Dissertationen: „Fourth and fifth centuries“

1

Moreno, Alfonso. „The Athenian grain supply in the fifth and fourth centuries B.C“. Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402725.

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2

Stewart, Edmund. „Wandering poets and the dissemination of Greek tragedy in the fifth and fourth centuries BC“. Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/14065/.

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This work is the first full-length study of the dissemination of Greek tragedy in the earliest period of the history of drama. In recent years, especially with the growth of reception studies, scholars have become increasingly interested in studying drama outside its fifth century Athenian performance context. As a result, it has become all the more important to establish both when and how tragedy first became popular across the Greek world. This study aims to provide detailed answers to these questions. In doing so, the thesis challenges the prevailing assumption that tragedy was, in its origins, an exclusively Athenian cultural product, and that its ‘export’ outside Attica only occurred at a later period. Instead, I argue that the dissemination of tragedy took place simultaneously with its development and growth at Athens. We will see, through an examination of both the material and literary evidence, that non-Athenian Greeks were aware of the works of Athenian tragedians from at least the first half of the fifth century. In order to explain how this came about, I suggest that tragic playwrights should be seen in the context of the ancient tradition of wandering poets, and that travel was a usual and even necessary part of a poet’s work. I consider the evidence for the travels of Athenian and non-Athenian poets, as well as actors, and examine their motives for travelling and their activities on the road. In doing so, I attempt to reconstruct, as far as possible, the circuit of festivals and patrons, on which both tragedians and other poetic professionals moved. This study thus aims to both chart the process of tragedy’s dissemination and to situate the genre within the context of the broader ‘song culture’ of the Greek wandering poet.

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3

Medich, Melissa N. „Etruscan mortuary practice a comparative analysis of funerary art in Etruscan tombs during the fourth and fifth centuries BCE /“. Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/662.

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4

Day, Juliette Jacqueline. „The mystagogical catecheses of Jerusalem and their relationship to the baptismal liturgies of the fourth and early fifth centuries“. Thesis, King's College London (University of London), 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405752.

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5

Davison, Christine R. „Late antique cities in the Rhineland : a comparative study of Trier and Cologne in the fourth and fifth centuries“. Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/5015/.

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This thesis exploits a range of textual, archaeological, and epigraphic sources to offer a comparative, inter-disciplinary study of Trier and Cologne in the fourth and fifth centuries. In the fourth century, the Rhineland was one of the foremost political and military hubs of the Western Roman Empire; Trier played host to the imperial court and Gallic praetorian prefecture, while the provincial capital of Cologne was a major base for the defence of the Rhine frontier. By the early fifth century, the institutions of central government were removed from Trier, and the Rhineland suffered from numerous barbarian attacks. This thesis begins by contextualising developments in Trier and Cologne in light of these political changes, focusing particularly upon the respective roles of barbarian agency and imperial decision-making in bringing them about. The systematic analysis of the impact of Christianisation on the cities that follows encompasses the nature of episcopal authority, the construction of churches, the emergence of saint cults, and the development of the epigraphic habit, and considers how far the new imperial religion was a vehicle for continuity, which helped Trier and Cologne to retain some of their importance into the post-Roman period. It draws upon documentary evidence provided by Christian writers and archaeological evidence recovered from numerous church sites to assess the extent to which the two cities were affected by the fifth-century barbarian attacks. Finally, an investigation of the topographical development of Trier and Cologne provides important indications of how far their built environments reflected political and social changes, and of the extent to which urban space was transformed or abandoned. This study therefore sheds light on Trier and Cologne specifically, but also looks to situate this evidence in the context of wider debates about urbanism, Christianisation, and the fall of the West.

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6

Bouanga, Rasia. „La question de la faim dans les écrits d’Augustin d’Hippone aux IVe et Ve siècles“. Electronic Thesis or Diss., Paris 10, 2023. http://faraway.parisnanterre.fr/login?url=http://bdr.parisnanterre.fr/theses/intranet/2023/2023PA100147/2023PA100147.pdf.

