Salomé et Jean Baptiste. Réinvestissements symboliques et récritures d'un mythe dans la littérature et dans l'art (1870-1914)

La publication de nombreuses œuvres, à la fois littéraires et picturales, entre 1870 et 1914, inspirées par l’épisode biblique du meurtre de Jean Baptiste par Salomé, s’inscrit dans une crise qui touche à cette époque, en Europe, aussi bien le sujet que la notion de représentation. Le mythe de Salomé permet de poursuivre une réflexion de nature littéraire, historique et esthétique concernant le processus d’autonomisation de l’art. À partir des sources bibliques et antiques, dans lesquelles Salomé et Jean Baptiste incarnent respectivement le monde païen en conflit avec le monde chrétien, ces deux personnages font graduellement leur entrée dans l’univers de la fiction. Ils sont au cœur de la transition d’une lecture transcendante — reliée particulièrement à la tradition catholique — de l’épisode tragique qui les unit, à une lecture immanente qui en fait deux instances purement esthétiques. La danseuse et le dernier des prophètes émergent dans la littérature et dans l’art occidentaux comme deux pôles symboliques, liés l’un à l’autre par différents types de relation, susceptibles d’être librement réinvestis par de nouvelles significations et à l’écart des conventions. Si, dans la première partie du XIXe siècle, Salomé et Jean Baptiste sont encore liés à leur sens orthodoxe, au tournant du siècle ils finissent par s’autonomiser de l’Écriture et donnent lieu à de multiples récritures et à des adaptations inattendues. Celles-ci ressortissent alors moins du blasphème à proprement parler que d’un témoignage emblématique d’une transformation du rapport que l’artiste entretient avec son œuvre. Celui-ci, en s’identifiant avec le prophète décollé, se mesure à l’œuvre d’art, qui est incarnée par Salomé. La relation entre Salomé et Jean Baptiste, dans ces diverses représentations, exprime et reflète le moment où art et littérature se reconnaissent comme fictions.

Libertà di espressione e sorveglianza globale

La presente tesi ha come scopo quello di individuare alcune problematiche relative all’esercizio e alla limitazione del diritto alla libertà di espressione nel contesto delle attività globali di sorveglianza e controllo delle tecnologie dell’informazione e della comunicazione. Tali attività, poste in essere da parte degli Stati e da parte degli operatori privati, sono favorite dal nebuloso rapporto tra norme di fonte pubblica, privata e informatica, e sono invece osteggiate dal ricorso, collettivo e individuale, alle possibilità offerte dalle tecnologie stesse per la conduzione di attività in anonimato e segretezza. La sorveglianza globale nel contesto delle privatizzazioni si serve del codice e dell’autonomia privata, così come la resistenza digitale ricorre alle competenze informatiche e agli spazi di autonomia d’azione dell’individuo. In questo contesto, la garanzia dell’esistenza e dell’esercizio dei diritti fondamentali dell’individuo, tra tutti il diritto alla libertà di espressione e il diritto alla tutela della riservatezza, passa per l’adozione di tecniche e pratiche di autotutela attraverso l’utilizzo di sistemi di cifratura e comunicazioni anonime. L’individuo, in questo conflitto tecnico e sociale, si trova a dover difendere l’esercizio dei propri diritti e finanche l’adempimento ai propri doveri, quando attinenti a particolari figure professionali o sociali, quali avvocati, operatori di giustizia, giornalisti, o anche semplicemente genitori. In conclusione dell’elaborato si propongono alcune riflessioni sulla formazione della cittadinanza e del mondo professionale, da parte dei giuristi delle nuove tecnologie, all’uso cosciente, consapevole e responsabile delle nuove tecnologie dell’informazione, con lo stimolo ad orientare altresì le proprie attività alla tutela e alla promozione dei diritti umani fondamentali, democratici, costituzionali, civili e sociali.

Einstellung von Lehrkräften zum Qualitätsmanagement an Schulen und deren Prädiktoren : eine empirische Untersuchung an berufsbildenden Schulen in Rheinland-Pfalz

Diese Studie untersucht die Einstellung von Lehrkräften zum Qualitätsmanagement an berufsbildenden Schulen sowie Prädiktoren dieser Einstellung. Bei der Einstellung zum Qualitätsmanagement finden sich eine kleine Gruppe von Lehrkräften mit sehr positiver Einstel-lung und eine etwas größere Gruppe von Lehrkräften mit sehr negativer Einstellung. Der größte Teil der Lehrkräfte zeigt eine indifferente Einstellung; der Mittelwert und der Median liegen knapp im positiven Bereich. Als größter Einfluss nehmender Faktor kann die Reform-bereitschaft der Lehrer identifiziert werden. Starke Effekte zeigen sich auch für den Informationsstand der Lehrkräfte zum Qualitätsmanagement, das Selbstverständnis der Lehrkraft (paidotrop/logotrop), das empfundene Führungshandeln der Schulleitung sowie die empfundene Autonomie der Lehrkraft.

