Tesis sobre el tema "Classic tale"
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Kizzire, Jessica. "Hearing Wonderland: aural adaptation and Carroll's classic tale". Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5538.
Texto completoKern, John Christopher. "Changing Perspectives on a Classic: Pre-Modern Commentaries on the First Chapter of the Tale of Genji". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1403945990.
Texto completoValckx, Leela Vati. "Classical fairy tales, portals to our identities". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34921.pdf.
Texto completoTizzi, Giada. ""A Treasury of Classic Fairy Tales”: analisi e proposta di traduzione di fiabe". Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2018.
Buscar texto completoSiviero, Andrea. "Class invariants for tame Galois algebras". Phd thesis, Université Sciences et Technologies - Bordeaux I, 2013. http://tel.archives-ouvertes.fr/tel-00847787.
Texto completoWilhelmsson, Cornelia. "Feminist Fairy Tales : Blurred Boundaries in Angela Carter’s Rewritings of Classical Fairy Tales". Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-119063.
Texto completoBirnbaum, Sara. "Orch Dork: Tales of Today's Classical Music Youth". Thesis, Boston College, 2004. http://hdl.handle.net/2345/491.
Texto completoOver the past few hundred years, classical music has developed its own society, which has become more and more separate from the day-to-day society that we all live in. This is a complex society, with its own rules, language, and a hierarchy of values that would seem silly in a more practical world. These different standards can often make classical music seem inapproachable to those outside of this world. In addition, the music itself can seem so foreign to those who are used to listening to popular music. Through these essays I will provide an explanation of conductors' and musicians' behavior, our attachment to our musical instruments, and how we can derive such passion and meaning from completely abstract music with no lyrics or explanation. In doing so, I hope to remove to some of the stereotypes, though only the false ones, and open up the doors to this world, so that more people can freely enter and exit
Thesis (BA) — Boston College, 2004
Submitted to: Boston College. College of Arts and Sciences
Discipline: English
Discipline: College Honors Program
Cobbe, Alessandro. "Steinitz classes of tamely rami ed Galois extensions of algebraic number fields". Doctoral thesis, Scuola Normale Superiore, 2009. http://hdl.handle.net/11384/85661.
Texto completoCross, Megan E. "Formulas for Cultural Success: Behavioral Prescriptions in Early American Translations of Perrault's Classic Fairy Tales". Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1394725886.
Texto completoLiu, Kai. "Economic reform, urban proximity and small town development in China : a tale of two towns". Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/13266/.
Texto completoElsayed, Heba. "A tale of three cities? : mediated imagination, class and the many young cosmopolitans of Cairo". Thesis, London School of Economics and Political Science (University of London), 2011. http://etheses.lse.ac.uk/407/.
Texto completoCanty, Rachel. "The representation of gender in Chaucer's Legend of Good Women and Gower's Confessio Amantis and its relation to cultural anxieties in England at the end of the fourteenth century". Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390126.
Texto completoHellberg, Mats. "Revitalizing a Company Classic : The Story of Revitalizing a Company Classic Using a Practical Method of Design". Thesis, Linnéuniversitetet, Institutionen för design (DE), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-57622.
Texto completoTERRA, KARIN RANGEL. "THE CONVERSATIONAL HUMOR IN TALK IN INTERACTION IN ENGLISH LANGUAGE CLASSES". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12941@1.
Texto completoO presente trabalho busca investigar o papel do humor conversacional nas interações em uma sala de aula de língua inglesa, na qual a pesquisadora exerceu o papel de professora. A orientação da pesquisa é qualitativa e interpretativa, com o suporte teórico da Sociolingüística Interacional, da Análise da Conversa e de Teorias sobre o Humor, buscando analisar dados compostos por gravações de aulas em fitas de áudio e notas de campo. Foi realizada uma análise sociointeracional do discurso, baseada na noção de enquadres de brincadeira conversacional, visando perceber como estes são estabelecidos e finalizados, de que forma eles influenciam na socioconstrução de conhecimento e nas relações estabelecidas entre os participantes do contexto pesquisado. Os enquadres de brincadeira conversacional podem ser iniciados e finalizados tanto pela professora quanto pelos alunos, demonstrando a influência do estilo flexível da professora na utilização do humor em sala de aula. Os resultados apontam que o humor conversacional exerce papel fundamental para o envolvimento e a diminuição da assimetria entre os participantes, podendo atuar auxiliando na construção de conhecimento na língua alvo. A principal contribuição do trabalho é um maior entendimento do papel do humor nas interações em sala de aula, trazendo uma maior compreensão das interações no contexto educacional.
