Nadia AchaibanneRelated papers
Puett, Foreword, Tsai Analects
“Foreword.” Confucius, The Analects: An Illustrated Edition, illustrated by C. C. Tsai, translated by Brian Bruya. , 2018
Христо Ботев - личност и памет
Презентация за Христо Ботев, Регионален исторически музей - Враца, 5 януари 2024
La huida ante el sí mismo
Tópicos. Revista de Filosofía de Santa Fe, 2018
En la analítica existencial de Ser y tiempo no aparece la angustia (Angst) como un mero modo de encontrarse en un estado (Befindlichkeit) ni tampoco como un mero fenómeno psicológico, sino mucho más que eso: la angustia es presentada como un existenciario fundamental, es decir, un encontrarse básicamente en un estado (Grundbefindlichkeit). Al sentirla, lo que se le revela al Dasein es su propio ser, mas esta experiencia puede desestabilizarlo. Es entonces cuando el Dasein busca y se afana en hallar una seguridad óntica que lo lleva a una huida de sí. A partir de dicha búsqueda, sondearemos cómo la angustia, si bien tiene por un lado la esencial capacidad de revelar el ser del Dasein, tiene sin embargo, por otro lado, el poder de conducirlo a la más absoluta enajenación de sí mismo, aun cuando se afane en hallar el camino hacia su autenticidad.
Die Multiple Krise. Dynamik und Zusammenhang der Krisendimensionen, Anforderungen an politische Institutionen und Chancen progressiver Politik (2009)
Die Welt befindet sich in einer tiefgreifenden und multiplen Krise. Täglich erreichen uns neue Meldungen über Entlassungen, Betriebsschließungen und sich widersprechende Prognosen über die zukünftige wirtschaftliche Entwicklung. Hinzu kommen weitere Einsichten in die Dramatik des Klimawandels, die Erosion biologischer Vielfalt, die sich erschöpfenden fossilen Energieträger, den wachsenden Hunger in vielen Regionen und über zunehmende Migration, weil immer mehr Menschen in ihrer Heimat nicht mehr (über-)leben können. Wir erleben zudem eine Krise gesellschaftlicher Integration durch soziale Spaltungen sowie eine Krise der Repräsentation und Willensbildung, da immer mehr Menschen dem politischen System nicht mehr zutrauen, die relevanten Probleme auch wirklich zu bearbeiten und sich mit ihren Anliegen kaum mehr vertreten sehen.
Nicking activity of the pMV158 MobM relaxase on cognate and heterologous origins of transfer
Plasmid, 2013
Smart cities: reviewing the debate about their ethical implications
AI & SOCIETY
This paper considers a host of definitions and labels attached to the concept of smart cities to identify four dimensions that ground a review of ethical concerns emerging from the current debate. These are: (1) network infrastructure, with the corresponding concerns of control, surveillance, and data privacy and ownership; (2) post-political governance, embodied in the tensions between public and private decision-making and cities as post-political entities; (3) social inclusion, expressed in the aspects of citizen participation and inclusion, and inequality and discrimination; and (4) sustainability, with a specific focus on the environment as an element to protect but also as a strategic element for the future. Given the persisting disagreements around the definition of a smart city, the article identifies in these four dimensions a more stable reference framework within which ethical concerns can be clustered and discussed. Identifying these dimensions makes possible a review of...
Photoplay Music as Key Source for a New Historiographical Paradigm
«Fontes Artis Musicae», LXXI n. 2, April-June 2024, pp. 63-84, 2024
The notion of ‘source’ poses considerable problems for the study of silent film music. On the one hand, from a purely historical point of view, it is worth remembering that most of the music for the films of the silent era no longer exists. On the other hand, a vast repertoire of stock photoplay music has come down to us from the silent era, as an example of specialised publishing in the field of film music. Collections such as Kinothek, Motion Picture Moods, Filmharmonie, and many others consisted of original pieces that were not associated with a specific film but were designed to fit into standard narrative situations or to provide a common emotional aura. The practice of reusing and re-functionalising mood music pieces, constantly hovering between composition and compilation, raises philological questions concerning the multiple definition of the musical text, its author, and its performance. The score of a piece of stock photoplay music is not, in fact, the source of an opus in the strict sense of the term. It is not an aesthetically grounded entity, but rather an operational instruction at the service of a subsequent creative act: the one that will shape the musical accompaniment of a particular film screening in the cinema. The ubiquity of photoplay music is not the exception, but the rule. Indexing and cataloguing a source of stock photoplay music is not in itself useful historical knowledge if it is complemented by knowledge of its adaptive uses. These, however, are not to be found in the primary source, but must be reconstructed by consulting secondary sources of various kinds, from cue sheets to journalistic reviews, which only in their constellation give an account of the cinematic show as a whole.
