Дисертації з теми "NAPLAN"
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1
Malloy, Francis Gerard. "The use of NAPLAN data in Catholic schools." Thesis, Australian Catholic University, 2015. https://acuresearchbank.acu.edu.au/download/6ce05a40887b9c134b3f82c785d6bba94226626ad9e71bcc8da11477a13233ae/8179279/Malloy_2015_The_use_of_NAPLAN_data_in_catholic.pdf.
Повний текст джерелаАнотація:
This research was conducted within the context of Australia’s recent ‘Education Revolution’, initiated by the Rudd Labor Government after the Australian federal election in November 2007. Key to this revolution was the National Assessment Programme for Literacy and Numeracy (NAPLAN), which commenced in 2008. For the first time in Australia’s history, a large amount of student performance data have been generated from these tests nationwide, for various uses by governments and education sectors. Associated with NAPLAN has been the development of the My School website, which has made public (for the first time) details of individual schools and their students’ performance in Years 3, 5, 7 and 9. The ‘Education Revolution’ also encompassed the provision of computers and internet connectivity for schools, which coupled with the powerful NAPLAN SMART data software package, has presented school leaders and teachers with new challenges and opportunities relating to the use of centralised testing data. This research explores how school leaders and teachers use NAPLAN data to improve student learning outcomes, as measured by NAPLAN performance, in selected Catholic schools in the inner western region of the Sydney Archdiocese in New South Wales (NSW). Using a mixed methods design within the paradigm of pragmatism, the research was conducted in three phases: collecting and analysing quantitative data through document analysis of NAPLAN performance data, case study involving interviews with 35 participants across five sites and analysis of all data. The participants were school leaders and teachers. Central to the research is the meaning school leaders and teachers create from NAPLAN data, and how they apply or interpret this to improve student learning outcomes, as measured by NAPLAN performance. The research has significance from the perspective of school-based educational practitioners who are presented with the challenge of using NAPLAN data effectively for their students. This research is also significant for politicians, educational bureaucrats and the public in determining legitimate uses for NAPLAN data.
2
Jackson, Christine Jennifer. "The utility of NAPLAN for improving teaching and learning." Thesis, Australian Catholic University, 2020. https://acuresearchbank.acu.edu.au/download/5a70a70b61a7585010324465008f48d955f35cc762f0f0b58b08a5beedc7c631/2588706/Jackson_2020_The_utility_of_NAPLAN_for_improving_Redacted.pdf.
Повний текст джерелаАнотація:
Internationally, assessment and the use of diagnostic data are recognised as critical capabilities for teachers. This is not a recent development, with assessment recognized for some decades as playing a significant role in informing learning and learners (Broadfoot, 2007; Rowntree, 1987; Sadler, 1986) while also “[serving] as a communicative device between the world of education and that of the wider society” (Broadfoot & Black, 2004, p. 9). Assessment is identified as a key competency for teachers in Australia and is recognised through the Australian Professional Standards for Teachers which specifies the need for teachers at graduate level to demonstrate their capacity to interpret and use assessment data to “evaluate student learning and modify their teaching practice” (Australian Institute for Teaching and School Leadership [AITSL], 2016, p. 9). The research question for the study is What is the utility of the National Assessment Program Literacy and Numeracy (NAPLAN) for teachers and members of the school leadership team in informing teaching and improving learning? The question will be explored using a theoretical framework that deliberately draws on the conceptualisation of assessment as a social practice (Broadfoot & Black, 2004; Elwood & Murphy, 2015), drawing also on Wenger’s (1998) social theory of learning and nature of knowledge as a shared enterprise in a community of practice. The study will explore the notion of whether teachers are seen as legitimate participants, from the viewpoint that common power relationships (school leaders and teachers) exist as part of social structures within a community of practice (Lave & Wenger, 1991). The term legitimate, as it is considered in light of the sociocultural notion of legitimate peripheral participation, is understood to refer to a multidimensional but interconnected system that looks at how learning occurs as one engages in the social practices of a community (Lave & Wenger, 1991). This will be examined particularly in relation to the utility of NAPLAN data to inform teaching and student learning improvement. The study will draw on school leaders’1 and teachers’ accounts of NAPLAN data as they use it for informing teaching and student learning improvement. Data analysed in this study, specifically interview data, were collected in an ARC 2011-20142 grant. The analysis of the interview data is original, that is, these data have not been examined previously in the context of school leaders’ and teachers’ perspectives. The aim of this study is to provide an analysis of both school leaders’ and teachers’ accounts that looks to analogous and different perspectives of NAPLAN and the subsequent use of these data, through an examination of the differences and consistencies within each group and across both groups. The exploration of accounts will “reproduce and rearticulate cultural particulars grounded in given patterns of social organisation” (Silverman, 1993, p. 105), reflecting on school leaders’ and teachers’ accounts of access to and use of data. The study is set against the ‘Global Education Reform Movement’ (Sahlberg, 2011), acknowledging experiences from the United States of America (USA) and United Kingdom (UK) of the dependency on large-scale standardised testing to inform education policy and system evaluation and decisions (Darling-Hammond & Adamson, 2014). Scholarly literature, relevant Australian policy documents and school leaders’ and teachers’ accounts are explored to understand whether initial goals of large-scale standardised literacy and numeracy testing have been sustained and alternatively, if they have changed over time. Of interest are the official purposes of NAPLAN testing, reported benefits or evidence of improvement that have come as a result, and how the testing program connects with the original policy intent. An examination of the research literature and reported NAPLAN data will be explored to identify what is currently known about opportunities for using NAPLAN data for improving learning and informing teaching and reported barriers to data use.
3
Swain, Katharine Mary. "Middle Years Students Perceptions and Reactions to NAPLAN: The Student Voice." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/367248.
Повний текст джерелаАнотація:
The impetus for this research is an apparent philosophical mismatch between the National Assessment Program for Literacy and Numeracy (NAPLAN) and Middle Schooling, which advocates for an intentional approach to teaching and learning incorporating signifying practices that are optimal for learners in the middle years. NAPLAN has come to the forefront of measures of achievement agendas in Australian schools. It is a test driven approach to student assessment that was introduced in 2008 and which signalled a significant accountability shift in outcomes for school education. Positioned predominantly across the middle years, NAPLAN testing is at odds with middle year’s practices which support authentic and reflective assessment. Advocates for and critics of NAPLAN testing recognise that schools attempting to reach national benchmarks may resort to practices such as ‘teaching to the test’, thereby affecting middle years curriculum, assessment and pedagogical practices, and potentially moving away from practices regarded to be optimal for learners. This contradictory agenda presents a quandary for middle year’s educators.