La disciplina dei reati di corruzione, concussione ed induzione indebita alla luce della legge n. 190 del 2012

L'elaborato, dopo aver esaminato le modifiche operate dalla legge n. 190 del 2012, svolge una dettagliata analisi della giurisprudenza intervenuta in seguito all'approvazione della riforma.

Organisationale Selbststeuerung in deutschen Universitäten : Bedingungen, Prozesse und Wirkungen

Die Regulierung und Steuerung von Hochschulen unterliegt spätestens seit der Liberalisierung des Hochschulrahmengesetzes im Jahr 1998 einer erheblichen Reformdynamik. Hochschulautonomie, New Public Management, Profilbildung, Exzellenz und Wettbewerb sind zentrale Stichworte im Rahmen der durchgeführten politischen Reformen und Programme.rnDer politisch intendierte Ausbau einer organisationalen Selbststeuerung von Universitäten stellt die Hochschulen vor beachtliche Herausforderungen und kann als Paradigmenwechsel im Bereich der Hochschul-Governance betrachtet werden. In der Fachdiskussion wird der entsprechende Wandel auch als Stärkung der „managerial governance“ (bspw. de Boer et al. 2007) oder als Wandel von Universitäten hin zu „more complete organizations“ (Brunsson/ Sahlin-Andersson 2000) bzw. „organisational actors“ (Krücken/Meier 2006) beschrieben. rnGleichzeitig liegt bislang eher fragmentarisches Wissen darüber vor, wie der veränderte Re-gulierungskontext von den Steuerungsakteuren in deutschen Hochschulen aufgegriffen wird, d.h. ob auf Organisationsebene tatsächlich ein Ausbau der organisationalen Selbststeuerung stattfindet, welche Steuerungsinitiativen und -instrumente sich bewähren und warum dies der Fall ist. Die vorliegende Arbeit geht diesen Fragen im Rahmen einer vergleichenden Fallstudie an sechs Universitäten nach. rnIm Zentrum der empirischen Erhebung stehen 60 qualitative sozialwissenschaftliche Interviews mit Leitungsakteuren auf Hochschul- und Fachbereichsebene. Diese Daten werden ergänzt durch umfangreiche Dokumentenanalysen, insbesondere von Jahresberichten, Grundordnungen, Strategie- und Planungsdokumenten sowie durch Daten der amtlichen Hochschul-statistik. Das Untersuchungsdesign erlaubt überdies eine Gegenüberstellung von großen und kleinen Universitäten sowie von Hochschulen mit einer technisch-naturwissenschaftlichen Ausrichtung gegenüber solchen mit einem kultur- und sozialwissenschaftlichen Schwerpunkt. Die Untersuchung zeigt, dass an fünf der sechs untersuchten Hochschulen ein zum Teil deutlicher Ausbau der organisationalen Selbststeuerung festzustellen ist, wenngleich der spezifische organisationale Charakter von Universitäten, d.h. eine weitgehend lose Kopplung mit autonomen Professionals, im Wesentlichen erhalten bleibt. Die Zusammenschau der Veränderungen ergibt ein idealtypisches Modell des Wandels von Strategie, Struktur und Kultur der Hochschulen. Auf Basis der empirischen Ergebnisse werden weiterhin zentrale externe und interne Einflussfaktoren auf den spezifischen organisationalen Wandel analysiert. Schließlich werden Kosten und Nutzen sowie Risiken und Chancen der Governance-Reformen im Hoch-schulbereich gegenübergestellt.

Les conflits armés au regard de la Cour Pénale Internationale. Cas de la Cote d'Ivoire De 2010 à 2012

In this work, will be discussed to analyze the armed conflict in Cote d'Ivoire has experienced over the years 2010-2012 under the intervention of the International Criminal Court. We have to give more details on these issues and meet certain circumstances that glazed the conflict.

Thinner cortex in the frontal lobes in mentally disordered offenders

Antisocial and violent behaviour have been associated with both structural and functional brain abnormalities in the frontal and the temporal lobes. The aim of the present study was to assess cortical thickness in offenders undergoing forensic psychiatric assessments, one group with psychopathy (PSY, n=7) and one group with autism spectrum disorder (ASD, n=7) compared to each other as well as to a reference group consisting of healthy non-criminal subjects (RG, n=12). A second aim was to assess correlation between scores on a psychopathy checklist (PCL-SV) and cortical thickness. Magnetic resonance imaging (MRI) and surface-based cortical segmentation were used to calculate cortical thickness. Analyses used both regions of interest and statistical maps. When the two groups of offenders were compared, there were no differences in cortical thickness, but the PSY group had thinner cortex in the temporal lobes and in the whole right hemisphere compared to RG. There were no differences in cortical thickness between the ASD group and RG. Across subjects there was a negative correlation between PCL-SV scores and cortical thickness in the temporal lobes and the whole right hemisphere. The findings indicate that thinner cortex in the temporal lobes is present in psychopathic offenders and that these regions are important for the expression of psychopathy. However, whether thinner temporal cortex is a cause or a consequence of the antisocial behaviour is still unknown.

