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Academic literature on the topic 'School verse, French'
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Journal articles on the topic "School verse, French"
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Kelley, Donald R. "Ancient verses on New Ideas: Legal Tradition and the French Historical School." History and Theory 26, no. 3 (October 1987): 319. http://dx.doi.org/10.2307/2505066.
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Ferhat, Ismail. "Interview with Pr Bruno Poucet, Professor of sciences of education, University of Picardie Jules Verne, Amiens, France." Espacio, Tiempo y Educación 7, no. 2 (July 7, 2020): 249–54. http://dx.doi.org/10.14516/ete.391.
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Born in 1952, Professor of sciences of education at the University of Picardie Jules Verne (Amiens, France), Bruno Poucet is a French renowned historian of education in France. He has conducted and realized various researches on education (and their interactions with politics) in contemporary France. He worked on the history of education policies of the French ‘Fifth Republic’ (founded in 1958 by Charles de Gaulle) at the national level and in the Picardie region - where he lives and works. He is interested in the history of secondary and higher education, private sector of education, school secularism (called in France «laïcité») and the teaching and curriculum of philosophy. Eclectic in his areas of interest, he has also been deeply committed in the functioning of the French education system. He has been a long-time teachers’ union deputy leader at the CFDT (currently the major trade union in France). In 2011, he has created the CAREF research unit (Centre Aménois de Recherche en Éducation et en Formation, specialized in educational studies), at the University of Picardie Jules Verne.He has kindly accepted to be interviewed by Ismail Ferhat, Associate professor at the University of Picardie Jules Verne (CAREF research Unit/Teachers training school of Amiens), for the review Espacio, Tiempo y Educación, in spite of the difficult sanitary situation in France, in April 2020.
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Sanko, Hélène. "Considering Molière in Oyônô-Mbia's Three Suitors: One Husband." Theatre Research International 21, no. 3 (1996): 239–44. http://dx.doi.org/10.1017/s0307883300015352.
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Juxtaposed these quotations, which are separated by three centuries and two continents, suggest that seventeenth-century classical French drama serves as a model for African theatre of the early post-colonial period. The first quotation is, of course, from Moliere, the Old Regime's brilliant comic writer. The second is taken from a play by Oyônô-Mbia, a contemporary dramatist from Cameroon. Given the powerful grip France held over its colonies, it is not surprising to find residual influence of France's theatrical culture on African drama. By the end of World War One, French authority in sub-Saharan Africa extended from Cape Verde to the Congo river. The Third Republic established French schools in the larger colonial towns which attracted the children of well-to-do urban families. France therefore held strong political and cultural sway over the development of African leaders and writers.
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Tumin, Tumin, Firman Mansir, and Halim Purnomo. "The Concept of Wasatiyyah in The Views of al-Zamakhshari and Fakhr al-Dīn al-Rāzī." Istawa: Jurnal Pendidikan Islam 5, no. 1 (March 28, 2020): 50. http://dx.doi.org/10.24269/ijpi.v5i1.2416.
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Bombings in the name of Islam, such as in Turkey, Indonesia, and the French have damaged the integrity of Islam. These acts of extremism are ubiquitous and lead to Islamophobia especially in western countries. While in fact, Islam has taught and promoted the concept of moderation (wasatiyyah) since its emergence in order to avoid extremism among humankind. One of the main underpinning verses in the Qur’an that talks about the concept of wasatiyyah is Surah Al-Baqarah, Verse 143. This paper explores two different views of theological schools, namely Al-Zamakhshari, who represents the Mu‘tazilites and Fakhr al-Dīn al-Rāzī, who represents the Ash’arites in dealing with the verse and its interpretations. In its analysis, the paper applied a theological approach to analyze the primary materials. It is expected that the findings will help in the implementation of the concept of moderation (Wasatiyyah) in the contemporary era. Finally, it will also serve as a guide on the ideal way of practicing Islam in order to eliminate and reduce extremism and foster peaceful co-existence between Muslims and adherents of other religions in the world.Pemboman atas nama Islam, seperti di Turki, Indonesia, dan Prancis telah merusak integritas Islam. Tindakan ekstremisme ini ada di mana-mana dan mengarah ke Islamofobia terutama di negara-negara barat. Padahal sebenarnya, Islam telah mengajarkan dan mempromosikan konsep moderasi (wasatiyyah) sejak kemunculannya untuk menghindari ekstremisme di antara umat manusia. Salah satu ayat utama yang mendasari dalam Al-Qur'an yang berbicara tentang konsep wasatiyyah adalah Surah Al-Baqarah, Ayat 143. Makalah ini mengeksplorasi dua pandangan yang berbeda dari sekolah-sekolah teologis, yaitu Al-Zamakhshari, yang mewakili Mu'tazilah dan Fakhr al-Dīn al-Rāzī, yang mewakili kaum Ash'ari dalam kaitannya dengan ayat dan interpretasinya. Dalam analisisnya, makalah ini menerapkan pendekatan teologis untuk menganalisis bahan-bahan primer. Diharapkan temuan ini akan membantu dalam penerapan konsep moderasi (wasatiyyah) di era kontemporer. Akhirnya, itu juga akan berfungsi sebagai panduan tentang cara ideal mempraktikkan Islam untuk menghilangkan dan mengurangi ekstrimisme dan menumbuhkan ko-eksistensi damai antara Muslim dan penganut agama lain di dunia.