This study investigates the role conversational humor plays in na English language classroom, in which the researcher was also the teacher. The research orientation is qualitative and interpretative, and the theoretical basis lies on Interactional Sociolinguistics, Conversation Analysis and theories of humor, in order to analyze data constituted by audio-taped classes and field notes. A sociointeractional discourse analysis was done, based on the construct of conversational play frame and intends to notice how these frames are initiated and ended and how they influence social construction of knowledge and the relation established between the participants of the investigated context. The conversational play frames may be initiated and ended not only by the teacher, but also by the students, which demonstrates the influence of the flexible style of the teacher in the humor use in the classroom. The results show that conversational humor is essential to promote involvement and to reduce asymmetry between the participants, and is also an auxiliary in the social construction of knowledge in the target language. The main contribution of this study is the understanding of the role conversational humor plays in classroom interactions, resulting in a better comprehension of the interactions that occur in the educational context.
Thompson, Jean C. "Cooperative learning in computer supported classes /". Connect to thesis, 2005. http://repository.unimelb.edu.au/10187/1256.
Texto completoWorkman, Jameson Samuel. "Chaucerian metapoetics and the philosophy of poetry". Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:8cf424fd-124c-4cb0-9143-e436c5e3c2da.
Texto completoJansen, Bianca G. M. "What does it take to help an outgroup?" Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/2394/.
Texto completoAvedissian, Karena. "A tale of two movements : social movement mobilisation in Southern Russia". Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5966/.
Texto completoHughes, Maureen Eliabeth. "Teachers and other adults as talk-partners for pupils in nursery and reception classes". Thesis, University of Newcastle Upon Tyne, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241540.
Texto completoOsorio, Fernandez Arturo. "A Tale of a Town: Artists Crafting "The Creative Class"". Amherst, Mass. : University of Massachusetts Amherst, 2010. http://scholarworks.umass.edu/open_access_dissertations/192/.
Texto completoMungthaisong, Sornchai. "Constructing EFL literacy practices : a qualitative investigation in intertextual talk in Thai university language classes /". Title page, abstract and table of contents only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phm9962.pdf.
Texto completoKanchev, Kancho. "Employee Management System". Thesis, Växjö University, School of Mathematics and Systems Engineering, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1048.
Texto completoThis report includes a development presentation of an information system for managing the staff data within a small company or organization. The system as such as it has been developed is called Employee Management System. It consists of functionally related GUI (application program) and database.
The choice of the programming tools is individual and particular.
Lair, Anne V. "Les arts de la table nourriture et classes sociales dans la littérature français du dix-neuvième siècle /". Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1060811394.
Texto completoDocument formatted into pages; contains viii, 195 p. Includes bibliographical references (p. 185-195). Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2006 Aug. 21.
Melkersson, Martin. "Staten, ordningen och friheten : en studie av den styrande elitens syn på statens roll mellan stormaktstiden och 1800-talet /". Uppsala : Acta Universitatis Upsaliensis, 1997. http://catalogue.bnf.fr/ark:/12148/cb41061546s.
Texto completoLair, Anne V. "Les Arts de la Table: Nourriture et Classes Sociales dans la Littérature Française du Dix-Neuvième Siècle". The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1060811394.
Texto completoSharp, Ashli A. "Once Upon a Time in a Single-Parent Family: Father and Daughter Relationships in Disney's The Little Mermaid and Beauty and the Beast". Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1630.pdf.
Texto completoColored illustrations in electronic copy only. Includes bibliographical references (p. 136-142).
