Suchergebnisse

Avtor v besedilu odgovarja na vprašanje, kako je o slovenski koloniji v makedonski Bistrenici pisalo slovensko časopisje v letih 1930–1940, v času, ko je bilo narodno vprašanje eno osrednjih vprašanj slovenske politike in kulture, kar se je odražalo tudi v pisanju ideološko polariziranega časopisja. Liberalnemu taboru naklonjeno časopisje, ki je vztrajalo pri jugoslovanstvu in centralizmu, je o koloniji večinoma pisalo naklonjeno, katoliškemu taboru naklonjeno časopisje, ki je zagovarjalo avtonomistično stališče, pa je bilo do kolonije bolj zadržano ali celo nenaklonjeno. V tridesetih letih so se pojavili tudi časopisi novih političnih in ideoloških gibanj, ki so v pisanje o koloniji vnesli drugačen ton.

From oral sources collected in the contemporary period, this article re-examines several major categories of Inuit thought, taking into account their transformation following Christianization. In the 20th century, the Inuit have changed many of their practices, whereas at another level – that of schemes – the idea of a heteronomous order has remained more stable. In both contexts of shamanism and Christianity, powers circulate through mediators. The modern idea of being able to produce its own laws, to base society on the full autonomy of actors without ever taking into account the great spiritual forces of the universe, has never been accepted. The Inuit still consider that they belong to a world that is both unstable and relational, where other beings, such as animals, deceased and spirits or non-human beings, interact, so that humans cannot change the course of events alone. Two questions arise: to what extent has Christianity affected heteronomy and increased the mysterious part of Inuit animism? Can Sila, an encompassing spiritual force, be conceived as an 'Inuit mana'?

International audience ; The relationship between the supervisor and the doctoral student is an important dimension of our professional activity, yet it is little analyzed. This first paper combines a reflection on the vocabulary (director, advisor, boss, supervisor.), the legal framework (the 2016 decree, which deeply redefines the modalities of the relationship), the existing scientific literature, and the importance of inscribing the thesis in a professional trajectory.A second paper will offer a reflexive return of experience on our pedagogical practices as supervisors. Our purpose is to open up the debate within the French higher education system. The many dysfunctions that exist within the supervising relationship call us to action, ethically and politically. Starting from concrete cases, and situations we encountered, we therefore try to build a pedagogical and professional proposal, to provide resources and a normative horizon for advising work. Greater advisor involvement is essential for improving the conditions of doctoral work. This is why we propose a first reference framework of the concrete tasks of the advisor: teaching and accompanying, supporting and sustaining, socializing in a scientific and disciplinary community in geography, and providing resources and mentorship. ; La relation entre l'encadrant·e et le·a doctorant·e est une dimension importante de notre activité professionnelle, et pourtant peu analysée. Cette première contribution ouvre une réflexion sur le vocabulaire (directeur·ice, encadrant·e, patron·ne, supervisor…), les textes réglementaires (arrêté de 2016, qui redéfinit profondément ses modalités), la littérature scientifique existante, et l'importance qu'il y a d'inscrire la thèse dans une trajectoire professionnelle. Une deuxième contribution (à suivre) partira d'une expérience réflexive sur nos pratiques pédagogiques d'encadrant·e, à des fins de partage et discussion au sein du système français d'enseignement supérieur et de recherche. Les difficultés et dysfonctionnements ...

International audience ; The relationship between the supervisor and the doctoral student is an important dimension of our professional activity, yet it is little analyzed. This first paper combines a reflection on the vocabulary (director, advisor, boss, supervisor.), the legal framework (the 2016 decree, which deeply redefines the modalities of the relationship), the existing scientific literature, and the importance of inscribing the thesis in a professional trajectory.A second paper will offer a reflexive return of experience on our pedagogical practices as supervisors. Our purpose is to open up the debate within the French higher education system. The many dysfunctions that exist within the supervising relationship call us to action, ethically and politically. Starting from concrete cases, and situations we encountered, we therefore try to build a pedagogical and professional proposal, to provide resources and a normative horizon for advising work. Greater advisor involvement is essential for improving the conditions of doctoral work. This is why we propose a first reference framework of the concrete tasks of the advisor: teaching and accompanying, supporting and sustaining, socializing in a scientific and disciplinary community in geography, and providing resources and mentorship. ; La relation entre l'encadrant·e et le·a doctorant·e est une dimension importante de notre activité professionnelle, et pourtant peu analysée. Cette première contribution ouvre une réflexion sur le vocabulaire (directeur·ice, encadrant·e, patron·ne, supervisor…), les textes réglementaires (arrêté de 2016, qui redéfinit profondément ses modalités), la littérature scientifique existante, et l'importance qu'il y a d'inscrire la thèse dans une trajectoire professionnelle. Une deuxième contribution (à suivre) partira d'une expérience réflexive sur nos pratiques pédagogiques d'encadrant·e, à des fins de partage et discussion au sein du système français d'enseignement supérieur et de recherche. Les difficultés et dysfonctionnements ...

