3,149 matches
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not, or at least as they were in the first decade after the fall of communism. Seeing as none of the subjects discussed can have any proper "conclusion", the end of the book returns to the initial plea for a more varied, creative and credible way of formulating the themes of research. The author considers her demonstration to be finished through the fact that starting from "textbook history" a text that states it has the whole truth, impartial and definitive she
Didactica apartenenţei: istorii de uz şcolar în România secolului XX by Cătălina Mihalache () [Corola-publishinghouse/Science/1404_a_2646]
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of formulating the themes of research. The author considers her demonstration to be finished through the fact that starting from "textbook history" a text that states it has the whole truth, impartial and definitive she could present the reader with more, different "school histories", that is to say methods to adapt the school text to the public. Keywords: textbooks, school culture, historical memory, representations of identity Résumé L'ouvrage réunit une somme d'investigations concernant le thème de la mémoire historique et
Didactica apartenenţei: istorii de uz şcolar în România secolului XX by Cătălina Mihalache () [Corola-publishinghouse/Science/1404_a_2646]
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europeeană, București, 2006 și Carmen Pascu, Scriiturile diferenței, Editura Universitaria, Craiova, 2006. 2 R.M. Albérès, "Aventura romanului occidental", în Istoria romanului modern, Editura Univers, București, 1968, traducere de Leonid Dimov, prefață de Nicolae Balotă, p. 3. 3 " (...) as a much more complex combination and development of both the meta-fictional and the comic and their related forms (...), might even be said to have double-coded the modern with the ancient", în Margaret A. Rose, "Contemporary late-modern and post-modern theories and uses of parody
Parodia literară. Șapte rescrieri românesti by Livia Iacob () [Corola-publishinghouse/Science/1021_a_2529]
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the characteristic turns of thought and phrase in an author or class of authors are imitated in such a way as to make them appear ridiculous, especially by applying them to a ludicrously inappropriate subjects; an imitation of a work more or less closely modelled on the original, but so turned as to produce a ridiculous effect" (apud Linda Hutcheon, op. cit.). 75 "Esența operei literare este imitația, în sensul de reproducere sau reprezentare, prin mijloace specifice, a realității în mijlocul căreia trăim
Parodia literară. Șapte rescrieri românesti by Livia Iacob () [Corola-publishinghouse/Science/1021_a_2529]
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bank, and from the blood-feud arose a great war, in which the mice had the best of it. At last Athena besought Zeus to prevent the annihilation of the frogs. He tried first thunderbolts and then crabs, which latter were more than the mice could stand; they turned and the war ended", în Margaret A. Rose, op. cit.; pp. 12-13. 110 Apud G. Genette, op. cit., pp. 24-25 ("De même que la satire est née de la tragédie, et le mime de la comédie, ainsi
Parodia literară. Șapte rescrieri românesti by Livia Iacob () [Corola-publishinghouse/Science/1021_a_2529]
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affective level, his way to relate to the world and to the others and, not less, his social and ideological affiliation. Focalisation used by Solzhenitsyn to construct his characters reveals its real potential on the level of a wider and more complex phenomenon when these perceptions cross one another and complete one another to give life to these characters and to found the narrative world on it. Some of the characters in Solzhenitsyn's prose are the subject of the debate
Proza lui Alexandr Soljenițin. Un document artistic al Gulagului by Cecilia Maticiuc () [Corola-publishinghouse/Science/1022_a_2530]
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status, but at the interpretative level of the education's effective reality, as an efficient and effective action. Because pedagogy has also a strong practical character, through the specificity of education, and needs to be conceived and achieved in a more and more scientific and professional way. Which brings us to this aspect, that it can be seen with different eyes, as the theory of education, if we can identify, explain, analyze in a critical manner, project applicative consequences, assess from
Metodologia educației. Schimbări de paradigme by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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at the interpretative level of the education's effective reality, as an efficient and effective action. Because pedagogy has also a strong practical character, through the specificity of education, and needs to be conceived and achieved in a more and more scientific and professional way. Which brings us to this aspect, that it can be seen with different eyes, as the theory of education, if we can identify, explain, analyze in a critical manner, project applicative consequences, assess from a qualitative