RESPUESTAS A LA CORRUPCIÓN TRANSNACIONAL DESDE EL DERECHO INTERNACIONAL PENAL PARTE I Mecanismos de aplicación y cooperación internacional
Perspectivas iberoamericanas sobre la justicia, 2024
Si se quiere la versión completa del libro, se encuentra en el siguiente link: https://www.iberoamericaninstituteofthehague.org/attachments/article/264/E-Book%20Las%20Respuestas%20a%20la%20Corrupción%20Transnacional%20desde%20el%20DI%20Penal%20Parte%20I.pdf Parte 1. Primera aproximación al fenómeno de la corrupción transnacional Capítulo 1. El fenómeno de la corrupción transnacional y las aproximaciones criminológicas que reflejan sus distintos aspectos, por Héctor Olasolo (España/Colomba), Pablo Galain Palermo (Uruguay), Luisa Fernanda Villarraga Zschommler (Colombia) & Sofia Linares Botero (Colombia). Parte 2. Los mecanismos de aplicación del derecho internacional penal 2.1. Los tribunales internacionales penales de ámbito universal. Capítulo 2. La función que podría desempeñar la Corte Penal Internacional para responder al fenómeno de la corrupción transnacional, por Héctor Olasolo (España/Colombia), Andrés Sánchez Sarmiento (Colombia) & Pablo Galain Palermo (Uruguay). Capítulo 3: Una corte penale internazionale per il reato di corruzione?, por Pietro Insolera (Italia), Piergiuseppe Parisi (Italia) & Emanuela Fronza (Italia). 2.2. Los tribunales internacionales penales de ámbito regional. Capítulo 4. La Sección Especializada en derecho internacional penal establecida por el Protocolo de Malabo en la Corte Africana de Justicia y Derechos Humanos, por Héctor Olasolo (España/Colombia) & Federico Freydell Mesa (Colombia). Capítulo 5. La propuesta de creación de una Corte Penal Latinoamericana y del Caribe contra el Crimen Organizado Transnacional, por María Paula López Velásquez (Colombia). 2.3. Los tribunales híbridos. Capítulo 6. Los tribunales híbridos, por Tomás K. Manguel (Argentina) & Jeremías Brusau (Argentina). 2.4. El principio de jurisdicción universal y las comisiones y misiones de apoyo internacionales. Capítulo 7: El principio de jurisdicción universal y su relación con el principio aut dedere aut iudicare, por Andrés Sánchez Sarmiento (Colombia), Antonio Varón Mejía (Colombia) & Clara Hernández (Colombia). Capítulo 8: Las comisiones y misiones de apoyo internacionales. Especial atención a la CIGIC, la MACCIH y la CICIES, por Héctor Olasolo (España/Colombia) & Federico Freydell Mesa (Colombia). Parte 3. La cooperación internacional con los tribunales internacionales penales y los tribunales híbridos Capítulo 9: Aspectos centrales de los sistemas de cooperación internacional con los tribunales internacionales e híbridos, por Manuel Ventura (Perú) & Paola Diana Reyes Parra (Perú). Capítulo 10: Las solicitudes de cooperación: especial atención a los órganos responsables de los tribunales, los canales nacionales de comunicación y el idioma de las solicitudes de cooperación, por Beatriz Gasparian (Brasil), Antônia Pereira de Souza (Brasil) & Osvaldo Zavala Giler (Ecuador). Capítulo 11: La regulación de las causas de aplazamiento e inejecución de las solicitudes de cooperación, por María Dolores Collazos (Colombia). Parte 4. Conclusiones y recomendaciones Capítulo 12: ¿Pueden los mecanismos de aplicación del derecho internacional penal contribuir, y de qué manera, al abordaje del fenómeno de la corrupción transnacional? La recomendación de una estrategia de tres pasos, por Héctor Olasolo (España/Colombia).
LANGUAGE TEST
2 Bac.
A. Rewrite these sentences with the words given
(2 points)
1. She posted her marriage photos on Instagram. She wanted everybody to see them. (so that)
_________________________________________________________________________________
2. He had an accident. He was careless. (owing to)
_________________________________________________________________________________
3. My father was mad at me. I didn’t do well at school.
(because of this)
_________________________________________________________________________________
4. He repaired the old house. He wanted to sell it. (so as to)
______________________________________________________________________________
B. Match the words that go together to make collocations
1. Problem
a. society
1. _________________
2. money
b. solving
2._________________
3. civil
c. learning
3._________________
4. Active
d. investment
4._________________
(2 points)
C. Fill in the blanks with the most appropriate word from the list given:
(2 points)
had to - will - shouldn’t have - must
1. You _______________________________________________ crossed him. He is very upset now.
2. She received a grant to study abroad. She ______________________________________be happy.
3. They ________________________________________ pay us a visit. I am a hundred percent sure.
4. She ______________________________________ phone him because he had been late for dinner.
D. Put the verbs between brackets in the correct tense.
(4 points)
