160 research outputs found
Škol’nyj val’s di Fazil’ Iskander, ovvero un’enciclopedia della vergogna
No full textThis paper is dedicated to the povest’ Škol’nyj val’s, ili ėnergija styda by Fazil’ Iskander. The author always used Russian language for his poetic and narrative works, but he remained firmly attached to his birthplace Abkhazia, where he set some cycles related to his childhood, to the places and traditions of his native land.The cycle presents an interesting and varied set of episodes linked to the feeling of shame, which is analyzed and presented in its various features through the cases that occurred to the little protagonist. He, now an adult, remembers firsthand the discovery of this emotion and his first attempts to understand and dominate it in a rational way. Here we can also find some indirect comments on Stalin’s totalitarianism, which heavily affected the author’s family life.In questo saggio analizziamo la povest’ Škol’nyj val’s, ili ėnergija styda di Fazil’ Iskander. L’autore utilizzò sempre il russo per le sue opere poetiche e narrative, ma rimase saldamente legato alla natia Abcasia, dove ambientò alcuni cicli legati all’infanzia, ai luoghi e alle tradizioni della sua terra natale. Il ciclo in questione presenta una interessante e varia casistica legata al sentimento della vergogna, che viene sviscerata e presentata nelle sue varie realizzazioni attraverso i casi occorsi al piccolo protagonista. Egli, ormai adulto, ricorda in prima persona la scoperta di questa emozione e i suoi primi tentativi di comprenderla e dominarla in modo razionale. Non mancano inoltre commenti indiretti al totalitarismo staliniano, che fece più volte il suo pesante ingresso nella vita familiare dello scrittore
Bohemia as the Homeland of the Soul in the Letters of Marina Tsvetaeva to Anna Teskova
No full textThe article examines the letters sent by Marina Tsvetaeva to the translator and public figure Anna Teskova, who was one of the few poet’s Czech intimate friends, whom she met during her stay in Czechoslovakia (1922-1925). In the first part of the paper the Author focuses on the echoes of Prague and its culture in this specific correspondence, trying to ascertain to which extent Marina Tsvetaeva was acquainted with the cultural world she lived in: the lack of knowledge of the Czech language and the limited relationships with Prague intellectuals didn’t allow her to get a deep insight of the Czech cultural milieu.
The textual analysis of the letters, though, on the basis of key concepts as “родной”, “родина”, “честь”, confirms the presence of a persistent feeling of Prague-homesickness in Tsvetaeva’s psycho- logical world, which brought her to develop an alternative model of Homeland, substitute to her native Russia and to Germany, which disappointed her after the rise of the Nazi Regime. Through this unique correspondence (including the first part of her Verses dedicated to Bohemia) we gain the certainty that Tsvetaeva discovered in Prague and in the Czech lands an idealized model of a pacific, beautiful and faithful Homeland
Pembudayaan Nilai-Nilai Islam di Madrasah dan Masyarakat
No full textBagi umat Islam, tujuan pendidikan yang dirumuskan di tingkat nasional adalah sesuatu yang istimewa, di mana iman dan taqwa yang merupakan tujuan pendidikan dalam Islam dijadikan sebagai tujuan pendidikan nasional. Untuk mewujudkan tujuan pendidikan tersebut, maka pendidikan harus mampu menanamkan nilai-nilai Islam pada siswa. Pembudayaan nilai-nilai Islam di lingkungan madrasah dan masyarakat dinilai mampu untuk mewujudkan tujuan dari pendidikan Islam itu sendiri. Selain lingkungan madrasah, lingkungan masyarakat juga berperan dalam menanamkan nilai-nilai Islam pada diri siswa. Tulisan ini menggunakan penelitian kualitatif. Adapun jenis penelitian kualitatif yang digunakan adalah library research. Teknik pengumpulan data yang digunakan yaitu dokementasi. Sedangkan teknik analisis data menggunakan model Miles dan Huberman, antara lain: reduksi data, display data dan gambaran konklusi atau verifikasi. Berdasarkan hasil kajian dapat diketahui bahwa nilai-nilai normative dalam ajaran Islam terkandung dalam Al-Qur’an yang menjadi acuan dalam pendidikan Islam. Nilai-nilai ini termasuk akidah, ibadah, dan akhlak. Adapun strategi yang digunakan dalam melaksanakan pembudayaan nilai-nila Islam baik di madrasah ataupun masyarakat adalah: strategi keteladanan, pembiasaan, ibrah dan amtsal, pemberian nasehat, pemberian janji dan ancaman, kedisiplinan, kekuasaan, persuasi, dan peraturan pendidikan