To date, little attention has been paid to middle year’s students’ experiences, perceptions and reactions to the introduction and implementation of NAPLAN. This void takes the form of a clear absence of student voice in the range of spaces where it might be possible to include voice, such as in the research arena. This case study in two Queensland schools used qualitative methods of data collection including: formal interviews; semi-structured focus group interviews; observations; and students’ words and drawings, thereby privileging student voice in an attempt to craft a deeper understanding of NAPLAN from the students’ perspective. Without hearing the stories of the lived experience of the students themselves, they are silenced and we remain ignorant to their perspectives and assume they have nothing to contribute. As van Manen notes, “nothing is so silent than that which is taken-for-granted” (van Manen, 1997, p.112).Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
Full Text
4
Carter, Merilyn Gladys. "Year 7 students’ approaches to understanding and solving NAPLAN numeracy problems." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46648/1/Merilyn_Carter_Thesis.pdf.
Повний текст джерелаАнотація:
This study investigated how the interpretation of mathematical problems by Year 7 students impacted on their ability to demonstrate what they can do in NAPLAN numeracy testing. In the study, mathematics is viewed as a culturally and socially determined system of signs and signifiers that establish the meaning, origins and importance of mathematics. The study hypothesises that students are unable to succeed in NAPLAN numeracy tests because they cannot interpret the questions, even though they may be able to perform the necessary calculations. To investigate this, the study applied contemporary theories of literacy to the context of mathematical problem solving. A case study design with multiple methods was used. The study used a correlation design to explore the connections between NAPLAN literacy and numeracy outcomes of 198 Year 7 students in a Queensland school. Additionally, qualitative methods provided a rich description of the effect of the various forms of NAPLAN numeracy questions on the success of ten Year 7 students in the same school. The study argues that there is a quantitative link between reading and numeracy. It illustrates that interpretation (literacy) errors are the most common error type in the selected NAPLAN questions, made by students of all abilities. In contrast, conceptual (mathematical) errors are less frequent amongst more capable students. This has important implications in preparing students for NAPLAN numeracy tests. The study concluded by recommending that increased focus on the literacies of mathematics would be effective in improving NAPLAN results.
5
Howell, Angelique, Bob Lingard, Sam Sellar, and Louise Gwenneth Phillips. "Exploring Children’s Experiences of NAPLAN : Beyond the Cacophony of Adult Debate." Thesis, University of Queensland, 2016. https://espace.library.uq.edu.au/view/UQ:383374.
Повний текст джерелаАнотація:
The purpose of this study is to explore how Australia’s National Assessment Program: Literacy and Numeracy (NAPLAN) is experienced by primary school-aged children, with a particular focus on the children’s own reports of their experiences. Such research remains sparse, despite the commitment within the Melbourne Declaration of Educational Goals for Young Australians to achieve the highest level of collaboration with all stakeholders in the education of young Australians. This must necessarily include those who are required to undertake the tests. The research therefore seeks to answer the overarching question, what are children’s lived experiences of NAPLAN?Children’s experiences of NAPLAN occur within unique matrices of cultural, social and personal contexts, which are positioned at particular intersections of global-national-local policy frameworks. The thesis therefore begins by summarising the ways in which these policy frameworks have been recalibrated to align with neoliberal ideals of enhancing the labour force, which is purportedly achieved through strengthened teacher accountability based upon test scores. Within this closer alignment of social and economic policy objectives, children are situated as upcoming human capital, and thus in need of ‘protection’ and ‘development’ to strengthen and safeguard the future economy, rather than as active citizens, who contribute to society through sophisticated relationships.
The study was therefore situated within an emergent ontology, which simultaneously positions both children and adults as constitutionally unfinished, fellow human beings, and privileges open-ended processes over predefined techniques. The epistemology of enactivism was employed to allow possible tensions between different constructions of NAPLAN to surface, thereby validating the diverse experiences of all the children. This ontological and epistemological positioning required the flexibility of a thematic approach to data analysis, which is characterised by a lack of alignment with any pre-existing theoretical framework.
In order to explore in a comprehensive and tangible way how children experience NAPLAN, the methodology of case study was utilised to document the experiences of 105 children in two Queensland Catholic primary schools serving different socio-economic status (SES) communities, during the 2012 school year. The study’s positioning within Brisbane Catholic Education (BCE) provided a concurrent opportunity to explore the extent to which systems are able to mediate any negative effects of NAPLAN.
The children’s reports of their experiences were recorded through their drawings about NAPLAN, completed after the conclusion of the final test, with the children as the primary interpreters of their images, as well as through focus group discussions. Because these experiences do not occur within a vacuum, classroom observations were also conducted, and semi-structured interviews were held with parents, teachers, principals and systemic staff and executives. Other sources of data include teacher diaries, excerpts from school newsletters, and the researcher’s personal field notes.
Analysis of the data revealed that the teachers and principals in these schools did not experience NAPLAN as high-stakes. However, the children experienced the tests within an emotionally charged and confusing context of contradictions and dissonances emanating from multiple sources; receiving little, if any, clear and consistent information regarding the purpose of the tests. Further, this confusing context was compounded by the need for test preparation as a result of NAPLAN’s idiosyncratic format and test protocols.
This resulted in disjuncture between NAPLAN and the children’s everyday experiences of school, including tasks and the thinking skills required to complete them, and the children’s typical dialogic interactions with their teachers and peers. This in turn impacted upon the relationships inherent within and between the schools and their communities. This had the effect of engendering negative emotional responses in many children, with anxiety most commonly reported. For children with psychological disabilities, these negative emotions were at times manifest in outbursts and ‘meltdowns’, occasioning negative consequences that augmented their alienation from their teacher and peers. This anxiety culminated in an instance of self-injury in one case. By the time the children reached Year 7, they tended to report that NAPLAN was a waste of time that hindered their learning, resulting in their disengagement from the tests or any associated preparation.
The confusion and lack of coherence also led some children to construct NAPLAN as high-stakes. This was despite its design as a low-stakes test, BCE’s attempts to mediate any negative impact, and a lack of adult suggestions that poor performance would have negative consequences for children. This effect was magnified for the Year 3 children in the higher SES school, as their parents thought good NAPLAN results were needed for enrolment in their secondary school of choice.
