents. In the novel Sweet Darusia, physical suff ering and illness of the main character is an image of a historical trauma experienced by totalitarian society. The illness in this novel is the starting point for self-refl ection and the stimulus to construct new identifi cation, basing on what is individual, human, intimate but often painful and difficult to accept.


Author(s):  
Edyta GĄSIOROWSKA-MĄCZNIK ◽  

Purpose: The main study objective is to identify the most important reasons why owners of agrotourism business entities undertake coopetition activities and to identify the benefits and risks resulting from the implementation of the coopetition strategy. Project/methodologyapproach: Theoretical aspects of the coopetition strategy are the starting point for pilot studies carried out in the Świętokrzyskie region on a sample of 150 agrotourism business entities, which accounts for about 30% of all such entities operating in the region. An interview questionnaire was used in the study. A deliberate selection of the research area and the subjects surveyed was assumed. Results: The analysis of the results of the pilot study shows that the coopetition strategy brings greater benefits to agrotourism business entities than competition and co-operation strategies implemented separately, the benefits include: expanding the scale of operations, strengthening the position of the company in relation to competitors which are not parties to the coopetition agreement, and access to new customer markets. When making a decision on cooperation, the surveyed owners of agrotourism business entities most often treat it as a strategic decision, i.e. relating to effects in a distant time horizon, and its main reason is to increase competitiveness on the market. Practical implications: Both cooperation and competition relations are important for the development of agrotourism business entities. Cooperative relationships are created as associations, usually to carry out tasks aimed at increasing the attractiveness of a given tourist destination. Competitive relationships concern in particular the individual offer of services, their quality and diversity. The consequences of both types of activities have a significant impact on building competitive advantage of the surveyed business entities. Originality/value: The analysis of literature leads to the conclusion that there are no scientific studies showing the coopetition in relation to the activities of agrotourism business entities. Therefore, the issues addressed form a research gap. The article is directed to owners of agrotourism business entities and agrotourism associations.


Author(s):  
Miguel Ángel Arias Ortega

The way environmental education has been presented as a viable response to the emergence of national, regional, and global environmental problems since the 1970s is reviewed; as well as some environmental education presuppositions, approaches, and aims with which a field of knowledge and educational practices have been constituted and provided to the individual, to help re-evaluate and redefine the established forms of relationship and exchange with society and nature. Also, the concepts of education and environmental education are examined as they are considered the starting point for undertaking teacher education processes and the potential to generate a new environmental culture in society. At the same time, certain inconsistencies in this process are observed, along with the analysis of some distinctive features (knowledge, attitudes, abilities, and skills) a teacher who is trained in the field of environmental education must possess. General reflections on environmental education teacher training and its processes which are meant to increase debate and discussion on the subject are included, together with the description of some educational experiences developed in different areas and levels that aim to innovate in the reflection and practice of environmental education. Finally, some clues are given to help the design and development of training proposals for environmental education teachers with a greater social, scientific, critical, and humanistic projection.


1872 ◽  
Vol 17 (80) ◽  
pp. 471-484
Author(s):  
Francis E. Anstie

It is a great pleasure to me to have the opportunity of speaking to a number of my professional brethren on the subject announced for to-night's lecture—a subject whose vastness and far-reaching connections with the problems, not only of practical medicine, but also of physical and mental education for the young, are daily presented to my mind with increasing force by the facts that I observe in hospital and private practice. The inheritance of the neurotic temperament, with its ever shifting modifications and transformations of outward form, I need hardly tell you is not exactly a new discovery. Commenced, as far as scientific research goes, by Morel, in his treatise, “Des Dégénerescences Humaines,” the investigation of the hereditary neurosis has been since carried out by many observers, and has been specially illustrated by one of the most eminent alienists of the present day, Dr. Maudsley. It has now been sufficiently demonstrated in a general way, that there is handed down, in certain families, a tendency of the individual members to inherit from their parents either a particular nervous disease—for instance, insanity—from which they suffered, or else—and this quite as frequently—some other disease of the nervous system. Thus it often happens in these neurotic families, that an insane progenitor will endow a variable number of his descendants respectively with epilepsy, with neuralgia, with insanity, with invincible tendencies to drink, with brain softening, or with chorea; the more fortunate of his descendants escaping with only some more or less strongly marked irritability of nervous system, which may express itself chiefly in mental sensitiveness and impulsiveness, or in the existence of some slight local spasmodic affection, or in a general eccentricity of character which it is impossible to define. Or it may be that the vicious circle of nervous degeneration began at an earlier stage; for instance, the insane progenitor was himself the child of a drunkard, whose habitual intemperance had been the starting point—as there is reason to believe it often is the starting point—of a lowered nervous organisation of the family stock, which will show itself in the various ways already mentioned. These general facts are doubtless familiar to your minds, and you are also well aware that this sad inheritance is a curse that seems to fall with special weight upon families, many of whose members are of a mental calibre that would fit them to be the salt of the earth, possessing quickness of insight, original cast of thought, genius for mechanical invention, or, it may be, delicate artistic faculties. These are the men that really make the world march; it is they who give society its impulses to progress of all kinds; but, unhappily, it must be also said that they are too frequently the victims of their inherited temperament, and that their lives, even when they are not interrupted by any positive catastrophe, are too often overshadowed by the gloom of hypochondriasis, or poisoned by some unhappy intellectual or moral weakness, which may be known only to themselves, but is to themselves a perpetual misery, perhaps even a perpetual terror. Of course I am not here referring to the possessors of the highest kind of genius, that rare excellence which flowers only once or twice in a century of a nation's history; such natures are calm and strong, the typical embodiment of the mens sana in corpore sano, at its highest and best. Tour Shakespeare or your Goethe is no weakling. But, unhappily, it is not such as these that bear the heat and burden of modern progress, and among the men of second rank, upon whom that burden actually falls, a lamentable number are the victims of that inherited defect of nervous balance which is at the foundation of those associated hereditary neuroses, respecting which I ask permission to say a few words to you. And if we farther reflect on the fact that for one such partial, even if brilliant and useful success, as nature achieves in the persons of these neurotic men and women of talent, she probably makes at least two failures in the shape of their relatives who are nervous, but not talented, we cannot avoid the conviction that the subject of inherited neurosis is one of the most important that engages the attention either of the physician or of the student of social science.


