Letteratura scientifica selezionata sul tema "Zimmermann-Note"

At least one institution of Germany's contemporary music scene looks likely to survive the government's current austerity schemes: Munich's Musica Viva series. The second concert of its 2003–4 season, held in Hercules Hall on 7 November, remained true to the great tradition of this venerable series by treating a packed auditorium to two world premières and the first German performance of a ‘modern classic’. Presiding at the rostrum with the Bavarian RSO was Musica Viva's current director Udo Zimmermann, himself a composer of note and an open-minded champion of the pan-European avantgarde. In a talk broadcast in the interval, Zimmermann emphasized the series' new alignment on co-operative ventures with other state broadcasting companies, specifically in France and the Baltic countries. Besides allowing radio orchestras to pool their straitened resources, this tactic also has the highly desirable advantage of giving further hearings to new works after their premières. The size and attentiveness of Zimmermann's audiences suggest that he has found the right tack to steer Musica Viva out of its doldrums of previous decades and through the cost-slashings of the new millennium.

The article is devoted to the development of Indology at the University of Hamburg and analyzes the contribution of Hamburg Indologists to the study of ancient and medieval India and the study of modern languages and literature of India in the discipline’s development in the sister city of St. Petersburg. The authors note that the development of Indology has a long history in Germany and the uniqueness of the Hamburg school is observed. Germany had more than forty Indology departments in the 19th century, much more than Great Britain then had. The teaching of Indian languages in Hamburg began in 1914 in the classrooms of the university’s predecessor, the Hamburg Colonial Institute founded in 1908 and dissolved in 1919, soon after World War I. The University of Hamburg started as new and progressive institution of education in Weimar Germany, and continued for the next hundred years, where the teaching of Sanskrit, studying ancient medieval monuments of Indian literature, philosophy, and religious texts reached a global level thanks to outstanding Indologists, such as Walter Schubring, Ludwig Alsdorf, Albrecht Welzer, and Lambert Schmithausen. The article also considers the contribution to the development of Indology in Hamburg by current Professors Eva Wilden, Michael Zimmermann, Harunaga Isaacson et al. Thanks to the activities of these professors and their colleagues from Russia and India such as Tatiana Iosifovna and Ram Prasad Bhatta, the study and teaching of the languages and cultures of India within the framework of the Center for Culture and History of India and Tibet of the Institute of Asia and Africa now includes the study of Tamil language and literature as well as North Indian languages and literature.

In 1232 Pope Gregory IX (r. 1227–41) imposed a tenth of episcopal revenues on prelates of Occitania to subsidize the church of Valence, which owed 10,000 poundstournoisto various bankers of Vienne, Rome, Lyons, and Siena. In 1865 B. Hauréau first noted the event when he edited one of the main documents in theGallia christianavolume concerning the ecclesiastical province of Vienne. With the publication of Gregory IX's register from 1890–1908 most of the facts of the tax were more widely available. In 1910 Ulysse Chevalier briefly mentioned the tax in his monograph on the long tenure of John of Bernin, archbishop of Vienne (r. 1218–66). In 1913, Heinrich Zimmermann cited Hauréau's text in a note in his detailed treatment of early thirteenth-century papal legations. Recently Alain Marchandisse reviewed eight of the eleven papal letters pertaining to the tax in his study of William of Savoy (d. 1239) as bishop-elect of Liège. These scholars provided no reason for the debt or why the papacy would take such measures to ensure payment. Perhaps they did not study this tax further because a church indebted to moneylenders is not in itself surprising. It appears that the church of Valence acquired the debt, very large compared to the church's income, when bishop-elect William of Savoy (r. 1225–39) waged war against Adhémar II of Poitiers-Valentinois, count of the Valentinois (r. 1189–1239). Struggles between bishops and the local nobility occurred on a regular basis throughout the Middle Ages, so what in this unimportant Rhone-valley diocese interested the pope enough to impose taxes on prelates of Occitania over twenty years to ensure payment of this debt? Adhémar II faithfully supported Raymond VI (r. 1194–1222) and Raymond VII (r. 1222–49) of Saint-Gilles, counts of Toulouse, throughout their struggle with the papacy during and following the Albigensian crusades. Adhémar II was also their vassal for the Diois, which borders the Valentinois on the southeast and comprised the northern portion of the marquisate of Provence. These lands had been reserved for the church in the Treaty of Meaux-Paris (1229), which ended the Albigensian crusades. Thus William of Savoy as bishop-elect of Valence defended the papacy's claims on the marquisate of Provence, which the papacy deemed part of the larger struggle between the Roman church and the counts of Toulouse. The facts on the nature of the debts and the steps the papacy took to aid the diocese show that the local struggle between the bishop of Valence and the count of the Valentinois embodied a part of the larger struggle between the papacy and the counts of Toulouse over the marquisate of Provence, which began as early as 1215.