Prado, Mary Thomas C. "Grassroots women leaders partners and prophets in the conversation table /". Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p033-0778.
Texto completoWood, Shaunda L. "Family, home, and the school environment's influence on gifted girls' perceptions of choice to take extracurricular science classes". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0024/MQ52312.pdf.
Texto completoAseeri, Majdah. "UNIVERSITY STUDENTS' MOTIVATION TO TAKE FIRST AND SECOND YEAR FOREIGN LANGUAGE CLASSES; HOW TEACHERS CAN INCREASE THAT MOTIVATION". OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1291.
Texto completoNguyen, Long Pham Bao. "Fusion of Character Tables and Schur Rings of Dihedral Groups". BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1429.
Texto completoLucas, Nanosh. "Soup at the Distinguished Table in Mexico City, 1830-1920". Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491551213347469.
Texto completoMehdi, Akeel Ramadan. "Purity relative to classes of finitely presented modules". Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/purity-relative-to-classes-of-finitely-presented-modules(6ebd54f0-7b74-4f13-abb9-3f3594f93f6a).html.
Texto completoSerce, Andrew J. "A POST-TONAL ANALYTICAL APPROACH TO SYNCHRONISMS NO. 10 FOR GUITAR AND TAPE BY MARIO DAVIDOVSKY". UKnowledge, 2017. http://uknowledge.uky.edu/music_etds/97.
Texto completoZarassi, Pega y Miranda Larsson. "”Jag hoppas få vara er livmoder” : En multimodal analys av surrogatmödraskap i scener ur The Handmaid’s tale och Vänner". Thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-156227.
Texto completoPoma, Flavia. "Gromov-Witten theory of tame Deligne-Mumford stacks in mixed characteristic". Doctoral thesis, SISSA, 2012. http://hdl.handle.net/20.500.11767/4718.
Texto completoFenelius, Beatrice. "Undervisning om tals del-helhetsrelationer : En variationsteoretisk studie i förskoleklass". Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Matematikdidaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30686.
Texto completoThe following thesis is an intervention study based on arithmetic teaching and part-whole relationships of numbers. Some researchers argue that part-whole relationships are a basis for further arithmetic skills, while other re-searchers believe that it is more important that students develop counting abilities. The pur-pose of this study is to investigate how teach-ing of part-whole relationships in addition and subtraction can be designed from a variation theory perspective. The object of learning for the teaching sequence is to identify an un-known number of a part-whole relationship, in the number range 0-10. The study was conducted with 13 students in preschool class through a pre-test, a teaching sequence of three lessons and a post-test. The teaching sequence and the tests were vide-otaped to provide a basis for analysis. The les-sons were designed to show different patterns of variation such as contrast, separation, gen-eralization and fusion so that the students would be able to discern critical aspects. For example, "Part-whole bars" and commuta-tivity were used in the lessons, in order to highlight the critical aspects. The critical as-pects that emerged in the result were to discern that the two parts fit in and together is as much as the whole, be able to use two numbers in a relation between the whole and the parts to find the third number, be able to use the whole and one part to find the second part and to be able to use knowledge about previous part-whole relationships to find the unknown number in new part-whole relationships.
Delorme, Vera. "Construction et utilisation des contextes dans les interactions en classe de langue". Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030168.
Texto completoThis research looks at the contexts that are produced in language classroom interactions. These contexts are here considered as verbalized representations of the situation. Typology of such contexts is proposed and founded on the notion of "discourse world." The analysis of transcripts of lesson recordings distinguishes a set of verbal means that speakers use while producing a particular type of context. In addition, the analysis of verbal interactions shows the dynamic nature of these constructions. The uses of contexts in the classroom practice are explored from an educational point of view. In this perspective, this study focuses on how the contexts produced by participants are included in the transmission of knowledge, in teacher solicitations and learners answers, or in the teacher’s feedback. Moreover, the analysis of teacher comments on teaching practices allows a reflection on the role of contexts as teaching tools in the "teacher cognition". The main purpose of the research is to outline different features of this object from interactional and educational perspectives. The study also includes theoretical considerations developed with reference to pragmatics, interactional linguistics, microsociology and discourse analysis
Watt, J. M. "Take the high road : A case study of Scottish Television's continuous drama serial based on participant observation and textual analysis to ascertain the function of its classic realist form". Thesis, Open University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233887.
