Pèlerinages barrésiens

2013 ◽  
pp. 116-123
Author(s):  
Claire Bompaire-Evesque
Keyword(s):  
Large Scale ◽  
The Self ◽  
Joan Of Arc ◽  
The Third ◽  
National Importance ◽  
The Earth ◽  
Third Stage ◽  
The Dead

This article is a inquiry about how Barrès (1862-1923) handles the religious rite of pilgrimage. Barrès stages in his writings three successive forms of pilgrimage, revealing what is sacred to him at different times. The pilgrimage to a museum or to the birthplace of an artist is typical for the egotism and the humanism of the young Barrès, expressed in the Cult of the Self (1888-1891). After his conversion to nationalism, Barrès tries to unite the sons of France and to instill in them a solemn reverence for “the earth and the dead” ; for that purpose he encourages in French Amities (1903) pilgrimages to historical places of national importance (battlefields; birthplace of Joan of Arc), building what Nora later called the Realms of Memory. The third stage of Barrès’ intellectual evolution is exemplified by The Sacred Hill (1913). In this book the writer celebrates the places where “the Spirit blows”, and proves open to a large scale of spiritual forces, reaching back to paganism and forward to integrative syncretism, which aims at unifying “the entire realm of the sacred”.

scholarly journals HISTORY OF THE CHANNEL SYSTEMS REORGANIZATION OF THE KAMA-KELTMA LOWLAND IN THE LATE PLEISTOCENE – HOLOCENE

2020 ◽  
pp. 6-17
Author(s):  
Nikolai N. Nazarov ◽  
◽  
Sergei V. Kopytov ◽  
Keyword(s):  
Late Pleistocene ◽  
Radiocarbon Dating ◽  
Large Scale ◽  
Bottom Relief ◽  
Short Term ◽  
Second Stage ◽  
The Third ◽  
Third Stage ◽  
History Of ◽  
Channel Systems

The analysis of the actual data on the age and stages of the channel systems formation in the Kama-Keltma lowland was based on the altitudinal differentiation of different stages of the relief and the results of radiocarbon dating of organics from the channel and floodplain facies. Late Pleistocene lake terrace is the highest level in the Upper Kama depression and Keltma hollow. The research into the geomorphological structure and age of deposited materials, with a particular focus on separate elements of the Kama-Keltma lowland erosive and accumulative relief, indicates the existence of six stages of the channel systems formation (reorganization). The first stage (end of the Kalinin stadial) is the Chepets hollow formation. The hollow was preserved after large-scale changes in the bottom relief of the Upper Kama depression. The second stage (Mologa-Sheksna interstadial) is the first Kama terrace formation. The third stage (Ostashkov stadial, 20-18 ka) is the period of the runoff hollow formation (including the ‘large terrace hollow’), which actively dissected the surface of aeolian landforms. The fourth stage (LGM, 18-10 ka) is the formation of the macromeanders of the South Keltma, Pilva, and Timsher, as well as the multi-arm channel of the Kama during alternating periods of relatively short-term warming and cooling. The fifth stage is the wide Kama floodplain formation in the Preboreal – Subboreal, represented by segmental generations. The sixth stage (modern) is characterized by the ‘straightening’ of the Kama channel – the formation of a relatively straight channel throughout the Kama-Keltma lowland.

scholarly journals Principles: Establishing the Foundation for a Self-Access Curriculum

2013 ◽  
pp. 353-366
Author(s):  
Elizabeth Lammons
Keyword(s):  
Development Process ◽  
Development Project ◽  
The Self ◽  
Clear Understanding ◽  
International Studies ◽  
Student Needs ◽  
The Third ◽  
Third Stage ◽  
Current Content ◽  
Assessment Procedures

This third installment of the regular column documenting the curriculum development project taking place at the Self-Access Learning Centre (SALC) at Kanda University of International Studies (KUIS), Japan, focuses on the third stage in Nation and Macalister’s framework, namely Principles. While the previous installment (Takahashi et al., 2013) focused on establishing a clear understanding of student needs, essentially the “what”, or the content of the curriculum, this stage focuses on establishing guiding principles for the “how”: the format, sequencing of content and assessment procedures to be developed. In this installment, Elizabeth Lammons explains the process of deciding these principles, and how they were then used to evaluate the existing curriculum. The results of this evaluation allow the learning advisors to have a clear understanding of the strengths and weaknesses of the current content and delivery model, which will prove invaluable in the re-development process, which will also be guided by these principles. A copy of the principles in full is available in the Appendix.