Abstract The aim of this paper is to highlight certain similarities between Polish and Bulgarian with respect to the selected NP/DP criteria compiled by Bošković (2012. On NPs and clauses. In Günther Grewendorf & Thomas Ede Zimmermann (eds.), Discourse and grammar: From sentence types to lexical categories, 179–242. Berlin: De Gruyter). In the course of the discussion, Negative Raising with idioms and quantifier – negation interaction, definite/indefinite contrasts in the context of sub-extraction, as well as exhaustive presupposition are taken into consideration. On the basis of the data, I put forward an analysis of the Polish facts which draws upon Tasseva-Kurktchieva and Dubinsky’s (2018. On the NP/DP frontier: Bulgarian as a transitional case. In Steven Franks, Virinda Chidambaram, Brian Joseph & Ilyana Krapova (eds.), Studies in Bulgarian Morphosyntax in Honor of Catherine Rudin, 287–312. Bloomington, IN: Slavica) account of the DEF(initeness) feature on the D head (which they use to argue for Bulgarian as a ‘weak’ DP language). Despite certain similarities between the two languages, Polish actually seems to resemble English in terms of the specific coding of this feature. The analysis suggests that (unlike in Bulgarian) DEF on D in Polish is not intrinsically valued (+int, +val), but rather receives a specific value in the course of the syntactic derivation.

Under Rule 23a (Note 4) of the Bacteriological Code we ask the Judicial Commission to issue an opinion that will correct two errors that were made on the original 1980 Approved Lists of Bacterial Names. We request that the type strain designations for Aeromonas punctata and Aeromonas punctata subsp. punctata be corrected from ATCC 15468T to NCMB 74T. We also ask that the opinion state the ‘correct’ or best way to write the author citations for several other Aeromonas names in order to avoid future instability in nomenclature when the citations are given.