This research drew upon and honoured the voices of children in answering the framing research question and illustrates children’s multiple and diverse constructions of NAPLAN. The research has also shown that children, parents, teachers and other significant adults involved in children’s schooling construct their realities of NAPLAN within unique matrices of multiple contexts, and these different realities overlap and interfere with each other in unintended, often negative ways.
6
Ward, Donna Maree. "The effects of standardised assessment (NAPLAN) on teacher pedagogy at two Queensland schools." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/63662/1/Donna_Ward_Thesis.pdf.
Повний текст джерелаАнотація:
The purpose of this qualitative interpretative case study was to explore how the National Assessment Program – Literacy and Numeracy (NAPLAN) requirements may be affecting pedagogies of two Year 3, Year 5 and Year 7 teachers at two Queensland schools. The perceived problem was that standardised assessment NAPLAN practices and its growing status as a key measure of education quality throughout Australia has the potential to limit the everyday literacy and numeracy practices of teachers to instructional methods primarily focused on teaching to the test.
The findings demonstrate how increased explicit teaching of NAPLAN content and procedural knowledge prior to testing has the potential to negatively impact on the teaching of everyday literacy and numeracy skills and knowledge that extend beyond those concerned with NAPLAN. Such teaching limited opportunity for what teachers reported as valued collaborative learning contexts aiming for long-term literacy and numeracy results.
7
Gleeson, Laura Jane. "Grouping students to target specific deficiencies in numeracy: investigating an evidenced based Numeracy Program." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/377618.
Повний текст джерелаАнотація:
Numeracy has a significant impact on a student’s further study prospects, employment possibilities and retention in the workplace. Ultimately, numeracy skills are a necessary requirement for informed, critical thinking citizens. This study investigated the journey of a Year 8 cohort, through to Year 9, measuring and exploring the impact of a three-term numeracy program intervention. Student numeracy was recorded at the end of Year 8, and again midway through Year 9. This numeracy program saw 205 students sorted into twelve numeracy classes for one lesson per week. Some class groupings targeted specific skill deficiencies, and some were streamed to group higher or lower performing students together. This research investigated the pre- and post-program diagnostic test performances charted by these students using quantitative statistical analysis (comparative means paired t-tests across groups). To further explore these outcomes, two teachers were interviewed before and after this numeracy program. These interviews addressed the themes of teacher expectation and plans, implementation of the numeracy program, and reflection. There is a large amount of literature investigating the effects of streaming on student outcomes in numeracy, and it is known to have mixed results. Key themes from this literature are student identity, student performance outcomes, and the impact of streaming on pedagogical choices. However, there is a gap in the literature addressing streaming by specific skill weakness, rather than mean ability. This is an area explored by this research, which finds that grouping students according to specific skill weakness, for the duration of a numeracy intervention, does remediate those key deficiencies, but possibly at the expense of other skill areas. This research finds that streaming lower performing students by mean ability has a strong and positive impact on student performance. Conversely, the findings for high-performing students suggest that grouping them together, and the teaching and learning experiences that resulted from that, had no measurable positive impact on outcomes. This research suggests a need for future iterations of this numeracy program to continue to target specific skills, but on a cyclical basis; ensuring that all students are exposed to all requisite ideas and skills, benefitting from targeted intervention.Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
Full Text
8
Power, Bianca Mary. "Portraits of Quality Arts Education in Australian Primary School Classrooms." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/366233.
Повний текст джерелаАнотація:
The status of arts education in primary schools is, according to the extant literature and popular commentary, infrequent and substandard. A small number of studies reflect on what actually occurs when arts education is taught in primary school classrooms. This thesis presents thick, rich, descriptive portraits of the nature of quality arts education occurring in Australian primary school classrooms. Two case sites were involved in this study – one primary school in Victoria, one in Queensland.
Working within the interpretivist paradigm, portraiture methodology was employed, supported by a case-study approach. Crystallization was used as a methodological referent to ensure the validity and reliability of data collection and representation. The nine domains of Bamford and Glinkowski’s (2010) Effect and Impact Tracking Matrix (EITM) acted as a scaffold to inform instrument development, data collection, and subsequent data organisation of completed portraits of quality arts education in Australian primary school classrooms.
Arts education was found to be happening in the primary school classrooms involved in this study, within generalist as well as specialist classrooms. It was asserted that the nature of quality arts education needs to be defined broadly. Such a broad definition is presented.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
Full Text
9
McKeown, Leonard. "Determining the impact of the Corrective Reading program on the NAPLAN reading results of 'at risk' students." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/382706.
Повний текст джерелаАнотація:
The research reported in this thesis examines the impact of the Corrective Reading program on a national standardised reading comprehension test of ‘at risk’ students in Year 7 to Year 9 enrolled in a secondary school in Brisbane, Queensland. Previous studies focussing on Corrective Reading have established the positive impact on reading sub-skills, however, only a few studies have attempted to measure the effect of the program on reading comprehension assessed via standardised testing. Effective reading comprehension skills are critical for success at school and in the workforce. Yet, there are significant international findings which suggest that reading skills in Australia and many other western countries are declining which is a cause of concern for all educational stakeholders and the wider community. This concern has fuelled debate amongst academics and teachers of reading as to the most effective methods for teaching reading; the disputes on the issue have now captured the broader community through mainstream media.
This study is quantitative in nature and applies a quasi-experimental methodology to compare the NAPLAN reading results of 22 students who have completed the Corrective Reading program compared to a non-randomised control group of 212 students who did not undertake Corrective Reading. Both descriptive and inferential statistics are used to analyse and discuss the impact of the program. Descriptive statistics provide a summary of the data through measures of central tendency, variability and spread. Inferential statistics test the hypothesis that participation in the program will lead to improved reading scores by calculating the effect size of the program on the NAPLAN reading results for targeted students from Year 7 to Year 9.
The results of this research demonstrate that Corrective Reading does have a statistically significant positive effect on the standardised test results for reading with a degree of confidence of 95%. The effect size, or magnitude of this significance, represents a strong impact on improving the reading comprehension skills of students in Junior Secondary.