scholarly journals Student midwives’ knowledge, skills and competency in relation to the active management of the third stage of labour: A correlational study

Curationis ◽  
2020 ◽  
Vol 43 (1) ◽  
Author(s):  
Fungai Muzeya ◽  
Hester Julie
Keyword(s):  
Survey Design ◽  
Maternal Mortality Ratio ◽  
The Self ◽  
Active Management ◽  
Knowledge And Skills ◽  
The Third ◽  
Third Stage ◽  
Mortality Ratio ◽  
Quantitative Descriptive ◽  
Descriptive Survey

Background: Lesotho has been experiencing health challenges as indicated by its high maternal mortality ratio of 620 per 100 000 live births for the year 2010, which has been linked to its limited human resources.Objectives: The knowledge and skills of final-year student nurse-midwives related to the active management of the third stage of labour were determined.Method: A quantitative, descriptive survey design was used to conduct this study with 99 final-year midwifery students at four nursing schools in Lesotho using stratified sampling. The structured questionnaire collected data on the knowledge and self-reported competency. Subsequently, the controlled cord traction marks, extracted from the objective structured clinical examination (OSCE), were compared to the self-reported competency of these midwifery students using R software version 3.4.0.Results: The mean score for knowledge and the OSCE was 73.8% (n = 99) and 77.2% (n = 99), respectively. The majority of respondents (95.2%, n = 99) rated themselves highly in terms of the active management of the third stage of labour competency. There was no correlation between the self-reported competency and knowledge (r = 0.08, p = 0.4402), and self-reported competency and OSCE scores (r = −0.004, p = 0.01).Conclusion: The high mean scores for the knowledge and the OSCE indicate that the theoretical component of the curriculum on the active management of the third stage of labour was effective in equipping final-year midwifery students with knowledge and skills to carry out this competency.

scholarly journals Promoting Self-Regulatory Skills in Self-Regulated Learning Pre-School Education Stage 3

2021 ◽  
Author(s):  
Ilze Šūmane ◽  
◽  
Līga Āboltiņa
Keyword(s):  
Learning Process ◽  
Self Regulation ◽  
School Education ◽  
The Self ◽  
Learning Goals ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
The Third ◽  
Third Stage ◽  
Regulated Learning

The competence approach in pre-school education, which recommends the promotion of self-regulated learning, raises questions about its impact on the development of children’s self-regulation. As a cross-cutting skill, self-regulated learning is essential for today’s society. It provides for a person’s ability to self-educate and develop effectively and successfully. The environment of the pre-school institution and the teacher, who equips and improves this environment, play an important role in promoting the child’s self-regulated learning. In the third stage of pre-school education children have reached the age of 5 to 6 years old and are being prepared to start school. The aim of this study is to assess and analyse children’s self-regulation skills in a pre-primary education environment in the third stage of self-regulated learning. Self-regulated learning is when a student is able to function and use cognitive, emotional processes and behavioural regulation tools to achieve learning goals. The following research tasks were included: 1) analyse the essence and development of self-regulation, and guidelines for organising a self-regulated learning process; and 2) carry out pedagogical observations of children’s self-regulatory abilities within the framework of the self-regulated learning process. The research methods included analysis of pedagogical and psychological literature and sources, pedagogical observation, and statistical analysis of data. The study involved 41 children who were 5 to 6 years old. The results of the study show that self-directed learning can significantly promote the development of self-regulation skills in 5 to 6-year-old children. To better develop the process of self-regulation for 5 to 6-year-old children, the self-regulated learning process must be easier to understand, with an emphasis on updating, understanding, and reflecting on the learned content, while also clearly articulating the expected outcomes and providing feedback.

