Literatura científica selecionada sobre o tema "Alexander, archer"

La práctica del diseño se encuentra definida por procesos de investigación y delimitación de problemas generalmente relacionados con ámbitos sociales. Por tanto, los elementos que conforman los procesos de investigación: epistemología, perspectivas teóricas, metodología y métodos, deberían ser presentados clara y concisamente, sin embargo, las posiciones epistemológicas son poco expuestas en los proyectos de diseño. El presente artículo propone advertir estas posiciones subyacentes en algunas propuestas metodológicas de diseño a través de una revisión de los planteamientos de Bruce Archer y Christopher Alexander, quienes abordan y configuran sus posiciones epistemológicas desde el positivismo lógico. A partir de estos señalamientos, se propone revisar las posibilidades del razonamiento abductivo frente a las inferencias inductivas y deductivas más cercanas a paradigmas de las ciencias empíricas. El presente texto propone un abordaje y una exposición más clara de las reflexiones epistemológicas en los procesos de diseño, lo que permitiría una profundización en la investigación y planteamientos más complejos en términos teóricos y metodológicos en los proyectos abordados por diseñadoras y diseñadores.

From Athena Swan accreditations to Access and Widening Participation agendas, diversity training and renewed pedagogic approaches to inclusive learning, the higher education landscape is now awash with the language of ‘diversity’ as policy and practice. The institutionalisation of ‘diversity’ is a welcome method of inclusion, yet it is often reproduced as ‘happy talk’ (Bell and Hartmann 2007) that pacifies the call for meaningful structural and institutional change, silencing and even reinforcing the inequality it seeks remedy (i.e. Ahmed, 2012; Alexander, 2005; Archer, Hutchings & Ross 2003; Kirton, Greene & Dean 2007; Mohanty, 2003; Puwar, 2004). Taking these paradoxical dimensions of diversity as ethnographic and conceptual points of departure, this special issue seeks to unravel some of the everyday experiences, practices and policies encoded in diversity ‘speak’ and ‘diversity work’ (Ahmed 2012) across anthropology departments in the UK. By giving credence to accounts of the daily graft of ‘diversity work’, together with embodied and lived experiences of what ‘being diverse’ entails on the ground, we strive to productively mobilise decentred ‘situated knowledges’ (Haraway, 1988) in order to displace the continued centrality of white / elite / heteronormative / ableist reference points at the heart of much higher education institutional diversity strategies and inclusion agendas (cf. also Puwar, 2004). For us, the term ‘re-imagining’ is a call for positive political transformation in which we hope the difficult, uncomfortable - but hopefully - fruitful questions and critiques posed by papers in this special issue galvanise a space for diverse-led action. It is thus against this backdrop that we try to re-imagine diversity in a new light: to bear witness to those who live its effects and thereby reveal the potential to democratically and holistically re-structure anthropology from the ground up.