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Cigada, Sara. "Emotions in Argumentative Narration." Informal Logic 39, no. 4 (December 17, 2019): 401–31. http://dx.doi.org/10.22329/il.v39i4.6035.
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This paper studies emotional inferencing triggered by emotion terms using Pragma-Dialectics and the Argumentum Model of Topics. The corpus, in French, is an excerpt of a video-recorded testimony in which a middle school teacher evokes her experience of being in class the day after the Charlie Hebdo attack, thus presenting a case of argumentation in context. The analysis focuses on the argumentative structure and on the rhetorical strategies that trigger emotional inferencing. The emotional inferencing derives from a Locus of Ontological Implication, which links a situation and an emotion (and vice-versa), while the culture-bound elements tend to be part of the endoxon.
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Konstantinidis, Nektarios-Georgios. "Mère – Fils : reflets psychanalytiques dans la pièce de Joël Pommerat Cet Enfant." Studia Universitatis Babeş-Bolyai Dramatica 66, no. 1 (April 25, 2021): 217–32. http://dx.doi.org/10.24193/subbdrama.2021.1.12.
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"Mother – Son: Psychoanalytic Reflections in Joël Pommerat’s Play, This Child. This article proposes an analysis of the sixth scene of Joël Pommerat’s work, This Child, from the perspective of some theorems of psychoanalysis. The French writer introduces the reader/ viewer/ listener to a world of fast-paced plot with the help of autonomous characteristic snapshots that make up his works. In the sixth scene, Pommerat negotiates the unhealthy relationship between a young mother and her underage son where compulsion, possessiveness and latent Oedipal references reign supreme. On the verge of a creeping threat, the mother exerts psychological violence on the young student whom she prevents from leaving for school and pressures her to keep close to home creating a suffocating circle, a space-time that tends to assimilate people and things. Silence is inevitable… Keywords: Pommerat, Oedipus complex, mother-son relationship, possessiveness, obsession, denial, homeopathy. "
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Griffin, Gerry, and Trevor A. Harley. "List learning of second language vocabulary." Applied Psycholinguistics 17, no. 4 (October 1996): 443–60. http://dx.doi.org/10.1017/s0142716400008195.
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ABSTRACTThe learning of second language vocabulary in lists of word pairs is a widespread practice. A basic practical question in this respect is whether it is more effective for nonfluent bilinguals to learn word pairs in first language–second language order (Ll–L2), or vice versa. To date, experimental psychology has not given a clear answer to this question, partly because it has not addressed the relevant issues directly. This article reviews some aspects of psychology that are relevant to L2 vocabulary list learning and reports on an experiment conducted with comprehensive (high) school students, aged 11–13, who were learning French. The experiment examined the presentation of vocabulary items to be learned. It was found that presenting items in L1–L2 order was the more versatile form of presentation if both production and comprehension of L2 items were required on the part of the learner. The theoretical implications of the findings, relating to the structure of the bilingual lexicon, are also discussed.
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Ulozienė, Paulina, and Aurelija Leonavičienė. "Comparative Analysis of the Use of Lexical Analytical Constructions and their Translation into Lithuanian in Italian and French Literary Texts." Sustainable Multilingualism 16, no. 1 (May 1, 2020): 175–204. http://dx.doi.org/10.2478/sm-2020-0009.