1. They ran away as soon as we (see) ____________________________________ the teacher coming.
2. By the time we got home, the kids (eat) _______________________________ all the food already.
3. By next Ramadan, My sister (have) _____________________________________ her second baby.
4. They (revise) __________________________________________ their lessons until the sun raised.
E. Give the correct form of the words between brackets.
(2 points)
1. I love this kid because he is [audacity] _________________________________and full of courage.
2. Everybody says that the kid is [gift] ___________________________________________________
3. When kids are [ambition] __________________________________ nothing can discourage them.
4. The parents think their kid is [adventure] _______________________________________________
F. What do these sentences express? Match the numbers with the letters
(3 points)
1. I beg your pardon. Would you mind repeating that?
| a. Expressing request
2. You are absolutely right on this.
| b. Agreeing with an opinion
3. She didn’t want to go to work as she is ill.
| c. Expressing purpose
4. She collected money to send it to the hospital.
| d. Expressing cause and effect
5. Can you remind me of this later, please?
| e. Giving opinion
6. I think books are more interesting than films.
| f. Asking for clarification
1. __________ | 2. __________ | 3. __________ | 4. __________ | 5. __________ | 6. __________
(5 points)
G. Put the verbs between brackets in the correct form.
1. She is glad the family enjoyed (taste) _____________________________________ her first meal.
2. I am fond of (read) ________________________________________________ Old Arabic Poetry.
3. You can’t (be) __________________________________________ in two places at the same time.
4. Try to avoid [make] _______________________________________________________ mistakes.
5. Nobody helped me (do) ______________________________________________ this test. I swear.
______________________________________________________________________Abdessalami__
THIS PAGE IS LEFT BLANK
INTENTIONALLY
A. Rewrite these sentences with the words given
(2 points)
1. She posted her marriage photos on Instagram. She wanted everybody to see them. (so that)
______She posted her marriage photos on Instagram so that everybody could see them_____
2. He had an accident. He was careless. (owing to)
_________He had an accident owing to (his) carelessness__________________
_________He had an accident owing to (his) being careless__________________
_________ Owing to (his) carelessness, he had an accident __________________
_________ Owing to (his) being careless, he had an accident __________________
_________ Owing to the fact that he was careless, he had an accident __________________
_________ He had an accident owing to the fact that he was careless __________________
3. My father was mad at me. I didn’t do well at school.
(because of this)
______ I didn’t do well at school; because of this, my father was mad at me ___________
4. He repaired the old house. He wanted to sell it. (so as to)
__________ He repaired the old house so as to sell it _______________________
B. Match the words that go together to make collocations
1. Problem
a. society
1. ____ b__________
2. money
b. solving
2._____d__________
3. civil
c. learning
3._____a__________
4. Active
d. investment
4._____c__________
(2 points)
C. Fill in the blanks with the most appropriate word from the list given:
(2 points)
had to - will - shouldn’t have - must
1. You ________________ shouldn’t have __________________ crossed him. He is very upset now.
2. She received a grant to study abroad. She _________must____________________be happy.
3. They _________________will______________ pay us a visit. I am a hundred percent sure.
4. She ______________had to___________________ phone him because he had been late for dinner.
D. Put the verbs between brackets in the correct tense.
(4 points)
1. They ran away as soon as we (see) ________had seen________________ the teacher coming.
2. By the time we got home, the kids (eat) _______had eaten_______________ all the food already.
3. By next Ramadan, My sister (have) _______will have had_________________ her second baby.
4. They (revise) ________had revised / had been revising_______ their lessons until the sun raised.
E. Give the correct form of the words between brackets.
(2 points)
1. I love this kid because he is [audacity] ____audacious___________________and full of courage.
2. Everybody says that the kid is [gift] ________gifted______________________________________
3. When kids are [ambition] _____________ambitious_____________ nothing can discourage them.
4. The parents think their kid is [adventure] ______adventurous______________________________
F. What do these sentences express? Match the numbers with the letters
(3 points)
1. I beg your pardon. Would you mind repeating that?
| a. Expressing request
2. You are absolutely right on this.
| b. Agreeing with an opinion
3. She didn’t want to go to work as she is ill.
| c. Expressing purpose
4. She collected money to send it to the hospital.
| d. Expressing cause and effect
5. Can you remind me of this later, please?
| e. Giving opinion
6. I think books are more interesting than films.
| f. Asking for clarification
1. ____f___ | 2. ____b____ | 3. ____d____ | 4. ____c____ | 5. _____a___ | 6. ___e____
G. Put the verbs between brackets in the correct form.
(5 points)
1. She is glad the family enjoyed (taste) ________tasting____________________ her first meal.
2. I am fond of (read) _______________reading__________________________ Old Arabic Poetry.
3. You can’t (be) _______________be__________________ in two places at the same time.
4. Try to avoid [make] _________________making_______________________________ mistakes.
5. Nobody helped me (do) _______________do__________________________ this test. I swear.
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