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Comparée à l’intérêt des chercheurs pour l’étude des problèmes sociaux et religieux dans l'Afrique romaine, la question de la faim a été généralement négligée, probablement à cause d’un jugement positif porté sur la prospérité de la région. Cependant, malgré un contexte généralement favorable décrit par Claude Lepelley en 1981, la pauvreté fut présente dans l’Afrique de l’Antiquité Tardive, comme représentation et comme réalité, ce que tente d’explorer cette recherche à partir de l’œuvre d’Augustin d’Hippone. Le thème de la faim, lié à celui de la pauvreté, est à la jonction de l'histoire sociale et des représentations mentales. La question de la pauvreté dans l’Antiquité tardive fut analysée en 1974 par Évelyne Patlagean, qui insistait sur sa réalité, puis par Peter Brown en 2002, qui y voyait plutôt un thème privilégié du discours des évêques qui se présentaient en patron des pauvres. Ces deux aspects des réalités et des représentations sont à prendre en compte. D’une part, si la faim concernait les pauvres, elle fut également un problème socio-politique pour les élites dirigeantes des cités qui devaient faire face aux pénuries dans un monde ancien où les forces de l'ordre étaient limitées. Dans ce contexte, il était plus prudent de prévenir la question de la faim, grâce à la possibilité qu’offrait un marché méditerranéen des céréales, que de la résoudre ; la question de l'approvisionnement et de l'alimentation des grandes villes a déjà été bien étudiée pour le Haut Empire (Garnsey, Virlouvet) et pour l’empire tardif (Jaïdi). D’autre part, le développement du discours chrétien au IVe siècle, encouragé par les empereurs chrétiens depuis Constantin, a modifié le regard sur la pauvreté et la faim. Nous avons étudié la question de la faim en Afrique dans les écrits d’Augustin d’Hipponeselon diverses perspectives : la dimension sociale d'une réalité touchant les pauvres, les interprétations métaphoriques des mentions de la faim présentes dans les textes bibliques, les discours religieux visant à un appel à la charité, et les institutions visant à répondre au problème de la faim. Les limites chronologiques de notre étude correspondent aux années 360-430, période bien documentée par Ammien Marcelin mais surtout par les écrits d'Augustin d’Hippone, principalement le sermonnaire et la correspondance. Grâce à la base de données textuelles en ligne Brepolis, nous avons pu localiser 341 exemples d’allusions à la faim, la soif et la famine chez Augustin, qui forment notre corpus, analysé en trois parties : la faim en tant que problème théologique (chapitres 1-3) ; la faim comme une réalité voulue (chapitres 4-5) ; la faim comme une réalité subie (chapitres 6-7). En conclusion on peut noter que la faim au temps d’Augustin, est une réalité qui a permis au chrétien de tester sa foi, son espérance et sa charité
Compared with scholarly interest in the study of social and religious problems in Roman Africa, the issue of hunger has generally been neglected, probably because of a positive judgement of the local prosperity. However, despite the generally favourable context described by Claude Lepelley in 1981, poverty was present in Late Antique Africa, both as a representation and as a reality, which is what this research seeks to explore, using the works of Augustine of Hippo as a starting point. The theme of hunger, linked to that of poverty, lies at the crossroads of social history and mental representations. The question of poverty in Late Antiquity was analysed in 1974 by Évelyne Patlagean, who emphasised its reality, and then by Peter Brown in 2002, who saw it as a privileged theme in the discourse of the bishops who presented themselves as the patron of the poors. These two aspects of reality and representation need to be undestood. On the one hand, while hunger concerned the poor, it was also a socio-political problem for the ruling elites of the cities, who had to cope with shortages in an ancient world where the forces of law and order were limited. In this context, it was more prudent to prevent hunger, thanks to the possibilities offered by a Mediterranean cereal market, than to solve it; the question of supplying and feeding large cities has already been well studied for the High Empire (Garnsey, Virlouvet) and the Late Empire (Jaïdi). On the other hand, the development of Christian discourse in the fourth century, encouraged by the Christian emperors from Constantine onwards, changed the way poverty and hunger were viewed.We have studied the question of hunger in Africa in the writings of Augustine of Hippofrom various perspectives: the social dimension of a reality affecting the poors, the metaphorical interpretations of the references to hunger in the biblical texts, the religious discourses aimed at an appeal to charity, and the institutions designed to respond to the problem of hunger. The chronological limits of our study are the years 360-430, a period well documented by Ammianus Marcellinus but above all by the writings of Augustine of Hippo, principally the sermonary and correspondence. Thanks to the online textual database Brepolis, we have been able to locate 341 examples of allusions to hunger, thirst and famine in Augustine, which form our corpus, analysed in three parts: hunger as a theological problem (chapters 1-3); hunger as a desired reality (chapters 4-5); hunger as an endured reality (chapters 6-7). In conclusion, we can see that hunger in Augustine's time was a reality that allowed Christians to test their faith, hope and charity

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7

Turnator, G. Ece. „Monks and monasteries in Constantinople (fourth to ninth centuries)“. Thesis, University of St Andrews, 2003. http://hdl.handle.net/10023/13593.

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This dissertation investigates the changes in the legal, economic and political status as well as the topographical location of the monasteries in Constantinople between the fourth and the ninth centuries. Roughly from the late fourth up until the end of the sixth century, there was a gradual increase in the number of monasteries. This trend was counterweighted by almost complete silence in the sources throughout the seventh and the eighth centuries. The ninth century, however, constituted a return to the trend of the early centuries. Monks and monasteries "returned" to the city with a vengeance. This "return" was inevitably linked to the prevailing conditions during the previous centuries marked by, first, the final decline of the late Roman world and its institutions, and second, the Iconoclast controversy in Byzantium between the early eighth and the mid-ninth centuries. Overall, following primarily the evidence preserved in the vitae and the acts of the councils, one can conclude that, by the end of the ninth century, the integration of the monks into Byzantine society was complete. The monasteries had become an integral part of Constantinople and its Christian topography.

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8

Theodossiev, Nikola. „North-Western Thrace from the fifth to first centuries BC /“. Oxford : Archaeopress, 2000. http://catalogue.bnf.fr/ark:/12148/cb37207927w.

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9

Wagner, Megan Marks. „INFERENCING SKILLS OF THIRD, FOURTH AND FIFTH GRADE STUDENTS“. Miami University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1145568487.

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10

Alwine, Andrew T. „Greeks and barbarians in fifth and fourth century Sicily“. [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0014376.

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11

De, Bona Beatrice <1993&gt. „The Silla Kingdom Gold Jewelry in the Fifth and Sixth Centuries“. Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/20672.

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This contribution intends to develop reflections on the presence of enamel decorations in the goldsmith production of the Silla kingdom in the 5th-6th century AD. The first chapter will briefly retrace the history that led to the foundation of the kingdom of Silla, both from an archaeological and a historiographical point of view. The focus will be on the kingdom's capital, Gyeongju, its funerary tradition, and the evolution of burials. An overview of the types of goldsmith accessories found in the tombs will be traced, observing them both as burial goods, produced specifically to accompany the deceased; and as indicators of daily life, fashion, and social habits. In the second chapter, I will identify the main goldsmith techniques and the decorative solutions used in the gold accessories found in the mounded tombs of the kingdom of Silla, trying to highlight their derivations, influences, and originality. In the third chapter, I will focus on a particular decorative technique present in the goldsmith's art of the Silla kingdom, the enamel. It seems that this technique is mainly used in the decoration of earrings and rings, while other objects in which this technique could have been used, such as bracelets or belts, do not present it, rather favoring the use of other techniques, such as filigree, openwork, chiseling, punching, and engraving. Rather than the fusion of enamels, the addition of beads or glass gogoks, made with the aid of stone molds, seems to be preferred.

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12

Longley-Cook, Isobel A. „A literary study of Pindar's fourth and fifth Pythian odes“. Thesis, University of St Andrews, 1989. http://hdl.handle.net/10023/2644.

