Senso del passato e paradigma dell’antico: per una rilettura del 'De legibus' di Cicerone

In 'De legibus' II, 19-22 and III, 6-11 Cicero puts together a corpus of laws, imitating the Twelve Tables, which are indeed considered as a symbol of antiquity during the late republican culture: the ancient legislative Roman text can be interpreted as a guide-text that underlies the whole dialogue. The complex network of references and allusions to the Twelve Tables suggests a possible reading key that picks out the main feature of this ciceronian work in the conceptual field of the ‘ancientness’ and of the ‘antiquity’ (antiquus, antiquitas, uetus, uetustas). The linguistic analysis of the quoted chapters, which are characterized by an archaizing extremism, leads us to the heart of the problems of 'De legibus’ interpretation: what is the idea of antiquity that this strong archaism seeks to convey? What is the final purpose of this revival of the ancient world? The present article investigates the manifold forms of the antiquity pattern in 'De legibus'. The ending chapters of Book II are of particular interest, because they constitute a philological-antiquarian essay, delineating Cicero’s attitude towards the study of the antiquity. Their analysis high-lights the relationship between the author and the contemporary antiquarianism. Further, the analysis points out Cicero’s reflection on historical knowledge, historiography and antiquarianism, developed in the 50s BCE.Nei capitoli II, 19-22 e III, 6-11 del 'De legibus' Cicerone costruisce un corpus di leggi prendendo come modello le XII Tavole, comunemente considerate in epoca tardorepubblicana un simbolo dell’antichità. L’antico testo legislativo romano è riconoscibile come una sorta di testo-guida sotteso all’intero dialogo, attraverso una rete di riferimenti e allusioni, e suggerisce perciò una possibile chiave di lettura che colga nell’antichità la cifra dominante dell’opera. Inoltre l’analisi linguistica dei capitoli citati, caratterizzati da un ‘estremismo arcaizzante’, ci porta al cuore dei problemi di interpretazione del trattato: se lo stile arcaizzante è infatti il veicolo di una ripresa dell’antico, quale idea di antico esso si propone di trasmettere? e con quale obiettivo? L’articolo prende in esame i vari aspetti del paradigma dell’antico che soggiace alla struttura del 'De legibus'. In particolare, l’analisi degli ultimi capitoli del libro II, che possono essere considerati un vero e proprio saggio di antiquaria, permette di definire l’attitudine di Cicerone allo studio dell’antichità e di gettare luce sui suoi rapporti con la contemporanea antiquaria e sulla riflessione che egli andava svolgendo negli anni ’50 sui rapporti fra conoscenza storica, sapere antiquario e scrittura storiografica

Tra moralita' e passione: Simonetta Perkins di L. P. Hartley. Traduzione e commento

Il lavoro consiste nel commento e traduzione del primo romanzo breve di Leslie Poles Hartley, intitolato Simonetta Perkins (1925). Il commento si basa principalmente su un'analisi degli elementi autobiografici che emergono dal romanzo, in particolare si cerca di dimostrare che la protagonista, Lavinia, sia in realtà il Doppelgaenger dell'autore, il quale traspone a livello diegetico la sua reale passione omosessuale in una eterosessuale. Al commento si affianca la traduzione del testo originale con relativa nota del traduttore a motivarne le scelte

Historical analysis and refurbishment proposal of the “Red schools” in Viterbo

To hinder climate change, EU legislation requires that by 2020 each European state achieves the objectives set by the 2020 Climate and Energy Package. Particular attention is paid not only to new constructed buildings, the so-called Near Zero Energy Buildings, but also to the existing building stock: in Italy in fact, in addition to the National Action Plan to increase the NZEB buildings (PANZEB), the Strategy for Energy Renewal of the National Real Estate Park (STERPIN) is planned. The aim of the thesis work is a primary school built in 1938 within the historical centre of Viterbo. The work touched on three different areas of design: the design of the internal and external spaces, annexed to the school building, finding solutions for a flexible and functional distribution in line with the theories of modern pedagogy, moving from a school of homologation to a school of diversity enhancement. This was joined by a study concerning the original elevations and constructive features, bearers of historical and aesthetic values, which resulted in the proposal for conservative restoration of the Terranova plaster and the original iron-window profiles. Finally, attention was paid to energy upgrading and efficiency, in line with regulatory provisions. The interventions did not only concern the building envelope (through a thermal upgrading of the original iron-windows, the insulation of the flat roof and the indoor thermal coat of the perimeter walls), but also the system (through the replacement of the boiler with a heat pump, integrated with the photovoltaic system placed on the roof, the inclusion of thermostatic valves and lighting design with the replacement of fluorescent lamps with LED ones)

(De)motivating factors among TESOL professionals writing in English for publication from South America

While the literature has examined the experiences and attitudes of TESOL (Teaching English to Speakers of Other Languages) professionals toward writing in English for publication in terms of material, environmental, and political conditions as well as (non)discursive challenges, little is known about the (de)motivating factors underpinning their drive to publish in English, particularly in South America. This study explores the (de)motivation of 522 TESOL professionals in South America to write for publication in English. The study adopted a sequential mixed-methods design that consisted of an online survey followed by 20 individual interviews with purposefully sampled participants. Findings show that, despite personal and social-contextual challenges, the participants were driven by altruism, impact, and self-efficacy

The Experiences of Parents and Facilitators in a Positive Parenting Program

The researchers examined facilitators’ and parents’ experiences with the Positive Discipline in Everyday Parenting (PDEP) program through qualitative methodology. PDEP is a primary prevention program that teaches parents to move away from physical punishment and toward conflict resolution and positive parenting that focuses on stages of child development. Using a phenomenological approach, we conducted focus groups using semi-structured interviews with four PDEP facilitators and seven parents who completed the program. Parents and facilitators indicated that PDEP helped them learn new ways of thinking about parenting and contributed to overall changes in their parenting approach, including finding a balance of structured and sensitive parenting practices. Factors that contributed to positive experiences included the coherence and continuity among program modules, use of concrete examples to demonstrate concepts, supportive facilitators and fellow group members, and the provision of childcare. Suggestions for program improvement included the use of even more concrete examples to demonstrate parenting concepts, longer program duration, and greater flexibility in program delivery. These findings are important for further adaptations to the PDEP program. These findings may also be generalized to parenting programs that share similar core principles

Lenguas y culturas: Desafíos actuales de la diversidad y de la integración

La lectura y la escritura representan prácticas fundamentales en la educación superior universitaria y no universitaria, pues los conocimientos que se comparten en los entornos de la educación superior están mediatizados por dichas prácticas. Asimismo, en estos entornos se construye conocimiento vinculado con el mundo natural y social y, en ese proceso, es esencial el desarrollo de habilidades lingüísticas y cognitivas que se materializan en el discurso académico. De acuerdo con Halliday (1993), la experiencia deviene conocimiento mediante el lenguaje. Si consideramos que la experiencia humana supone el desarrollo de la cognición en un contexto cultural determinado, es posible comprende la estrecha relación que existe entre lenguaje, cognición y cultura. En el marco de esa relación, cobra especial significado la noción de género discursivo que propone Bajtín (1982), al sostener que cada esfera de la actividad humana da lugar a formas relativamente estables de enunciados, a las que denomina géneros discursivos. Estas formas presentan como rasgos comunes los modos de organizar la información, los estilos vinculados con cada ámbito social donde se producen, los procedimientos para estructurar la información y la relación con el destinatario asociada a la intención del discurso. (...