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SummaryThe intensification of research on Lithuanian translations of Italian literature and Italian translations of Lithuanian literature over the past twenty years is paralleled by the growth of interest in Italian literature in Lithuania. However, the existing research on diverse linguistic and cultural characteristics of texts translated from Italian into Lithuanian and vice versa has been sporadic, thus leaving much to be done to uncover links between the two languages and identify translation-related issues. The present article looks into one of the issues, namely, the lexical analytical construction of the Italian language and its translation into Lithuanian. Fictional texts by two representative Italian contemporary writers, Alesandro Baricco and Umberto Eco are chosen as a source of data including over three thousand pages of the source language (SL) and the target language (TL) texts. The results are compared with similar studies on translation of French literary texts into Lithuanian. The study on the translation of lexical analytical constructions in Italian literary texts translated into Lithuanian uses the theoretical framework and methodology provided by the Italian School of Semiotic Translation represented by Umberto Eco and Bruno Osimo among others. The study adopts a holistic approach to the analysis of lexical analytical constructions in Lithuanian translations of Italian literature. Comparative quantitative study has revealed three translation strategies: reformulation, translation without changes and remodelling. Reformulation has been identified to be the most frequent translation strategy. Its frequency was five times higher than that of translation without changes. The latter strategy was twice more frequent than the strategy of remodelling, which, accounts for less than ten per cent of all translation cases. Uses of calque or omission as translation strategies were not found. Comparison of quantitative results regarding the distribution of translation strategies adopted in the Lithuanian translations of Italian and French literary texts and a qualitative analysis of examples revealed similar tendencies in translation choices. It is important to note that changes of lexical analytical constructions into noun constructions were one and a half times less frequent in the translations of Italian literature than in the translations of French literature. Italian and French lexical analytical constructions were replaced by noun constructions in cases when in the SL text these constructions designated object and result but not action. Thus, it can be assumed that lexical analytical constructions in French literary texts were relatively more frequent than those in Italian literary texts.
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Mitra, Subrata Kumar. "Desecularising the State: Religion and Politics in India after Independence." Comparative Studies in Society and History 33, no. 4 (October 1991): 755–77. http://dx.doi.org/10.1017/s001041750001731x.
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The relationship of religion and politics is continuously fascinating and elusive, not least because it is rarely posed in a direct way. In stable democracies, incidents which are rather out of the ordinary, such as publishing the Satanic Verses in the United Kingdom or sporting the Islamic headscarf in a French state school, might push the issue temporarily to the centre of the political arena until the categories of normal politics, such as class, region, language or ethnicity, incorporate it or contrive to edge it beyond public visibility. In developing countries, one is accustomed to the more salient presence of religion in the public sphere: for example, the broad sweep of an Islamic revolution in Iran, popular jihad in the Middle East, the militant Sikhs in the Punjab, or the battle for the birthplace of Rama in North India. However, the intelligentsia in these countries who speak with the authority of modern science and the modern state see these events, important as they are, as the expression of primordial sentiments, and indicative of the underdeveloped nature of the people concerned, rather than as the political expression of unresolved issues, ill concealed by the fabric of normal politics and not articulated by political institutions.
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Fanagey, R. D. "PRACTICES AND MODES OF MODERN URBAN SPACEVISION." UKRAINIAN CULTURAL STUDIES, no. 2 (5) (2019): 52–60. http://dx.doi.org/10.17721/ucs.2019.2(5).10.
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The article is devoted to the cultural analysis of the influence of the theory of postfordism, which considers post-Fordist production with post-industrial technology as the basis of industrial reproduction at the global level and the reproduction of capitalist social relations after the crisis of the Fordist mode of production and consumption. The abstract social space of the city is studied, which is formed by abstraction of labor and fetishization of things at the level of practice and the formation of a visually geometric representation of space with sign power re- pressive in relation to reality. The basis of the concept of sociality as the basis of a unified theory of space was developed by the French philosopher and sociologist A. Lefebvre and further developed by American social geography and urban studies, in particular in the works of D. Harvey, E. Soggy, D. Gottdiener and others. The followers of Lefebvre (apart from those important are F. Jameson's influence) refer in particular to the interdisciplinary trend of post-Fordism, within which postmodernism is considered in connection with the post-Fordist regime of accumulation (a concept developed by the Marxist regulatory school). S. Lesch focuses on the cultural mode of signaling. Likewise, D. Hartmann considers the influence of postmodernism on the post-Fordist regime of capitalism. Paolo True and Pascal Gillen consider within the limits of post-Fordism the existence in modern conditions of the plural. V. Martyanov examines the links between post-Fordism and the post-industrial / information society conceptualized by D. Bell, E. Toffler, M. Castels and others. The article deals with the reconstruction of the theory of social space and post-Fordism and outlines the social transformations of the twentieth century. In essence, it was a search for confirmation that the accumulation mode produces and reproduces social space. Architecture and urban space have become an important structural link through which to consider this connection and justify the invariance of the basic mode of accumu- lation through the reproduction of abstract social space and vice versa. The analysis of the discourse around the urban abstract space associated with the identity of the bourgeois class and the need for the for- mation of a hierarchized homogeneous spatial texture of production is carried out. As well as post-Fordist globalization and post-industrialization, which led to a change in the function and structure of the city with the main role of the post-modernist regime of signification as the logic of late capitalism in the context of programmed consumption.
