This thesis represents the first full-scale, English commentary on the opening book of Lucan�s epic poem, De Bello Ciuili, in sixty-five years. Its fundamental purpose is to explain the language and content of the Latin text of the book. The subject matter of the thesis beyond the introduction is naturally dependent upon the content of each individual line under consideration, but the following questions may help establish some of the larger issues I have prioritised throughout my response to the Latin text of book one. These questions may be variously relevant to an episode within book one of De Bello Ciuili, or else a sentence, a line, a word, a metrical issue, or a combination of these. How does it help locate the text within the genre of epic? What does it contribute to the overall meaning of the poem? What does it contribute to our understanding of epic narrative technique? What does it contribute to our understanding of Lucan�s poetic usage and technique? How does it interact with the rest of the poem (i.e. what are the structural or intratextual markers advertised and what do they contribute to the meaning of the passage under consideration or the structure of the book or poem as a whole)? How does it interact with its (especially epic) models (i.e. what intertextual markers are at work and how does the invocation of earlier models affect the meaning of the passage under consideration)? How does it behave in relation to what we know of the norms espoused by Classical literary criticism? What are the programmatic issues, themes, and images explored or established by book one?

St. Gallen, University, Diss., 2005.

Zugl.: Basel, Univ., Diss., 2006

Universiẗat, Diss., 2007--Halle.

Zugl.: Oestrich-Winkel, Europ. Business School, Diss., 2007

Zugl.: Siegen, Univ., Diss., 2008/09

Dissertation Universität zu Köln, 2007.

Master-Arbeit Univ. St. Gallen, 2008.

This document is a pedagogical guide for Tchaikovsky’s Album for the Young, Op. 39, which is regarded as valid pedagogical material for teachers interested in incorporating this repertoire into their studios. This document contains brief bibliographical information of Peter Ilyich Tchaikovsky and a concise background of Album for the Young, Op. 39, and then presents a comprehensive pedagogical analysis of each piece, which includes teaching methods, technical approaches and practice suggestions. In addition, this document assigns a level for each piece of this collection. Tchaikovsky’s Album for the Young, Op. 39 may be employed by teachers for elementary and intermediate students. This pedagogical guide is written as a reference for the teachers who will enable students to better understand Tchaikovsky’s piano music. Studying this repertoire allows students to be better prepared to study Tchaikovsky’s other more advanced works.

The main aim of this works is to explore the relationship between language and analogical reasoning. In fact, despite the increasing interest about the neural substrates of reasoning, at present no fMRI study systematically investigates the contribution of stimulus format/context on reasoning network. In the present work three fMRI studies are developed in order to verify how much reasoning relies on verbal language using different stimuli format and within normal and a language impaired populations. The first study focus on how different verbal context, nameable pictures versus words, may influence brain activity related to analogical reasoning in healthy adults. In a second study the same fMRI paradigm was applied to investigate brain activity during analogical reasoning in young normal readers and young dyslexics in order to understand if the reading disorder may influence the reasoning in relation to the language load requested by the stimulus format. In the third study the contribution of language and semantic system to reasoning was investigate developing a new fMRI design where analogical reasoning had to be performed either on meaningful or on abstract geometrical pictures.