FAKTOR-FAKTOR DETERMINAN DALAM PENINGKATAN KECERDASAN EMOSIONAL SISWA MI AL HUDA (Studi Pada Siswa dengan Kecerdasan Emosional Kategori tinggi)
No full textPenelitian ini bertujuan untuk: 1) mengidentifikasi kecerdasan emosional yang dimiliki siswa kelas V MI Al Huda; 2) mendeskripsikan faktor internal yang mempengaruhi kecerdasan emosional siswa kelas V MI Al Huda; 3) mendeskripsikan faktor eksternal yang mempengaruhi kecerdasan emosional siswa kelas V MI Al Huda; 4) mengidentifikasi faktor determinan manakah yang berpengaruh dalam peningkatan kecerdasan emosional siswa kelas V MI Al Huda.
Jenis penelitian yang digunakan yaitu mix method dengan desain sequential explanatory. Teknik pengumpulan data yang digunakan adalah angket, wawancara, observasi dan dokumentasi. Analisis data kuantitatif dilakukan dengan cara statistik deskriptif dan statistik parametris. Sedangkan analisis data kualitatif dilakukan dengan cara reduksi data, penyajian data, dan penarikan kesimpulan.
Penelitian ini menghasilkan empat kesimpulan, yakni: 1) gambaran kecerdasan emosional siswa kelas V MI Al Huda yaitu 5 siswa memiliki kecerdasan emosional yang tinggi, 47 berada pada kategori sedang dan tidak ada yang berada pada kategori rendah; 2) faktor internal mempengaruhi kecerdasan emosional siswa kelas V MI Al Huda sebesar 53, 4%; 3) faktor eksternal mempengaruhi kecerdasan emosional siswa kelas V MI Al Huda sebesar 87, 8%; 4) berdasarkan nilai R square dapat diketahui bahwa variabel faktor guru memberikan sumbangan paling besar terhadap kecerdasan emosional siswa yaitu sebesar 64, 2%. Dari hal tersebut disimpulkan bahwa guru merupakan faktor yang paling determinan atas peningkatan kecerdasan emosional siswa kelas V MI Al Huda. Dan cara yang guru lakukan untuk membentuk kecerdasan emosional adalah dengan memberikan nasehat dan menjadi suri teladan bagi siswanya. Dalam merancang pembelajaran guru juga sudah menanamkan aspek-aspek kecerdasan emosional dengan sangat baik
Data-compression approach to authorship attribution
No full textAuthorship attribution is a fascinating field at the crossroad between linguistics and information science. Its relevance goes much beyond the specific predictions that different tools can make about authors whose identity is uncertain or hidden behind known “noms de plume”. Correctly spotting the unknown author of a text is far from reflecting a “keyhole” attitude, representing instead the tip of an iceberg whose main body is made of solid tools and algorithms able to extract syntactic, possibly semantic, information out of generic strings of characters. Here we follow a data- compression approach to authorship attribution through which we define a notion of similarity between generic strings of characters (in particular literary texts). We start by assessing the overall performance of our set of tools in performing authorship attribution both on the wide corpus adopted in this volume and on an extended corpus. We then concentrate on the well-known “affaire Ferrante” (originally treated by some of us back in 20061), confirming and strengthening our original claim that, within the corpus considered, Domenico Starnone is the most likely author behind Elena Ferrante. We stress again that, despite the strong hints pointing to Starnone, we cannot rule out the possibility that Ferrante’s signature could hide another author (or several authors) not included in the corpus. Specific analyses are still in order to shed light on this last point
Security, immigration and development assistance: an integrated approach
