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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 11 to 19 of 19 (0.043 seconds)Spelling suggestions: "subject:"sprecher"" "subject:"fürsprecher""
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Das Märchen von der verkauften Zeit: Melodram für Sprecher und Orgel nach einem Text von Dietrich Mendt (2005)Drude, Matthias 18 March 2009 (has links)
Melodram für Sprecher und Orgel, Musik: Matthias Drude (2005), Text: Dietrich Mendt; Informationen zum Komponisten: www.drude.info
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Die Geschichte vom Festessen: Melodram für Sprecher und Orgel nach einem Text von Dietrich Mendt (2005)Drude, Matthias 18 March 2009 (has links)
Melodram für Sprecher und Orgel; Musik: Matthias Drude (2005); Text: Dietrich Mendt
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Fünf aus einer Hülse: Melodram für Sprecher und Klavier nach einem Märchen von Hans Christian AndersenDrude, Matthias 27 February 2023 (has links)
Das Melodram 'Fünf aus einer Hülse' nach dem gleichnamigen Märchen von Hans Christian Andersen komponierte Matthias Drude 2001 für das 'duo pianoworte' (Helmut Thiele, Sprecher; Bernd-Christian Schulze, Klavier).
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Jorinde und Joringel: Melodram für Sprecher und Klavier: 1997Drude, Matthias 14 February 2023 (has links)
„Jorinde und Joringel” nach dem gleichnamigen Märchen der Gebrüder Grimm entstand 1997 als erstes von mehreren Melodramen für das „duo pianoworte”.
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Tiny talesDrude, Matthias 27 November 2020 (has links)
Die vier Tiny Tales entstanden 2013 für das Duo Pianoworte mit Helmut Thiele (Sprecher) und Bernd-Christian Schulze (Klavier). Tiny Tales sind Kurzgeschichten, die – entsprechend einer Twitter-Nachricht – mit max. 140 Zeichen auskommen.
1. Geehrter Herr Kritiker (Max Reger)
Geehrter Herr Kritiker, ich sitze auf dem stillsten Ort meines Hauses und habe Ihre Rezension vor mir, bald werde ich sie hinter mir haben.
2. Er kletterte immer höher (Helmut Thiele)
Er kletterte immer höher. Der Schweiß stand ihm auf der Stirn. Endlich hatte er die Tafel erreicht. Darauf stand: Ende der Fahnenstange.
3. Eine Ameise auf der Flucht (Helmut Thiele)
Eine Ameise auf der Flucht. Vor ihr ein reißender Fluss. Wie komme ich ans andere Ufer, dachte sie. Da warf sie das A ab und flog hinüber.
4. Die Stille (Helmut Thiele)
„Warum bemerkt mich niemand?“ klagte die Stille. Sie schrie erbost: „Hier bin ich!“ Und alle bemerkten sie. Und niemand erkannte sie.:1. Geehrter Herr Kritiker
2. Er kletterte immer höher
3. Eine Ameise auf der Flucht
4. Die Stille
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Die Nachtigall und die RoseWilde, Oscar, Drude, Matthias 22 January 2025 (has links)
Die „Nachtigall und die Rose” ist ein Märchen von Oscar Wilde (1854 - 1900). Die vorliegende Vertonung als Melodram für Sprecher und Klavier entstand 2003 für das „duo pianoworte” (Helmut Thiele und Bernd-Christian Schulze). Die vorliegende im Computer-Notensatz erstellte Fassung von 2024 stellt eine geringfügige Überarbeitung der ursprünglichen handschriftlichen Fassung dar.