Texto completoPeng, Mei. "Le conte merveilleux en classe de français langue étrangère : Approches didactiques pour les collégiens et lycéens chinois". Thesis, Paris 3, 2011. http://www.theses.fr/2011PA030014.
Texto completoThe marvelous tale, with his characteristics and his narrative structure universally similar, forms a privileged support in language class. The use of tale allows the teachers to guide their pupils to acquire all the competences: the linguistic, the cultural and the functional competences. Our work includes many theories that have a link with this literary kind. We suggest some activities for the Chinese pupils of secondary school. With these activities, the teachers may lead their students to go to a marvelous travel in the world of French and Chinese marvelous tales. The students learn to love reading in French and discover the pleasure to live the tales in the class
Enefalk, Hanna. "En patriotisk drömvärld : Musik, nationalism och genus under det långa 1800-talet". Doctoral thesis, Uppsala universitet, Historiska institutionen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9267.
Texto completoWebb, Curtis L. III. "I Got Joy The World Cannot Take Away: Black Young Professional Placemaking for Leisure in Urban White Spaces". University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1613742208508555.
Texto completoPatterson, David Josh. "A Tale of Two Carlos: An Examination of the Ongoing Battle Between the Marginalized and the Privileged as Exemplified by Carlo Goldoni and Carlo Gozzi During the 18th Century". DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/1006.
Texto completoSchnack, Cristiane Maria. "Formas de participar: responsabilidade (com)partilhada entre escola e família na fala-em-interação social em contexto doméstico-familiar". Universidade do Vale do Rio dos Sinos, 2013. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4209.
Texto completoMade available in DSpace on 2015-07-03T19:09:00Z (GMT). No. of bitstreams: 1 Cristiane Maria Schnack.pdf: 2108632 bytes, checksum: 27b1e6c3331c1825c8a06e247078ac77 (MD5) Previous issue date: 2013-01-14
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Valendo-se do arcabouço teórico da análise da fala-em-interação (SACKS, 1992; SACKS; et al., 1974; C.GOODWIN, 1984) e da etnometodologia (GARFINKEL, 1967), este estudo etnográfico (O´REILLY, 2009) objetivou compreender como duas famílias, nomeadas como família de Catarina e família de Mila, e pertencentes a classes sociais distintas, significam suas responsabilidades vinculadas ao domínio escolar dentro de casa ao participar da rotina escolar das crinanças. Responsabilidade origina-se do caráter responsivo de nossas ações (HILL; IRVINE, 1992), que a qualifica, portanto, como intersubjetiva (OCHS; IZQUIERDO, 2009). Os resultados apontam orientações distintas em cada família, as quais nomeio como de responsabilidade compartilhada e de responsabilidade partilhada. Na responsabilidade compartilhada, evidencia-se a centralidade da criança e de seu universo escolar cotidiano, na conarração das experiências escolares da criança, na coconstrução do entendimento sobre o mundo escrito, e na oferta de roteiros (EMMISON et al., 2011) de ação futura pelos adultos. Além disso, adultos compartilham com a escola os fazeres pedagógicos de mediar o conhecimento, através de sequências IRA (COULTHARD; SINCLAIR, 1975; GARCEZ, 2006), constituindo escola e família como extensão uma da outra (CARVALHO, 2004). Responsabilidade partilhada, por outro lado, aponta para busca pela autonomia da criança com relação aos seus afazeres escolares e para a distinção entre a natureza social da escola e da família através da distribuição e manutenção das responsabilidades de cada membro familiar no que tange à escola, na negociação explícita de responsabilidade (FINCH; MASON, 2006) e na fulcral distinção entre narradora e plateia nos eventos narrativos da experiência escolar. As análises também evidenciam o constituição generificada da responsabilidade paternal pelo trabalho invisível de organização das tarefas escolares domésticas (REAY, 2005) na família de Catarina, e da mãe como gatekeeper (GOTTZÉN, 2011) da participação paterna na família de Mila. Esse trabalho generificado desestabiliza discursos normativizados sobre a participação paterna, especialmente em classes sociais menos privilegiadas, nas quais os pais são vistos como gerentes da rotina familiar apesar do número crescente de famílias chefiadas, financeiramente, por mulheres (FONSECA, 2004). O estudo contribui com os estudos sobre a participação familiar na trajetória escolar das crianças propondo que participação é intrínseca à noção familiar de responsabilidade, posicionando a escola como uma tarefa a ser cumprida ou como um direito a ser garantido à criança.
