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1	Freude am Unternehmertum in kleinen und mittleren Unternehmen : Ergebnisse einer Quer- und Längsschnittanalyse / Stadler, Christina. January 2009 (has links) Zugl.: Marburg, Universiẗat, Diss., 2009.
2	Reisen im Nationalsozialismus : eine rechtshistorische Untersuchung / Appel, Susanne. January 2001 (has links) Diss.--Universität Rostock, 1999. / Bibliogr. p. 127-138.
3	Rire et sacré : la vision humoristique de la vérité dans l'"Heptaméron" de Marguerite de Navarre / Perrenoud-Wörner, Judith. January 2008 (has links) En même temps: Diss. phil. Basel, 2005. / Bibliogr. Index.
4	Ode to the Ninth: the Poetic and Musical Tradition Behind the Finale of Beethoven's Choral Symphony Parsons, James, 1956- 05 1900 (has links) This study examines the finale of Beethoven's choral symphony and focuses on its inspirations and aims to invoke critical theories involving genre, namely genre's "horizon of expectation", and lead to an enriched perspective that points toward a number of compelling aspects of the Choral Finale overlooked by previous commentators. Ludwig van Beethoven Beethoven's choral symphony music history music theory
5	A Study of the Social and Political Implication of Friedrich Schlegel’s ‘Comedy of Freude’ Bhatti, Manjit Singh 01 December 2009 (has links) Generally speaking, scholarship in the field of Germanistik has taken an interest in Friedrich Schlegel’s early publication, “Vom aesthetischen Werte der griechischen Komoedie” (1794), either because of its perceived influence on German Romantic Comedy [(Catholy 1982), (Kluge 1980), (Holl 1923), (Japp 1999)], or else because of its relevance as an example of Schlegel's still inchoate aesthetic philosophy [(Dierkes 1980), (Behrens 1984), (Schanze 1966), (Michel 1982), (Dannenberg 1993), (Mennemeier 1971)]. As a theory of comedy in its own right, Schlegel’s essay has garnered little attention, in part because of its supposed inapplicability to comedic praxis and at times utopian implications, in part because of its seemingly contradictory argument, and lastly in part because Schlegel himself abandoned the essay’s central premise soon after its publication. However, it is the central argument of the present study that Schlegel’s essay can be shown to be interesting and relevant precisely for the theory of comedy it contains. Through a close reading of Schlegel’s essay on Old Greek Comedy, as well as an examination of Schlegel’s early political and aesthetic beliefs, which will help render Schlegel’s theory more intelligible, it will be shown that Schlegel’s theory of comedy is novel in so far as it is one of the first aesthetic theories to claim that comedic practice is necessarily deprived of aesthetic validity unless it exists in a social atmosphere of freedom of expression, namely, such as that of the Athenians. The implication is that Schlegel here predicates an aesthetic theory upon one of society. Schlegel’s theory is also interesting for the peculiar type of comedy it advocates, namely a joyous comedy (Comedy of ‘Freude’), which stands in direct opposition to the ‘Satirische Verlachskomoedie’ of the Enlightenment and makes use of a comedic mechanism (joy) that is anathema to traditional negative comedic elements (satire, derision, mockery etc.). The conclusion discusses what the relevance and value of these implications might be for future research. Schlegel Comedy Freude Theory of Comedy Aristophanes Early Continental Philosophy Ethics and Political Philosophy European German Literature Intellectual History Political History
6	A Study of the Social and Political Implication of Friedrich Schlegel’s ‘Comedy of Freude’ Bhatti, Manjit Singh 01 December 2009 (has links) Generally speaking, scholarship in the field of Germanistik has taken an interest in Friedrich Schlegel’s early publication, “Vom aesthetischen Werte der griechischen Komoedie” (1794), either because of its perceived influence on German Romantic Comedy [(Catholy 1982), (Kluge 1980), (Holl 1923), (Japp 1999)], or else because of its relevance as an example of Schlegel's still inchoate aesthetic philosophy [(Dierkes 1980), (Behrens 1984), (Schanze 1966), (Michel 1982), (Dannenberg 1993), (Mennemeier 1971)]. As a theory of comedy in its own right, Schlegel’s essay has garnered little attention, in part because of its supposed inapplicability to comedic praxis and at times utopian implications, in part because of its seemingly contradictory argument, and lastly in part because Schlegel himself abandoned the essay’s central premise soon after its publication. However, it is the central argument of the present study that Schlegel’s essay can be shown to be interesting and relevant precisely for the theory of comedy it contains. Through a close reading of Schlegel’s essay on Old Greek Comedy, as well as an examination of Schlegel’s early political and aesthetic beliefs, which will help render Schlegel’s theory more intelligible, it will be shown that Schlegel’s theory of comedy is novel in