’Socialrealisme’ kendes bedst som en kunstnerisk udtryksform, men i denne artikel introduceres ’socialrealisme’ som en nyere uddannelsessociologisk retning. Teoretikere som Rob Moore, Karl Maton, Johan Muller, Michael. F.D. Young og John Beck har været toneangivende i udviklingen af denne tænkning, der tog sit afsæt i slutningen af 1990’erne, hvor en fælles bestræbelse og et særligt fokus har været at sætte et nyt og forstærket perspektiv på viden. Denne udviklingsretning benævnes i artiklen som social-realisme-skolen (SRS). I formuleringen af en videnskabelig position har SRS forsøgt at overkomme, hvad den kalder ’det epistemologiske dilemma’, hvilket vil sige at bryde den falske dikotomi mellem positivistiske og relativistiske positioner. SRS hævder, at især konstruktivistiske strømninger har ført til en relativisering af vidensbegrebet, der har været med til at fortrænge viden som et selvstændigt objekt i uddannelsessociologisk forskning. I artiklen præsenteres realismetænkningens grundlæggende teoretiske forankringspunkter, argumentationer og kritikker inden for det socialvidenskabelige område. Herfra redegøres for, hvordan SRS som uddannelsessociologi har udviklet og udfoldet tænkningen med særlig fokus på problematikker i vidensproduktion og reproduktion i uddannelsesverdenen. De centrale problematikker, som førende socialrealister inden for uddannelsesverdenen refererer til, såsom ’det epistemologiske dilemma’ og’ emergente egenskaber’, herunder struktur- aktørforholdet, uddybes gennem inddragelse af teoretikere, som SRS læner sig op ad, primært R. Bhaskar, J. Alexander, M. Archer og B. Bernstein. Gennem to afsluttede curriculumstudier fra uddannelsesverdenen vises, hvordan analytiske begreber grundet i SRS kan anvendes i curriculumforskningen til at fremanalysere vidensstrukturer. Afslutningsvis diskuteres også kritik af socialrealismen med henblik på at nuancere diskussionen og dermed indkredse, hvad der generelt kan være socialrealismens nye bidrag i uddannelsesforskningen. ENGELSK ABSTRACT Verner Larsen: Social realism as a new perspective on knowledge Social realism is a relatively new direction in educational sociology. Its mission has been to establish a new focus on knowledge in educational research. Social realism argues that perspectives such as constructivism have led to an over-emphasis on the concepts of ‘learning’ and ‘competence’, which in turn have obscured viewing knowledge as an independent object. According to social realists, this emphasis on concepts of learning and competence has removed focus from the development of theories and concepts of knowledge that otherwise would have been able to differentiate ‘learning’ from ‘competence’. This article presents the basic ideas of social realism, its theoretical roots, and main arguments. In order to nuance the discussion, the article also includes some criticism of social realism, thereby identifying the new contributions of social realism to educational research. It also presents some analytical tools developed on basis of social realism that can be used in educational sociology. This is done by an analysis of curriculums from two Danish professional educations. Keywords: Social realism, Critical realism, educational sociology.

Este dosier es fruto del coloquio «Política, género y religión en el mundo mediterráneo (1840-1930)», organizado por los editores en Madrid en junio 2018. Agradecemos al laboratorio UR3400 ARCHE de la Universidad de Estrasburgo (Alexandre Dupont) y a la Acción Marie Sklodowska-Curie (Darina Martykánová) el apoyo financiero para llevar a cabo aquel evento. Asimismo, damos las gracias a Florencia Peyrou, Begoña Barrera, Alejandro Camino, Víctor Núñez-García, Javier M. Dos Santos y Juan Pan-Montojo por sus comentarios y sugerencias.

A fictional child knows which buildings suit him. He talks with an anthropologist, an historian, an architect, and a depth psychologist: he wants to know why some buildings suit him while other buildings don’t. The child’s own experience corresponds with the experience that led Christopher Alexander to undertake his research. We can recognize this child in ourselves.

The paper presents the main years of the life and scientific work of the prominent Russian surgeon and scientistinnovator Professor A.E. Rauer (1871–1948). Little-known milestones from the scientist's life are marked. The paper analyzes the fact that from 1922 to the end of life (26 years) Alexander Eduardovich headed the maxillofacial department of the Central Institute of Traumatology and Orthopedics (CITO). Since 1932, Professor A.E. Rauer was the head of the Department of Maxillofacial Surgery of the CIU, organized by him on the basis of the maxillofacial department of the CITO (Moscow). It is noted that Alexander Eduardovich is the author of about 100 scientific works. He summarized all his rich experience in his final work “Plastic Surgery on the face”, awarded in 1946. The Stalin Prize. The range of scientific and surgical interests of A.E. Rauer was wide and diverse. His main works were devoted to the problems of maxillofacial surgery. Rauer proposed a number of valuable ways to eliminate facial disfigurement, which have become widespread (for example, oblique osteotomy for ankylosis of the jaws, surgery for habitual dislocations, plastic surgery of through facial defects, etc.). Under the leadership of Alexander Eduardovich, the clinic also developed methods of plastic surgery for fan-shaped neck scars after thermal injuries and restoration of the pharyngeal arches with soft palate defects. It is noted that he worked a lot on plastic surgery of other organs and proposed methods of interventions for congenital malformations of the bladder, limbs, etc. During the Great Patriotic War, A.E. Rauer introduced into practice a method of treating granulating surface wounds by forming secondary plate ligatures. It is shown that after him there were many worthy students who continued his work on the further development of maxillofacial surgery, which has become an important and necessary branch of clinical medicine.