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Pythian 4 is Pindar's grandest ode. It was commissioned along with Pythian 5 to celebrate the chariot victory at Delphi of Arcesilas IV of Cyrene. The lengthy myth of Pythian 4 narrates the tale of Jason and the Argonauts, long established in the Greek mythic tradition. Pindar's treatment of this tradition to create his myth is examined. It reveals much about his aims in writing the ode, in particular in the characterisation of his hero, Jason, and his opponent, Pelias. The poem's structure and the narrative technique employed in the myth are also examined. A remarkable feature of Pythian 4 is its epic flavour. Analysis of Pindar's production of this effect reveals many different devices which would remind his audience of epic, not least a singular concentration of epic language in the ode. The epilogue of Pythian 4 refers to the contemporary political situation in Cyrene. The poet's presentation and use of this material is assessed in the light of his treatment of contemporary allusions elsewhere in the odes. The complex relationship between the two odes for Arcesilas is considered in the light of other double commissions. Pythian 4 contains an unusual plea for an exile, Damophilus. He may have paid for the ode. The unusual features of Pythian 5 are examined: an extraordinary tribute to Arcesilas' charioteer, Carrhotus; vivid and numerous details of the topography of Cyrene and details of religious cult practice there. Pythian 5 also raises the question of the identity of the first person in Pindar. The poet's treatment of Cyrenean history, especially the figure of Battus, the victor's ancestor, who features in the myths of both odes, is also considered.

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13

Hancock, Donald H. (Donald Hugh). „Ideas About Adult Learning in Fifth and Fourth Century B.C. Athens“. Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330707/.

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The problem of this study was to determine to what extent contemporary adult education theory has similarities to and origins in ancient Athenian ideas about education. The methodology used in the study combined hermeneutics and the critical theory of Jurgen Habermas. Primary sources incuded Aristotle, Plato, Aristophanes, and Diogenes Laertius; secondary sources included Jaeger, Marrou, Dover, and Kennedy. In the analysis of Athenian adult education, three groups of adult educators were identified—the poets the sophists, and the philosophers. The poets were the traditional educators of the Greek people; their shared interest or way of perceiving the world emphasized the importance of community cohesion and health. In Athens in the mid-fifth century B.C., a new group of educators, the sophists, arose to fill a demand of adults for higher and adult education in the skills necessary to participate in the assembly and courts. The sophists emphasized a pragmatic human interest and taught the skill of rhetoric. Socrates and Plato created a new school of educators, the philosophers, who became vigorous ideological opponents of both the poets and the sophists. The philosophers exhibited a transcendental interest or approach to knowledge; the purpose of life was to improve the soul, and the preferred way of life was contemplative rather than active. The philosophers taught the skill of dialectic. Paideia was a Greek word that originally referred to childhood education but which came to mean education throughout the lifespan and the civic culture that supported education. Athenian citizens perceived their paideia to be among their greatest virtues, an attainment which could not be lost to the fortunes of time as could wealth or position. Modern adult education lacks the concern for the communal and transcendental human interests that were important to many ancient Greeks. Modern cultures tend to promote strong individuation of personality and to idealize pragmatic and individualistic concerns. Researchers in the field of adult education often assign to human nature the pragmatic and individualistic qualities of adult learners, but fail to recognize how these features reflect ideologies peculiar to modern American society.

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14

Thakkar, Umesh. „Everyday visualization : an inquiry into fourth and fifth grade classroom practices /“. The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848531365455.

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15

McGregor, Kaelyn Ann. „The coinage of Salamis, Cyprus, from the sixth to the fourth centuries B.C“. Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/1317689/.

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This study, based on a full catalogue of the gold and silver coinage, includes discussion of the chronological evidence, historical information, and iconographical significance of the coinage of the mint of Salamis in Cyprus from the late sixth century to the end of the Teucrid dynasty at the end of the fourth century. The corpus is compiled from major collections throughout Europe and North America. Where possible I have also included coins from private collections and numismatic sales. The study is divided into three chronological sections: 1) the sixth and fifth centuries B.C.; 2) the coinage of King Evagoras I, and; 3) the fourth century B.C. Within each period the text is divided into six different sub-sections: i) types and iconography; ii) die and fabric study; iii) weight standard; iv) hoard evidence; v) archaeological evidence; and vi) historical evidence. The evidence compiled in these three sections has produced new conclusions regarding chronology, from the introduction of the city's coinage in the sixth century, to the end of the Teucrid dynasty. An investigation of written sources (ancient authors and inscriptions) and modern scholarship is also important in determining a chronology of the coinage and the dynastic line of Salamis. Historical sources also help in determining the area's economic development and trade relations. The hoard evidence proves to be not only critical for the study of the sequences of the different series, but also produces significant chronological comparisons regarding the distribution of the material which has important historical significance. The iconography of the various types on the coinage is also relevant for our understanding of Cypriot religion and its symbolism during the archaic and classical periods. This area of study is particularly relevant for the comparison between the more eastern attributes of the sixth and fifth century with the more hellenised iconography of the fourth.

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16

Kitchen, Thomas Edmund. „Contemporary perceptions of the Roman empire in the later fifth and sixth centuries“. Thesis, University of Cambridge, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612255.

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17

Fielding, Ian. „Later Latin elegy : a study of Ovid’s successors in the fifth and sixth centuries“. Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/35236/.

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This study provides a synoptic account of the development of Latin elegiac poetry from the first century BC to late antiquity. It focuses primarily on a group of texts from the fifth and sixth centuries AD in which elegy once again becomes a medium for sustained poetic lamentation, four hundred years after the death of Ovid, its most famous exponent. These texts are Rutilius Namatianus, De Reditu; Orientius, Commonitorium; Dracontius, Satisfactio; and the elegiac collection of Maximianus. Each work is interpreted in the context of the radical historical changes that were taking place in this period. The study makes particular reference to the influence of Ovid, as it analyses the distinctive formal and narrative modalities by which these poets present a variety of subject matter. It advances the hypothesis that each of the four elegies presents the experience of a traumatic loss or break. As well as providing detailed examination of these important primary texts, this study also invites re-evaluation of the elegiac works of the Augustan period, which have long been canonical in Classics. In so doing, it indicates the potential for a highly developed criticism of previously neglected works of Latin poetry.

