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- ItemOpen AccessPergamins de Privilegis de la ciutat de Balaguer. Pròleg(Edicions de la Universitat de Lleida, 1997) Sabaté, Flocel
- ItemOpen AccessGli schiavi davanti alla giustizia nella Catalogna bassomedievale(Firenze University Press, 2014) Sabaté, Flocel
- ItemOpen AccessArmengol VII, Conde de Urgel.(Real Academia de la Historia, 2010) Sabaté, Flocel
- ItemOpen AccessLa sefarad cautiva y reinventada, o los retos de la arqueología y la divulgación del patrimonio cultural(Ediciones el Almendro, 2014) Sabaté, Flocel
- ItemEmbargoHigh season is coming: travel motivations of Game of Thrones fans(Taylor and Francis Group, 2023-10-27) Gómez Morales, Beatriz Maria; Castro, Deborah; Nieto Ferrando, JorgeDespite substantial evidence that media fans are increasingly travelling to the filming locations for movies and TV series, research on core tribal fan film tourists’ travel motivations remains limited. This paper contributes to the scarce literature on this question with a study of the fan tourism phenomenon inspired by the fiction TV series Game of Thrones. The study is based on 68 semi-structured in-depth interviews with fans of the series; specifically, core fan community members who have travelled to one or more of the series’ filming locations. A thematic analysis of the interview responses reveals three main travel motivations: affective identification with characters; the existence of parallels between fiction and history; and the desire to feel part of a collective identity. The findings suggest that tourism motivated by Game of Thrones is the result of a profound emotional and narrative attachment to the series on the part of fans, with a combination of playful and serious elements. On the theoretical level, this paper contributes to the scholarly literature on fan film tourism. It also reveals that a better understanding of fans’ needs could support tourist destination managers in the creation of added value for fan film tourists.
- ItemOpen AccessUn éxito de Joseph Van der Veken en España: el tríptico pseudoflamenco del conde de La Revilla(Departamento de Historia del Arte de la Universidad de Valladolid, 2023-12-01) Velasco González, Alberto; Martens, DidierEn el presente artículo se da a conocer un tríptico pseudoflamenco pintado hacia finales del siglo XIX o inicios del XX por Joseph Van der Veken (1872-1964), un restaurador, copista y falsificador de Amberes mundialmente conocido por su habilidad en la reproducción de pinturas flamencas. La realización de esta obra se inscribe en el contexto de revaloración de la pintura flamenca de los siglos XV y XVI, que generó una producción a gran escala de falsificaciones debido a la gran demanda existente en el mercado europeo. Estas obras espurias también se comercializaron en España, llegando a introducirse en colecciones importantes y pasando inadvertidas a ojos expertos. En el caso que nos ocupa, el tríptico de Van der Veken, entonces propiedad del coleccionista Francisco de Paula Arróspide Álvarez, XIII Conde de La Revilla, llegó a exhibirse como un original en la Exposición Internacional de Barcelona de 1929.
- ItemOpen AccessThe wisdom of intergenerational relationships in Ursula Le Guin’s series Annals of the Western Shore (Gifts, Voices and Powers)(De Gruyter, 2023-07-22) Oró Piqueras, Maricel; Benderska, YuliiaUrsula Le Guin’s novels included in Annals of the Western Shore, published between the years 2004 and 2007, have as protagonists three young characters who, among uprising, rebellion and unfair states, have to find their place in Le Guin’s the Western Shore world. The three protagonists share a gift – the gift of remembering and telling stories – which is transmitted to two of them through an older man from the community where they live. Once the main characters come together at the end of the third novel of the saga, they realise that the only way in which a free and prosperous state can be achieved is through knowledge and the sharing of the stories of both ancestors and new writers. The series, thus, problematizes the concept of wisdom associated with a binary stereotypical image of old age as either attached to loss and decrepitude or to wisdom, particularly in the fantastic mode. In this article, and following Le Guin’s belief in the intrinsic interconnectivity of all things, “organic and inorganic, material and spiritual, object and force – [that] shape and are shaped by each other” (Senior 1996: 104), we aim to explore the value of intergenerational relationships in building a fairer and more prosperous society in Le Guin’s series Annals of the Western Shore. Whereas the young characters and protagonists in each of the three novels need the guidance of older members of their communities to come to terms with their “gifts”, the coming of age of these young protagonists will also question the unfair and destructive beliefs behind the social organisation of the regimes in which they grew up and became adults.
- ItemEmbargoParental involvement in secondary education in Belgium, France and Luxembourg: Associations with family and school characteristics(John Wiley & Sons, 2023-11-10) Poncelet, Débora; Macià Bordalba, Mònica; Dierendonck, ChristopheAlthough evidence generally suggests that parental involvement is beneficial for the academic success of students, much less is known about the determinants of this involvement. The study examined the associations between parental characteristics, beliefs and two types of parental involvement (school-based and home-based) in secondary education in three countries in Europe. Data from 1757 parents from nineteen public secondary schools in three European countries (six in Luxembourg, six in France and seven in Belgium) were analysed using multiple regression analyses. Models predicted overall significant but relatively low portions of variance in the home- and school-based involvement of parents. Different patterns of results emerged from the three very different samples. When controlling for family background and school environment, parental self-efficacy—associated for example with the role of parents at school—appeared to be central indicators of parental involvement. Results are discussed in terms of research on parental involvement and family-school communication, as well as in relation to school practices involving parents.
- ItemEmbargoThe context of study abroad: affordances and constraints in the development of plurilingual identity(Taylor and Francis Group, 2023-07-12) Soulé, María Victoria; Marinov Vranješ, Sanja; Cots Caimons, Josep MariaThis study examines study abroad as a context for plurilingual identity development in response to the critique of identity research in applied linguistics, which points to a bias that emphasises user agency and disregards the impact of structural elements. It is based on the analysis of the contextual constraints and affordances for developing plurilingual identity that SA students refer to in their narratives. The analysis shows that structure can be as important a component as agency and that students' representations of the SA context are linked to their pre-SA plurilingual experience and the portrayal of their plurilingual identity.
- ItemOpen AccessPositivity in the English language learning classroom: Analyzing teacher-student moments of contact(John Benjamins Publishing Company, 2023-04-07) Diert-Boté, IratiPositive Psychology was introduced in Second Language Acquisition research in order to explore how positivity can be experienced in the classroom so that learners can flourish in their language learning processes even in averse circumstances (see MacIntyre & Gregersen, 2012). Drawing on theories from Positive Psychology (Fredrickson, 2001, 2013), this study explores moments of positive contact between teacher and students (see Korthagen et al., 2014) via (1) students’ self-reported accounts of their experiences in English learning contexts through four interviews and three focus groups; and (2) observable classroom practices through audio/video recordings of six class sessions. Findings reveal that positive emotion, which is co-constructed by both teacher and student(s) in in-situ interaction, seems to benefit the learner at multiple levels (emotionally, behaviorally, motivationally and cognitively), to contribute to creating rapport between them, and to help fulfill various foreign language learning-related goals.