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Investigating the long-chain polyunsaturated fatty acid biosynthesis of the African catfish Clarias gariepinus (Burchell, 1822)Oboh, Angela January 2018 (has links)
Investigating the biosynthesis of long-chain (C20–24) polyunsaturated fatty acids (LC-PUFA), physiologically important compounds including arachidonic acid (ARA), eicosapentaenoic acid (EPA) and docosahexaenoic acid (DHA), in fish is crucial to identify dietary requirements for essential fatty acids (EFA). Moreover, knowledge of the C20–24 LC-PUFA biosynthetic capability of farmed fish species enables us to understand their ability to utilise commonly used raw materials such as vegetable oils, which naturally lack LC-PUFA but include C18 PUFA that are metabolic precursors of LC-PUFA. Studies have shown that the potential of a species for LC-PUFA biosynthesis is associated with the complement and function of fatty acyl desaturase (fads) and elongase of very long chain fatty acid (elovl) genes existing in that species. The present study therefore aimed to investigate these genes in the African catfish (Clarias gariepinus), the most commercially important farmed fish in sub-Saharan Africa. A fads2, a fads6 and four elovl (elovl2, elovl4a, elovl4b, elovl8) cDNAs were cloned and functionally characterised by heterologous expression in yeast. The Fads2 was a bifunctional desaturase enzyme with ∆6∆5 and ∆8 activities, and thus catalysing all the desaturation reactions required for ARA and EPA biosynthesis from C18 precursor fatty acids. Moreover, the C. gariepinus Fads2 enzymes also desaturated 24:5n-3 to 24:6n-3, a ∆6 desaturation required for the biosynthesis of DHA through the so-called “Sprecher pathway”. Functional characterisation of Fads6 by heterologous expression in yeast did not reveal its function. With regards to elongases, the C. gariepinus Elovl2 demonstrated the ability to elongate C20 and C22 PUFA and thus complements the Elovl5 with elongase capability towards C18 and C20 PUFA. The Elovl8 was capable of only limited elongation of C18 and C20 PUFA. Elovl4a and Elovl4b, enable the biosynthesis of very long-chain (>C24) fatty acids, compounds with major roles in vision and fertility of vertebrates. The present study confirmed that C. gariepinus possess all the enzymatic capabilities required for the biosynthesis of ARA, EPA and DHA and, therefore, its physiological EFA requirements could be satisfied with dietary provision of C18 PUFA.
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Responses in left inferior frontal gyrus are altered for speech-in-noise processing, but not for clear speech in autismSchelinski, Stefanie, Kriegstein, Katharina von 04 June 2024 (has links)
Introduction
Autistic individuals often have difficulties with recognizing what another person is saying in noisy conditions such as in a crowded classroom or a restaurant. The underlying neural mechanisms of this speech perception difficulty are unclear. In typically developed individuals, three cerebral cortex regions are particularly related to speech-in-noise perception: the left inferior frontal gyrus (IFG), the right insula, and the left inferior parietal lobule (IPL). Here, we tested whether responses in these cerebral cortex regions are altered in speech-in-noise perception in autism.
Methods
Seventeen autistic adults and 17 typically developed controls (matched pairwise on age, sex, and IQ) performed an auditory-only speech recognition task during functional magnetic resonance imaging (fMRI). Speech was presented either with noise (noise condition) or without noise (no noise condition, i.e., clear speech).
Results
In the left IFG, blood-oxygenation-level-dependent (BOLD) responses were higher in the control compared to the autism group for recognizing speech-in-noise compared to clear speech. For this contrast, both groups had similar response magnitudes in the right insula and left IPL. Additionally, we replicated previous findings that BOLD responses in speech-related and auditory brain regions (including bilateral superior temporal sulcus and Heschl's gyrus) for clear speech were similar in both groups and that voice identity recognition was impaired for clear and noisy speech in autism.
Discussion
Our findings show that in autism, the processing of speech is particularly reduced under noisy conditions in the left IFG—a dysfunction that might be important in explaining restricted speech comprehension in noisy environments.
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Bambine e ragazzi bilingui nelle classi multietniche di Torino / Il sistema scolastico a confronto con opportunità, complessità e sfide del plurilinguismoRitucci, Raffaella 24 October 2018 (has links)
L'anagrafe studenti del MIUR registra come oggi in Italia più di uno studente su dieci non è cittadino italiano, pur essendo la maggioranza di loro nata in questo paese. Numerose indagini statistiche mostrano come gli allievi "stranieri" presentino, rispetto a quelli italiani, ridotte competenze in italiano e minore successo scolastico.
Questa ricerca esplorativa svolta in alcune scuole di Torino (V elementare-III media) ha analizzato dati ottenuti tramite interviste semi-strutturate a 121 studenti e 26 genitori e 141 questionari compilati da 27 insegnanti di italiano e di lingua di famiglia. Da essa è emerso che molti studenti sono "nativi bilingui", poiché crescono usando l'italiano e un'altra lingua. Questo poliglottismo, valutato dagli intervistati assai positivamente, non si rispecchia però nella prassi scolastica: un supporto mirato in italiano e l'insegnamento della lingua di famiglia sono di regola una chimera.
All'interno del campione le più ampie competenze in italiano si trovano fra chi ha un genitore italofono e chi è arrivato in Italia in età prescolare frequentandovi la scuola materna; come constatato anche nei test INVALSI, chi è nato in Italia e vi ha frequentato l'asilo nido è leggermente svantaggiato. Rispetto alla lingua di famiglia risulta che il suo studio porta a migliori competenze in essa, senza nuocere all'italiano: anzi. Emerge quindi il ruolo significativo della lingua "altra" per un'educazione linguistica efficace.