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18

Johnson, Flint. „The abduction and grail romances as literary sources for the fifth and sixth centuries“. Thesis, University of Glasgow, 2000. http://theses.gla.ac.uk/3945/.

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The objective of the following thesis is to demonstrate the conceivability that the various romances relating to King Arthur may be used to reconstruct some of the many Welsh literary sources that have been lost to us over the past fifteen centuries. To do this, I will examine two stories written by one of the earliest and the most influential of all the Arthurian romance writers, Chrétien de Troyes. These are the abduction of Guinièvre and the grail. The Preface and Introduction will explain the broad assumptions upon which I base my present volume. First, that there was a British Heroic Age between the fifth and early seventh centuries. Second, that it did produce several literary works of historical value. My theory is that some of these literary sources were at one point written and, though badly marred by progressive influences, have survived in the form of romances. If this theory is correct, the study of all extant early variations of what is essentially one story should reveal a series of independent connections to the Dark Age British. In addition, there is a high probability that this story will be able to be seen in the context of fifth or sixth-century British culture. This is what will be attempted with the abduction and grail narratives. In the second chapter I will summarize the influences of the known sources of Chrétien de Troyes in writing Le Chevalier de la Charrette. This will have two purposes. First, it will serve to point out the degree of influence Chrétien's patron had on him. Second and what is more important, this will lead to the conclusion that Chrétien's primary importance to the stories is his creative manipulation of his knowledge and sources around his patrons' desires; he has not simply invented any aspect of the Matter of Britain.

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Simpson, Brian N. „Water quality effects of forest operations on fourth, fifth, and sixth order streams“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0027/MQ62154.pdf.

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20

Wu, Yi-Chieh. „The linguistic profiles of spelling errors in fourth, fifth, and seventh grade students“. Thesis, The Florida State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3596608.

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The purpose of this study was to investigate the use of linguistic knowledge in spelling by analyzing spelling errors made by 220 students in the fourth, fifth, and seventh grades. A 25-word researcher-designed spelling test with considerations of word frequency, word familiarity, and word type (based on morphological complexity) was administered. An error coding system was established based on the Triple Word Form theory. Each misspelling was coded based on its linguistic features and scored cumulatively in 3 categories: Phonological Representation, Orthographic Legality, and Morphological Legality. The error coding system revealed the linguistic profiles of misspellings and allowed the comparisons among subgroups matched on grades, reading, and spelling ability levels.

The results of profile analyses supported the Overlapping Waves Model, which advocates that spellers use their phonological, orthographic, and morphological knowledge in spelling simultaneously regardless of age, reading, or spelling levels. On the other hand, the study did not find evidence supporting the stage-specific theory, which defines each stage by observations of the consistent use of one strategy in spelling. The linguistic profiles revealed the competition between Phonological Representation and Orthographic Legality, which provided little evidence supporting the specific phonological deficit hypothesis. On the contrary, the researcher found that the key to becoming an average speller is to be able to effectively apply sufficient phonological knowledge in spelling. For students with poor reading ability, they do not just suffer from limited phonological knowledge but also from the lack of other linguistic knowledge. For any two students with average reading ability, it is the one who can apply sufficient phonological knowledge that benefit in spelling and perform at the level that matches his or her reading ability. Educational implications are discussed.

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Marcum, Katherine Koper. „Effect of Bullying on Emotional Distress in a Fourth and Fifth Grade Sample“. TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/3057.

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The purpose of this study was to examine the difference of self-reported emotional problems between low levels and high levels of victimization. Participants included 214 fourth and fifth grade students from a southcentral county in Kentucky. Students answered demographic questions and completed a series of surveys including the Personal Experiences Checklist and the Strengths and Difficulties Questionnaire. The study was completed via computer-based questionnaire and focused on victimization within the last month. Results show that students who reported higher levels of victimization reported higher levels of emotional problems when compared to students who reported lower levels of victimization. The current study focused on short-term effects of bullying behavior as compared to the more traditional assessment of long-term outcomes. The study focused on a younger population (i.e., late elementary) than the majority of previous research. The findings of the study support the need for higher ratios of mental health professionals in school systems. With continued research into bullying and its prevalence, more comprehensive and effective bullying prevention programs can be developed and implemented.

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22

Al-Murikhi, Saif Shaheen. „Arabian Gulf trade in the medieval period (the third and fourth/ninth and tenth centuries)“. Thesis, University of Manchester, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500657.

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23

COSTA, ROSEMARY FERNANDES DA. „MISTAGOGY TODAY: RESCUING THE MISTAGOGIC EXPERIENCE FROM THE THIRD AND FOURTH CENTURIES FOR CONTEMPORARY EVANGELIZATION“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4772@1.