No full textThe European Union’s security and immigration policy requires a set of actions coordinated between the Union and individual Member States, plus a consistent policy of development cooperation within the frame work of European Neightbourhood Policy (ENP). This article takes a look at the European approach in these policy areas. After considering the economic and social causes of international migration, it dwells on the prospective “migratory pressure” on Europe, which is expected to be strong, especially from the southern shores of the Mediterranean. The authors stress the essential role of European Neightbourhood Policy, which must promote development and democracy in the countries bordering on the Union. It is necessary to create an area of stability and security within which to achieve negotiated regulation of migratory flows. It is argued that the financial resources for ENP are inadequate and that a decisive role will be played by bilateral aid to the bordering countries from EU member States. Nevertheless, the author observe that these resources are subject to the budgetary constraints of the Stability and Growth Pact and accordingly recommend that the development assistance should also be treated as investment in stability and security, the benefits of which will be reflected in diminished future costs for individual European countries. The authors therefore call for the application of the “golden rule” to this expenditure, treating it on a par with investment and R&D spending for purpose of calculating government deficits
Penggunaan Media Seven in One dalam Pembelajaran Matematika Madrasah Ibtidaiyah
No full textThe problem in this study is the use of media in the process of learning mathematics with flat building materials. Of the many media that can be used, Seven In One is one of the most suitable media used to teach flat material. The purpose of this study was to find out the difference in learning outcomes between students taught and Seven In One media and learning without Seven In One media. The method used in this study is the experiment method using data collection techniques. That is, ask Pre-Test and Post-Test questions. The research was conducted at MIN 46 Aceh Besar school with a research sample of 38 grade IV students. The approach used is a quantitative approach that uses data analysis techniques to test normality, homogeneity, and hypothesis testing. Based on the results of the data analysis can be concluded that there are differences in student learning outcomes that are studied with Media Seven In One
Analisis Buku Ajar Matematika Kelas II SDN Kuta Rentang Aceh Besar dengan Menggunakan Teori Jean Piaget
No full textTujuan dari penelitian ini untuk menganalisis bagaimana penerapan teori Jean Piaget dalam buku Matematika Kelas II SDN Kuta Rentang Aceh Besar. Jenis penelitan yang digunakan adalah studi kepustakaan (library research). Teknik pengumpulan data yang digunakan yaitu dokumentasi. Teknik analisis data yang digunakan adalah analisis isi. Analisis isi digunakan untuk menganalisis buku ajar matematika dengan menggunakan teori Jean Piaget. Berdasarkan hasil analisis data anak yang duduk di bangku kelas II SDN Kuta Rentang berusia 8 tahun. Pada buku panduan belajar Matematika yang digunakan di kelas II SDN Kuta Rentang tampak konsep-konsep materi yang berkaitan dengan operasi reversible dipelajari pada sub materi Bilangan Cacah, Perkalian dan Pembagian, sedangkan untuk operasi logis konservasi dipelajari pada sub materi Pengukuran dan Bangun Datar. Dapat dikatakan bahwa dalam pembelajaran matematika kelas II SDN Kuta Rentang mengikuti perkembangan kognitif anak berdasarkan teori Jean Piaget
Tria sunt : an art of poetry and prose /
No full textThe Tria sunt (named for the first two words of the text, also known as the incipit) is the most ambitious and apparently the most widely used of the treatises composed in association with a late fourteenth-century renaissance in the study of rhetoric at Oxford. The identity of its author is not known, but he probably was a Benedictine monk who taught rhetorical composition as part of a course that prepared younger monks for more advanced studies at the university. He sought to gather the most useful precepts from the twelfth- and thirteenth-century arts of poetry and prose, supplement them with additional doctrine and illustrative examples from other works of the same period, and combine all of these