scholarly journals Moving Curve of Civilization

2021 ◽  
Vol 8 (5) ◽  
pp. 500-503
Author(s):  
Salah Eid
Keyword(s):  
Western Europe ◽  
Modern Times ◽  
The Third ◽  
The Earth ◽  
Third Stage ◽  
Ancient Times ◽  
The Right ◽  
Main Center

One glance to the map of the Earth shows us that the main centers and sub centers of civilization are distributed on the surface of the Earth according to a very accurate geometrical system: the main ones are located on a strait line from Egypt to Greece to western Europe. From Egypt in the ancient times , and from Western Europe in modern times a curve extends to the right and left on which the sub centers are located, this curve moved completely from its northern position in ancient times to its southern position in modern times where one thousand years separates the two ancient and modern stages of civilization,  this period had been filled by Greeks and Arabs through which we are going to tell the story of this moving curve between its two ancient and modern positions. Briefly seven hundreds of years had been filled by Greeks : one century in Athena, six centuries in Alexandria of Egypt,( where the curve returned to its southern position),  and three centuries by Arabs in Bagdad in Iraq before the third stage of modern civilization began its role in its main center , western Europe.

scholarly journals Pengembangan metode pembelajaran halaqah berbasis etnomatematika untuk memahamkan penyelesaian masalah transportasi kelas program linier

2021 ◽  
Vol 15 (2) ◽  
pp. 216-226
Author(s):  
Hartono Hartono ◽  
Wandra Irvandi
Keyword(s):  
Transportation Problem ◽  
Large Scale ◽  
Linear Program ◽  
Learning Activities ◽  
Learning Method ◽  
Fourth Stage ◽  
Development Stages ◽  
Second Stage ◽  
The Third ◽  
Third Stage

Tujuan penelitian ini adalah untuk menghasilkan metode pembelajaran halaqah berbasis etnomatematika pada kelas program linier untuk membantu mahasiswa memahami penyelesaian masalah transportasi. Penelitian dan pengembangan ini terdiri dari tahap define, design, dan develop. Instrumen penelitian yang digunakan adalah lembar validasi untuk menilai kevalidan, angket untuk menilai kepraktisan, dan tes hasil belajar untuk menilai keefektifan metode pembelajaran halaqah berbasis etnomatematika. Penelitian menghasilkan metode pembelajaran yang terdiri dari empat tahapan. Tahap pertama yaitu pemilihan kompetensi dan materi berbasis etnomatematika, dan kompetensi terkait pemahaman penyelesaian masalah transportasi dengan konteks berupa pembiayaan transportasi pembuatan baju tradisional Kopa etnis Dayak Kualant. Tahap kedua, pembentukan halaqah yaitu dengan posisi melingkar, kemudian pemilihan mahasiswa yang berkemampuan tinggi sebagai pembimbing, dilanjutkan ta’aruf dengan penuh keakraban. Tahap ketiga, kegiatan pembelajaran yaitu pemahaman materi yang terdiri dari pembukaan, landasan ide pokok materi transportasi. Tahap keempat, kegiatan silaturahmi di luar pembelajaran sekaligus mengevaluasi dan mempererat persaudaraan mahasiswa sebagai teman diskusi. Berdasarkan penilaian kevalidan, kepraktisan, dan keefektifan disimpulkan bahwa metode pembelajaran halaqah berbasis etnomatematika yang dikembangkan layak digunakan dan dapat dilanjutkan ke uji coba dalam skala besar. Development of ethnomathematics-based halaqah learning methods to understand the solving of transportation problem in linear program coursesAbstractThe purpose of this study was to produce an ethnomathematics-based halaqah learning method in a linear program course to help students understand solving transportation problems. This research and development consisted of the define, design, and development stages. The research instrument used was a validation sheet to assess the validity, a questionnaire to assess practi­cality, and a test to assess the effectiveness of the ethnomathematics-based halaqah learning method. The research resulted in a learning method consisting of four stages. The first stage was selecting ethnomathematics-based competencies and materials and competencies related to understanding transportation problem-solving in the context of financing the production of the traditional clothing of Kopa Dayak Kualant ethnic. The second stage, the formation of the hala­qah, namely in a circular position, then selects highly capable students as guides, followed by ta'aruf with full intimacy. The third stage was learning activities, namely understanding the material consisting of opening, the basic idea of transportation material. The fourth stage was activities outside of learning and evaluating and strengthening students’ brotherhood as dis­cussion partners. Based on the assessment of the validity, practicality, and effectiveness, it could be concluded that the ethnomathematics-based halaqah learning method developed was sui­table for use and could be continued in large-scale trials.