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A experiência mistagógica presente nas fontes da tradição eclesiástica, principalmente nos séculos III e IV, é momento forte e determinante no processo de evangelização, no conhecimento e adesão à fé cristã. A mistagogia é a pedagogia do Mistério, uma experiência que respeita e facilita a relação de diálogo e aprofundamento entre a dinâmica interna da Revelação e a dinâmica existencial daquele que crê, orientando uma metodologia que permite um processo de evangelização efetiva. A Igreja nascente, inspirada e seguidora da trajetória apostólica, caracterizada fortemente pela obra do Espírito Santo, que suscita e vivifica a comunidade nascente, age nela e por ela, assume a mistagogia como princípio orientador para a missão e o processo de evangelização, e vive seu momento de sistematização teológica e pastoral com os Padres da Igreja nos séculos III e IV, aos quais nos dedicaremos de modo especial nesta dissertação. Em tempos de crise da subjetividade moderna e de mudanças paradigmáticas na sociedade, a ação evangelizadora experimenta um processo de revisão e de avaliação que se faz presente nas instituições que se dedicam à evangelização, sejam estas escolas, paróquias, pastorais ou cursos de formação. Esse processo vem passando por inúmeras questões, dentre elas a pergunta pela identidade da evangelização cristã, seu lugar social em cada tempo, e a busca de um planejamento e de uma metodologia que respondam a esta demanda. Nosso objetivo, portanto, é resgatar a experiência mistagógica como fonte e referencial para a evangelização atual, considerando-a como um carisma de fundamental importância no âmbito da Igreja, luz para a evangelização atual e para a própria catequese de iniciação.
The mistagogic experience present in the sources of ecclesiastic tradition, principally in the third and fourth centuries, is a strong and determining moment in the evangelization process, in the knowledge and adhesion to the Christian faith. Mistagogy is the pedagogy of the Mystery, an experience which respects and updates the relationship of dialogue and depth between the internal dynamics of the Revelation and the believer´s existential dynamics, suggesting a methodology which allows an effective process of evangelization. The early Church, inspired by and following the apostolic path, strongly characterized by the work of the Holy Ghost, who creates and gives life to the burgeoning community, acts in it and through it, takes mistagogy as the guiding principle for the mission and the process of evangelization, and lives its moment of theological and pastoral systematization with the Church Fathers in the third and fourth centuries, to which we will dedicate ourselves in this dissertation. In times of modern subjectivity crisis and paradigmatic changes in society, the evangelizing action goes through a process of revision and evaluation held by the institutions which commit themselves to evangelization, such as schools, parishes, pastoral actions or formation courses. This process has been through a number of questionings. One of the questionsis about the identity of the Christian evangelization, its social role in each age and the search for some planning and method which meet such demand. Therefore our objective is to rescue the mistagogic experience as source and reference for today´s evangelization, considering it as a charisma within the Church, light for today´s evangelization, and for the initiation catechesis itself.

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24

Westermeyer, Paul William. „The development and decline of Romano-Byzantine archery from the fourth to the eleventh centuries“. Connect to resource, 1996. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1152113453.

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25

Samson, Ross. „The residences of Potentiores in Gaul and Germania in the fifth to mid-ninth centuries“. Thesis, University of Glasgow, 1991. http://theses.gla.ac.uk/1373/.

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26

Hensley, Alice M. „Transition to middle school : self concept and student perceptions in fourth and fifth-graders“. CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1536747.

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The transition from elementary to middle school is a significant period of change for adolescents and is remarkable for several reasons, including the opportunity for new experiences and the potential for other developmental changes to occur simultaneously. Existing literature on transition includes both positive and negative outcomes for adolescents in areas of achievement, peer relations, self-esteem, and self concept, with gender differences including more negative outcomes for girls. The possibility of multiple transitions occurring simultaneously (i.e. puberty and academic transition), along with literature suggesting that the elimination of the middle school model and replacing it with a K-8 building configuration would reduce negative student outcomes, provided the rationale for the current study: an examination of early adolescents either making an academic transition following the fourth grade or remaining in a K-8 building, and the potential influence on self concept. In addition, student perceptions of school related issues were surveyed. A repeated measures multivariate analysis of variance revealed no significant interactions of time and either group status or gender on self concept. The information from the student perception survey suggested students in the Transition group were more likely to report school as being very different before and after transition. Environmental factors, such as having a locker and more choices in the cafeteria, were more important to students than making new friends or facing increased difficulty in academics. The findings of the current study lend support to academic transition occurring at an earlier age and suggest a greater emphasis on environmental aspects of transition and protective factors in facilitating positive outcomes.
Department of Educational Psychology

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27

Atack, Carol Wendy. „Debating kingship : models of monarchy in fifth- and fourth-century BCE Greek political thought“. Thesis, University of Cambridge, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708051.

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28

Doss, Roger Ron. „The Relationship Between Low Achievement and Bodily-kinesthetic Intelligence in Fourth and Fifth Graders“. Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332760/.

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The problem of this study was an examination of the relationship between low achievement and physical abilities.This study focuses on the areas of musical, interpersonal, intrapersonal, spatial and bodily-kinesthetic abilities. This correlational study found that low achievers as a group, identified by achievement test scores, scored above the mean on a measure of motor ability. For children who are struggling to achieve in school, it would seem prudent to explore their strengths in other areas of intelligence. Further research is suggested in the areas of high and average achieving students' motor development.

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29

Collins, Elaine. „Content as constructed : two contrasting units of instruction in a fourth-fifth grade classroom /“. The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487682558444836.

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30

Fenstermacher, Sara. „An evaluation of a character education program focused on fourth and fifth grade students“. Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999fenstemachers.pdf.

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31

Kotsifou, Chrisi. „Travelling to and within Egypt from the fourth to the seventh centuries : the evidence from hagiography“. Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427852.

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32

Macnaghten, A. H. „Local administration in Egypt under Roman rule, fourth to sixth centuries A.D. : the element of corruption“. Thesis, University of St Andrews, 1993. http://hdl.handle.net/10023/15303.

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33

Marzinzik, Sonja. „Early Anglo-Saxon belt buckles (late fifth to early eighth centuries A.D.) : their classification and context“. Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365469.

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34

Farkas, Nikoletta. „Leadership among the Samnites and related Oscan-speaking peoples between the fifth and first centuries BC“. Thesis, King's College London (University of London), 2007. https://kclpure.kcl.ac.uk/portal/en/theses/leadership-among-the-samnites-and-related-oscanspeaking-peoples-between-the-fifth-and-first-centuries-bc(8f3661d8-3cc5-4acb-a642-794fd5edaca7).html.

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35

Greaves, Laxshmi. „Brick foundations : north Indian brick temple architecture and terracotta art of the fourth to sixth centuries CE“. Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/87038/.

