1,721,121 research outputs found
MARIA-FLORA - Extraits
No full textTitre uniforme : [Maria-Flora]. ExtraitComprend : Sur ma charrette sicilienne - BONJOUR à Paris - Ragazzinella - La porte du soleil - Maria - Le marché de Santa-Cruz - Maria-Flora / chanté par Jean VALLIN - Choisir un mari / chanté par Liliane LANSON - MIA CARA CARINA / Raymond VINCI et Henri BETTI - MONTEVIDEO : extrait de "MARIA-FLORA" / Raymond VINCI et Francis LOPEZ ; Rudy HIRIGOYEN, avec Orchestre et Choeurs dir. Paul BONNEAUBnF-Partenariats, Collection sonore - BelieveContient une table des matière
MARIA-FLORA : de L'Opérette - MARIA -FLORA / R. VINCY-H. BETTI. AH ! LE CALYPSO : de L'Opérette - MARIA-FLORA / R. VINCY- Francis LOPEZ ; Jean VALLIN ; Acc. d'Orchestre ; Dir : Paul BONNEAU
No full textTitre uniforme : [Maria-Flora]. ExtraitBnF-Partenariats, Collection sonore - BelieveContient une table des matière
MONTIVEDEO de L'Opérette - MARIA FLORA / R. VINCI - Francis LOPEZ. MARIA de L'Opérette - MARIA FLORA / R. VINCI - H. BETTI. BONJOUR A PARIS de L'Opérette - MARIA FLORA / R. VINCI - H. BETTI. LA PORTE DU SOLEIL de L'Opérette - MARIA FLORA / R. VINCI - H. BETTI ; Rudy HIRIGOYEN ; Orchestre sous la dir. de Paul BONNEAU ; de L'Opérette - MARIA FLORA
No full textTitre uniforme : [Maria-Flora]. ExtraitBnF-Partenariats, Collection sonore - BelieveContient une table des matière
MONTEVIDEO : de L'Opérette - MARIA-FLORA / R. VINCY - Francis LOPEZ. MIA CARA CARINA de l'Opérette MARIA-FLORA / R. VINCY - H. BETTI ; Rudy HIRIGOYEN ; Accompagnement d'Orchestre ; Dir : Paul BONNEAU
No full textTitre uniforme : [Maria-Flora]. ExtraitBnF-Partenariats, Collection sonore - BelieveContient une table des matière
Relationship as a space “in between”. A transcultural and transdisciplinary approach to academic teaching mediated by dialogue
Full text linkThis study describes a transcultural and transdisciplinary approach to academic teaching mediated by dialogue. This approach takes inspiration from the philosophy of dialogue, a branch of contemporary Anglo-European philosophy founded by Martin Buber, and from transdisciplinarity, according to the perspective proposed by Basarab Nicolescu, contemporary Romanian physicist and philosopher. In this view, dialogue becomes a space of relationship, rather than for relationship among, across and beyond both cultures and disciplines. Investigated as it is mainly through academic teaching, this approach is described in detail: the courses, the findings drawn from the students’ feedback and contributions, their analysis, meaning, and implications. The additional aim of this study is to consider dialogue as a space of relationship, which may be applied also beyond the academic context, and, far more broadly, to everyday life: dialogue and relationship may become a “lifestyle”
Dialogue, a Space between, across and beyond Cultures and Disciplines : A Case Study of Lectures in Transcultural and Transdisciplinary Communication
No full textThe application of a transcultural and transdisciplinary approach to dialogue, underpinned by the contribution of the philosophy of dialogue, appears to be little investigated within the context of intercultural dialogue.
Starting from transcultural and transdisciplinary teaching in two academic contexts, I propose an approach to dialogue as a space of relationship between, across and beyond cultures and disciplines.
In academic year 2011-2012, I held two courses of transcultural dialogue in a Italian philosophical-theological faculty and three intensive schools of communication of scientific research for young researchers. There were twenty undergraduate students from five countries, with a majority of religious students from non-European countries, in the first context and thirty postgraduates, with a majority of Italian PhD students and post doctoral fellows of more than twenty scientific disciplines, in the second one.
In both academic experiences I found an increasing students’ awareness to the meaning of dialogue, among cultures and disciplines, as opportunity to meet the other. The result has been a growing responsibility towards the contents and the method of courses and schools. Their comprehension did not depend on culture, choice of life (religious or lay students) or discipline, it was mediated by dialogue and was based on human experience. Dialogue may offer the space where cultures and disciplines may meet.
This space of relationship between, across and beyond cultures and disciplines implies a call for a dialogue as a “lifestyle”, an attempt to apply this approach in everyday life, in addition to teaching and research on intercultural dialogue
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Relationship as a space "in between". A transcultural and transdisciplinary approach to academic teaching mediated by dialogue
Full text linkThis study aims to propose a transcultural and transdisciplinary approach to academic teaching mediated by dialogue. It focuses on a transcultural and transdisciplinary perspective, rather than on the two as separate, thus on the approach to cultures and disciplines together. In particular, it presents the approach to academic teaching on the basis of the relationship among cultures and disciplines, moreover, among, across and beyond cultures and disciplines. They are the meanings of the Latin prefix trans, of “transcultural” and “transdisciplinary”, according the perspective of transdisciplinarity, proposed by Basarab Nicolescu, contemporary Romanian physicist and philosopher, to which this study refers.
Furthermore, this research is focused on the relationship in terms of “a space of relationship” among, across and beyond cultures and disciplines. This space is provided by dialogue, according the perspective of the philosophy of dialogue, a branch of contemporary Anglo-European philosophy founded by Martin Buber.
This study describes the application of the transdisciplinary perspective to academic teaching mediated by the philosophy of dialogue. This implies the investigation of dialogue as a space of relationship, rather than for relationship among, across and beyond cultures and disciplines. In this perspective, dialogue and relationship may become the same, as they are linked to each other, thus, this proposed approach to teaching aims to explore also the reciprocity between dialogue and relationship.
The proposal of a transcultural and transdisciplinary approach mediated by dialogue at the basis of this study is investigated mainly through academic teaching. In particular, during this doctoral program, thus between 2014 and 2016, I documented teaching experiences with this approach in two contexts: courses on transcultural dialogue with undergraduates drawn from different cultures while on an Italian philosophical-theological faculty (the “St. Peter's Philosophical-Theological Institute” of Viterbo, Italy), and courses on the communication of scientific research (CSR) for young scientists drawn from different disciplines and cultures at invitation of Italian (the universities of Brescia, Milan and Viterbo) and Czech (the University of West Bohemia of Pilsen) universities.
This approach to teaching seems rarely investigated, as I did not find indications in prior literature of a similar perspective, with the exception of a few notes on teaching materials for a transcultural approach or for a transdisciplinary one, but these perspectives are not explored together. A trace of the need for applying a transdisciplinary and transcultural approach to knowledge, according to the vision suggested by Nicolescu appeared recently, but not in relation to academic education, nor referring to the possible reciprocity between them. Therefore, this approach to teaching is presented in detail: the study describes each course of the two contexts (chapter 2) and the findings (chapter 3) drawn from the students’ feedback and their contributions to this proposal. The analysis of the findings may provide evidence of this approach, and suggests its possible implications in teaching (chapter 4), and also beyond the academic context. The additional aim of this study, in fact, is to consider dialogue as a space of relationship among, across and beyond cultures and disciplines which may be applied, far more broadly, to everyday life
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
- …