Metodologia educației. Schimbări de paradigme by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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activities (chapter 6) has to overcome a largely accepted prior obstacle choosing the behaviorist-essence programmed projection, respectively the instructional design. However, in order to respect the above-mentioned paradigms in the process of reconceiving activities we need to make the projection more flexible, to choose alternative models, which implies the affirmation of the flexible, constructivist projection priority paradigm versus the instructional design paradigm. f) Evaluation (chapter 7) is the finalization, as process and methodology, of the entire system of competence formation, which
Metodologia educației. Schimbări de paradigme by ELENA JOIŢA [Corola-publishinghouse/Science/1005_a_2513]
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Lenore (1968), Pygmalion in the Classroom: Teacher Expectation and Pupils' Intellectual Development, New York, Holt, Rinehart & Winston. Rotariu, Traian și Iluț, Petru (1997), Ancheta sociologică și sondajul de opinie, Iași, Polirom. Rother, Nina & Medrano, Juan Diez (2006), "Is the West becoming more tolerant?", în Ester, Peter, Braun, Michael și Mohler, Peter, Globalization, Value Change and Generations, Boston, Brill, pp. 151-178. Roth, Andrei (2002), Modernitate și modernizare socială, Iași, Polirom. Rughiniș, Cosima (2006), "Religiozitate și scepticism religios", în D. Sandu (coord.), Viața socială
Schimbare socială și identitate socioculturală: o perspectivă sociologică by Horaţiu Rusu () [Corola-publishinghouse/Science/1049_a_2557]
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Editura Monitorul Oficial, 2003. Năstase, Adrian, COMAN, F, POPESCU, D, Drept internațional public, Casa de editură și presă Șansa, București, 1994. Norton P., Legislatures, Ed. Oxford Universitz Press, 1990. Nye J., Globalization, s Democratic Deficit: How to Make International Institutions More Accountabil, Foreign Affairs, 2001. Pactet P., Droit constitutionnel. Institutions politiques, Ed. Masson, Paris, 1977. Peterson John, Shackleton, Michael, The institutions of the European Union, Oxford, 2002. Pinder John, Foundations of Democracyin the european union:From the genesis of parliamentary democracy
Parlamentarismul în societatea internațională by Gabriel-Liviu Ispas () [Corola-publishinghouse/Science/1020_a_2528]
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sensul că interacționează atât cu statele cât și direct cu instituțiile și populațiile relevante conform S. Talbot, N. Chandra, The Age of Terror, Basic, New York, 2001, p. 128. 141 Joseph Nye, Globalization, s Democratic Deficit: How to Make International Institutions More Accountabil, Foreign Affairs, 2001, p. 26. 142 Mark Rupert, Producing Hegemony: The Politics of Mess Production and American Global Power, Cambridge University Press, 1995, p. 67; majoritatea studiilor despre hegemonie indică două exemple: Marea Britanie în secolul XIX și Statele Unite după
Parlamentarismul în societatea internațională by Gabriel-Liviu Ispas () [Corola-publishinghouse/Science/1020_a_2528]
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to Corey Robin (2004: 18), there are two modes of experiencing fear: on the one hand, a collective fear of faraway dangers or of objects, like a foreign enemy (avian influenza is of Asian origin), on the other hand, a more intimate fear, arising from the vertical social conflicts. The fowl slaughtering that the Romanian peasants hâd to go through is a way of obedience to the official authorities even if this practice finally did not prove to be very effective
Semiotici textuale by Camelia-Mihaela Cmeciu [Corola-publishinghouse/Science/1056_a_2564]
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Signa în rebus, Studia semiologica et linguistica în honorem M. Carpov, Analele Științifice ale Universității "Alexandru Ioan Cuza" din Iași, pp. 47-57, Iași, Ed. Universității "Alexandru Ioan Cuza". 51 "The test of literature is, I suppose, whether we ourselves live more intensely for the reading of it." Elizabeth Drew (1935 ) este o jurnalistă americană care a scris mai multe cărți din domeniul politic (Washington Journal: The Events of 1973-74; Portrait of an Election: The 1980 Presidential Campaign; On the Edge: The
Semiotici textuale by Camelia-Mihaela Cmeciu [Corola-publishinghouse/Science/1056_a_2564]
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and they were also used on Norse image stones. Their significance is strength în unity. 6 Memory plays a very important role în the processing of information. Besides the semantic memory, Mărită Vos and Henny Schoemaker (2006: 11) distinguish two more memory processes: the episodic memory (the record of events în one's personal life stored chronologically) and the procedural memory (knowledge about skills and methods, how to perform certain functions or tasks). 7 Radden and Dirven (2007: 179) consider that
Semiotici textuale by Camelia-Mihaela Cmeciu [Corola-publishinghouse/Science/1056_a_2564]
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into the wilderness by hîș diabolical daughters, to be purged of hîș hubris on that metaphorical wheel of fire. My own pilgrimage began, appropriately enough, at Agapia, symbolic of divine love, and carried me up into the mountains to a more chilly, aesthetic terrain, where hermits had gathered centuries ago to celebrate the central feasts of the Christian calendar, eventually building wooden chapels, then churches of stone for the worship of their Savior, far from the concerns of ordinary men, for