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The thesis aims to develop an understanding of the nature and evolution of brick temple architecture in the subcontinent, focusing in particular on terraced Hindu structures of the fourth to sixth centuries CE. It also seeks to advance understanding of the iconography and artistry of the terracotta relief panels that once graced the outer walls or platforms of Gupta period brick temples. To date, scholarship on Hindu temple architecture of the Gupta period has primarily focused on cave and structural stone temples, while brick temple architecture of the epoch, along with terracotta reliefs and sculptures, have largely been confined to the margins of historical studies. This approach has led to the formation of a somewhat distorted picture of the architectural landscape of the Gupta period. To address this shortcoming, all of the known terraced structures in the subcontinent have been mapped in order to establish an understanding of the development and dissemination of this mode of architecture. The architectural form and relief sculpture of the vast terraced brick Śaiva monument known as ACI or Bhimgaja, situated at the heart of the ancient fortress city of Ahichhatrā in Uttar Pradesh, forms the main case study for the thesis - with architecture being the subject of the first half of the thesis. ACI is compared with a terraced brick Vaiṣṇava structure at Pawāyā in Madhya Pradesh, formerly the Nāga centre of Padmāvatī, and with the only standing brick temple of the Gupta period, at Bhītargāon in Uttar Pradesh. Despite the scale and complexity of the former two monuments, neither has received adequate scholarship. A series of fifth- and early sixth-century CE ornamental terracotta pilaster and frieze fragments from Ahichhatrā, held in the reserve collections of the British Museum, are examined within the context of Gupta period temple architecture; the objective being to determine where each of the fragments would have been positioned on a temple. On the basis of these artefacts and related pieces from the site, it is possible to build up a picture of the type of décor that would have adorned the exterior of ACI. The many intriguing sculptures and relief fragments from Pawāyā and Ahichhatrā are the subject of the second half of the thesis. Some of the reliefs - especially those hailing from ACI - are of great importance since they represent some of the earliest visual depictions of myths contained in the Mahābhārata and other religious texts. These reliefs and sculptures are explored within the broader context of Gupta iconography, with particular attention paid to the numerous and fascinating terracotta reliefs of the era, most of which are divorced from their original settings. Moreover, based on style and scale, some of panels evidently share the same origin and these are collated here. In addition, new interpretations are proposed for several of the plaques.

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Busch, Amy. „Evaluating the effectiveness of a bird science education program presented to fourth and fifth graders /“. View full-text version online through Southern Oregon Digital Archives, 2008. http://soda.sou.edu/awdata/080807z1.pdf.

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Thesis (M.S.)--Southern Oregon University, 2008.
Computer printout. Includes bibliographical references. Also available via Internet as PDF file through Southern Oregon Digital Archives: http://soda.sou.edu. Search Bioregion Collection.

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Trimuel, Stewart Merita. „The Effect of Elementary Mathematics Coaching On Student Achievement in Fourth, Fifth, and Sixth Grade“. Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557108.

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Due to recent waivers and current expectations of teacher performance, schools have been tasked to close their student achievement gaps in mathematics by 2014. Yet students still have not performed well in mathematics, which may be a direct link to teachers' instructional practices. Identifying a coaching model to improve student achievement and teachers' instructional practices is important to district leaders, school administrators, and teachers. The purpose of this study was to evaluate how a coaching practice with teachers affected student achievement in elementary mathematics. The theoretical foundation of this study was the coaching model, first used by Joyce and Showers, which theorized that teachers who participated in this type of professional development would improve their instructional practices in the classroom, and subsequently, student achievement. A quasi experimental design was employed to test the theory that teachers who were coached would improve student achievement in elementary mathematics. A total of 185 test scores from students were analyzed using an independent measures t test and a repeated measures t test. Findings suggested that the achievement scores of students whose teachers were coached were statistically higher on both state and local assessments. Fourth grade students showed improvement on both the local and state assessments, while 5^th and 6^th grade students demonstrated significant differences on the local assessments only, but not on the state assessments. This research contributes to positive social change by providing educators with a coaching model that demonstrates how teacher coaching can increase student achievement in elementary mathematics, Grades 4 through 6.

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Totelin, Laurence Marie Victoria. „Hippocratic recipes : oral and written transmission of pharmacological knowledge in fifth- and fourth-century Greece“. Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1445128/.

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This thesis examines the earliest extended collections of recipes preserved in Greek, the recipes of the so-called Hippocratic Corpus (late fifth or early century BC). I study the ways and formats in which pharmacological knowledge was transmitted in classical Greece. The compilers of the Hippocratic collections of recipes drew on a variety of sources, written and oral, including small catalogues of recipes comparable to those found on papyri from Hellenistic Egypt. Much pharmacological knowledge may have been transmitted orally from generation to generation before assuming written form in medical treatises. But following the social anthropologist Jack Goody, I distinguish between the medical knowledge the recipes reflect and the written form in which they have been transmitted. I also assess the socio-economic context in which the recipes were produced and used. Some Hippocratic recipes fall into a tradition of home remedies, but many other recipes include exotic and luxury ingredients affordable only to the rich. These luxury ingredients transformed traditional medicine into 'Haute Medecine. The compilers of Hippocratic collections of recipes were biased in their choices of ingredients, and this bias was in line with the orientalizing tendencies discernible in ancient Greek culture. The intended readers of the catalogues of recipes were not pharmacological novices. Knowledge of the ingredients is a prerequisite to the reading of these recipes, quantities are often left to the discretion of the reader, and utensils involved in the preparation of the remedies are rarely mentioned. Finally, I examine the significance of the name 'Hippocrates' for the transmission of the 'Hippocratic' recipes in later antiquity. As 'Hippocratic', they were glossed and quoted in the works of later medical authors. However, their success was not always linked to the name 'Hippocrates' late antique Latin translations of the gynaecological recipes were transmitted anonymously.

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Hind, Daniel. „Landscape and technology in the Peak District of Derbyshire : the fifth and fourth millennia B.C“. Thesis, University of Sheffield, 2000. http://etheses.whiterose.ac.uk/6037/.