1872 ◽  
Vol 17 (80) ◽  
pp. 471-484
Author(s):  
Francis E. Anstie

It is a great pleasure to me to have the opportunity of speaking to a number of my professional brethren on the subject announced for to-night's lecture—a subject whose vastness and far-reaching connections with the problems, not only of practical medicine, but also of physical and mental education for the young, are daily presented to my mind with increasing force by the facts that I observe in hospital and private practice. The inheritance of the neurotic temperament, with its ever shifting modifications and transformations of outward form, I need hardly tell you is not exactly a new discovery. Commenced, as far as scientific research goes, by Morel, in his treatise, “Des Dégénerescences Humaines,” the investigation of the hereditary neurosis has been since carried out by many observers, and has been specially illustrated by one of the most eminent alienists of the present day, Dr. Maudsley. It has now been sufficiently demonstrated in a general way, that there is handed down, in certain families, a tendency of the individual members to inherit from their parents either a particular nervous disease—for instance, insanity—from which they suffered, or else—and this quite as frequently—some other disease of the nervous system. Thus it often happens in these neurotic families, that an insane progenitor will endow a variable number of his descendants respectively with epilepsy, with neuralgia, with insanity, with invincible tendencies to drink, with brain softening, or with chorea; the more fortunate of his descendants escaping with only some more or less strongly marked irritability of nervous system, which may express itself chiefly in mental sensitiveness and impulsiveness, or in the existence of some slight local spasmodic affection, or in a general eccentricity of character which it is impossible to define. Or it may be that the vicious circle of nervous degeneration began at an earlier stage; for instance, the insane progenitor was himself the child of a drunkard, whose habitual intemperance had been the starting point—as there is reason to believe it often is the starting point—of a lowered nervous organisation of the family stock, which will show itself in the various ways already mentioned. These general facts are doubtless familiar to your minds, and you are also well aware that this sad inheritance is a curse that seems to fall with special weight upon families, many of whose members are of a mental calibre that would fit them to be the salt of the earth, possessing quickness of insight, original cast of thought, genius for mechanical invention, or, it may be, delicate artistic faculties. These are the men that really make the world march; it is they who give society its impulses to progress of all kinds; but, unhappily, it must be also said that they are too frequently the victims of their inherited temperament, and that their lives, even when they are not interrupted by any positive catastrophe, are too often overshadowed by the gloom of hypochondriasis, or poisoned by some unhappy intellectual or moral weakness, which may be known only to themselves, but is to themselves a perpetual misery, perhaps even a perpetual terror. Of course I am not here referring to the possessors of the highest kind of genius, that rare excellence which flowers only once or twice in a century of a nation's history; such natures are calm and strong, the typical embodiment of the mens sana in corpore sano, at its highest and best. Tour Shakespeare or your Goethe is no weakling. But, unhappily, it is not such as these that bear the heat and burden of modern progress, and among the men of second rank, upon whom that burden actually falls, a lamentable number are the victims of that inherited defect of nervous balance which is at the foundation of those associated hereditary neuroses, respecting which I ask permission to say a few words to you. And if we farther reflect on the fact that for one such partial, even if brilliant and useful success, as nature achieves in the persons of these neurotic men and women of talent, she probably makes at least two failures in the shape of their relatives who are nervous, but not talented, we cannot avoid the conviction that the subject of inherited neurosis is one of the most important that engages the attention either of the physician or of the student of social science.