by William Shakespeare [Corola-publishinghouse/Science/1030_a_2538]
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if the task is to translate Shakespeare. The "fear of Lear" în this context results from the awesome responsibility of transforming the most justly famous dramatic text în the English language, a venerated "classic" of the highest order. This is more than simply a task of translation. It requires poetic skills equal to the challenge of finding new equivalencies for Shakespeare's blank verse, complicated metaphors and idioms, and a genius for resolving textual cruxes. Perhaps the best that can be
by William Shakespeare [Corola-publishinghouse/Science/1030_a_2538]
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is a parallel text that may capture something of the spirit of the core text. În English that core text has developed over centuries of editorial labor and textual criticism, from Dr. Samuel Johnson în the 18th century to the more "scientific" work of 20th-century analytical bibliographers, such aș A. W. Pollard and W. W. Greg în Britain and Charlton Hinman în the United States, the results of whose research into The Printing and Proofreading of the First Folio of Shakespeare
by William Shakespeare [Corola-publishinghouse/Science/1030_a_2538]
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în suita Cordeliei UN CRAINIC DOI SLUJITORI AI LUI CORNWALL CAVALERI DIN SUITA LUI LEAR NOBILI, OFIȚERI, MESAGERI, SOLDAȚI, SUITA. Scena-Britania ACT I SCENE I [King Lear's palace] Enter Kent, Gloucester, and Edmund KENT: I thought the King had more affected the Duke of Albany than Cornwall. GLOUCESTER: It did always seem șo to uș; but now, în the division of the kingdom, it appears not which of the dukes he values most, for equalities are șo weighed that curiosity
by William Shakespeare [Corola-publishinghouse/Science/1030_a_2538]
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rule, Interest of territory, cares of state), Which of you shall we say doth love uș most, That we our largest bounty may extend Where nature doth with merit challenge. Goneril, Our eldest-born, speak first. GONERIL: Șir, I love you more than word can wield the matter; Dearer than eyesight, space and liberty; Beyond what can be valued, rich or rare; No less than life, with grace, health, beauty, honor; Aș much aș child e'er loved, or father found; A
by William Shakespeare [Corola-publishinghouse/Science/1030_a_2538]
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enemy to all other joys Which the most precious square of sense possesses, And find I am alone felicitate În your dear Highness' love. CORDELIA: [Aside] Then poor Cordelia! And yet not șo, since I am sure my love's More ponderous than my tongue. (De azi ne despuiem de-a stăpîni, De teritorii și de griji de stat), Care din voi iubește-ne mai mult, Ca dărnicia-mi cu prea plin să dea Und' firea-ntrece-se cu meritul. Goneril
by William Shakespeare [Corola-publishinghouse/Science/1030_a_2538]
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validity and pleasure Than that conferred on Goneril. Now, our joy, Although our last and least; to whose young love The vines of France and milk of Burgundy Strive to be interest; what can you say to draw A third more opulent than your sisters? Speak. CORDELIA: Nothing, my lord. LEAR: Nothing? CORDELIA: Nothing. LEAR: Nothing will come of nothing. Speak again. CORDELIA: Unhappy that I am, I cannot heave My heart into my mouth. I love your Majesty According to
by William Shakespeare [Corola-publishinghouse/Science/1030_a_2538]
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sisters? Speak. CORDELIA: Nothing, my lord. LEAR: Nothing? CORDELIA: Nothing. LEAR: Nothing will come of nothing. Speak again. CORDELIA: Unhappy that I am, I cannot heave My heart into my mouth. I love your Majesty According to my bond, no more nor less. LEAR: How, how, Cordelia? Mend your speech a little, Lest you may măr your fortunes. CORDELIA: Good my lord, You have begot me, bred me, loved me. I Return those duties back aș are right fit, Obey you
by William Shakespeare [Corola-publishinghouse/Science/1030_a_2538]
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thy state, And în thy best consideration check This hideous rashness. Answer my life my judgment, Thy youngest daughter does not love thee least, Nor are those empty-hearted whose low sounds Reverb no hollowness. LEAR: Kent, on thy life, no more! KENT: My life I never held but aș a pawn To wage against thine enemies; nor fear to lose it, Thy safety being motive. LEAR: Ouț of my sight! KENT: See better, Lear, and let me still remain The true
by William Shakespeare [Corola-publishinghouse/Science/1030_a_2538]
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Burgundy, We first address toward you, who with this king Hath rivaled for our daughter. What în the least Will you require în present dower with her, Or cease your quest of love? BURGUNDY: Most royal Majesty, I crave no more than hath your Highness offered, Nor will you tender less. Că vrut-ai să mă faci să calc ce-am spus, Lucru-ndrăznit nicicînd, si arogant Te bagi între sentința-mi și puterea-mi, Ceea ce-n firea-mi, nici în rang
by William Shakespeare [Corola-publishinghouse/Science/1030_a_2538]