• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 2
  • 2
  • Tagged with
  • 6
  • 4
  • 3
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the 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.
1

Die Terzine in der deutschen Dichtung von Goethe bis Hofmannsthal

Bernheim, Roger, January 1954 (has links)
Thesis--Bern. / Includes bibliographical references (p. 137-140).
2

Die Terzine in der deutschen Dichtung von Goethe bis Hofmannsthal

Bernheim, Roger, January 1954 (has links)
Thesis--Bern. / Includes bibliographical references (p. 137-140).
3

Scegliere la scuola superiore: l'orientamento e le riforme incompiute. Il caso della Lomellina / To Choice Secondary School: Orientation and Legislative Reform. A Survey in Lomellina

BARGIGIA, PAOLA 17 April 2007 (has links)
Questo lavoro nasce a partire da un sincero interesse per il mondo della scuola e della formazione, con particolare riferimento al tema dell'orientamento. A partire da una panoramica storica relativa al sistema scolastico italiano e allo sviluppo del concetto di orientamento, si formulano alcune domande che guidano lo svolgimento della ricerca sul campo. Il tema principale di indagine è il passaggio dalla scuola media agli studi superiori, visto attraverso gli occhi di genitori e insegnanti. La ricerca è stata condotta in Lomellina: una porzione della provincia di Pavia che sta vivendo un momento di crisi economica. La prima fase di indagine ha visto la somministrazione di un questionario ai genitori, punto di partenza per valutare alcuni temi da approfondire nelle fasi successive. Si è quindi proceduto a condurre dei focus-group tra insegnanti, per poi ricontattare, a distanza di circa un anno e mezzo, alcuni dei genitori che avevano preso parte alla prima fase. I risultati evidenziano una generale tendenza delle famiglie a vivere in modo privato il momento decisionale, una grande attenzione per gli aspetti di immagine offerti dalle scuole superiori e una certa impreparazione, sia delle famiglie che degli insegnanti, ad affrontare le esigenze orientative degli alunni maggiormente in difficoltà. / This work begins from the big interest about School and orientation. It starts with a little story of School and orientation to formulate some questions, to guide the survey. The survey is about the orientation choice for secondary school, in Lomellina. It begins from a questionnaire to parents, than continues with focus-groups with teachers. To end, it have been interviewed some parents, after about 18 months from the questionnaire. The results show that families prefer choice without external suggest. Parents pay a lot of attention to the secondary school presentation, only based on external image. Both teachers than parents have some difficulties to help pupils in decision making, if they haven't good performance at school.
4

The Same-Spelling Hapax of the Commedia of Dante

Soules, Terrill Shepard 27 April 2010 (has links)
In the Commedia of Dante, a poem 14,233 lines in length, some 7,500 words occur only once. These are the hapax. Fewer than 2% of these constitute a minute but distinct subset—the hapax for which there are one or more words in the poem whose spelling is identical but whose meaning is different. These are what I call same-spelling hapax. I identify four categories: part-of-speech, homograph, locus, and name. Analysis of the same-spelling hapax illuminates a poetic strategy continuously in use throughout the poem. This is to use the one-word overlap of Rhyme and line number. Not only is it highly probable that a same-spelling hapax will be a rhyme-word, but it is also probable that it will occupy a rhyme-word’s most significant position—the one place—the single word—where the two intertwined formal entities that shape each canto coincide. Every three lines, their tension-resolving this-word-only union intensifies the reader’s attention and understanding alike.
5

The Same-Spelling Hapax of the Commedia of Dante

Soules, Terrill S 10 August 2010 (has links)
In the Commedia of Dante, a poem 14,233 lines in length, some 7,500 words occur only once. These are the hapax. Fewer than 2% of these constitute a minute but distinct subset—the hapax for which there are one or more words in the poem whose spelling is identical but whose meaning is different. These are what I call same-spelling hapax. I identify four categories: partof- speech, homograph, locus, and name. Examination of the same-spelling hapax illuminates a poetic strategy continuously in use throughout the poem. This is to use the one-word coinciding of Rhyme’s rhyme number and terzina’s line number. Not only is it highly probable that a samespelling hapax will be a rhyme-word, but it is also probable that it will occupy a rhyme-word’s most significant position—the one place—the single word—where the two intertwined formal entities that shape each canto coincide. Every three lines, their tension-resolving this-word-only union intensifies the reader’s attention and understanding alike.
6

PER MISSIONE E PER INTERESSE. IL DISCORSO COLONIALE IN FRANCIA DURANTE LA TERZA REPUBBLICA

PINCHETTI, ANNA LISA 01 April 2015 (has links)
La tesi intende analizzare l’idea coloniale in Francia durante la Terza Repubblica, le modalità attraverso cui essa veniva veicolata e gli argomenti con cui l’espansione veniva giustificata. Dopo un’introduzione storica, la ricerca si concentra sulle diverse “voci” che concorsero alla promozione e propaganda coloniale. Vengono analizzati il contributo dei diversi attori – primo fra tutti il “parti colonial” - che parteciparono a sostenere le motivazioni dell’espansione, oltre alle modalità e ai canali utilizzati, in un contesto in cui l’opinione pubblica era restia ad affezionarsi e a comprendere la necessità di un impero. La parte successiva si concentra sui contenuti del discorso di giustificazione e motivazione dell’imperialismo francese, tramite il richiamo di alcuni teorici e politici del periodo e dei principali temi -economici, politici e umanitari (la cd. “mission civilisatrice”) - evocati in tale contesto. L’ultimo capitolo è dedicato in modo particolare alla diffusione della cosiddette “scienze coloniali” e alla creazione, influenzata dall’esigenza di formare i futuri amministratori coloniali, di cattedre o sezioni coloniali negli istituti di studi superiori. E’ possibile in tal modo individuare un collegamento tra diversi gruppi ed entità operanti nel campo politico, economico e scientifico e, attraverso l’analisi degli appunti dei corsi, esaminare in che modo l’idea coloniale fosse trasmessa in tale ambito. / The research aims at analyzing the colonial idea in France during the Third Republic, the different ways it was conveyed and the main themes adopted to justify the colonial expansion. After a first historical overview, the second chapter focuses on the different actors that contributed in promoting the colonies and the colonial propaganda (above all the “parti colonial”), in a context in which the majority of the French citizens seemed not really interested in supporting the colonial empire nor in understanding its needs and methods. Subsequently, the research analyzes the different themes the supporters of the French colonial movement adopted to justify the need of a colonial empire at the economic, political and “humanitarian” levels. The last chapter is focused on the diffusion of the “colonial sciences” and the creation of ad hoc colonial sections or schools aimed at training the future colonial administrators. The analysis highlights the links between the different actors of the political, economic and scientific circles. Also, thanks to the exam of the student’s notes it is possible to see how the colonial idea was conveyed in this field.

Page generated in 0.0512 seconds