Aristotle University of Thessaloniki: Prothiki/ Βιβλιοθήκη ΑΠΘ - Προθήκη
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Η Ρομανική Ζωγραφική της Ισπανίας υπό το πρίσμα της Βυζαντινής Ζωγραφικής Τέχνης. Συγκριτική Μελέτη των Μνημειακών Εικόνων του Αποκαλυπτικού Χριστού στην Ισπανία και την Κύπρο
No full textΤο δένδρο σε μια διαχρονική θεώρηση της σχέσης θρησκείας και τέχνης. Πορεία, σημεία συνάντησης, υπέρβαση ορίων.
No full textGreek Learner Corpus II (GLCII): Design and development of an online corpus for L2 Greek
No full textThis paper presents an error-annotated learner corpus, the Greek Learner Corpus II (GLCII). GLCII responds to the need for representational data of less spoken and taught languages that will support research on Greek as a second (L2) or foreign language (FL). To this aim, the GLCII includes both written and spoken learners’ productions from a range of genres accompanied with metadata relevant to L2/FL teaching and acquisition. GLCII has drawn on practices and current trends in corpus construction when adopting specific design criteria to ensure its originality, suitability, and availability as a language resource (Brezina, 2018; Tracy-Ventura et al., 2021). Currently, the GLCII is the largest online, freely available, Learner Corpus (LC) of L2 Greek, compiled within the framework of the research project Latent Aspects in L2 Acquisition (LAL2A)
Leading Transformation within Educational Complexity
No full textUnlocking the transformative power of education can be enhanced through a bottom-up, holistic, personalized approach. However, educators are often limited in their ability to execute such practices, especially within educational institutions. This paper considers the misalignment between educational system elements at multiple levels, system stagnation, why necessary change efforts often fail, and offers a transformational leadership framework based on a complexity theory perspective with neurological considerations. Aligning leadership principles to the emergent nature of transformation provides a classroom response intended to maximize the educational effectiveness of formative change processes as students emerge toward their potential. While many factors contribute to educational complexity, this paper’s scope is a multidisciplinary consideration of the social and historical constructs of the American education system design compared to the dynamic and emergent nature of individual learners
Una presunta seconda redazione dell’omelia In mulieres unguentiferas di Gregorio di Antiochia: parte prima
No full textThis article focuses on the hypothesis of a possible second version of the homily In mulieres unguentiferas (PG 88, cc. 1848-1866) by Gregory of Antioch (571-593). An important case of textual omission is here analyzed (PG 88, c. 1849, ll. 11-22), while the discussion of numerous other cases is postponed to subsequent papers. The hypothesis is that Patriarch Anastasius (559-570; 593-598) intervened to modify his predecessor’s homily to remove all possible traces of Christology that did not conform to his thoughts (aphthartodocetism, miaphysitism and outdated Christology of Ephrem of Antioch, which survived in Gregory’s homily)
Σχολιασμένη μετάφραση και τεκμηρίωση πηγών του ιταλικού Τύπου για την πυρκαγιά του 1917 στη Θεσσαλονίκη
No full textΚατά το ακαδημαϊκό έτος 2022-23, στο πλαίσιο του μαθήματος «Μετάφραση Γενικών Κειμένων από Ιταλικά στα Ελληνικά» του Διατμηματικού Προγράμματος Μεταπτυχιακών Σπουδών «Μετάφραση και Διερμηνεία» του Αριστοτελείου Πανεπιστημίου Θεσσαλονίκης και υπό την εποπτεία του διδάσκοντα Δρ. Μεταφρασεολογίας Ηλία Σπυριδωνίδη, συστάθηκε μια ομάδα μετάφρασης με σκοπό τον εντοπισμό, τη μελέτη, τη σχολιασμένη μετάφραση και την τεκμηρίωση αμετάφραστων δημοσιευμάτων από τον ιταλικό Τύπο σχετικά με την καταστροφική πυρκαγιά του 1917 στη Θεσσαλονίκη. Η μελέτη των πηγών αυτών και η παραγωγή μιας πρώτης σχολιασμένης μετάφρασής τους αποσκοπούν στη δημιουργία μιας ανοικτής πηγής αξιοποιήσιμης σε διεπιστημονικό επίπεδο.During the academic year 2022-23, in the context of the course «Translation of General Texts from Italian to Greek» of the Interdepartmental Postgraduate Programme «Translation and Interpretation» of the Aristotle University of Thessaloniki and under the supervision of the Dr. in Translation Studies Ilias Spyridonidis, a translation team was formed with the aim of identifying, studying, translating and documenting untranslated publications from the Italian press concerning the catastrophic fire of 1917 in Thessaloniki. The study of these sources and the production of a first annotated translation aims to create an open source that can be used on an interdisciplinary level
Balancing on the Margin, or The Ex-Centric Topographies in D.H. Lawrence’s Kangaroo
No full textD.H. Lawrence was a modernist writer whose name and works were often labeled “eccentric.” His novel Kangaroo (1923) evoked radically opposing responses: as Lawrence’s fantasy intertwined with his biography whereby he virtually exercised his own charismatic mission of a leader (Harrison), and regarding the book as the author’s “mapping” of Australian landscapes to match those of his own mind (Deggan). I intend to show that in Kangaroo Lawrence makes his semi-autobiographical character Somers balance on the marginal topographies of space and psyche. With the former, everything in Australia proves eccentric: the nature-beaten house, countryside, sea and the bush. With the latter, authoritarianism (represented by the imaginary leader Benjamin Cooley, Kangaroo) brings to light highly eccentric psychic structures, such as Kangaroo’s discourse: it soars to the margins of intelligibility and switches to the rhetoric of eccentricity, making imagination approximate obsession. The novel pits the choice of oneself against the choice of other selfness, in Sartrian terms, or alien ideologies. In this context, it is also a very contemporary novel: it foreshadowed the radical, fundamentalist eccentricities of today
Marjorie Perloff, Infrathin: An Experiment in Micropoetics. U of Chicago P, 2023, pp. 320.
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Electronic storybooks: Investigating their effectiveness to foster young EFL learners’ Multiple Intelligences
No full textThe need to integrate Multiple Intelligences in learning experiences which respect each learner’s differentiated needs has led educators to seek novel instructional material using digital technologies. Abiding by this notion, a case study, which explored the enhancement of young EFL learners’ Multiple Intelligences, employed a parallel syllabus designed around five electronic storybooks. The data collected via pre- and post-intervention learner questionnaires as well as a teacher’s log and learners’ diaries attest to the contribution of the specific teaching tools to the stimulation of the target group’s MIs, amelioration of formerly untrained skills and enhanced metacognition