Thesis (Ph. D.)--Bryn Mawr College, 1972. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 321-324).

Thesis (Honors)--Liberty University Honors Program, 2008. / Includes bibliographical references.

Yes / While stone vessels were sometimes included in ancient Egyptian elite burials of the New Kingdom, presumed to have been used as cosmetic vessels, we still know little about the contents they held. The situation is even more vague for jars in Nubia, where they occur less frequently. We report here on a study of a travertine jar from the Cemetery of el-Dakka in Lower Nubia, and the scientific analysis of its contents, comparing the jar with other known examples.

Lorsque Pierre de Larivey publie ses six premières comédies en 1579, la comédie n'a pas encore répondu totalement aux aspirations des auteurs de la première génération de la Pléiade qui prétendaient enrichir la langue française, combattre le latin et la farce, et exalter la grandeur nationale de la France par l'imitation des texte antiques et italiens qu'ils traduisaient. Malgré les nouveautés proposées, il faudra attendre la seconde génération d'auteurs comiques, parmi lesquels Larivey est le meilleur représentant, pour que la comédie puisse s'imposer et prétendre rivaliser avec le modèle italien, dont elle tire profit, et le genre noble de la tragédie. Le type de réponse apporté, et plus particulièrement le travail effectué par Larivey pour repenser ce genre en devenir, suscite dès lors des interrogations. Par ailleurs, si l'ensemble des neuf pièces de Larivey semble désigner ce traducteur/adaptateur de pièces italiennes comme le principal actant du renouvellement et de l'émancipation de la comédie française à partir de l'apport italien, d'autres italianisants de la même génération, tels Louis Le Jars, François d'Amboise et Odet de Turnèbe, ont également pris part à ce grand projet qui, tout en rénovant le genre comique lui-même, participe de l'évolution et de l'affirmation de la langue française. Notre étude se propose donc, à partir de la lecture du comique d'œuvres publiées fin XVIe-début XVIIe siècle, de déterminer la nature des liens qui unissent ces dramaturges et de mieux comprendre comment la comédie française a pu être renouvelée et mise au service de leurs aspirations les plus nobles et les plus ambitieuses. / Pierre de Larivey published his first six comedies in 1579, before the theatrical comedy had managed to fulfill the aspirations of the first generation of la Pleiade authors – namely, to enrich the French language, to fight Latin and farce, and to exalt the greatness of the French nation by imitating the very Ancient and Italian texts they translated. In spite of the innovations this first generation of authors introduced, it was not until the second generation, among whom Larivey is the best representative, that the comedy was able to come into its own, and to challenge the Italian model, of which it takes advantage, and to rival as well the noble genre of the tragedy. The precise nature of the innovations they introduced, and more specifically the actual work done by Larivey to rethink this evolving genre, both raise profound questions from this point forward. Larivey’s nine plays seem to designate this translator/adaptor of Italian plays as the main agent of the revival and emancipator of the French comedy from its Italian roots. But other Italianates of the same generation, such as Louis le Jars, Francois d’Ambroise, and Odet de Turnèbe, also took part in this ambitious project, which not only revitalized the comic genre, but also contributed to the evolution and affirmation of the French language itself. From the close reading of comic works published from the late sixteenth to the early seventeenth centuries, this study aims to determine the nature of the links between these playwrights, and to understand better how they helped to revitalize the French comedy and to place it at the service of their noblest and most ambitious aspirations.

This thesis presents the claimed Protovillanova pottery from Luni sul Mignone and San Giovenale through a typological study. The pottery from San Giovenale and Luni is then compared to Bronzo Finale, Bronzo Recente and Protovillanova pottery from various sites in central and northern Italy. The reason for the comparison is to establish if the pottery should be categorized as a cultural expression or to a certain time period. Included in this study is a discussion on whether the term Protovillanovan should be used or not and if it really describes cultural phenomenon active during the Bronze Age or if it describes the same phenomena of the Bronze Age but with a different name.