2021 ◽  
Vol 18 (49) ◽  
pp. 303-320
Author(s):  
Ivana Pajić ◽  

The subject of the present work is Wolfgang Herrndorf’s award-winning youth novel Tsch- ick (i.e. “German Youth Literature Prize” (2011) and “Clemens Brentano Prize” (2012)). The novel, released in 2010, has sold more than two million copies to date and has been translated into more than 25 languages. In the novel, the story is told by Maik Klingenberg, a fourteen- year-old teenager who is left devastated by the surrounding circumstances and his outsider position before the summer holidays, but through his friendship with Tschick (during the summer holidays) experiences a solution and development process that changes his view of the world and his positioning to his environment and to himself in a positive way. The main focus of the work lies on the (explicit and implicit) character selection, characterization and constellation in the text. The methodological approach to textual analysis is based on insights from narratology, sociology and psychoanalysis. After a theoretical-introductory part, the text-analytical part begins with the selection of the staff of the fictitious world depicted in the novel and shows that the author’s novel gives a pluralistic-heterogeneous-inter- or transcul- tural social image of the German capital Berlin and its (wider) environment. In the following chapter of the work, the introductory characterization of the main character and the related figure constellations will be discussed in more detail. It is shown that Herrndorf uses these constellations to address the complex interrelation between the individual and various col- lective identities, such as those into which the subject is born (Maik’s parents), and those to whom the subject belongs based on the present circumstances of life (Maik’s teacher and the other students of the school). The focus of analysis of the following part lies on those figure constellations that have arisen as a result of Maik’s escape from the structures crushing him (Maik’s voluntary social interactions and friendly ties) and by which the author refers to the dynamic constitution of personal identity, of which the developmental process defies static defining and reveals the possibility of self-change and self-development. Based on the pre- viously given text analysis, the last part of the thesis gives a conclusion corresponding to the analysis results.


2020 ◽  
Author(s):  
Vasil Dinev Penchev

The success of a few theories in statistical thermodynamics can be correlated with their selectivity to reality. These are the theories of Boltzmann, Gibbs, end Einstein.The starting point is Carnot’s theory, which defines implicitly the general selection of reality relevant to thermodynamics. The three other theories share this selection, but specify it further in detail. Each of them separates a few main aspects within the scope of the implicit thermodynamic reality. Their success grounds on that selection. Those aspects can be represented by corresponding oppositions. These are: macroscopic – microscopic; elements – states; relational – non-relational; and observable – theoretical. They can be interpreted as axes of independent qualities constituting a common qualitative reference frame shared by those theories. Each of them can be situated in this reference frame occupying a different place. This reference frame can be interpreted as an additional selection of reality within Carnot’s initial selection describable as macroscopic and both observable and theoretical. The deduced reference frame refers implicitly to many scientific theories independent of their subject therefore defining a general and common space or subspace for scientific theories (not for all).The immediate conclusion is: The examples of a few statistical thermodynamic theories demonstrate that the concept of “reality” is changed or generalized, or even exemplified (i.e. “de-generalized”) from a theory to another.Still a few more general suggestions referring the scientific realism debate can be added: One can admit that reality in scientific theories is some partially shared common qualitative space or subspace describable by relevant oppositions and rather independent of their subject quite different in general. Many or maybe all theories can be situated in that space of reality, which should develop adding new dimensions in it for still newer and newer theories. Its division of independent subspaces can represent the many-realities conception. The subject of a theory determines some relevant subspace of reality. This represents a selection within reality, relevant to the theory in question. The success of that theory correlates essentially with the selection within reality, relevant to its subject.


Author(s):  
Alcina Silva ◽  
Marsyl Mettrau ◽  
Márcia Barreto

Propõe-se a refletir sobre as relações que envolvem o lúdico e o ensino-aprendizagem das Ciências, a partir de uma perspectiva em que as concepções prévias de conceitos científicos sejam compreendidas como ponto de partida e parte ativa de um processo para a construção de novos conhecimentos. Nesta perspectiva, coerente com a Epistemologia Genética e com uma abordagem socioconstrutivista, o objeto é apreendido por meio de uma estrutura cognitiva constituída pelo sujeito a partir de seus interesses e necessidades. A motivação vem a ser o elemento propulsor neste processo, tendo em vista que despertar o interesse implica envolver o indivíduo/estudante em algo que tenha significado para si. As seguintes questões norteiam esta reflexão: Qual o significado de motivar? Este significado passa apenas por proporcionar prazer por meio de atividades lúdicas ou vai para além de sua relação com o lúdico? Qual o papel do professor ao trabalhar com atividades lúdicas? Palavras-chave: lúdico; aprendizagem; motivação; conhecimento científico. Abstract The objective of this paper is to reflect upon the relations involving the ludic activities and the teaching-learning process of sciences, from a perspective in which the pre-conceptions of scientific notions are recognized as the starting point and also as an active part of a process for the construction of new knowledge. From this point of view, which is coherent with the Genetic Epistemology and with a socio-constructivist approach, the object is seized by means of a cognitive structure elaborated by the subject based on his interests and needs. The motivation becomes the propelling element in this process, considering that stirring the interest implies involving the individual/student in something meaningful to himself. The following questions guide this reflection: What is the meaning of motivating? Does this meaning have the sole purpose of providing pleasure by means of ludic activities or does it surpass its relation with the ludic activities? What is the role of the teacher while working with ludic activities? Keywords: ludic; learning process; motivation; scientific knowledge.


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