Uranium mining industry views on ICRP statement on radon

In 2009, the International Commission on Radiological Protection issued a statement on radon which stated that the dose conversion factor for radon progeny would likely double, and the calculation of risk from radon should move to a dosimetric approach, rather than the longstanding epidemiological approach. Through the World Nuclear Association, whose members represent over 90% of the world's uranium production, industry has been examining this issue with a goal of offering expertise and knowledge to assist with the practical implementation of these evolutionary changes to evaluating the risk from radon progeny. Industry supports the continuing use of the most current epidemiological data as a basis for risk calculation, but believes that further examination of these results is needed to better understand the level of conservatism in the potential epidemiological-based risk models. With regard to adoption of the dosimetric approach, industry believes that further work is needed before this is a practical option. In particular, this work should include a clear demonstration of the validation of the dosimetric model which includes how smoking is handled, the establishment of a practical measurement protocol, and the collection of relevant data for modern workplaces. Industry is actively working to address the latter two items.

Capabilities and Education

This paper provides an outline about the basic ideas of the capability approach. It will be argued that the capability approach is able to provide an appropriate approach in order to evaluate educational and social human services. As an egalitarian approach to social justice, the capability approach has particular strengths when issues concerning the actual life-conduct of tangible human beings come to the fore. In particular educational aspects of welfare and well-being might thus be well grounded on the Aristotelian reasoning of the capability approach. The paper focuses on the potentially fruitful relations of the capability approach and the philosophy and practice of ‘just’ education referring to the idea of the autonomy of life-practice.

Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.

Social Development

Numerous models have been formulated to describe development. Generally, these start off with a state of not-yet development or nondevelopment, and then go on to contrast this with a second state: some kind of plan or blueprint for development. As a result, the process of development is equated with a series of completed stages. Like having to climb the rungs of a ladder, one moves up and up in order to become more and more developed. The associated catching-up processes are then frequently described with phase models. ln contrast to such goal-directed perspectives on development with their links to modernization theory, social development pursues an alternative approach focusing on the empowerment and autonomy of actors, and also taking account of the structural obstacles that confront them as they shape their daily lives in the sense of learning to develop their selves. This means that development is always conceived within a twin framework of self- and other-development. Social development represents a holistic approach that is non-static and process-oriented.

Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.

Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.

Beyond the Margins: Analyzing Social Exclusion with a Homeless Client Dataset

A great share of literature on social exclusion has been based mainly on the analysis of official survey data. Whereas these efforts have provided insights into the characteristics and conditions of those people living at the margins of mainstream social relations, they have however failed to encompass those who live beyond these very margins. Meanwhile, research on these hidden subpopulations, such as homeless and other vulnerable groups, remains generally less abundant and is significantly detached from the theoretical core of the debate on social exclusion. The concern about these shortcomings lies at the heart of our research. We seek to bring some light to the area by using data made available by an organization that provides services to people experiencing homelessness in Barcelona (Spain). The data sample contains clients in early stages of exclusion and others in chronic situations. Thus, we attempt to identify some of the variables that operate in preventing the "chronification" of those individuals in situation of social exclusion. Our findings suggest that certain variables such as educational level, income and housing type, which are considered to be central predictors in the analysis of poverty, behave differently when analyzing differences between stages of social exclusion. Although these results cannot be extrapolated to the whole Spanish or European reality, they could provide useful insight for future investigations on this topic.

The EU Policy on Institutional Multilingualism: Between Principles and Practicality

This article brings to light several inconsistencies within the narrative of the EU policy on institutional multilingualism. The EU has invoked fundamental EU principles of democracy, equality and transparent government, to publically bolster the need for its institutions to communicate and operate in the languages of its citizens. However, these principles do not allow for the pragmatic and budgetary arguments that the EU uses to justify the in reality limited number of official and de facto working languages of its institutions. The article argues that this disagreement could be resolved if the narrative of the EU's language policy would include the objective that all European citizens master any of the languages that the EU institutions use. In that light, the article recommends that further research is done into the question whether the EU should accept or even encourage the spontaneous development of English as a de facto pan-European lingua franca.