so far as it is one of the first aesthetic theories to claim that comedic practice is necessarily deprived of aesthetic validity unless it exists in a social atmosphere of freedom of expression, namely, such as that of the Athenians. The implication is that Schlegel here predicates an aesthetic theory upon one of society. Schlegel’s theory is also interesting for the peculiar type of comedy it advocates, namely a joyous comedy (Comedy of ‘Freude’), which stands in direct opposition to the ‘Satirische Verlachskomoedie’ of the Enlightenment and makes use of a comedic mechanism (joy) that is anathema to traditional negative comedic elements (satire, derision, mockery etc.). The conclusion discusses what the relevance and value of these implications might be for future research. Schlegel Comedy Freude Theory of Comedy Aristophanes Early Continental Philosophy Ethics and Political Philosophy European German Literature Intellectual History Political History
7	Jorge Luis Borges o la literatura del deseo: descentración - simulación del canon y estrategias postmodernas Toro, Alfonso de 05 June 2023 (has links) Der Beitrag beschreibt die Vorlesungen von Büchern und Autoren von Borges’ Vorliebe, mit denen er einen antikanonischen Korpus, einen Kanon der Leser, einen Kanon als Ergebnis des Wunsches des Lesens (A. López) im Gegensatz zum Konzept des Kanons von H. Bloom (The Western Canon 1994) aufbaut, und er zeigt, dass Bloom mehrere grundlegende Begriffe von Borges über Literatur und Kanon verwendet wie „Fremdheit“ (oder „spcriptible“ nach R. Barthes), „Bewusstsein“ oder „Transtextualität“, „Macht der Kontamination“, d.h. die Fähigkeit der Absorption der Literatur der Vergangenheit und die Verfügbarkeit dieser Literatur, um neu kodifiziert zu werden und auf diese Weise Teil des Kanons zu werden. Es geht um die Strahlkraft von Borges insofern, als Bloom ihn für den Autor hält, der „offenkundig die gesamte kanonische Tradition absorbiert und dann absichtlich reflektiert“. Borges ist der Meister der Absorption in der abendländischen Welt des 20. Jahrhunderts und wird als „der literarische Metaphysiker des Zeitalters“ bezeichnet. Jahrhunderts und wird als „literarischer Metaphysiker des Zeitalters“ bezeichnet. Der Essay zeigt, wie Bloom ein nomadisches Konzept des Kanons entwickelt, das über seine eigene Ideologie hinausgeht, und dass Borges im Zentrum seines Kanonsystems steht. / El trabajo describe las lecturas predilectas de Borges que forman un corpus anticanónico, un canon de lectores, un canon del „deseo” (A. López) por el contrario al concepto de canon de H. Bloom (The Western Canon 1994). Pretendemos demostrar que Bloom recurre a una serie de conceptos fundamentales de Borges sobre la literatura y canon, tales como „strangeness” (o „spcriptible” según R. Barthes) „awareness” o „transtextualidad” , „power of contamination”, esto es, la capacidad de absorción de la literatura del pasado, la disponibilidad de ésta de dejarse recodificar y pasar así a ser canon. Se trata de la fuerza de irradiación de Borges en cuanto éste, también según Bloom, es quien „overtly absorbs and then deliberately reflects the entire canonical tradition”. Borges es el maestro de la absorción y subversión de occidente en el siglo XX por excelencia definiéndolo como „the literary metaphysian of the age”. El trabajo muestra como Bloom al fin aboga por un canon abierto y como Borges se encuentra realmente en el centro de su concepto de canon. / The essay describes the lectures of books and authors of Borges’ predilection with which he builds an anticanonical corpus, a canon of readers, a canon as result of the of desire of readings (A. López) contrary to the concept of canon by H. Bloom (The Western Canon 1994), and it shows that Bloom uses several fundamental terms from Borges about literature and canon like „strangeness” (or „spcriptible” according to R. Barthes), „awareness” or „transtextuality”, „power of contamination”, that is, the capacity of absorption of the literature of the past and the disposability of this literature to be recodified and to form, in that way, part of the canon. It concerns the power of irradiation of Borges in so far as Bloom considers him to be the author who „overtly absorbs and then deliberately reflects the entire canonical tradition”. Borges is the master of absorption in the occidental world of the 20th century and is defined as „the literary metaphysian of the age”. The essay shows how Bloom is developing a nomadic concept of canon that goes beyond his own ideology and that Borges is situated in the centre of his canon system. info:eu-repo/classification/ddc/860 ddc:860
8	The Six Authentic Motets of J.S. Bach: An Analysis in Relation to Performance Mathesen, John A. 01 1900 (has links) Analysis in relation to performance of the six authentic motets of J.S. Bach: Singet dem Herrn ein neues Lied ; Geist hilft unsrer Schwachheit auf ; Fürchte dich nicht ; Jesu, meine Freude ; Komm, Jesu, komm ; Lobet den Herrn, alle Heiden. Lied music motets classical music
