Albatross

mécanismes par lesquels les agents pourraient acquérir des croyances communes : déduction, information montrée, observation mutuelle, communication intentionnelle, Sur la base de ces mécanismes, Colombetti [Colombetti, 2000] a proposé le langage ALBATROSS [Agent Language Based on the TReatment of Social Semantics] qui Dans la même veine que les travaux de Singh. Donne une sémantique sociale (exprimée dans la logique temporelle CTL*) aux actes illocutoires courants. Pour cela, il a proposé une sémantique

walruses, otters, giant tortoises, lava lizards, sea turtles, koalas, all marsupials, and unwary plains herd animals. We recommend that all visitors stay on the periphery of animal assemblages (e.g., penguin colonies, seabird colonies, terneries, albatrosses on nest, courting groups). This means : • Visitors should never be allowed to surround an animal or group of animals. • Visitors and leaders must remain alert never to get between animal parents and their young. • Visitors must never be allowed

of death, and ascendant flight to Antiquity. Second, through these three themes, Baudelaire's bestiary appears to be dynamic and mythic. Indeed, the same animal image could be used in three distinct ways in the three themes. The bird is therefore Albatross to identify the poet, a crow to refer to the colours of death, or an eagle to refer to Zeus. These three dynamic connotations attributed to animal images in Les Fleurs du Mal are the outcome of a Baudelairean anthropological path coming essentially

SFL-28R F-WFJK 261/49 (M) LOUCHET Pou du Ciel n° 103 248/41 (M) Type Pou 248/41 (M) Prototype n° 3 "La Pyrale" 248/41 (M) LOUIS (Etablisements) Appareils divers sous licence Bassou, Avia, et autres 248/41 (M) MAGNAN M-1, M-2, M-3, M-4, Vautour, Albatross 262/34s (AD) Maillet (voir SFCA) MAKHONINE M.10 Mak.101 Mak.110 Mak.123 83/5s (ADP), 262/36s (AP) 83/7s (AP), 262/36s (MP) 262/40 (M) 262/38 (MP) MALLET Hélicoplan 262/41 (MD) MAMET Monoplan 262/41 (MP) MANGEOT Albert 321 Emouchet 1 321 bis

prise de notes • even his parents were dismayed as J spent the whole days alone, making hundreds of low-level glides, experimenting • why is it so hard to be like the rest of the flock? Why can’t you leave low flying to the pelicans, the albatross? Why don’t you eat, you’re bone and feathers? b. À l’issue de ce travail d’accès au sens les élèves complèteront leur logpage individuellement, ce qui pourra faire l’objet d’un travail à la maison. Une récapitulation orale à partir des