10,369 research outputs found
Ein saut du même au même und zwei neue Wörter von Aristophanes’ Polyidos in Pollux’ Onomastikon (10,45)
No full textAbstract: In his Onomasticon (10,45), the lexicographer Julius Pollux quotes the line today known and transmitted as Ar. Th. 633 as belonging to another comedy by the same poet, the lost Polyidus (frr. 468–476 K.-A.). This article suggests that a quote from Polyidus once stood in Pollux’ text before the one from Thesmophoriazusae but fell out because of a saut du même au même. In addition, Pollux’ preamble to the quotation, ἄμφω δὲ παράλληλα ἐν Πολυίδῳ Ἀριστοφάνης (“both parallel in Aristophanes’ Polyidus”), indicates that both lemmata treated by the lexicographer in this passage featured together in that comed
Ein saut du même au même und zwei neue Wörter von Aristophanes’ Polyidos in Pollux’ Onomastikon (10,45)
No full textIn his Onomasticon (10,45), the lexicographer Julius Pollux quotes the line today known and transmitted as Ar. Th. 633 as belonging to another comedy by the same poet, the lost Polyidus (frr. 468–476 K.-A.). This article suggests that a quote from Polyidus once stood in Pollux’ text before the one from Thesmophoriazusae but fell out because of a saut du même au même. In addition, Pollux’ preamble to the quotation, ἄμφω δὲ παράλληλα ἐν Πολυίδῳ Ἀριστοφάνης (“both parallel in Aristophanes’ Polyidus”), indicates that both lemmata treated by the lexicographer in this passage featured together in that comed
Me quiero cambiar de escuela
No full textEl objetivo de este trabajo es reflexionar sobre el rol del supervisor y la reacción de la escuela ante situaciones de intimidación entre alumnos. Se parte de las intervenciones que el supervisor realiza en las instituciones educativas donde se presenta la problemática en los años 2012 y 2013 en la ciudad de Santa Fe. Se aborda la misma propiciando una mayor y profunda comprensión y se trabaja en un primer momento con el equipo directivo de cada escuela y se intenta construir en conjunto respuestas propias y/o potenciar aquellas ya existentes y beneficiosas para atender la complejidad del fenómeno. Se acompaña el proceso de implementación de dichas respuestas que dan lugar a proyectos o estrategias varias tendientes a mejorar las relaciones en toda la comunidad educativa y la situación de todos los alumnos del grado o grados donde ocurre la intimidación. En un segundo momento se trabaja en reuniones con directivos de todas las escuelas donde el fenómeno se ha producido para realizar intercambio de ideas, compartir las experiencias de cada institución, evaluar los resultados que se van obteniendo y diseñar programas institucionales preventivos para mejorar la convivencia escolar.Fil: Curtolo, Laura. Servicio Provincial de Enseñanza Privada de la provincia de Santa Fe ; Argentin
Correspondence: Laura Kephart and Arthur Stupka
No full textThis 1936 correspondence, between Laura Kephart (Mrs. Horace Kephart) and Arthur Stupka, concerns a possible Kephart Memorial. Horace Kephart (1862-1931) was a noted naturalist, woodsman, journalist, and author and promoter of the Great Smoky Mountains National Park. Arthur Stupka (1905-1999) was the first park naturalist to work at the Great Smoky Mountains National Park
Mindscapes: Laura Riding's poetry and poetics /
No full textTese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.Esta tese propõe uma leitura revisionista da poesia contemporânea através do exame do caso de um dos mais esquecidos escritores norte-americanos do século XX: Laura (Riding) Jackson (1901-1991). O objetivo é demonstrar que Riding não apenas possuía uma poética definida e singular, mas que ela permanece uma das instâncias mais extremas e paradoxais do modernismo anglo-americano, a ponto de Riding abandonar a escrita da poesia em 1938. Recorrendo a conceitos de "formação do cânone" bem como às noções de "discurso" e "função do autor", em Foucault, investigo a construção do cânone da poesia moderna anglo-americana, recuperando o contexto e as circunstâncias da ocultação de Riding. Enquanto cubro os "discursos" poéticos em circulação na primeira metade do século XX-o "imagismo" de Pound, a "dissociação da sensibilidade", "impersonalidade" e "tradição" de Eliot, a "unidade orgância" e "ambigüidade" da Nova Crítica-ofereço um panorama crítico de modernismos alternativos sendo articulados à época. Minha intenção é demonstrar que os poemas de Riding são expressões vigorosas de um escritor para quem "a mente pensando se torna a força ativa do poema", para usar a apta formulação de Charles Bernstein. Entre minhas descobertas sobre as várias e complexas razões que levaram à não-canonização de Riding estão a hegemonia da Nova Crítica, o exílio voluntário de Riding da cena literária (onde são feitas ou desfeitas as reputações), sua recusa em ser antologiada, bem como em ser explicada em termos críticos que