9	En studie i elevmotivation genom självreglerande lärande som metod för inlärning i moderna språk / A study on Learner Motivation by means of Learner Autonomy as Studying Technique in Modern Language Learning Gehrke, Karina Wiebke January 2022 (has links) Onödiga språkvalsbyten i moderna språk kan anses vara resultat av motivationsbrist kopplat till intrycket att glädje i språkvalsstudier inte leder till gymnasiebehörighet. Denna studie ämnar undersöka och fördjupa kunskap om a) samband mellan självreglering och elevmotivation, samt b) samband mellan glädje och motivation. Hattie och Zierer (2019) konstaterar att mer självreglering leder till ökad elevmotivation. För att pröva om denna slutsats kan verifieras, genomfördes en empirisk studie med lärarintervjuer som besvarade följande fråga: Vad anser lärare är en bra återkoppling till eleverna? För att kunna nå en slutsats i frågan om samband mellan självreglering och elevmotivation etablerades först en definition av begreppet självreglering. I detta syfte användes en teori som står för uppsatsens analytiska ramverk. Ramverket baseras på författare som arbetar i linje med Richard M. Ryans och Edward L. Decis Self-Determination Theory (SDT). Då slutsatsen att mer självreglerande lärande leder till ökad elevmotivation inte kunde verifieras i min empiriska studie, genomfördes en noggrann litteraturstudie. Utifrån denna kunde jag sedan göra en analys av mina frågeställningar med anslutande diskussion. Resultatet antyder att lärare bör fokusera på elevmotivationens kvalitet, med den prototypiska intrinsiska motivationen som mål, för att kunna motverka motivationsbristen i skolan. I detta forskningsarbete kom jag dessutom fram till slutsatsen att en högre motivation i allra högsta grad kan leda till ett mer effektivt lärande i allmänhet. Nyckelord: effektivt lärande, elevmotivation, intrinsisk motivation, motivationsbrist, Self-Determination Theory, självreglering, återkoppling formative assessment learner autonomy Self-Determination Theory motivation language studies language learner autonomy SDT intrinsic motivation extrinsic motivation learning motivation self-regulation student motivation modern languages language learning formative feedback self-regulated learning effective learning task level process level self-regulation level feedback long-term goals learning goals high school eligibility curriculum primary school language choice multilingual society result-oriented curriculum learning system language skills curriculum in modern languages upper secondary school motivation difficulty motivation problem German lack of motivation planning phase implementation phase self-reflection phase metacognition metacognitive strategy metacognitive process thought process visible learning controlled learning autonomous self-regulation sense of autonomy social values personal values self-regulation style identified regulation integrated regulation SDT work method self-reflection goal setting learning activity formative Motivation im Unterricht Lernermotivation Autonomie Fremdsprachenunterricht Formative Diagnostik Lernerautonomie Lernmotivation Selbstregulation Autonomie Schülermotivation moderne Sprachen Sprachenlernen formative Beurteilung formatives Feedback selbstgesteuertes Lernen effektives Lernen Freude am Lernen Aufgabenebene Prozessebene Selbstregulationsebene Feedback Lernziele Lehrplan Grundschule mehrsprachige Gesellschaft ergebnisorientierter Lehrplan Lernsystem Sprachkompetenz Lehrplan in Moderne Sprachen Sekundarstufe II Motivationsschwierigkeit Motivationsproblem Fach Deutsch DaF Motivationsmangel Planungsphase Umsetzungsphase Selbstreflexionsphase Metakognition metakognitive Strategien metakognitiver Prozess Denkprozess sichtbares Lernen intrinsische Motivation extrinsische Motivation kontrolliertes Lernen autonome Selbstregulation Autonomiegefühl soziale Werte persönliche Werte Selbstregulationsstil identifizierte Regulation integrierte Regulation SDT Arbeitsmethode Selbstreflexion Zielsetzung Lernaktivität lärandemotivation självreglering autonomi elevmotivation moderna språk språkinlärning formativ bedömning formativ återkoppling självreglerande lärande effektivt lärande glädje i undervisning uppgiftsnivå processnivå självregleringsnivå återkoppling långsiktiga mål lärandemål gymnasiebehörighet läroplan språkvalslektion grundskola språkval flerspråkig samhälle resultatorienterad lärosystem språkkunskap kursplan i moderna språk högstadiet motivationssvårighet motivationsproblematik tyska motivationsbrist planeringsfas genomförandefas självreflektionsfas metakognition metakognitiv strategi metakognitiv process tankeprocess synligt lärande inneboende motivation yttre motivation kontrollerad autonom självreglering extrinsisk motivation intrinsisk motivation autonomikänsla sociala värden personliga värden självregleringsstil identifierad reglering integrerad reglering SDT arbetsmetod självreflektion målsättning inlärningsaktivitet formativ Learning Lärande

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