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Dissertations / Theses on the topic 'Letzte Welt'

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Published: 4 June 2021

Last updated: 19 February 2022

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1

Vollstedt, Barbara. "Ovids "Metamorphoses", "Tristia" und "Epistulae ex Ponto" in Christoph Ransmayrs Roman "Die letzte Welt." Paderborn ; Müchen ; Wien [etc.] : F. Schöningh, 1998. http://catalogue.bnf.fr/ark:/12148/cb38998125f.

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2

Giannopoulos, Theodoros G. "Die letzte Elite der mykenischen Welt Achaia in mykenischer Zeit und das Phänomen der Kriegerbestattungen im 12. - 11. Jahrhundert v. Chr." Bonn Habelt, 2007. http://d-nb.info/989727831/04.

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3

Sanda, Draga Patricia. "Christoph Ransmayrs Romane "Die Schrecken des Eises und der Finsternis", "Die letzte Welt" und "Morbus Kitahara" eine narratologische, historische und rezeptionsästhetische Untersuchung /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1150248121.

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4

Sanda, Draga Patricia. "Christoph Ransmayrs Romane „Die Schrecken des Eises und der Finsternis“, „Die Letzte Welt“ und „Morbus Kitahara“: Eine Narratologische, Historische und Rezeptionsästhetische Untersuchung." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1150248121.

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5

Cook, Lynne Patricia School of German &amp Russian Studies UNSW. "???Menschenleer.??? The Aesthetics of Humanity in the Novels of Christoph Ransmayr: Die Schrecken des Eises und der Finsternis, Die letzte Welt and Morbus Kitahara." Awarded by:University of New South Wales. School of German and Russian Studies, 2001. http://handle.unsw.edu.au/1959.4/32898.

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This dissertation is a comparative study which traces the development of a distinctive aesthetics in the late twentieth century novels of the Austrian writer, Christoph Ransmayr. The three novels, Die Schrecken des Eises und der Finsternis, Die letzte Welt and Morbus Kitahara, while quite different in terms of spatial and temporal orientation, share several key features which contribute to the operation of what I define and examine as the aesthetics of humility in the texts. These recurrent thematic, structural and symbolic elements in the three novels relate to the texts??? critique of scientific modernity, their privileging of myth (both thematically and stylistically), the representation of nature and the texts??? readings of apocalypse and transformation. The theory of myth developed by Hans Blumenberg in Arbeit am Mythos provides an interpretative framework to explain the re-emergence of myth as a contemporary response to the ???absolutism of reality??? which the systems and technologies of scientific modernity have produced in the twentieth century. The first part of this thesis examines the representation in individual novels of the collapse and breakdown of selected metanarratives of modernity. The second part consists of an examination of three core myths which function to restructure the narrative of human existence in each novel. This thesis determines that the development of the aesthetics of humility in Ransmayr???s novels is dependent on the reader???s recognition of the changed perspective and the changed perception which characters in each novel experience. To different extents the characters in each novel abandon a rational perception of reality. The aesthetics of reality acknowledges a textual consciousness and privileging of the projected Other of reason; nature, myth, fantasy, irrationality and barbarity. The human subject no longer occupies the privileged central position in humanist cosmology. Displaced from the centre to the periphery of civilization, the human subject is also represented as having lost control of its physical and psychical environment. Human pretensions to power and influence over itself and its environment are negated in the texts??? revelation of the transience of life. This loss of status and place is related on a seemingly moral level to the novels??? representation of the human potential for brutality and cruelty. The ultimate disappearance of the human subject in each novel is related to the subject???s gradual objectification in the text and the final dissolution of its identity.

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6

Rexhepi, Arsim [Verfasser], Monika [Gutachter] Schmitz-Emans, and Peter [Gutachter] Goßens. "Raumdarstellung im Werk von Christoph Ransmayr : zur Funktion der Topographie in Die Schrecken des Eises und der Finsternis, Die letzte Welt, Morbus Kitahara und Atlas eines ängstlichen Mannes / Arsim Rexhepi ; Gutachter: Monika Schmitz-Emans, Peter Goßens ; Fakultät für Philologie." Bochum : Ruhr-Universität Bochum, 2015. http://d-nb.info/1154307646/34.

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7

Letsie, Dikeledi. "Experiences, coping and well-being of unemployed people in the North-West Province / Dikeledi Letsie." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4364.

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8

Botor, Stefan. "Das Berliner Sühneverfahren - die letzte Phase der Entnazifizierung /." Frankfurt a. M. [u.a.] : Lang, 2006. http://www.gbv.de/dms/spk/sbb/recht/toc/506304728.pdf.

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9

Pasqual, Leander. "Usages cliniques de la lettre : du bien-dire au savoir-lire." Thesis, Paris 8, 2016. http://www.theses.fr/2016PA080017/document.