This research contributes to the ongoing contention about reading intervention programs by providing a deeper understanding of the role that Direct Instruction can play in enhancing reading comprehension skills. The findings of this study provides evidence and insights that are useful to staff of the school where the study was undertaken. Other schools interested in ways to improve the reading results of their ‘at risk’ students in Junior Secondary may also find this study advantageous. School leaders may determine the discussion and reflections on the study relevant from an instructional leadership lens.Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
Full Text
10
Carter, Merilyn G. "A multiple case study of NAPLAN numeracy testing of Year 9 students in three Queensland secondary schools." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/79906/1/Merilyn_Carter_Thesis.pdf.
Повний текст джерелаАнотація:
This thesis reports on a multiple case study of the actions of three Queensland secondary schools in the context of Year 9 NAPLAN numeracy testing, focusing on their administrative practices, curriculum, pedagogy and assessment. It was established that schools have found it both challenging and costly to operate in an environment of educational reform generally, and NAPLAN testing in particular. The lack of a common understanding of numeracy and the substantial demands of implementing the Australian Curriculum have impacted on schools' ability to prepare students appropriately for NAPLAN numeracy tests. It was concluded that there is scope for schools to improve their approaches to NAPLAN numeracy testing in a way that maximises learning as well as test outcomes.
11
Carboni, Cindy. "Teachers’ perspectives on digital access and factors impacting student ICT capability: Equity in national online assessments (NAPLAN) in Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2588.
Повний текст джерелаАнотація:
Digital technology is an increasingly integral component of teaching and learning within schools and, with Australia’s National Assessment Program – Literacy and Numeracy (NAPLAN) moving to an online assessment, students now require a level of ICT capability to undertake this national measure of achievement. Substantial research exists around the presence of a digital divide, indicating that students from lower socioeconomic status households typically have less access to digital hardware and schools with low socio-educational advantage (SEA) are less likely to offer the same opportunities to engage with digital hardware as high SEA schools. This research examined classroom teacher perspectives on their students’ digital access and ICT capability and its impact on their ability to undertake online assessments.
The research used a convergent mixed methods design to collect qualitative and quantitative data. The participants consisted of 107 self-selecting Australian teachers who completed an online survey. The participants worked in different school sectors representing a range of low to high socio-educational advantage schools. The findings of this research indicated that teachers identified inequity in digital access in students’ school and home learning environments. Students with access to their own devices, compared to students who share a device, were perceived by teachers to have significantly higher levels of ICT capabilities in both learning environments. Students accessed their own devices more prevalently in non-government schools, higher socio-educational advantaged schools, than in government schools and lower socio-educational advantaged schools, where students were more likely to share devices. The implications are important as the results identify that teachers perceive inequity in the level of digital ability students possess when undertaking online assessments like NAPLAN. The participants highlighted that the type of support schools provide to teachers and students to develop ICT capability influences the development of students’ digital abilities, with significant differences highlighted between school sectors.
It is, therefore, critical for school stakeholders and state and federal governments to acknowledge how access to devices influences the ‘success’ of a student participating in online assessments. In order to support students’ development of ICT skills, teachers in government and lower SEA schools require specific and ongoing support to progress their ICT capabilities. Addressing the inequity in digital access and ICT capability is imperative to ensure that the introduction of online national assessments does not further disadvantage students from low SEA learning environments.
12
Kelly, Angela. "Mathematics teachers' pedagogy in preparation for OLNA numeracy high-stakes testing: A Western Australian case study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2513.
Повний текст джерелаАнотація:
In Western Australia (WA), all secondary students are required to demonstrate their readiness to leave school and enter further studies or the workplace by achieving a minimum standard of numeracy and literacy. This minimum standard can be demonstrated by passing one of two assessments, the National Assessment Program – Literacy and Numeracy (NAPLAN), an annual national assessment for all students in Years 3, 5, 7, and 9; or, if not having reached a high enough standard on the NAPLAN Year 9 test, the Online Literacy and Numeracy Assessment (OLNA). The latter is high stakes test unique to WA which can be attempted in Years 10 through to 12. These two assessments are similar in that they both assess literacy and numeracy and share a common guiding set of standards, derived from the Australian Core Skills Framework (ACSF) (McLean, Perkins, Tout, & Wyse, 2012).
This study investigated some ways that some mathematics teachers prepared their Year 10 students for the numeracy component of the OLNA. While the OLNA assesses numeracy skills rather than more conceptually oriented mathematical skills, the preparation of students for this assessment is the sole responsibility of mathematics teachers. The numeracy component of the OLNA comprises multiple-choice and short-answer worded questions that relate to real-life contexts. Students have 50 minutes to complete 45 questions, and the use of calculators is not permitted. Of importance, whilst previous NAPLAN papers are freely available to support NAPLAN preparation, mathematics teachers do not have access to previous OLNA assessments. They are however provided with an example test and a practice test through the School Curriculum and Standards Authority (SCSA) website. This limited transparency in assessment presents challenges for teachers seeking to prepare students for the OLNA.
The study into how the teachers in the study prepared their Year 10 students for the numeracy component of the OLNA was guided by the following two research questions:
1. When preparing students for the mandated OLNA numeracy component in their Year 10 classrooms, does the pedagogy of mathematics teachers change? And if so, in what ways?
2. As calculators are freely used in Western Australian mathematics classrooms, how do these teachers accommodate the calculator free nature of the OLNA assessment?
Peter Sullivan’s (2011) Six Key Principles for effective teaching of mathematics were used as the theoretical framework to inform data collection and analysis. These Principles, examined in detail, may be summarised by their headings as:
1. Articulating goals
2. Making connections
3. Fostering engagement
4. Differentiating challenges
5. Structuring lessons
6. Promoting fluency and transfer
The study used a case study methodology involving an educational assistant and four teachers across two school sites who were all directly involved in preparing students to take the OLNA. Documentary research, in-depth semi-structured interviews, and observations were used to generate data in a 2-week period that coincided with preparation for the OLNA.
The study’s findings suggest that pedagogies for preparing students for the OLNA are distinct in that much of the preparatory work is repetitive, completed independently, based on what the final assessment is expected to look like, and does not allow for the use of a calculator. Three of Sullivan’s Principles (1 and 6) – Articulating goals and Promoting fluency and transfer – were observed to be well represented in most OLNA preparation classes where there was a particular focus on independent work and repetitive exercises that attempted to mimic the OLNA assessment. In contrast, Principles 3 and 5 – Fostering engagement and Structuring lessons – were poorly represented in the data. These principles involved engagement in learning through collaboration, communication, and varied representation of mathematical content. The remaining two Principles, 2 and 5 - Making connections and Differentiating challenges, were present in varying degrees.
