1,135 research outputs found

    Jules Supervielle : pour une poétique de la transparence

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    La poétique de la transparence de Jules Supervielle ramène la poésie à l'ordinaire et au quotidien. À l'intérieur de ce monde, l'irréel est apprivoisé, ce qui permet au poète de rejoindre de nouveau l'ordinaire dans sa profondeur. Une nouvelle réalité et une symbiose avec l'univers sont ainsi recherchées à travers cette face cachée du monde

    (A) formulation of pedagogical and literary principles as applied to stories in church school story papers intended for children of primary age

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    Thesis (M.A.)--Boston University, 1931. This item was digitized by the Internet Archive

    Lord Mar's Plans, c. 1700 to 1732

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    Chapter 1, Part I describes the cultural and political background to Mar's life; this includes information on his schooling, university studies and draughtsmanship, attitude to antiquities and his urbanisme. The roles of Alexander Edward and, in particular, Andrew Fletcher of Saltoun and the Scottish civic tradition in the forming of the historical themes in the gardens at Alloa are discussed. Part II presents the documentary evidence of Mar's involvement in houses and gardens in Scotland. These include the House of Naime, Craigiehall, Hopetoun, those properties of the Earls of Northesk and Wemyss, and the House of Alva. Part II is concerned with similar activities in England. The schemes for Cliveden, Mar's house and those of friends at Twickenham, his friendship with amateur and professional architects: Lord Bingley, James Gibbs, Lord Islay, the Duke of Argyll and others. Finally, Mar's travels in Italy, particularly his opinion of art collections, ancient monuments and some houses in Rome, Tivoli and Frascati, are described

    Motivating Students towards Online Learning: Institutional Strategies and Imperatives.

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    In: A.J. Kallenberg and M.J.J.M. van de Ven (Eds), 2002, The New Educational Benefits of ICT in Higher Education: Proceedings. Rotterdam: Erasmus Plus BV, OECR ISBN 90-9016127-9This paper examines the issue of motivation as it applies to online learning. It argues that whilst institutions are currently focussing much effort on the integration and embedding of virtual learning environments, the student perspective is receiving very little attention. Institutional strategies include adopting training and support for academic staff in developing online learning, support for institutional structures to enable the integration of systems and the sharing of good practice and expertise. However, there is very little evidence that institutions are giving enough consideration to the student perspective and in particular the issues of motivation and engagement. The paper begins by examining the characteristics of good motivation and learning approaches that can be characterised as ‘open’ and ‘closed’ approaches to learning. It then examines Keller's (1983) instructional design model for student motivation and his four components that contribute to motivation: arousing interest, creating relevance, developing an expectancy of success, and providing extrinsic/intrinsic rewards. The paper then provides key findings from the evaluation studies to illustrate specific instances of how the nature of the learning environment affected motivation either beneficially or detrimentally. The paper concludes with a set of suggested strategies for optimising levels of student motivation towards virtual or online learning in order to ensure that the organisational investment in new approaches to learning will be repaid through high levels of student participation and effective learning. These conclude that virtual learning needs to provide opportunities not available elsewhere; that tangible extrinsic motivators need to built in; that learners must have clear expectations in a virtual environment; specific guidance is needed to exploit opportunities and the level of threat must be managed through support and peer group induction. The paper ends by outlining future work to be undertaken in this area to exploit the ideas further

    Literary Homecoming as Collaboration: Eastern North Carolina Libraries Connect with the Creative Sector

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    This article describes an academic library’s experience developing and sustaining a literary festival as a collaborative effort. The Eastern North Carolina Literary Homecoming (ENCLH) is a year-long program of events that celebrates the culture and literature of North Carolina. With activities in 6 counties located in the mid-coastal region of North Carolina, the program provides a rich opportunity for people of this area to learn about and meet North Carolina artists. In the past the program was restricted to artists with connections to Eastern North Carolina, but the program is expanding its coverage in 2011. The program theme for 2011 will focus on the impact of environmental literature on social change. This event has been a successful collaboration between a number of cultural institutions, with Joyner Library at East Carolina University serving as the lead. Federal, state and private grant funding has been secured for several years. Key players in the mix include the editor and staff of the North Carolina Literary Review, along with staff from the local public library and members of the ECU faculty as well as librarians from other regional schools

    France Daigle

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