não os dela. Todos esses fatores, mais a "dificuldade" de sua poesia, contribuíram para fazer de Riding "a maior poeta esquecida da poesia norte-americana", como escreveu Kenneth Rexroth. Ajudado pelos insights de dois importantes críticos de poesia norte-americana, Charles Bernstein e Marjorie Perloff, defendo que a "poesia da mente" de Riding-onde o que está em jogo é que o que pensamos ser a nossa realidade-representa uma mudança radical no paradigma da poética modernista: de uma poesia centrada na imagem para uma poesia centrada na linguagem. Focalizando a experiência consciente e o tempo duracional do pensamento presente em seus poemas, concluo que as "pensagens" de Riding têm o objetivo preciso de constatar um fato universal: enquanto seres humanos e pensantes, estamos numa condição permanente chamada linguagem
Letter, Julia Gardiner Tyler to Mrs. Laura Holloway, author of First Ladies, dated September 20, 1869
No full textALS of Julia Gardiner Tyler to Mrs. Laura Holloway, author of First Ladies, dated September 20, 1869, about interviewing other first ladies. ALS.Found in:Mss. 65 T97 Additions, Series 1: Mss. Acc. 1993.19 Addition, 186
Heritage tourism: a case study of the Laura Ingalls Wilder Heritage Site at Pepin, Wisconsin
No full textPlan BMany things must be taken into consideration when developing a heritage tourism site. It can be a wonderful opportunity for the community involved to benefit economically and historically. Heritage tourism can keep alive the heritage and traditions of the communities past. When it is discovered that a heritage site exists, the first step is to consult with the community. A site will not succeed without the acceptance and assistance from the community involved. Once the interest is known, the development process can proceed. After determining that there is a heritage tourism site possibility in their area, a commumity must do research to determine the feasibility of the site, what will make it a success, and how to obtain that success. This study will examine a community with a heritage tourism site that has been successful in developing and maintaining it's site. By conducting this study, other communities seeking information for developing their site will have an example and tool to work with. The site chosen for this study is the Laura Ingalls Wilder site in Pepin, Wisconsin. The town is rich with it's heritage associated with Laura Ingalls Wilder. The development and success for this town will be documented through this study. Laura Ingails Wilder is a perfect choice for examining heritage tourism. The author of many American Pioneer books, she has become famous all over the world. In turn all places that she or her family members lived are or are becoming heritage tourism sites. There are older ones that have been in progress for some years, such as the one in Pepin, and there are ones that are being discovered through the popularity of new books written about Laura's family. These communities would benefi greatly from the information this study will produce. Without the bene-fit of this knowledge communities who are unaccustomed to tourism or the way the other Laura Ingalls Wilder sites operate, may make terrible errors in development, tarnishing the site. This may also reflect badly on the other Laura Ingalls Wilder sites. It is important for new Wilder sites to examine all information and know exactly what they are doing when developing the site. If all the Laura Ingalls Wilder sites can benefit from each other's knowledge and experience it will greatly increase the market for all sites. The more detailed and expansive the sites are about their knowledge and sites to see, the more people are going to want to travel to as many sites as possible, learning all they can about the life of Laura Ingalls Wilder and her family. These sites not only attract Laura Ingalls Wilder fans but all people that are interested in the American Pioneer period of the United States history. This study will provide the knowledge for communities who are developing heritage tourism sites, especially those focusing on Laura Ingalls Wilder. This is a very important study for tourism and especially heritage tourism. When a heritage site is discovered communities run into the barrier of not having the experience and knowledge to develop the site properly. This study will analyze tourism in Pepin, Wisconsin to determine it's successfulness due to the fact that it is a Laura Ingalls Wilder heritage tourism site, and Wfit was developed in a way to provide tourists with a view of Laura Ingalls Wilder's past and the past of many Pioneer Americans. By studying this subject it will allow for many people to benefit. Tourist who are seeking the pleasure of the knowledge of the past, and communities who want to preserve their past and profit from tourism
Is everyone who has to be in school?