Until recently, much academic and policy research about Muslim youth and politics tended to focus on issues of radicalisation and extremism (Bakker, 2006; Hemmingsen and Andreasen, 2007; Kuhle and Lindekilde, 2010; Spalek and McDonald, 2011), mirroring the political and policy landscape on this issue. While some of these studies attempt to disrupt popular conceptions of the link between Muslim youth and radicalisation, others have assisted in fuelling perceptions of Muslim youth as taking a more politicised stance on religious belief than their parents (Policy Exchange, 2007, cited in Field, 2011: 160). Furthermore, some have attempted to categorise Muslim youth into those who are ‘moderate’, ‘apartist’ and ‘alienated’ (Field, 2011) and, while painting a more complex picture, remain rather rigid and do little to challenge homogenised representations of Muslim youth. Media representation of Muslim youth as either politically apathetic, radicalised or vulnerable to radicalisation further contributes to misconceptions about young Muslim identities and their political agency. Such representations are gendered and embodied, for example with Muslim young men being read as the Asian ‘new folk devils’ (Alexander, 2000), as ‘militant and aggressive’ (Archer, 2003: 81) or as academic and effeminate (Hopkins, 2006).

Der Schriftsteller und Filmemacher Alexander Kluge und die Fotografin Digne M. Marcovicz kennen sich seit Anfang der 1960er Jahre. Immer wieder kam es zu Begegnungen zwischen ihnen, zufälligen wie geplanten. Aus dem Zusammenspiel von Zufall und Kalkül entstanden dabei faszinierende Film- und Fotoaufnahmen, die mit den Texten von Alexander Kluge in Verbindung treten. Marcovicz’ Bilder zeigen Alexander Kluge bei der Arbeit: beim Schreiben, beim Lehren, beim Filmen. Im Gespräch mit anderen Filmleuten. Wie nebenbei gewähren die Aufnahmen so auch einen Blick in die Diskutierstube der Autorenfilmer der Bundesrepublik. Es herrscht Aufbruchstimmung und konzentrierte Lebendigkeit. Zudem dokumentieren Digne M. Marcovicz’ Fotografien einen Moment der Privatheit im Leben des schaffenden Autors. Alles in allem entsteht durch die Bilderstrecke ein Menschenbild. Text und Bild, das sind Geschwisterkünste. In diesem Buch treten sie vielfach in Verbindung. Die Montage dieser Texte und Bilder bildet einen Arbeitsprozess ab. Einige von Kluges Texten, Geschichten im eigentlichen Sinn, sind seinen Büchern entnommen. Viele jedoch sind Erstveröffentlichungen. Etwa Auszüge aus dem 1962 entstandenen, aber nicht realisierten Drehbuch "Lebensläufe", dem geplanten Vorgänger von "Abschied von gestern". Kluge erinnert sich an Gefährten, er lässt die Leser an Gesprächen teilhaben, die er führte, und es sind neue Geschichten, die einen ganz eigenen und überraschenden Zugang zu den Bildern ermöglichen. So stellt dieses Buch auch ein Archiv dar. Unter der Oberfläche schwirren mehr als nur eine weitere Geschichte.