A key finding was that most of the participants said they felt ill-equipped to prepare their students for the OLNA. They struggled with not having access to the actual assessment, the support resources were perceived as unreliable, and feedback from past results was minimal. As classroom time needed to be divided between curriculum work and OLNA preparation, the teachers’ contact time was not equitably distributed between all the students, with “OLNA students” often receiving less curriculum instruction than “non-OLNA students.” In some instances, students preparing for the OLNA received no curriculum-focused teaching during that time.
It is of concern if the pedagogical principles that mathematics education researchers indicate should be present in a classroom for the effective teaching of mathematics, are not evident in OLNA preparation classes. The current research is limited in scope and duration due to the small sample size and the data collection time period, with only two sites studied immediately prior to a single round of OLNA testing. Nevertheless, this study has generated important agendas for future research in Western Australia and nationally into numeracy and mathematics teaching. Future research into the impacts of this high-stakes test on teacher and student wellbeing and on mathematics curriculum progression is recommended.
13
Vasco, Daniela. "Statistical Modelling for Students in the Margins of Educational Testing." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/413318.
Повний текст джерелаАнотація:
As an investigation into statistical modelling and its application, this research was motivated by questions about fairness in educational testing, and illustrated using case studies comprising real data. Education is often considered ‘a way out of poverty’, as it enhances knowledge and job opportunities. Many policies in education aim to ‘close the gap’ so that ‘no children are left behind’. These policies are often informed by standardised tests that aim to measure the proficiency of students in domains such as literacy and numeracy. This thesis considers educational testing, paying particular attention to students ‘in the margins’ of social and educational disadvantage. These margins comprise students who may not participate or achieve low scores in educational tests that inform policy or teaching. The thesis develops statistical methodology that investigates the research question: How does statistical modelling behind educational test results account for students in the margins? in two parts: I. For students who do not participate in the test, what is their socio-educational profile? II. For those who do participate, how can scoring (and underlying statistical modelling) better account for students in the margins? To support statistical modelling, the second chapter reviews and probes concepts and terminology discussed within the sociology of education, finding that the meaning of statistical models and results subtly shifts with perspectives on fairness in educational testing. To illustrate statistical methodology, Australian case studies are considered during 2014–2017, for a large-scale summative test (NAPLAN) and a formative test (PAT). The focus is on Year 7, where low literacy is problematic yet malleable. Data were sourced for the Northern Territory, which of all Australian jurisdictions has: more low-achieving students on NAPLAN, more students in socio-educational margins, many remote areas, and lower socio-economic status. Rather than aiming for the representativeness of all students nationwide, concentrating on the NT: supports the research focus on students in the margins, redresses a paucity of analyses about this jurisdiction, and is consistent with the project’s concern with students experiencing disadvantage. Part I investigates how student participation relates to socio-educational disadvantage. In the NAPLAN, case study, the data were imbalanced, with high participation and substantial missingness (for parental education and occupation). Hence this thesis introduced penalised classification trees (CTs) into educational testing. To facilitate evaluation and comparison of tree models, Chapter 4 first developed “raindrop plots" as a novel and compact visualisation of penalised-CTs and model diagnostics. Analysing NAPLAN data using these penalised-CTs and raindrop plots, Chapter 5 found that many factors relating to socio-educational disadvantage were associated with non-participation, especially Indigeneity in the NT, and previous low scores Australia-wide. Socio-educational profiles were most complex in the NT, with several distinct profiles relating to participation that was near-perfect, on or below average. Part II reformulates Item Response Theory (IRT) models to better account for students in the margins. This work begins with a new, comprehensive and cohesive review of binary IRT models with pseudo-guessing (Chapter 3). A subsequent simulation study (Chapter 6) compares properties and model diagnostics for two promising models: the 3-parameter logistic (3-PL) and Ramsay’s quotient (Q) model. Graphical diagnostics revealed that summary statistics, typically relied on for model evaluation may hide poor estimation. For 3-PL, although estimation of item parameters was unstable (corroborating other studies), the estimated distribution of student proficiency was here quite robust to prior distributions and sample sizes. Chapter 7 proposed to expand a 3-PL with a mixture-of-proficiency, to relax the somewhat controversial assumption that student proficiency follows a ‘Bell Curve’. Employing a more extensive suite of eight diagnostics (with modern information criteria like WAIC and tail-fit via posterior analysis and posterior predictive checks), both the NAPLAN and PAT case studies effectively identified a much larger concentration of students in the lower margins. Thus, by reorienting statistical modelling to focus on students in the margins, this thesis provides new statistical methodology to assist test developers to better evaluate test fairness, providing policymakers with better information to redress socio-educational disadvantage.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
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Simpson, Reeves Samuel D. "High-stakes behaviours: A case study of teacher perceptions of standardised testing in secondary schools." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/108953/1/Samuel_Simpson%20Reeves_Thesis.pdf.
Повний текст джерелаАнотація:
Standardised High-Stakes Testing is a staple of modern education systems worldwide. This study investigates teacher attitudes towards testing and whether there is a relationship between their school context and the formation of attitudes, using NAPLAN as a case-study. This study used Ajzen's Theory of Planned Behaviour and Bernstein's Code Theory, in a mixed-method survey approach and drew on a population of English teachers from Queensland. It found that there were varied attitudes towards NAPLAN testing, and that there were some commonalities between the formation of these attitudes and the school context.
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Spina, Nerida J. "The quantification of education and the reorganisation of teachers' work : an institutional ethnography." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/104977/1/Nerida_Spina_Thesis.pdf.
Повний текст джерелаАнотація:
This thesis explores how significant aspects of teachers’ work are being re-organised by the rise of large scale assessment regimes. The research shows how teachers’ work is connected to chains of texts that link education data to funding and performance management. While public and institutional discourses suggest teachers make individual decisions to “teach to the test” in response to high stakes testing, this research demonstrates that significant aspects of teachers’ work both in and out of the classroom are orchestrated by series of policy texts that flow from governments to bureaucrats and ultimately into schools.
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Ezcurra, Inés. "Studies on the regulation of the napin napA promoter by abscisic acid and the transcriptional activator AB13 /." Uppsala : Swedish Univ. of Agricultural Sciences (Sveriges lantbruksuniv.), 1998. http://epsilon.slu.se/avh/1998/91-576-5515-4.gif.