Dissertations / Theses on the topic "School verse, French"
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De, Coster Camille. "Catalogue raisonné des citations littéraires figurant dans l’œuvre d’Emile Gallé (écrits et productions artistiques)." Thesis, Paris 4, 2013. http://www.theses.fr/2013PA040032.
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Ce travail est consacré à Emile Gallé, chef de file de l’Ecole de Nancy, artiste dont les créations appartiennent aux réalisations majeures de l’Art Nouveau. Il était, en outre, passionné par la littérature et c’est cet aspect de sa personnalité, ayant fortement influencé son œuvre, que nous avons étudié. Notre recherche se base essentiellement sur le témoignage le plus concret que Gallé nous a laissé de son intérêt pour les textes : les nombreuses citations qu’il a gravées sur ses œuvres (de verre, bois ou porcelaine), ou dont il a émaillé ses écrits. Leur importance réside dans le fait qu’elles sont partie prenante de la création artistique, puisque Gallé semblait parfois créer une pièce après avoir été subjugué par un passage littéraire. C’est pourquoi il nous a semblé nécessaire de répertorier en détail, sous la forme d’un catalogue raisonné, l’ensemble des citations que l’artiste a choisi d’extraire d’œuvres littéraires du 19e siècle. Nous avons fait suivre ce recensement d’un classement thématique, visant à éclairer les sujets de prédilection de l’artiste. Cette description permettant de faire, en conclusion, quelques remarques concernant les thématiques principales des œuvres. Si ce catalogue constitue le cœur de notre travail, il nous est apparu indispensable d’envisager aussi au préalable la vie d’Emile Gallé, afin de mieux appréhender les influences principales ayant déterminé sa sensibilité littéraire et artistique. La première partie de notre thèse revêt donc un aspect ouvertement biographiqueThis research is dedicated to the works of Emile Gallé, leader of the Ecole de Nancy and an artist whose creations belong in Art Nouveau's major achievements. He was also very fond of literature and it is this aspect of his personality, which had a major impact on his works, that has been here focused on. This study is mostly based on Gallé's most tangible account of his interest for words : the many quotations he himself carved on his creations (in glass, wood or china) or referred to in his own writings. Their importance lies in the fact that they are truly part of his creative process since Gallé would sometimes create a piece after being enthralled by some literary passage he had read. This is the reason why it felt necessary to list exhaustively every quotation the artist chose to extract from 19th century literary works and present them as an annotated catalogue. This inventory is followed by a thematic classification highlighting the artist's favourite topics. The main themes here depicted are then discussed and confronted in the conclusion. The catalogue may be at the heart of this study but it also seemed inconceivable not to mention Emile Gallé's life so as to understand the main influences ruling his artistic and literary sensitivity. The first part of this research thus deliberately takes on a biographic aspect
Books on the topic "School verse, French"
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l'Outaouais, Commission scolaire des Portages de. Des jardins de rêves. Gatineau, Québec: Lettresplus, 2005.
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La part des mots, les mots à part: Chantiers d'écriture. Louvain-la-Neuve: Cabay, 1985.
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d'Olivet, Antoine Fabre. The Golden verses of Pythagoras explained and translated into French and preceded by a discourse upon the essence of poetry among the principal peoples of the earth. 3rd ed. San Rafael, Calif: Hermetica, 2008.
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Québec), Collège Stanislas (Québec, ed. Voix d'enfants. Québec, Québec: Editions du Loup de Gouttière, 1993.
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Centrale des syndicats du Québec. and Hexagone (Firm), eds. Poèmes d'amour et de révolte. Montréal, Québec: Hexagone, 2003.
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