No full textFil: Curtolo, Olga Laura Nieves. Universidad Nacional del Litoral. Facultad de Humanidades y Ciencias; Argentina.Este trabajo se refiere a niños que debiendo estar en la escuela primaria, no se encuentran en ella, y no la han finalizado, en la provincia de Santa Fe. Se preocupa por los sin parte, los invisibles, los excluidos, los que no encuentran lugar en las estadísticas o son considerados muy marginalmente. La pregunta ¿Están todos los que tienen que estar en la escuela?, direcciona todos los capítulos que conforman este escrito. El estado del arte se organiza con los aportes realizados por organismos nacionales e internacionales, otros países y estudios, sobre la problemática que interesa. El capítulo La Ley describe qué nos dicen sobre los niños y la asistencia al nivel primario normativas como la Constitución Nacional de la República Argentina, la Provincial de Santa Fe, y leyes específicas de educación y niñez, nacionales y provinciales. Se indaga sobre datos numéricos que darían cuenta de la población infantil a la que se hace referencia, en el capítulo titulado Los números y la estadística. Se incluye un capítulo referido al censo escolar anual de la provincia. Otro capítulo expone obstáculos encontrados al buscar respuestas numéricas y dificultades de aproximación a los “casos particulares de lo posible”. Finalmente se incorporan conversaciones con adultos que testimonian sobre ocho niños que en la provincia de Santa Fe, no se encuentran en la escuela primaria ni la han concluido, al momento de la realización de este trabajo: año 2015. En este capítulo se intenta dialogar con aportes teóricos que abordan esta realidad.This work refers to children that even though they should be in primary school, are not in it, and have not completed it. It is concerned about those without parts, the invisible, the excluded, those who find no place in statistics or are considered very marginally. The question: Is everyone who has to be in school? , addresses all the chapters that make up this writing. The state of the art is organized with the contributions made by national and international organizations, other countries and studies, on the problematic that interests. The Chapter The Law describes what we are told about children and attendance at the normative primary level such as the National Constitution of the Argentine Republic, the Provincial of Santa Fe, and specific laws on education and children, national and provincial governments. It enquires about numerical data that would account for the child population referred to in the chapter entitled Numbers and Statistics. A chapter on the Annual School Census of the province is included. Another chapter exposes obstacles encountered in seeking numerical answers and difficulties in approaching "particular cases of the possible". Finally, it incorporates conversations with adults who testify about eight children who in the province of Santa Fe, are not in primary school and have not completed it, at the time of the performance of this work: year 2015. This chapter attempts to dialogue with theoretical contributions that address this reality
Is everyone who has to be in school?
No full textFil: Curtolo, Olga Laura Nieves. Universidad Nacional del Litoral. Facultad de Humanidades y Ciencias; Argentina.Este trabajo se refiere a niños que debiendo estar en la escuela primaria, no se encuentran en ella, y no la han finalizado, en la provincia de Santa Fe. Se preocupa por los sin parte, los invisibles, los excluidos, los que no encuentran lugar en las estadísticas o son considerados muy marginalmente. La pregunta ¿Están todos los que tienen que estar en la escuela?, direcciona todos los capítulos que conforman este escrito. El estado del arte se organiza con los aportes realizados por organismos nacionales e internacionales, otros países y estudios, sobre la problemática que interesa. El capítulo La Ley describe qué nos dicen sobre los niños y la asistencia al nivel primario normativas como la Constitución Nacional de la República Argentina, la Provincial de Santa Fe, y leyes específicas de educación y niñez, nacionales y provinciales. Se indaga sobre datos numéricos que darían cuenta de la población infantil a la que se hace referencia, en el capítulo titulado Los números y la estadística. Se incluye un capítulo referido al censo escolar anual de la provincia. Otro capítulo expone obstáculos encontrados al buscar respuestas numéricas y dificultades de aproximación a los “casos particulares de lo posible”. Finalmente se incorporan conversaciones con adultos que testimonian sobre ocho niños que en la provincia de Santa Fe, no se encuentran en la escuela primaria ni la han concluido, al momento de la realización de este trabajo: año 2015. En este capítulo se intenta dialogar con aportes teóricos que abordan esta realidad.This work refers to children that even though they should be in primary school, are not in it, and have not completed it. It is concerned about those without parts, the invisible, the excluded, those who find no place in statistics or are considered very marginally. The question: Is everyone who has to be in school? , addresses all the chapters that make up this writing. The state of the art is organized with the contributions made by national and international organizations, other countries and studies, on the problematic that interests. The Chapter The Law describes what we are told about children and attendance at the normative primary level such as the National Constitution of the Argentine Republic, the Provincial of Santa Fe, and specific laws on education and children, national and provincial governments. It enquires about numerical data that would account for the child population referred to in the chapter entitled Numbers and Statistics. A chapter on the Annual School Census of the province is included. Another chapter exposes obstacles encountered in seeking numerical answers and difficulties in approaching "particular cases of the possible". Finally, it incorporates conversations with adults who testify about eight children who in the province of Santa Fe, are not in primary school and have not completed it, at the time of the performance of this work: year 2015. This chapter attempts to dialogue with theoretical contributions that address this reality
Core Journal Lists: Classic Tool, New Relevance
No full textReviews the historical context of core journal lists, current uses in collection assessment, and existing methodologies for creating lists. Outlines two next generation core list projects developing new methodologies and integrating novel information/data sources to improve precision: a national-level core psychology list and the other a local institutional core list for the interdisciplinary field of urban studies and planning. The paper is based on the authors’ panel presentation at the 2009 ACRL National Conference (Seattle, Washington) titled “Core Journal Lists Re-viewed and Re-imagined.”This is an electronic version of an article published in Robin A. Paynter, Rose M. Jackson & Laura Bowering Mullen (2010): Core Journal Lists: Classic Tool, New Relevance, Behavioral & Social Sciences Librarian, 29:1, 15-31. Behavioral & Social Sciences Librarian is available online at: http://www.tandfonline.com, http://dx.doi.org/10.1080/01639260903571096Peer reviewe
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