2,871 research outputs found
Renouveau urbain versaillais au début du XIXe siècle : le réseau ferroviaire
No full textMorin-loutrel Isabelle. Renouveau urbain versaillais au début du XIXe siècle : le réseau ferroviaire. In: Bulletin Monumental, tome 176, n°3, année 2018. pp. 263-264
Cut-elimination, substitution and normalisation
No full textDate of Acceptance: 01/2015We present a proof (of the main parts of which there is a formal version, checked with the Isabelle proof assistant) that, for a G3-style calculus covering all of intuitionistic zero-order logic, with an associated term calculus, and with a particular strongly normalising and confluent system of cut-reduction rules, every reduction step has, as its natural deduction translation, a sequence of zero or more reduction steps (detour reductions, permutation reductions or simplifications). This complements and (we believe) clarifies earlier work by (e.g.) Zucker and Pottinger on a question raised in 1971 by Kreisel.Peer reviewe
Gregor Murray, Marie-Laure Morin et Isabelle Da Costa, L'état des relations professionnelles -Traditions et perspectives de recherche, 1996
No full textBernoux Philippe. Gregor Murray, Marie-Laure Morin et Isabelle Da Costa, L'état des relations professionnelles -Traditions et perspectives de recherche, 1996. In: Sociologie du travail, 40ᵉ année n°4, Octobre-décembre 1998. pp. 529-532
La insustancia de la voz
No full textLa voz es el punto primitivo deinserción del deseo del Otro. Apartir de este dato fundamentalIsabelle Morin intenta respondera la pregunta planteada por Lacanrespecto a lo que ocurre con la pulsiónal final del análisis. La autorapropone que, al final del análisis, elanalizante se encuentra, así sea porun momento, con una extraccióndel a minúscula del objeto, su sustanciagozante para dejar el objetovoz al desnudo. Esta insustancia delobjeto es interrogada a partir detestimonios de los músicos GlennGould y Pascal Dusapin, quieneshan buscado extraer el sonido de lamúsica para reducirla a la letra.Palabras clave: voz, sonido, insustancia,extracción de goce, objeto a
Mortalité et morbidité dues aux accidents de la route. Essai de comparaison Belgique-Québec
No full textMorin Denis, Thomas Isabelle, Vandersmissen M.-H. Mortalité et morbidité dues aux accidents de la route. Essai de comparaison Belgique-Québec. In: Population, 51ᵉ année, n°1, 1996. pp. 196-206
L'impact d'une approche intégrée du français écrit sur les compétences orthographiques au primaire
No full textMorin Marie-France, Montésinos-Gelet Isabelle, Parent Jennifer, Charron Annie. L'impact d'une approche intégrée du français écrit sur les compétences orthographiques au primaire. In: La Lettre de l'AIRDF, n°37, 2005/2. pp. 24-29
El olvido de lo que fundó el acto
No full textResumen
El acto que consiste en asumir la
posición del analista es un momento
crucial de la cura, denominado
por Lacan el pase. La autora
muestra que se trata de no olvidar
este momento, porque es la causa
del deseo del analista. Podemos
constatar, en la historia del psicoanálisis,
que las consecuencias de
este rechazo son una verdadera
desmentida del psicoanálisis.
Palabras clave: acto, pase, olvido,
desmentida, rechazo.
The oblivion of that
which founded the act
Abstract
The act consists on assuming the
analyst’s position in a crucial moment
of the cure, which Lacan
called passage. According to the
author, it is important not to forget
that moment, for there lies the
cause of the analyst’s desire. In the
history of psychoanalysis we can
confirm that the consequences of
that rejection are a real disavowal
of psychoanalysis.
Keywords: act, passage, oblivion,
disavowal, rejection.
L’oubli de ce qui a fondé
l’acte
Résumé
L’acte qui consiste à assumer la position
de l’analyste est un moment
crucial de la cure, dénommé par
Lacan la passe. Il s’agit de ne pas
oublier ce moment parce que c’est
la cause du désir de l’analyste. On
peut constater dans l’histoire de la
psychanalyse que les conséquences
de ce rejet constituent un véritable
démenti de la psychanalyse.
Mots-clés: acte, passe, oubli, démenti,
rejet
I remember teaching English at Seabrook
No full textIn this "I remember" memoir, Isabell Waugh, a former teacher at Seabrook, compares and constrasts the different groups of students she taught. She remembers that native-born American teenagers tended to be more concerned with athletics and social activities, than academic matters. In comparison, Estonian and Japanese parents did not tolerate low academic performance, so students from the two groups often competed intensely with each other for academic achievement and recognition. Isabelle recalls that the Estonians were, in general, more sophisticated and better educated. Most of the children knew 3-5 languages, and were more advanced in math and science. She sensed that some Estonian parents felt that their homes at Seabrook were temporary, and that they would be returning to Estonia at some point. The Seabrook Educational and Cultural Center has been soliciting current and past residents of Seabrook Farms for an "I remember" project. Residents are asked to create narratives regarding their experiences at Seabrook Farms. These memories help preserve the history and multi-cultural heritage of Seabrook Farms
L'éducation morale et le programme de philosophie pour enfants
No full textÀ l'aide d'une grille d'analyse définissant ce qu'est l'éducation morale, nous évaluerons si le programme de philosophie pour enfants peut former moralement un être humain. Notre grille d'analyse s'inspire librement de la grille d'analyse de messieurs Lucien Morin et Louis Brunet, lesquels puisent à même les philosophies aristotélicienne et scolastique. Nous entreprenons donc, tout d'abord, de définir ce qu'est l'éducation morale, nous présentons ensuite le programme de Matthew Lipman: le programme de philosophie pour enfants, puis, nous évaluons la capacité de celui-ci à éduquer moralement le petit de l'être humain
Isabelle Bell to Susan Niemcewicz, December 23, 1800
No full textIsabelle Bell wrote to Susan U. Niemcewicz in Elizabethtown, New Jersey. Bell expressed her disappointment in not receiving a line from Susan. She sent Bell Lucretia Rephans subscription epistle, but Susan refrained from writing a letter to her. Bell did not execute any of Susan’s commissions in New York because her time there was short. Miss Resham heard that Mr. B Livingston told his sister, Mrs. J. Livingston that he would offer Bell a salary to live in his house and take charge of his children’s education. Asked if Susan what she thought of her being an author and if Susan would subscribe to a small volume that may have the good fortune to rival the poems of the immortal Scarron.https://digitalcommons.kean.edu/lhc_1800s/1143/thumbnail.jp
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