Based on the theoretical and analytcal framework of the analysis of talk-in-interaction (SACKS, 1992; SACKS; SCHEGLOFF; JEFFERSON, 1974; C. GOODWIN, 1984) and of ethnomethodology (GRAFINKEL, 1967), this ethnographic study (O ́REILLY, 2009) aimed at understanding how two families, named as Catarina ́s family and Mila ́s family, which belong to different social classes, give meaning to their responsibilities concerning the school within the household environment while participanting in the child ́s school rotine. Responsibility originates from the responsive character of our actions (HILL; IRVINE, 1992), which thus qualifies it as intersubjective (OCHS; IZQUIERDO, 2009). The results point to distinct orientations in each family, named here as shared responsibility and divided responsibility. Shared responsibility evidences the centrality of the child and her school universe through the conarration of the child ́s school experiences, the coconstruction of a mutual understanding of the written world and script proposals (EMMISON et al., 2011) by the adults. They also share with school its pedagogical doings of mediating knowledge, through IRF sequences (COULTHARD; SINCLAIR, 1975; GARCEZ, 2006), constituting school and family as an extension of each other (CARVALHO, 2004). Divided responsibility, on the other hand, points to the pursuit of the child ́s autonomy concerning her school tasks and to the distinction between the school and the family ́s social nature, achieved through distribution, maintenance and the explicit negotiation of members ́s responsibilities (FINCH; MASON, 2006), and the crucial distinction between narrator and audience in narratives of school experience. Analyses also evidence the gendered constitution of fatherhood as encompassing the invisible work of organizing school at home (REAY, 2005) in Catarina ́s family, and motherhood as gatekeeper (GOTTZÉN, 2011) of the father ́s participation in Mila ́s family. This gendered work destabilizes normative discourses on paternal participation, especially in low income social classes, in which fathers are seen as managers of the household despite the fact that these households are, increasingly, being financially afforded by women (FONSECA, 2004). This study contributes to the understanding of family participation in the child ́s school trajectory as it proposes that participation is constitutive of the understanding families hold of their responsibilities towards the school, which ends up positioning the school either as a task to be performed or as a right to be offered to the child.
Orshan, Carly A. "An American Tale: Incarnations of the Wizard of Oz and the Negotiation of Identity, Race, and Gender, in Popular Culture". FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/676.
Texto completoBoman, John. "Viljans vägar och villovägar : den politiska diskussionen om klasskillnader i hälsa under 1980- och 90-talet /". Linköping : Univ, 2002. http://www.bibl.liu.se/liupubl/disp/disp2002/health1s.pdf.
Texto completoNettelbladt, Anders. "Reception av Helena Munktells kompositioner : Konserter och musikrecensioner 1885-1921". Thesis, Stockholms universitet, Institutionen för kultur och estetik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-190539.