Der von Karl Korinek und Michael Holoubek begründete Großkommentar bietet traditionell eine ebenso umfassende wie profunde Aufarbeitung des österreichischen Verfassungsrechts. Was vor mehr als zwanzig Jahren als Pionierprojekt begonnen hat, ist mittlerweile zum bestimmenden Referenzwerk für Wissenschaft und Praxis geworden. Der zwischenzeitlich um Christoph Bezemek, Claudia Fuchs, Andrea Martin und Ulrich E. Zellenberg ergänzte Kreis der Herausgeberinnen und Herausgeber verfolgt nach wie vor konsequent jenen Anspruch, der das Werk seit jeher ausgezeichnet hat: die Verbindung von unbedingter wissenschaftlicher Exzellenz mit größtmöglicher Aktualität. In zehn laufend ergänzten und aktualisierten Teilbänden vermessen führende Vertreterinnen und Vertreter des öffentlichen Rechts aus Wissenschaft und Praxis sämtliche Bestandteile der Grundordnung der Republik. Sie machen den "Korinek/Holoubek" damit nicht nur zu einem Zentralwerk der österreichischen Rechtsdogmatik, sondern auch zum Ankerpunkt jeder akademisch fundierten Auseinandersetzung mit der österreichischen Bundesverfassung. Die 16. Lieferung (Februar 2021) umfasst: Art 7/1 S 3, 4 (Benjamin Kneihs) Art 7/3, Art 7/4 (Gabriele Kucsko-Stadlmayer/Melina Oswald) Art 10 Abs 1 Z 15 2. Tb (Markus Vasek) Art 10 Abs 1 Z 6 1. Tb (Andreas Wimmer) Art 30a (Christoph Konrath/Rosi Posnik) Art 47 (Christoph Bezemek) Art 59a (Kucsko-Stadlmayer/Melina Oswald) Art 83 Abs 2 (David Leeb) Art 85 (Alexandra Kunesch) Art 95 (Kucsko-Stadlmayer/Melina Oswald) Art 100 (Thomas Müller) Art 105, Art 106 (Gerhart Wielinger) Art 126 (Barbara Leitl-Staudinger) Art 129, Art 130/1 (Harald Eberhard) BVG ÄmterLReg (Gerhart Wielinger) GRC Art 43 (Marcus Klamert) 6. ZPEMRK Art 1-4, 13. ZPEMRK Art 1-4 (Alexandra Kunesch) Aufbau des Gesamtwerkes: Band I/1: Art 1 bis 12 B-VG Band I/2: Art 13 bis 49b B-VG Band I/3: Art 50 bis 81c B-VG Band I/4: Art 82 bis 128 B-VG Band I/5: Art 129 bis 152 B-VG Band II/1: Europäische Menschenrechtskonvention samt Protokollen, Charta der Grundrechte Band II/2: Staatsgrundgesetz über die allgemeinen Rechte der Staatsbürger, BVG zum Schutz der persönlichen Freiheit sowie weitere Grundrechte (zB Grundrecht auf Datenschutz) Band III/1: Kommentar zum sonstigen Bundesverfassungsrecht: Internationale Beziehungen - Demokratische Grundordnung - Finanzverfassung - Staatsorganisation - Verfassungsaufträge und Staatszielbestimmungen - Energieverfassungsrecht Bände IV/1 und IV/2: Archiv

This chapter examines the history behind the installation of Freedom's Memorial in Lincoln Square in Washington, DC. It discusses the efforts of Blacks to raise money for the monument. Most importantly, it features the life of Archer Alexander whose photographic image was used as a model for the bronze monument. A runaway slave from Virginia, this chapter reveals the hidden history of Alexander's intersections with Kentucky as well his family ties to heavy weight champion Muhammad Ali.