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This thesis is concerned with two closely related themes: the inhabitation of the Peak District over the fifth and fourth millennia BC, and the procedures and principles by which we attempt to interpret the durable material traces thereof. A four stage interpretative framework is outlined. Social life is understood through its materiality. The engagement of the self with others is constrained and enabled by that materiality. Archaeologists can represent that process through a textual model. Analogical reasoning mediates each stage and must be made explicit. The Mesolithic and Neolithic, analytical objects constructed through conceptual metaphors, fail to express time and the materiality of practice as mutually constitutive. An integrated theory of landscape and technology is proposed whereby artefacts are understood in terms of relational metaphors, situating them in practice and capturing both their materiality and temporality. Prior research in the study area is critiqued on the basis that the historically specific material conditions therein cannot support models transposed from other regional contexts. A methodology for collection and analysis is developed which privileges those specific conditions in the interpretation of prehistoric technology. Artefact assemblages, it is argued, offer us no unmediated access to prehistoric settlement. No immediate functional equivalence between aggregations similar in composition should be expected. The analysis of stone tools and waste must be integrated with other categories of evidence and interpreted in terms of the potentials offered by their socio-physical context. Original data are analysed in terms of assemblage density, raw material and technological composition, chronological patterning and landscape situation. Integration into the regional corpus, through an explicitly multi-scalar approach, attends to the constitution of social life through practice and developing tradition. The role ascribed to early `monuments' by other archaeologists is particularly brought into question, with respect to the model of relational practice maintained throughout the dissertation.

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40

Stewart, James Thomas J. T. „Examining Parental Understanding and Response to the Fourth- and Fifth-grade FITNESSGRAM(RTM) Parent Report“. Thesis, Piedmont College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10008706.

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With childhood obesity rates soaring in the United States, the state of Georgia implemented the SHAPE Law (Georgia General Assembly [GGA], 2010). Using FITNESSGRAM? as a means to track student fitness measures and raise parental awareness, this study examined parental understanding of, and response to the fourth- and fifth-grade FITNESSGRAM? Parent Report. A cross-sectional survey of fourth- and fifth-grade parents in a large Georgia suburban school district was conducted to capture parental reactions. Part I included questions about the FITNESSGRAM? Parent Report and Part II, the Modified BASS, included questions about parental barriers to physical activity support. Parent responses came primarily from higher socioeconomic clusters; therefore, few respondents reported any difficulty reading or understanding the FITNESSGRAM? Parent Report. Parent/child conversations were reported by two-thirds of the respondents with most discussing FITNESSGRAM?, the importance of fitness, lifestyle changes, or praise. Agreement with the findings of the FITNESSGRAM? Report was high within this fourth- and fifth-grade parent sample. Parental barriers to physical activity support were relatively low based on a Modified BASS score. However, a principal component analysis provided evidence related to the validity of the interpretations that can be drawn from responses to the barrier questions used in this study from the original BASS Scale. The FITNESSGRAM? Report provides parents with important health-related information about their child?s fitness abilities. The FITNESSGRAM? Report can be a useful tool to start health-related conversations between parents and their children.

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41

Doering, Natalie. „Fourth and Fifth Grade Children's Understanding of Physical Activity: The Development of Three Alternative Assessments“. Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30631.

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The purpose of this study was to design, pilot, and evaluate three alternative assessments that measured fourth and fifth grade student's understanding of physical activity guidelines as contained in the Surgeon General's Report (USDHHS, 1996). The alternative assessments were: 1. designing a booklet for a peer named Homer, 2. creating a Video Tape Advertisement for students at another school; and 3. coding the perceived intensity level for one minute intervals at an active aerobic type station (Perceived Intensity Level Assessment Task). Four research questions guided the evaluation of the assessment tasks. They were: 1. Do students who have been taught the physical activity guidelines score differently on the alternative assessment than those who have not been taught the guidelines? 2. Do content experts agree that scores can be used to describe what students have learned (content validity)? 3. Do students find the assessment task worthwhile, enjoyable, and meaningful? 4. Is the alternative assessment prototype "feasible" for a teacher to administer in a regular physical education setting? Student score results, student self-reflections, and student interview data were used to evaluate the first and third research questions. Teacher interview data and Content Expert validity score results were used to analyze the second and fourth research questions. Results from this study indicated that the Homer Booklet Assessment Task discriminated between those students who were taught (experienced group) and those who were not taught (inexperienced group). Furthermore, both the Content Experts and the teacher found this assessment to have high content validity and found it to be feasible to use in a regular physical education setting. Although the students enjoyed the Homer Booklet Task they found it to be the least enjoyable of the three assessment tasks. In contrast, students enjoyed the Video Tape Advertisement Task best. Although this assessment task did discriminate between those who were taught and not taught there were a couple of problems with this assessment. The teacher and Content Experts found this task to have feasibility problems and scores did not discriminate for style. Finally, the Perceived Intensity Level Assessment Task did not discriminate between students who were taught and not taught.
Ph. D.

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42

Meininger, David. „The solution structure and function of the fourth and fifth EGF-like domains of thrombomodulin /“. Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1997. http://wwwlib.umi.com/cr/ucsd/fullcit?p9719871.

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43

Totelin, Laurence M. V. „Hippocratic recipes : oral and written transmission of pharmacological knowledge in fifth- and fourth-century Greece /“. Leiden : Brill, 2009. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9789004171541.

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44

Trimuel, Stewart Stewart Merita. „The Effect of Elementary Mathematics Coaching On Student Achievement in Fourth, Fifth, and Sixth Grade“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1052.