materials into a new synthesis tailored to the pedagogical needs of his own time and place. The Tria sunt belongs to the genre frequently called "arts of poetry" but more accurately designated "arts of poetry and prose." These are comprehensive guides to composing well-wrought Latin texts. The two most popular works in the genre, the early thirteenth-century Poetria nova ("New Poetics") by the Englishman Geoffrey of Vinsauf and the Laborintus ("The Labyrinth"; before 1280) by Eberhard the German, are written in verse; the remaining examples, like the Tria sunt, are in prose. Yet the instruction that each offers can be applied to any kind of text. This feature distinguishes this type of rhetorical manual (i.e., "arts of poetry and prose") from the medieval "arts of letter writing" (artes dictandi) and "arts of preaching" (artes praedicandi) that provide specific instruction in composing letters and sermons, respectively.--Includes bibliographical references (pages 501-508) and index.The Tria sunt (named for the first two words of the text, also known as the incipit) is the most ambitious and apparently the most widely used of the treatises composed in association with a late fourteenth-century renaissance in the study of rhetoric at Oxford. The identity of its author is not known, but he probably was a Benedictine monk who taught rhetorical composition as part of a course that prepared younger monks for more advanced studies at the university. He sought to gather the most useful precepts from the twelfth- and thirteenth-century arts of poetry and prose, supplement them with additional doctrine and illustrative examples from other works of the same period, and combine all of these materials into a new synthesis tailored to the pedagogical needs of his own time and place. The Tria sunt belongs to the genre frequently called "arts of poetry" but more accurately designated "arts of poetry and prose." These are comprehensive guides to composing well-wrought Latin texts. The two most popular works in the genre, the early thirteenth-century Poetria nova ("New Poetics") by the Englishman Geoffrey of Vinsauf and the Laborintus ("The Labyrinth"; before 1280) by Eberhard the German, are written in verse; the remaining examples, like the Tria sunt, are in prose. Yet the instruction that each offers can be applied to any kind of text. This feature distinguishes this type of rhetorical manual (i.e., "arts of poetry and prose") from the medieval "arts of letter writing" (artes dictandi) and "arts of preaching" (artes praedicandi) that provide specific instruction in composing letters and sermons, respectively.-
PENGEMBANGAN BAHAN AJAR BERBASIS SAINTIFIK DAN NILAI ISLAMI JENJANG SD/MI KELAS V TEMA 8 SUBTEMA 1
No full textPada proses belajar-mengajar guru tidak hanya berpedoman pada buku pembelajaran, tetapi guru juga harus mampu mengembangkan bahan ajar dengan sebaik mungkin dan semenarik mungkin guna menigkatkan potensi belajar siswa. Bagi seorang guru ataupun peserta didik bahan ajar merupakan hal terpenting dalam proses pembelajaran karena bisa dijadikan sebagai sumber pembelajaran. Penelitian dan Pengembangan atau dalam bahasa inggrisnya Research and Development. Peneliti menggunakan model ADDIE. Dari penelitian dan pengembangan yang dilakukan maka dapat diambil kesimpulan bahwa: Desain Bahan ajar berbasis saintifik dan nilai islami ini mengacu pada desain pengembangan model ADDIE dengan tahapan pegembangannya adalah (1) Tahap perencanaan (Planning), (2) Tahap perancangan (Design) dan (3) Tahap pengembangan (Development). Hasil penelitian menunjukkan bahwa Bahan Ajar Berbasis Saintifik Dan Nilai Islami Jenjang SD/MI Kelas V Tema 8 Subtema 1 memenuhi kriteria sangat valid dan sangat praktis, mengacu pada hasil penilaian validator dengan rata-rata nilai validitas 86,4%, sedangkan untuk hasil penilaian praktikalitas dengan rata-rata 93,35%. Dengan demikian, dapat menunjukkan bahwa penelitian ini menghasilkan Bahan Ajar Berbasis Saintifik Dan Nilai Islami Jenjang SD/MI Kelas V Tema 8 Subtema 1 dengan kriteria valid dan praktis sehingga dapat digunakan sebagai bahan ajar pembelajaran
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