Homer was convinced that peace between states promoted wealth. In Greece during the archaic period, people realised that financial resources were necessary to wage war. They knew that war had to be paid for, although in the 6th century BC, a citizen of the polis was obliged to arm himself at his own expense. Over time, the idea that money was necessary to go to war became fully established. In light of archaeological finds, we are entitled to believe that since the creation of the coin at the end of the 7th century BC in Asia Minor, money was quickly used to pay soldiers’ wages – the coin was a practical means of payment, the quality of which was guaranteed by the issuer with his mark. It cannot be ruled out that the need to pay soldiers was one of the factors that influenced the production and distribution of coins, which may be confirmed by a find from Sardis, where a coin was found next to the body of a soldier. A text written by Alcaeus in the 6th century BC informs us that he was given 2000 Lydian staters for the army. The need to pay mercenaries encouraged the spread of coin production. Coin money became an excellent ‘argument’ when the enlistment of mercenaries was necessary. Thus, money and war became fused. The opinion of Pericles (495–425) relating to the Peloponnesian War 495 – 429 BC (as recorded by Thucydides) is symptomatic, testifying that in the 5th century BC money was a ‘natural’ tool of war. In the 5th century BC, paying mercenary soldiers was commonplace, thus money was used to influence decisions relating to the number of troops and the timing of their use (mainly in relation to mercenaries). During the Peloponnesian War, an Athenian hoplite fighting at the Potidaea received one drachma per day (plus an allowance for ‘servants’ of one drachma). The Peloponnesian War, fought between Athens and Sparta in the years 431– 404, provides an example of another wartime custom, i.e., the issuing of replacement currency. The long-standing conflict between Athens and Sparta forced the Athenians to issue money to replace the well-reputed ‘owls’ when silver was in short supply. In Demosthenes’ speech from 351 BC we find evidence that the idea of conscious accumulation of money for war purposes was commonly accepted. In order to pay the army, temples and their treasuries were plundered (in ancient Greece, temples conducted business). From the 4th century BC onwards, the confiscation of temples’ resources to raise money for war became the norm. This change was brought about by an increase in the number of mercenary soldiers, which, in turn, was also associated with the need for longer war campaigns. These troops had to be paid for their service, indicating that money had become a tool of war. While Plato pointed out that war and money are closely linked to each other, Aristotle developed this idea even further by stating that war was the art of earning money. One particular example of when coins became a tool of war was the operations of the mint at Tarsus – it is believed that the money produced there was intended for Greek mercenaries in Persian service. It is worth recalling that, according to Arrian’s account of Alexander III of Macedon (356–323) expedition to the East, Greek soldiers were worth the money they were paid for their service. Alexander III of Macedon (336–323), following in Philip II’s (357–336) footsteps, set off for Asia with scant, but well-calculated, funds at his disposal. When his general Parmenion (c. 400–330) captured the city of Damascus (where the Persian king Darius III (336–330) had established his quarters) and discovered a vast supply of bullion there, a mint was accordingly established. This mint operated from 330–320 BC and produced coins (at least in part) for military purposes. The quality of Alexander III’s coins was one of the factors that determined their popularity. During the Hellenistic period, the Ptolemaic army and the Seleucid army already had a ‘professional’ nature. Actions that were in line with the view that money had become a tool of war also involved establishing mints in places where none had previously existed. Since Cretan mercenaries (mainly archers) were highly valued, they were used in battles in various regions of the Greek world. At the end of their contract they would return to Crete. Consequently, in the 5th century BC, coins from the Cyclades, Greece proper, western Asia Minor and, in the 4th century, also from Cyrenaica, were re-minted into coinage of the Cretan centres. In this group, the situation of Rhodes coins minted in Crete is special. The presence of Rhodian soldiers on the island was associated with the economic expansion of Rhodes. The Rhodian money with which the mercenaries were paid became so popular that the island began to issue coins imitating Rhodian coins. A tool of war thus became part of the local economy. A considerable amount of Seleucid bronze coins from the end of the 3rd century BC in Thrace is the result of the stay of a large army of Antiochus III the Great (241–187) in that area, which was paid with Seleucid money. Consequently, there were so many Seleucid coins in Thrace that they were accepted on the local money market. Once again, in a different situation, money became a tool of war. A large proportion of Ptolemaic bronze coins from the 3rd century BC minted in Alexandria and Cyprus and found in Greece proper are the result of the Ptolemaic soldiers’ stay there and the Ptolemaic subsidies being transferred to Greece by the first three Ptolemies in connection with local armed conflicts. However, with regard to Ptolemaic Egypt, we have epigraphic material proving that mercenaries from the Black Sea – soldiers of the armies of the Bosporan rulers – served in the Ptolemaic army. This may explain the presence of Ptolemaic coins on the Bosporus. Money earned in Egypt was spent on the Bosporus. This is an indication that paying mercenaries influenced the transfer of coins in various directions, sometimes even far from the place of their issuance. Money became a trans regional tool of war at that time.