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Due to recent waivers and current expectations of teacher performance, schools have been tasked to close their student achievement gaps in mathematics by 2014. Yet students still have not performed well in mathematics, which may be a direct link to teachers' instructional practices. Identifying a coaching model to improve student achievement and teachers' instructional practices is important to district leaders, school administrators, and teachers. The purpose of this study was to evaluate how a coaching practice with teachers affected student achievement in elementary mathematics. The theoretical foundation of this study was the coaching model, first used by Joyce and Showers, which theorized that teachers who participated in this type of professional development would improve their instructional practices in the classroom, and subsequently, student achievement. A quasi experimental design was employed to test the theory that teachers who were coached would improve student achievement in elementary mathematics. A total of 185 test scores from students were analyzed using an independent measures t test and a repeated measures t test. Findings suggested that the achievement scores of students whose teachers were coached were statistically higher on both state and local assessments. Fourth grade students showed improvement on both the local and state assessments, while 5th and 6th grade students demonstrated significant differences on the local assessments only, but not on the state assessments. This research contributes to positive social change by providing educators with a coaching model that demonstrates how teacher coaching can increase student achievement in elementary mathematics, Grades 4 through 6.

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45

Foukara, Lavinia. „All in the family : the Apollonian triad in Attic art of the sixth and fifth centuries BC“. Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/15916.

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This dissertation examines the iconographical motif of the Apollonian triad in Attic art of the sixth and fifth centuries BC. Attic vase paintings constitute the chief evidence for this study, but other evidence, such as inscriptions, literary sources, sculptures and coins is considered, as well. My thesis focus on scenes without a clear mythological context, where the triad appears alone or accompanied by other, mostly, divine figures, and on what messages or information these images of the Apollonian triad convey. This study contributes to the ongoing discussion of the iconography and iconology of Attic vases, which enriches our understanding of Athenian socio-political and religious life and of Greek culture, more generally.

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46

Schwartzman, Lauren J. „Contest and community : wonder-working in Christian popular literature from the second to the fifth centuries CE“. Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:a3de02f7-18a9-4363-8bbf-cea5a73eb223.

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In this thesis, I hope to demonstrate that what I call the magic contest tradition, that is the episodes of competitive wonder-working that appear in a wide variety of apocryphal and non-canonical Christian texts, made an important contribution to the development of Christian thought during the second to the fifth centuries CE. This contribution was to articulate ‘the way’ to be a Christian in a world which was not isolated from the secular, and not insulated from the reality of the Roman empire. First, I demonstrate that a tradition of texts which feature magic contests exists within the broader scope of non-canonical Christian literature (looking at this literature across communities, regions and time periods). Second, I identify what the major features of the traditions are, e.g. what form the narratives take, what the form for a magic contest is, and what the principles used to build the magic contests are, and how these principles feature in the texts. The principles I identify are power, authority, ritual, and conversion, as well as their use as historical exempla. Third, I discuss what the texts did in the context of the time period, and for the communities that produced and read them: in other words, how did the this tradition work? I show that they served multiple purposes: as tests of faith, religious truth and ways to proclaim such; as constructors and markers of group identity (and the perilous task of identifying the insiders and those who should be outsiders); as calls to unity within the overarching diversity of the times and places, and a unified front for the ‘battle’ against evil. I suggest that the texts present a model for how one could decide what the ‘true faith’ was and how one could practice it in the turbulent environment that early Christians faced both before and after Constantine.

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47

Tompkins, Abigail. „The Avon Valley in the fifth to mid-seventh centuries : contacts and coalescence in a frontier polity?“ Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:920eaba8-94da-4813-9547-f04268691648.

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The study of bounded polities is dominated by research which focuses on those landscapes and those sites believed to lie at the territorial core, often overlooking the 'bounded' nature of these units. This research, in contrast, advocates that for a new perspective on the development of socio-political units, studies which concentrate on frontier zones should be prioritised. Consequently this thesis refocuses attention on the frontier zones between polities, proposing a methodology for working in and identifying frontier zones and promoting these areas as dynamic landscapes, integral to the emergence, development, and maintenance of socio-political units during the early medieval period. This methodology combines investigation of the distribution of distinct material culture, burial practices, and patterns of landscape use with an approach more frequently used by anthropologists â the identification of processes characteristic of frontier environments. The Avon Valley, the landscape through which the historically attested 7^th century frontier between the Hwicce and Mercia ran, provides the ideal environment in which to explore the origins of early medieval polities. A dataset of 58 sites within this study area is analysed. The focus on the Avon Valley also aims to highlight the potential of this oft overlooked part of the country. It aims to show the wealth of archaeological and toponymic data available and the contribution this region can make to the study of the early medieval period. The results of this analysis demonstrate that the Avon Valley was divided into an eastern and western zone as early as the 5^th and 6^th centuries. This has direct implications for the later emergence of the kingdom of the Hwicce. It suggests that between these two zones lay an area of contact and coalescence. This evidence, along with conclusions drawn from comparative studies of placenames, the western Severn Valley, and the middle Trent Valley, was used to set forth two new models for kingdom formation. These models focus on the interactions between polities, foregrounding the significance of external relations alongside internal developments.

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48

Ozdemir, Aygul. „The Policies Of The Roman Emperors In The Process Of Christianisation Between The Fourth And The Sixth Centuries“. Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1083260/index.pdf.

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This thesis analyzes the Christianisation process of the Roman Empire from the time of Constantine the Great to that of Justinian. The purposes of the ecumenical councils and the codes on the religious issues will be discussed in the framework of the religious policies of the emperors in that time. Between the time of Constantine and that of Justinian the Roman Empire became Christian Roman Empire. The Christianisation of the Roman Empire will be dealt with both from the religious and political point of view in this thesis.

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Leader, Ruth Elizabeth. „Pressum titulis sculptumque figuris : late Roman and early Byzantine silver plate of the Fourth to Seventh centuries AD“. Thesis, Courtauld Institute of Art (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265294.

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50

Bang-Jensen, Valerie. „The forgotten fourth and fifth : portraits of upper elementary students and teachers in developmentally appropriate classrooms /“. Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11974382.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Typescript; issued also on microfilm. Sponsor: Celia Genishi. Dissertation Committee: Karen Kepler Zumwalt. "Bibliography of children's books and other fiction"--Leaf 372. Includes bibliographical references (leaves 362-371).

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Dissertationen zum Thema „Fourth and fifth centuries“

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