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Amore, Dario. "Napoli, San Pietroburgo e il Mediterraneo : 1777-1861." Thesis, Paris 1, 2018. http://www.theses.fr/2018PA01H003.
Повний текст джерелаАнотація:
Le but de mon projet de recherche est de contribuer à l'histoire des relations politiques, géopolitiques et diplomatiques entre le Royaume de Naples et l'Empire russe de la seconde moitié du XVIIIe siècle à l'unification de l'Italie. Aujourd'hui, il est possible d'analyser ce sujet à partir des nouvelles tendances historiographiques et de l'aborder dans une vision multipolaire et dynamique de l'histoire italienne et européenne. En approfondissant les relations entre ces deux États, il est possible de se concentrer sur la recherche des rapports entre des macro-zones (par exemple entre la Méditerranée et la Mer Noire, ou entre l'Europe Méditerranéenne et l'Europe Orientale) pour les considérer comme de véritables laboratoires d'identités et de liaisons politiques, sociales, économiques et culturelles qui ont eu une influence importante sur les institutions, les religions et les cultures dans les sièclesThis research aims to understand the perception of socio-cultural diversity in the context of diplomatic relations between European and non-European powers, which unfolded in the Mediterranean from the second half of the XVIII century to the early XIV century. Examining the relations between the Kingdom of Naples and the Russian Empire will give us the chance to study the relationships between the Mediterranean Sea and the Black Sea, as well as between Mediterranean Europe and Eastern Europe. It is interesting to compare these single regions within different contexts, since they represented complex attempts to create national identities, as well as political, social, economic, and cultural ties, which involved institutions, religions, and cultures over the centuries. Moreover, this research aims to contribute to the history of political, geopolitical, and diplomatic relations between the Kingdom of Naples and the Russian Empire
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Martin, Nathalie. "Studies on the regulation of the Napin napA promoter by ABI3, bZIP and bHLH transcription factors." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis : Univ.-bibl. [distributör], 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8713.
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Munz, Lucas B. "Reclaiming the Napali Coast." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1490701977344073.
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Marlow, Gregory. "Week 11, Video 03: Napkin." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/digital-animation-videos-oer/72.
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Carnevale, Diego. "Morte e sepolture a Napoli : tra Stato, Chiesa e mercato (XVIII-XIX secolo)." Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10008.
Повний текст джерелаАнотація:
La thèse porte sur deux objectives : 1) décrire le parcours politique et institutionnel qui a conduit dans le Royaume de Naples à la soustraction de la matière funéraire à l’exclusif contrôle ecclésiastique; 2) évaluer l’impact sociale de ce procès par l’examen des transformations dans l’organisation des services funèbres. La période sur laquelle a été conduite la recherche corresponde aux premières années de la domination autrichienne (1707) jusqu’aux années 1850, en correspondance de la consolidation de l’invention typologique du cimetière publique. Pour ce qui concerne les résultats obtenus, l’enquête montre soit la conformité du cas napolitain au modèle plus général de l’Europe continentale soit la consistance très importante du marché funéraire comme source des revenues pour les paroisses urbaines dans une mégalopole méditerranéenne d’ancien régimeThe thesis aims to two objectives: 1) Illustrating the political and institutional process that leaded in the Kingdom of Naples to remove the exclusive ecclesiastical control of the funerals and burials system 2) Evaluating the social impact of this process through the analysis of transformations in the organization of funeral services. The investigated period correspond to the first years of the Austrian domination (1707) until the years 50s of 19th century, when the invention of the public cemetery typology was achieved. With regard to the results obtained, the research shows both the conformity of Neapolitan case to the European burial reform and the importance of the funeral market as source of revenues for the urban parishes in a Mediterranean megalopolis during the Ancien Régime
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Palmer, Rodney. "The illustrated book in Naples, 1670-1734." Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363370.
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Axelsson, Jenny. "Behöver barnet verkligen nappen? : En essä om olika förhållningssätt i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34543.
Повний текст джерелаАнотація:
This essay is based on a story where you get an eye on pedagogue’s different approaches to the pacifier in preschool. A pedagogues approach towards, for example, the pacifier affects how you choose to act and in the story it is seen that pedagogues can have different approaches to how to act against children´s use of pacifiers in preschool. In the reflection section, I discuss pedagogue’s different approaches to the pacifier and how one´s approach is formed. Discourse ethics has taken a large part in the essay as it can be used as a tool in the discussions between pedagogues when they have different approaches. How can different approaches affect the children and how these approaches can work in relation to power is something that is discussed in the essay. I will also analyse more deeply the power perspective to get an insight on such power that may not be so visible in everyday life, but which is found in all meetings between people. I have interviewed pedagogues in preschool to gain a better insight into how collegial relationships in preschool can be affected by different approaches towards the use of pacifiers, and what pedagogues regard as being important to consider when approaches collide. At the end of the reflection I discuss different performances and discourses about the pacifier in order to get an idea of what can affect the approaches of pedagogues, and to show that it is not always easy to choose an approach when you do not know what is the "best" way.
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Verardi, Donato. "La science et les secrets de la nature à Naples à la Renaissance : la magie naturelle de Giovan Battista Della Porta." Thesis, Paris Est, 2017. http://www.theses.fr/2017PESC0091/document.