International audience ; The relationship between the supervisor and the doctoral student is an important dimension of our professional activity, yet it is little analyzed. This first paper combines a reflection on the vocabulary (director, advisor, boss, supervisor.), the legal framework (the 2016 decree, which deeply redefines the modalities of the relationship), the existing scientific literature, and the importance of inscribing the thesis in a professional trajectory.A second paper will offer a reflexive return of experience on our pedagogical practices as supervisors. Our purpose is to open up the debate within the French higher education system. The many dysfunctions that exist within the supervising relationship call us to action, ethically and politically. Starting from concrete cases, and situations we encountered, we therefore try to build a pedagogical and professional proposal, to provide resources and a normative horizon for advising work. Greater advisor involvement is essential for improving the conditions of doctoral work. This is why we propose a first reference framework of the concrete tasks of the advisor: teaching and accompanying, supporting and sustaining, socializing in a scientific and disciplinary community in geography, and providing resources and mentorship. ; La relation entre l'encadrant·e et le·a doctorant·e est une dimension importante de notre activité professionnelle, et pourtant peu analysée. Cette première contribution ouvre une réflexion sur le vocabulaire (directeur·ice, encadrant·e, patron·ne, supervisor…), les textes réglementaires (arrêté de 2016, qui redéfinit profondément ses modalités), la littérature scientifique existante, et l'importance qu'il y a d'inscrire la thèse dans une trajectoire professionnelle. Une deuxième contribution (à suivre) partira d'une expérience réflexive sur nos pratiques pédagogiques d'encadrant·e, à des fins de partage et discussion au sein du système français d'enseignement supérieur et de recherche. Les difficultés et dysfonctionnements ...

International audience ; The relationship between the supervisor and the doctoral student is an important dimension of our professional activity, yet it is little analyzed. This first paper combines a reflection on the vocabulary (director, advisor, boss, supervisor.), the legal framework (the 2016 decree, which deeply redefines the modalities of the relationship), the existing scientific literature, and the importance of inscribing the thesis in a professional trajectory.A second paper will offer a reflexive return of experience on our pedagogical practices as supervisors. Our purpose is to open up the debate within the French higher education system. The many dysfunctions that exist within the supervising relationship call us to action, ethically and politically. Starting from concrete cases, and situations we encountered, we therefore try to build a pedagogical and professional proposal, to provide resources and a normative horizon for advising work. Greater advisor involvement is essential for improving the conditions of doctoral work. This is why we propose a first reference framework of the concrete tasks of the advisor: teaching and accompanying, supporting and sustaining, socializing in a scientific and disciplinary community in geography, and providing resources and mentorship. ; La relation entre l'encadrant·e et le·a doctorant·e est une dimension importante de notre activité professionnelle, et pourtant peu analysée. Cette première contribution ouvre une réflexion sur le vocabulaire (directeur·ice, encadrant·e, patron·ne, supervisor…), les textes réglementaires (arrêté de 2016, qui redéfinit profondément ses modalités), la littérature scientifique existante, et l'importance qu'il y a d'inscrire la thèse dans une trajectoire professionnelle. Une deuxième contribution (à suivre) partira d'une expérience réflexive sur nos pratiques pédagogiques d'encadrant·e, à des fins de partage et discussion au sein du système français d'enseignement supérieur et de recherche. Les difficultés et dysfonctionnements ...

International audience ; The relationship between the supervisor and the doctoral student is an important dimension of our professional activity, yet it is little analyzed. This first paper combines a reflection on the vocabulary (director, advisor, boss, supervisor.), the legal framework (the 2016 decree, which deeply redefines the modalities of the relationship), the existing scientific literature, and the importance of inscribing the thesis in a professional trajectory.A second paper will offer a reflexive return of experience on our pedagogical practices as supervisors. Our purpose is to open up the debate within the French higher education system. The many dysfunctions that exist within the supervising relationship call us to action, ethically and politically. Starting from concrete cases, and situations we encountered, we therefore try to build a pedagogical and professional proposal, to provide resources and a normative horizon for advising work. Greater advisor involvement is essential for improving the conditions of doctoral work. This is why we propose a first reference framework of the concrete tasks of the advisor: teaching and accompanying, supporting and sustaining, socializing in a scientific and disciplinary community in geography, and providing resources and mentorship. ; La relation entre l'encadrant·e et le·a doctorant·e est une dimension importante de notre activité professionnelle, et pourtant peu analysée. Cette première contribution ouvre une réflexion sur le vocabulaire (directeur·ice, encadrant·e, patron·ne, supervisor…), les textes réglementaires (arrêté de 2016, qui redéfinit profondément ses modalités), la littérature scientifique existante, et l'importance qu'il y a d'inscrire la thèse dans une trajectoire professionnelle. Une deuxième contribution (à suivre) partira d'une expérience réflexive sur nos pratiques pédagogiques d'encadrant·e, à des fins de partage et discussion au sein du système français d'enseignement supérieur et de recherche. Les difficultés et dysfonctionnements ...