The Necessity and Ways of Legitimation of Large-scale Private Property in Russia: Raising a Problem

2007 ◽  
pp. 4-26
Author(s):  
G. Yavlinsky
Keyword(s):  
Large Scale ◽  
Private Property ◽  
Negative Consequences ◽  
Specific Nature ◽  
Considerable Part ◽  
Russian People ◽  
National Importance ◽  
Historical Tradition ◽  
Special Rules ◽  
Economic Assets

Results of privatization campaign in 1990’s continue to meet strong opposition from a very considerable part of Russian people and authorities actually refuse to consider the rights of private owners legitimate and not subject to violation. One of the reasons for this, besides historical tradition, is a specific nature of Russian privatization of 1990’s. The article brings to discussion a set of measures aimed at overcoming its negative consequences. While insisting on the need to honor all previous government obligations and commitments, the paper proposes a one-time special tax (windfall tax) to be levied on those who benefited most from privatization deals that were not just and fair, and special rules to be set for the use and sale of economic assets of national importance. The author also considers possible ways to legitimize private property, as well as chances to achieve а broad public consensus on this issue in Russia.

‘A pinch of unseen, unguarded dust’: The World and Self in Thomas Hardy's Poems

2018 ◽  
Vol 8 (1) ◽  
pp. 49-66
Author(s):  
Monika Szuba
Keyword(s):  
The Body ◽  
The Self ◽  
Phenomenological Philosophy ◽  
The Earth ◽  
The World ◽  
The Universe ◽  
Recurrent Theme ◽  
Body Subject

The essay discusses selected poems from Thomas Hardy's vast body of poetry, focusing on representations of the self and the world. Employing Maurice Merleau-Ponty's concepts such as the body-subject, wild being, flesh, and reversibility, the essay offers an analysis of Hardy's poems in the light of phenomenological philosophy. It argues that far from demonstrating ‘cosmic indifference’, Hardy's poetry offers a sympathetic vision of interrelations governing the universe. The attunement with voices of the Earth foregrounded in the poems enables the self's entanglement in the flesh of the world, a chiasmatic intertwining of beings inserted between the leaves of the world. The relation of the self with the world is established through the act of perception, mainly visual and aural, when the body becomes intertwined with the world, thus resulting in a powerful welding. Such moments of vision are brief and elusive, which enhances a sense of transitoriness, and, yet, they are also timeless as the self becomes immersed in the experience. As time is a recurrent theme in Hardy's poetry, this essay discusses it in the context of dwelling, the provisionality of which is demonstrated in the prevalent sense of temporality, marked by seasons and birdsong, which underline the rhythms of the world.

The Coherence of Mary Barton: Romance, Realism, and Utopia

2015 ◽  
Vol 5 (3) ◽  
pp. 185-200
Author(s):  
Robert Z. Birdwell
Keyword(s):  
Thomas Carlyle ◽  
The Novel ◽  
Second Stage ◽  
The Third ◽  
Third Stage ◽  
Three Stages ◽  
Mode Of Production

Critics have argued that Elizabeth Gaskell's first novel, Mary Barton (1848), is split by a conflict between the modes of realism and romance. But the conflict does not render the novel incoherent, because Gaskell surpasses both modes through a utopian narrative that breaks with the conflict of form and gives coherence to the whole novel. Gaskell not only depicts what Thomas Carlyle called the ‘Condition of England’ in her work but also develops, through three stages, the utopia that will redeem this condition. The first stage is romantic nostalgia, a backward glance at Eden from the countryside surrounding Manchester. The second stage occurs in Manchester, as Gaskell mixes romance with a realistic mode, tracing a utopian drive toward death. The third stage is the utopian break with romantic and realistic accounts of the Condition of England and with the inadequate preceding conceptions of utopia. This third stage transforms narrative modes and figures a new mode of production.

Sign in / Sign up

Export Citation Format

Share Document