Texto completoI uppsatsen kartläggs och analyseras receptionen av Helena Munktells kompositioner under åren 1885–1921. Med reception avses dels i vilken utsträckning Munktells kompositioner blev framförda, dels hur de blev mottagna i tidningsrecensioner. Receptionen utforskas ur ett helhetsperspektiv. Det betyder att alla identifierbara konserter och alla tillgängliga recensioner omfattas och att kartläggningen och analysen syftar till att åskådliggöra hur receptionen skiljer sig åt mellan genrer och mellan länder liksom hur den förändras med tiden. Helena Munktell (1852–1919) var en svensk tonsättare, pianist och sångerska. Hennes verkförteckning är kort men hon komponerade i ett flertal genrer. År 1915 blev hon invald som tonsättare i Kungliga Musikaliska Akademien. Munktell var verksam i både Sverige och Frankrike och i hennes verk finns såväl svenska folkmusikinfluenser som franska stilelement. Hon tog lektioner i komposition för ett flertal lärare, både i Stockholm och Paris. Den lärare som påverkade henne mest var Vincent d’Indy. Genom honom och därmed indirekt genom César Franck kom hennes kompositioner att inrymma stildrag från den nyfranska skolan: cyklisk form, färgskapande ackordväxlingar och nedtoning av melodins betydelse till förmån för harmonisk progression. Undersökningen har genomförts i fyra steg. I första steget samlades fakta in. Huvud-sakligt källmaterial var en klippbok med recensioner från Munktells efterlämnade samlingar samt recensioner från databasen Svenska dagstidningar. I andra steget togs en kalender fram omfattande alla identifierade konserter. I tredje steget utarbetades en redogörelse över kompositioner, konserter och recensioner för respektive genre. I fjärde steget analyserades resultatet ur ett historiskt perspektiv och utifrån Pierre Bourdieus teorier om kapital och fält. Cirka 140 konserter har identifierats. De vokala genrerna dominerar och över hälften av konserterna avser solosång. Operan I Firenze framfördes i Stockholm 13 gånger. Denna bedrift kan till viss del förklaras med att Munktell hade god tillgång till det Bourdieu kallar kulturellt och socialt kapital. Operan och solosångerna fick nästan uteslutande goda omdömen i recensionerna. Munktells kompositioner rönte stora framgångar i Frankrike. Hon blev medlem i den prestigefyllda föreningen Société Nationale de Musique där flera av hennes kompositioner framfördes. Tre av hennes fyra orkesterverk uruppfördes i Frankrike, så också hennes violinsonat. Munktells framgångar i Frankrike kan förklaras dels med att hon till stor del komponerade i fransk stil, dels med att kulturellt kapital värderas mycket högt i Frankrike. Dalsvit var det enda orkesterverk som framfördes i Sverige under hennes levnad och den renderade starkt skiftande omdömen. Munktells violinsonat är den instrumentala komposition som framfördes mest. Sonaten fick ett blandat bemötande i dagspressen efter framförandet i Stockholm 1905 men betydligt positivare omdömen efter minneskonserten på Kungliga Operan 1921. Detta kan förklaras med att den tyska musikstilens dominans hade mattats av och att de franska stildragen uppskattades på ett annat sätt 1921. Uppgiften i Anders Edlings biografi över Helena Munktell i Levande musikarv om att alla samtidens omdömen om Munktell som tonsättare var positiva stämmer inte; de var skiftande, skiljde sig åt mellan genrer och förändrades med tiden. En motsvarande undersökning skulle kunna genomföras rörande andra tonsättares verk. En sådan studie skulle göra det möjligt att jämföra receptionen av tonsättarnas verk och också jämföra vilken betydelse tonsättarnas olika förutsättningar kan ha haft för receptionen.
James, Paula. "Unity in diversity a study of Apuleius' Metamorphoses : with particular reference to the narrator's art of transformation and the metamorphosis motif in the Tale of Cupid and Psyche /". Hildesheim ; New York : Olms-Weidmann, 1987. http://catalog.hathitrust.org/api/volumes/oclc/15604421.html.
Texto completoDalporto, Jeannie C. ""To build, and plant, and keep a table" class, gender, and the ideology of improvement in eighteenth-century women's literature /". Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2155.
Texto completoTitle from document title page. Document formatted into pages; contains iv, 341 p. Includes abstract. Includes bibliographical references (p. 317-341).
Robinson, Suzanne. "'Take it from the Top' video project : northern perspectives on the North, the South and newcomers to their land". Thesis, University of Essex, 2017. http://repository.essex.ac.uk/20434/.
Texto completoMohamed, Adam. "Local Class Field Theory via Lubin-Tate Theory /". Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/1936.
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