This volume of Frontiers: The Interdisciplinary Journal of Study Abroad offers a wide variety of approaches and topics in international education research. First, readers will note the geographic diversity that the articles represent; they examine study abroad topics in Africa, Argentina, Costa Rica, France, Nepal, Thailand, and Vietnam. Second, the articles cover a wide-range of issues, including language acquisition, risk management, recruitment of minority students for study abroad, evaluation of cultural integration, and financial inequities in study abroad. Third, this volume contains articles by a variety of authors, including U.S.-based study abroad administrators, faculty members, and on-site resident directors. Finally, the modes of inquiry are as varied as the topics and authors. Research approaches in this volume include survey instruments, interviews, participant observation, case studies, literature review, as well as analytical essays. This diversity of geography, issues, authors, and modes of inquiry has from the beginning characterized the content of Frontiers and been one of its chief strengths. When the first volume of Frontiers appeared in 1995, one was hard pressed to find many research-based and analytical studies in the field, let alone the diversity of such work that this volume represents. In this regard, Frontiers has matured along with the field of international education, and today, almost ten years later, this volume reflects the growing importance being placed on research on the critical aspects of our work. The opening article by Lilli Engle and John Engle, “Study Abroad Levels: Toward a Classification of Program Types,” offers a revolutionary perspective by which international educators may categorize and judge study abroad programs. Their proposed typology makes qualitative distinctions between study abroad program models based on their view of a spectrum of cultural immersion. Frontiers readers will find their analysis provocative, stimulating study abroad professionals to examine programming in useful ways. In “Women and Cultural Learning in Costa Rica: Reading the Contexts,” Adele Anderson reviews research on Costa Rica’s cultural context, student adjustment and tourism theory, relating them to American student experiences, and she includes data from ethnographic observations and interviews collected during three years as a resident director of short-term programs. Anderson introduces a tool that may be used by resident directors to guide student cultural adjustment more systematically. Mark Ritchie, an on-site resident director in Thailand, provides a very useful analysis of study abroad risk management in his article, “Risk Management in Study Abroad: Lessons from the Wilderness.” Ritchie draws upon the principles of wilderness education, especially as it is conducted in developing countries, in offering recommendations for study abroad risk management. Readers will appreciate his suggestions for reducing risk by applying the experiential techniques of wilderness education. J. Scott Van Der Meid’s study, “Asian Americans: Factors Influencing the Decision to Study Abroad,” examines the factors that influence Asian American students’ decision to study abroad, and provides useful suggestions for considering ways to increase study abroad participation among this population. As the field of study abroad continues to seek ways to increase minority participation in study abroad, Van Der Meid’s study offers a model for examining this question among all ethnic groups. In their analysis of an innovative Vietnam study abroad program, “History Lived and Learned: Students and Vietnam Veterans in an Integrative Study Abroad Course,” Raymond Scurfield, Leslie Root, and Andrew Wiest et al, analyze the collaborative learning experience of students and Vietnam veterans in a program that combined the teaching of Vietnam culture and military history with an exploration of the mental health aspects of combat and post-war recovery of the veterans. This article discusses the lessons learned from the experience of designing and implementing a study abroad program that integrates history education with therapeutic objectives. Jennifer Coffman and Kevin Brennan analyze the economic imbalance of African educational exchange with the United States in their article, “African Studies Abroad: Meaning and Impact of America’s Burgeoning Export Industry.” Coffman and Brennan recommend developing more equitable models of reciprocity by examining the economics of U.S. – African exchanges, and by reconsidering the ways in which African study abroad programs are conceived and implemented in light of their social and intellectual impact. “Development of Oral Communication Skills Abroad” by Christina Isabelli-Garcia examines the impact of a semester study abroad program in Argentina on the second language acquisition of three American university Spanish learners. Isabelli-Garcia’s study measures the development of two aspects of communications skills: first, fluency and performance in the oral functions of narration, and, second, description and supporting an opinion. Her study provides insight into the conditions of a study abroad program that best promote the acquisition of improved oral communication skills in a target language. In “Studying Abroad in Nepal: Assessing Impact,” Patricia Farrell and Murari Suvedi present the perceived impact of studying in Nepal on students’ academic program, personal development, and intellectual development. Using a survey instrument as well as interviews and case studies, the authors link the reported outcomes to the objectives of the study abroad program. We are pleased to include in this volume of Frontiers an essay by Patti McGill Peterson, “New Directions for the Global Century.” McGill Peterson’s analysis of the changing and challenging context for global education inspires us to meet the demands of the 21st century with determination, creativity, and enhanced global collaboration. This volume of Frontiers concludes with reviews of books of interest to international educators, each relating to diverse intellectual foundations of the field: Jean-Philippe Mathy’s Extrême-Occident: French Intellectuals and America, Louis Menand’s The Metaphysical Club: A Story of Ideas in America, and First Great Triumph: How Five Americans Made Their Country a World Power by Warren Zimmermann. We encourage our readers to continue to suggest books of interest, and to submit reviews for consideration. The update on the Forum on Education Abroad that appears at the back of this volume reflects the continuing fruitful collaboration between Frontiers and the Forum. Together with the Forum, Frontiers will continue to encourage and support research studies on study abroad topics, and to disseminate this research as widely as possible. The next volume of Frontiers, due to be published in November, 2004, will be our tenth anniversary volume. It is appropriate that this anniversary volume will be a Special Issue that focuses on the assessment of the learning outcomes of study abroad, a topic that reflects the maturation of a field that is now beginning to document the results of its activity. Other Special Issues that are in the planning stages include: curriculum integration and study abroad, the arts and study abroad, and student development and study abroad. Finally, I want to thank the new sponsors of Frontiers who, together with our existing sponsors, make the publication of this journal possible. The sponsors of Frontiers are institutions with a strong commitment to international education, and we are proud to be supported by them. The editorial board takes seriously its responsibility to provide the very best writing about and research on study abroad to our readers, and the support of our sponsors makes this mission possible. Brian J. Whalen Editor