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Lacan introduit le concept de lettre dans son enseignement pour définir la direction de lacure analytique. Dans cette perspective, la définition de la lettre s’avère essentielle pour lapsychanalyse. Néanmoins, la définition de la lettre change au fur et à mesure que Lacanavance dans son enseignement. Ce changement de perspective implique une nouvelleconception de la clinique. De cette manière, ce travail propose d’étudier les différentsusages cliniques de la lettre dans l’enseignement de Jacques Lacan. Dans un premier temps,il s’agit d’un usage représentatif de la lettre. Cela implique la production des effets de sens.À ce moment-là, la lettre et le signifiant ne sont pas distingués. Cet usage de la lettre permetde définir la psychanalyse comme une pratique du bien-dire. Dans un second temps, ils’agit d’un usage de jouissance de la lettre. Cela implique la production d’une jouissancehors sens. Cette fois-ci, Lacan réussit à distinguer la lettre et le signifiant. Cet usage de lalettre permet de définir la psychanalyse comme une pratique du savoir-lire. Bien-dire etsavoir-lire désignent ainsi deux modalités d’usage de la lettre. C’est pourquoi cetterecherche a pour objectif de démontrer que la psychanalyse est une pratique de la lettre
Lacan introduced the concept of the letter in his teaching in order to define the direction ofthe analytic cure. In this perspective, the definition of the letter is essential forpsychoanalysis. Nonetheless, the definition of the letter changed throughout the course ofhis teaching and this change of perspective implies a new conception of the clinic. As such,in this work we propose to study the different clinical uses of the letter in Jacques Lacan'steaching. Initially, it involved a representative usage of the letter, one which implies theproduction of meaning effects. At this moment, the letter and the signifier areindistinguishable. This use of the letter permits one to define psychoanalysis as a practiceof saying-well. Secondly, it involves the letters use of jouissance, which implies theproduction of senseless jouissance. This time, Lacan successfully distinguishes betweenletter and signifier. This use of the letter permits one to define psychoanalysis as a practiceof knowing-how-to-read. As such, saying-well and knowing-how-to-read designate twomodalities for the usage of the letter. The objective of this investigation is thus that ofdemonstrating that psychoanalysis is a practice of the letter

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10

Miller, Mary Cender. "Intertextual strategies in Abutsu ni's "The Wet Nurse's Letter" and "Precepts of Our House"." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3243771.

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Thesis (Ph.D.)--Indiana University, Dept. of Asian Languages and Cultures, 2006.
Title from PDF t.p. (viewed Nov. 17, 2008). Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4532. Adviser: Edith Sarra.

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11

ANDOLFI, VALENTINA RITA. "BENESSERE, SCUOLA E ABILITA' DI LETTO-SCRITTURA: teorie e modelli di intervento." Doctoral thesis, Università Cattolica del Sacro Cuore, 2017. http://hdl.handle.net/10280/30474.

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L’ingresso nella scuola primaria costituisce per il bambino un evento di grande impatto sulla costruzione dell’immagine di Sé. In quest’ambiente il bambino si confronta con nuovi compiti di apprendimento, rispetto cui dovrebbe sviluppare curiosità, interesse, motivazione e fiducia nelle proprie capacità, con ricadute positive sul suo stato di benessere. Tuttavia, di fronte alle richieste dell’insegnante spesso emergono sentimenti d’inadeguatezza, ansia e rifiuto. Questo può essere particolarmente evidente nel caso di difficoltà nell’apprendimento del linguaggio scritto, poiché imparare a leggere e scrivere è una delle abilità su cui i bambini e i loro genitori elaborano maggiori attese all’inizio della scuola. In ottica sistemica, la scuola è un luogo in cui s’incrociano molte storie e che spesso si trasforma in una cassa di risonanza di numerosi malesseri. In un ambiente così ricco di sfide i bambini possono mettere in gioco risorse che è bene potenziare e sostenere. Sulla base di queste premesse, 3 studi sono stati condotti con l’obiettivo di: a) esplorare in ottica quali-quantitativa l’esperienza di benessere dei bambini (studio 1); b) individuare i fattori che possono incidere sull’esperienza di benessere nel contesto scolastico, attraverso uno studio integrato delle caratteristiche del bambino e dei suoi dei genitori (studio 2); c) implementare e valutare un intervento di potenziamento delle abilità scolastiche e del benessere dei bambini in età scolare (studio 3).
The transition to primary school constitutes an event of a great impact on the construction of children’s Self-image. In this environment, children are confronted with new learning tasks, which should develop curiosity, interest, motivation, and confidence in their own abilities, with positive effects on their well-being. However, in the face of the teacher's demands, feelings of inadequacy, anxiety, and refusal often arise. This can be particularly noticeable in the case of difficulty in learning, as learning how to read and write properly is one of the abilities on which children and their parents have greater expectations at the beginning of school. In such a challenging environment, children can develop resources that it is good to support. Based on these assumptions, three studies were conducted with the aim of: a) exploring the child's experience of well-being in a quali-quantitative way (study 1); b) identifying the factors that can affect the child's experience of well-being in the school context, through an integrated study of the characteristics of the child and his/her parents (study 2); c) implementing and evaluating a program to enhance literacy abilities and well-being of school-age children (study 3).

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12

Pasternak, Post Alyssa R. "“Dare to Speak”: This Land Is Home to Me from Idea to Promulgation (May 1973 - February 1975) and Beyond." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1303843106.

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13

Tunková, Martina. "Městské lázně." Master's thesis, Vysoké učení technické v Brně. Fakulta architektury, 2010. http://www.nusl.cz/ntk/nusl-215713.

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14

Cook, Lynne Patricia. ""Menschenleer" : the aesthetics of humility in the novels of Christoph Ransmayr, Die Schrecken des Eises und der Finsternis, Die letzte Welt and Morbus Kitahara /." 2001. http://www.library.unsw.edu.au/~thesis/adt-NUN/public/adt-NUN20020111.133918/index.html.

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15

Sallinen, Susanna. "Finnen in der Neuen Welt 1865-1914." Doctoral thesis, 2000. http://hdl.handle.net/11858/00-1735-0000-000D-F219-3.

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