In 1976 Joan Kelly released her influential article “Did Women have a Renaissance?” Kelly argued that women did not enjoy any of the benefits of the period. Rather, she claimed, the lives of women were actually worse after the 1400s than they had been before. Since 1976, new primary documents authored by women have been discovered. Moreover, new access to relevant writings by authors like Francesco Barbaro, Pier Vergerio, Leonardo Bruni, Juan Luis Vives, and Erasmus make revisiting Kelly’s arguments possible. This thesis uses a sample of these texts to explore women’s experiences and create innovative avenues to explore in gender history. Towards those ends, it combines recent scholarship with primary documents to reveal an incongruence between the expectations placed on women and their self-identified lived experiences. It offers, thus, a more complicated world than that presented in Kelly’s paradigmatic study.

Résoudre aisément un problème, c’est-à-dire trouver une procédure rapide et efficace menant à la solution, nécessite de pouvoir considérer la situation selon plusieurs points de vue pour en choisir le plus pertinent, mais aussi de pouvoir en changer lorsque l’on se trouve face à une impasse, ce que l’on peut interpréter comme une expression de la flexibilité cognitive. Une adaptation des problèmes de jarres de Luchins a été présentée à 486 enfants scolarisés en CM1 et en CM2, afin d’observer leur capacité à faire preuve de flexibilité cognitive, puis, après tirage au sort, un certain nombre d’épreuves et d’échelles ont été proposés à 100 d’entre eux, lors de deux entretiens individuels. En effet, l’objet de cette étude est de montrer, auprès d’enfants se situant au niveau des opérations concrètes, que la flexibilité cognitive, qui leur permet d’élaborer des stratégies cognitives variées et de remettre en question leur point de vue initial, est liée, d’une part, à leur niveau de développement opératoire ainsi qu’à leur capacité à prendre en compte un point de vue différent du leur, et cela en lien avec leurs capacités de décentration et la présence d’une théorie de l’esprit. Mais il est, d’autre part, de montrer qu’au-delà de ces aspects développementaux, la flexibilité cognitive est également en lien avec la capacité de pouvoir confronter son point de vue à un autre, ce qui signifie qu’il ne s’agit pas seulement de prendre en compte un autre point de vue que le sien, mais aussi de pouvoir les prendre en compte en même temps, en concevant le fait que ces deux points de vue sur une même réalité sont susceptibles de coexister. Dès lors, faire preuve de flexibilité cognitive serait lié à la capacité de pouvoir confronter son propre point de vue à un autre, en se mettant à la place de l’autre tout en restant soi-même et en supportant la remise en cause que cela induit, donc aux capacités empathiques et à l’estime de soi. Cette recherche exploratoire a permis de valider partiellement nos hypothèses et a révélé, notamment à travers un essai de modélisation, certaines différences liées au genre. / Solving a problem easily, that is to say finding a fast and effective procedure leading to a solution, requires considering the situation from several points of view in order to choose the most appropriate one. However, this also requires being able to switch point of view when faced with a standstill ̶ which can be interpreted as an expression of cognitive flexibility. An adaptation of Luchins’ water jar experiment was presented to 486 school children from French CM1 and CM2 classes (England: Year 5 and Year 6), with the aim of observing their capacity to put cognitive flexibility into practice. Then, following a draw, several tests and levels were presented to 100 children from the group throughout two individual meetings. Indeed, the aim of this study is demonstrating that, for children who are at the stage of concrete operations, cognitive flexibility, which enables them to elaborate various cognitive strategies and question their initial point of view, is linked both to their operational development level and to their ability to take into account a point of view which differs from theirs, in association with their decentration abilities and the presence of a theory of mind. Furthermore, the goal of this study is also demonstrating that, beyond these developmental aspects, cognitive flexibility is also linked to the ability to confront one’s point of view with another one, which means not only taking into account someone else’s point of view but also having the ability to consider both perspectives simultaneously, appreciating that these two points of view on the same reality may co-exist. Consequently, displaying cognitive flexibility is supposedly linked to the capacity to confront one’s point of view with another one, by looking at things from the other’s perspective while also remaining ourselves and bearing the challenge that this implies ̶ and therefore linked to one’s self-esteem and empathetic capabilities. This exploratory research has enabled us to partially validate our hypotheses and has revealed, particularly through a modelling trial, some differences linked to gender.