Повний текст джерелаАнотація:
La thèse propose une reconstruction de la pensée philosophique et scientifique de Giovan Battista della Porta (1535-1615). En particulier, le travail est consacré à la reconstruction de la notion de « secrets naturels » au cœur de la pensée philosophique de Della Porta et de son projet de réforme de la magie naturelle. Comme je l’ai montré, la rationalisation du «secret de la nature» chez Della Porta est reliée d'un côté aux problèmes de démonologie, de l'autre côté à celles de l'astrologie.La recherche est divisée en quatre parties : la première est consacrée à l’historiographie et à la réception de Della Porta. Le sens de la magie naturelle est étudié du point de vue de la réception immédiate de la pensée de Della Porta, et notamment le problème posé par le statut qu’elle accorde à l’action des démons. Il s’agit aussi de montrer comment la question reste discutée dans l’historiographie récente. La seconde partie est consacrée a la relation de la pensée de Della Porta avec le milieu de l’aristotélisme napolitain. Il s’agit de comprendre la notion de « secrets de la nature » à la lumière des débats relatifs à la connaissance du singulier et de montrer que le problème du statut de la magie naturelle rencontre à Naples les discussions autour de l’épistémologie médicale et de la conception avicennienne de la « forme spécifique ». La troisième partie est consacrée à la question de la causalité et au débat relatif à l’astrologie, ainsi qu’ au sens à donner à la sympathie par laquelle est expliqué l’influx céleste. L’un des objectifs majeurs est de montrer comment Della Porta est amené à limiter le sens que Ficin a donné à la sympathie. Della Porta réinterprète ainsi la conception des « images astrologiques » d’Albert le Grand. La quatrième partie porte sur la tension entre amitié et sympathie dans le contexte de l’astrologie, pour reprendre la question de la ressemblance au cœur des traités de physionomie de Della Porta et de sa méthode de recherche relative aux « secrets de la nature ». Cette méthode s’appuie sur la notion d’une causalité qui touche non la substance, mais les accidents, c’est-à-dire des « particularités individuelles », telles que le mouvement, la couleur, la figure etc., sur lesquelles Della Porta fait reposer la connaissance du singulierThis thesis focuses on the scientific and philosophical though of Giovan Battista Della Porta (1535-1615). In particular, the purpose of my thesis is to analyse and “reconstruct” the notion of “secret of nature” in Della Porta’s philosophy and in his project for the reformation of natural magic.As I have shown here, Della Porta’s rationalization of the “secret of nature” is connected either with demonological issues and with astrological problems.The thesis is divided into four parts. In the first part, the historiography and reception of the philosophical thought of Della Porta are discussed. The accent is put on the meaning of natural magic with particular regard to the role he assigns to demons. Here I show that the issue is still debated in the recent historiography. The second part introduces the relationship between Della Porta’s thought and the neapolitan aristotelianism. I proposed, here, to understand the notion of “secret of nature” in light of the debates related to the knowledge of “singular”. I have shown that the matter of the statute of natural magic is related to the discussions on the medical epistemology and on the Avicennean conception of forma speciei. The third part deals with the matter of causality and the debate about astrology. Also, it analyses the meaning of the concept of “sympathy”, interpreted as celestial influence. I have shown that Della Porta reinterprets the concept of “sympathy” of Ficino as well as the notion of “astrological image” of Albert the Great. In the fourth part, I studied the relationship between the concepts of “friendship” and “sympathy” in the astrological debate. Then, I studied the principle of “similarity” in Della Porta’s phisiognomy books and in his research methodology about “secrets of nature”. I have shown that this research methodology is based on a concept of causality not concerning the substance, but the “accidents”, i.e. the “individual particularities”: the movement, the color, the figure, etc. According to Della Porta, the knowledge of the singular is based on these “individual particularities”
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Pfirsch, Thomas. "Des territoires familiaux dans la ville : classes supérieures, relations familiales et espace urbain a Naples." Paris 10, 2008. https://tel.archives-ouvertes.fr/tel-00683824.
Повний текст джерелаАнотація:
A travers le cas napolitain, cette thèse entend revisiter un thème classique de la géographie urbaine, celui de l'inscription spatiale des classes supérieures dans une ville méditerranéenne, mais en insistant sur le rôle clé qu'y jouent les relations familiales. De nombreuses études ont en effet souligné l'importance d'un véritable modèle culturel de proximité familiale dans les pays d'Europe du Sud, et en Italie en particulier, mais rares sont celles qui ont cherché à analyser les formes de cette proximité familiale à l'échelle intra-urbaine et son impact sur la morphologie, la géographie sociale ou l'aire d'influence d'une ville. Le but de cette thèse est donc de présenter, à travers le cas de la bourgeoisie napolitaine, une étude localisée et approfondie des jeux d'influence réciproques entre espace familial et espace urbain dans une grande ville d'Europe du Sud. Quatre types de sources ont été privilégiés : les recensements de population, les listes de membres d'institutions sélectes, les grande enquêtes italiennes sur la parenté, mais aussi et surtout une campagne d'entretiens menés auprès de 50 familles de la vieille bourgeoisie possédante des beaux quartiers la ville, et dont on a reconstitué avec précision l'itinéraire géographique depuis la fin du 19è siècle jusqu'à nos jours. Quatre thèmes sont successivement abordés: la localisation résidentielle des classes supérieures dans la ville, l'impact des dynamiques d'agrégation familiale sur la mobilité intergénérationnelle des élites, les formes actuelles et locales de l'organisation spatiale de leurs parentèles dans l'espace urbain, et les liens entre leurs réseaux familiaux et aire d'influence de la villeThrough the case of Naples, the purpose of this thesis is to analyse the importance of kinship in upper classes' location and mobility in a Mediterranean city. Though many studies have stressed the importance of a family residential proximity cultural model in Southern European countries, the forms of this model in urban space and its effects on urban housing market, architecture and socio-spatial organisation have not so far been studied in detail. In order to analyse these interactions between kinship space an urban space, the thesis focuses on Neapolitan upper classes, where family proximity as well as residential segregation are very high. It's demonstrated that kin relationships played an important part in the constitution of a "social zoning" in Naples, which has been conventionally described as a symbol of low segregated Mediterranean cities. The research has been based on Census data, National Surveys on kinship, select schools members' lists and semi-structured interviews with Center Naples old upper class families. First, quantitative data was used to locate high status areas in the city and to compare Naples socio-spatial organization with that of other Mediterranean Cities. Then, interviews were used to shape the geographical trajectory of 50 kinship groups in the city from late 19th century to present, and showed the influence of family aggregation strategies in the constitution of upper class areas and their present spatial "inertia" in the City. Maps of these Families' Residential morphology, holiday destinations, and sociability spaces in the city were also made. To finish, interactions between urban domination zone and family networks are investigated
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Peytavin, Mireille. "Visite et gouvernement dans le royaume de Naples, XVIe-XVIIe siècles /." Madrid : Casa de Velázquez, 2003. http://catalogue.bnf.fr/ark:/12148/cb400406061.
Повний текст джерелаАнотація:
Texte remanié de: Thèse de doctorat--Histoire--Paris--EHESS, 1997. Titre de soutenance : La visite comme moyen de gouvernement dans la monarchie espagnole : le cas des visites générales du royaume de Naples, XVIe.Bibliogr. p. 417-467. Index. Résumés en français, espagnol, italien et anglais. Diff. en France.
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Dines, Nicholas. "Urban change and contested space in contemporary Naples." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/1317571/.