L'invito al MIUR è quindi di integrare la propria anagrafe con dati linguistici, così da ridefinire i propri curricula secondo le Linee Guida Comunitarie, individuando procedure e risorse specifiche per le classi multilingui. Con un investimento ridotto, paragonato con il costo attuale dato da retrocessioni, ripetenze e abbandono scolastico, si riuscirebbe a sostenere il successo scolastico, le pari opportunità e il plurilinguismo, con conseguenze positive per i singoli e per l'economia nazionale. / Das Schulregister des Kultusministeriums MIUR verzeichnet, dass mehr als jede/r zehnte aller Schüler/innen in Italien keine italienische Staatsbürgerschaft hat, obwohl sie mehrheitlich dort geboren wurden. Zahlreiche Erhebungen weisen für sie im Vergleich zu den italienischen Mitschülern/innen geringere Italienischkenntnisse und weniger schulischen Erfolg auf.
Innerhalb dieser explorativen Feldforschung haben Einzelinterviews mit 121 Schülern/innen (5.-8. Klasse) in Turiner Schulen und mit 26 Eltern, sowie die Auswertung von 141 an 27 Italienisch- und Herkunftsprachlehrer/innen verteilten Fragebögen ergeben, dass viele Schüler/innen "zweisprachige Natives" sind, da sie mit Italienisch und einer anderen Sprache aufwachsen. Dieser Polyglottismus, den die Interviewten sehr positiv bewerteten, findet jedoch in der Schulpraxis keine Entsprechung: Gezielte Förderung im Italienischen und der Unterricht der Familiensprache sind meist Wunschdenken.
In der Kohorte haben die Schüler/innen mit den besten Italienischkenntnissen einen italophonen Elternteil bzw. kamen im Vorschulalter nach Italien und besuchten dort den Kindergarten. Dagegen sind, wie auch bei den INVALSI-Tests, die in Italien geborenen und die dann die Krippe besuchten, leicht benachteiligt. Was die Familiensprache angeht, verbessert ihr Erlernen die Kompetenzen darin, ohne dem Italienischen zu schaden: Im Gegenteil. Diese Ergebnisse bestätigen die wichtige Rolle der "anderen" Sprache für einen gelungen Spracherwerb.
Das MIUR sollte also sein Schulregister mit Sprachdaten ergänzen, um die Curricula im Sinn der EU-Vorgaben umzuschreiben und den sprachlich heterogenen Klassen gezielte Ressourcen und definierte Vorgehensweisen zur Verfügung zu stellen. Mit geringeren Mitteln, im Vergleich zu den jetzigen Kosten für Herunterstufung, Klassenwiederholung und Schulabbruch würde man Schulerfolg, Chancengerechtigkeit und Mehrsprachigkeit fördern, mit positiven Folgen für den Einzelnen sowie für die Volkswirtschaft. / The Italian Ministry of Education (MIUR) student register records that today in Italy more than one out of ten students is not an Italian citizen, although the majority of them were born there. Several statistical surveys indicate that "foreign" students, when compared to native students, show a poorer performance in Italian and in academic achievement.
This exploratory fieldwork carried out in schools in Turin (5th to 8th grade) analyzed data obtained through semi-structured interviews with 121 students and 26 parents as well as 141 questionnaires filled in by 27 teachers of Italian and family language. It showed that many students are "bilingual natives", as they grow up acquiring both Italian and another language; however, despite the fact that the interviewees rate polyglottism positively, schools don't usually offer targeted support in either language.
Within the cohort the broadest range of competences in Italian are found first among those with an Italian-speaking parent, then among those who arrived in Italy at pre-school age attending kindergarten there; this latter group shows higher competences than those born in Italy attending nursery there, as also in the INVALSI tests. As far as family language is concerned, data illustrate that its teaching increases its competences without affecting those in Italian: quite the opposite in fact. These results confirm the remarkable role played by the "other" language in successful language education.
MIUR is therefore called upon to include also linguistic data in its student register, so as to redefine its curricula according to EU Guidelines, and to identify specific procedures and resources for multilingual classes. This new policy would reduce the current cost of placing students in a lower grade, grade retention and drop-outs, and would promote school success, equal opportunities and multilingualism, with positive consequences both for the individuals and for the national economy.
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