Повний текст джерелаАнотація:
The research project studies the impact of urban regeneration in the historic centre of Naples during the 1990s. It examines how the centre-left administration, elected in 1993, harnessed the city's cultural and architectural heritage with the view to encouraging tourism, attracting inward investment and fostering among Neapolitans a sense of civic pride and a greater participation in urban life. It is argued that the reimaging of the built environment during the 1990s entailed re-definitions of citizenship, public space and urban history and the construction of a consensual vision about a 'new' Naples, but that this process was at the same time renegotiated and contested by residents and city users. The research focuses on three key urban sites - two piazzas and a park built after the 1980 earthquake - in order to analyse how the material and discursive consequences of regeneration led to conflicts over meanings and uses of public space. These case studies involved extensive periods of observation and interviews as well as consultation of newspapers and historical material. The study of Piazza Plebiscito, a former car park pedestrianized in 1994 and since officially adopted as the city's new symbol, examines disparate notions of heritage and urban decorum. Piazza Garibaldi, located in front of the main railway station and reconceived during the 1990s as the 'gateway' to the historic centre, analyses the relationship between immigrants and the piazza and the representation of such groups in debates about the regenerational city. Lastly, DAMM, an occupied centro sociale ('social centre') situated in an abandoned neighbourhood park, examines both the representation of the central popular quarters in debates about the city's renovation and the attempts by a group of local residents and young people to organize an alternative public space.
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Berardi, Andrea. "Biophysical modelling of the Astroni Nature Reserve, Naples, Italy." Thesis, University College London (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321946.
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Thom, Aaron James. "Caravaggism in Rome and Naples : case studies in connoisseurship." Thesis, University of Aberdeen, 2015. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=227618.
Повний текст джерелаАнотація:
This dissertation reveals new findings on the art of some infrequently studied followers of the revolutionary Italian painter Michelangelo Merisi da Caravaggio (1571–1610). Investigations pertaining to many of Caravaggio's followers are still in their infancy, and most of the artists selected for this research project are rarely written about in English, ensuring that a range of unfamiliar foreign publications is drawn upon. As attribution and dating are inherent problems in this field, the art of Caravaggio and his followers is intrinsically linked to matters of connoisseurship. Through case-study analyses, this dissertation will explore the authorship of paintings by selected Caravaggists working in Rome and/or Naples, mainly in the two decades following Caravaggio's death. New perspectives and material on outstanding issues of attribution, style, technique and iconography will be detailed in order to present contextual accounts of these post-Tridentine pictures. The majority of paintings selected are religious images, although genre and mythological subjects are also included. The dissertation is divided into five chapters: topics range from one painting to one city, through one artist to various artists. The decision to select chapters of such diverse topics was a conscious means of presenting the medley of problems surrounding scholarship on the Caravaggisti. The first chapter provides an account of the seventeenth-century masterpiece Christ displaying his wounds (Perth Museum and Art Gallery, Scotland), broadening existing research and presenting a narrowing of the attribution following its conservation. The second chapter details the Caravaggesque work of Bartolomeo Cavarozzi. The third and fourth chapters fill the lacuna of research on Tommaso Salini and the so-called 'Pseudo-Salini,' a collective term for several artists. The final chapter assesses the impact of Caravaggio's career in Naples and the legacy that he left artists that lived there during his own time, as well as those who worked there a generation later.
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Granier, Thomas. "Histoire, dévotion et culture à Naples, VIIIème-XIème siècles." Aix-Marseille 1, 1998. http://www.theses.fr/1998AIX10033.
Повний текст джерелаАнотація:
L'etude definit les caracteres, l'evolution et la signification du culte des saints a naples du viiieme au xieme siecle, periode de l'independance du duche qui reunit la cite et les dioceses voisins. Le corpus aborde comprend les gesta episcoporum neapolitanorum du ixeme siecle et les sources hagiographiques. Il est confronte aux resultats de l'archeologie et aux documents d'archives. La definition du corpus et son classement chronologique revelent deux caracteres majeurs. L'etude exige l'examen des textes produits sur une periode plus large, du vieme au xiiieme siecle : des textes composes durant la periode utilisent ou completent des sources anterieures, ou sont a leur tour utilises ou completes par des textes posterieurs. Les ixeme-xeme siecles se distinguent par la traduction du grec d'un grand nombre de legendes. Le corpus est aborde dans une perspective culturelle : comment les hagiographes ecrivent ou recrivent, pour qui, ce que leur travail revele sur leurs idees et leur formation. La traduction de textes grecs, selon la methode ad sensum heritee de saint jerome, impose parfois le recours a des interpretes. Les traits communs aux auteurs debouchent sur la maturation d'une conception spirituelle de l'ecriture. L'hagiographie revelant les ideaux et les conceptions de la societe napolitaine, et en large majorite du milieu episcopal, c'est elle qui, en l'absence d'historiographie, fait l'histoire de la cite. La devotion ancienne, profonde et continue, envers le principal patron et protecteur de naples contre ses rivaux. Lombards voisins puis normands, saint janvier, occupe une place privilegiee, liee a la permanence des traits archaiques du culte : predominance de la saintete martyriale et preponderance du complexe cemeterial extraurbain jusque tard dans le xeme siecle. La maitrise des reliques et du culte permet la progressive affirmation de la saintete et de l'autorite de l'eveque ; exercee dans le cadre du duche, elle joue un role metropolitain et se fait l'agent d'une romanisation des pratiques meme avant l'elevation archiepiscopale de 969-990.
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Cocco, Sean Fidalgo. "Vesuvius and Naples : nature and the city, 1500-1700 /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/10460.
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Froment, Pascale. "Économie informelle et Italie du Sud : le cas du secteur des cuirs et chaussures à Naples." Paris 1, 1999. http://www.theses.fr/1999PA010630.
Повний текст джерелаАнотація:
La question de l'économie informelle en Italie s'est rapidement posée dans son rapport étroit avec le territoire, et a été au cœur des débats sur l'émergence de la troisième Italie. À Naples, l'approche de l'informel dans le secteur des cuirs et chaussures du centre historique reste indissociable des dynamiques cruciales du Mezzogiorno et de son marché de l'emploi, analysés dans le premier livre à partir des fonds officiels. Les déséquilibres structurels, la désindustrialisation et le chômage, signes d'un mal-développement durable, offrent un contexte bien diffèrent de celui des districts du centre-nord. L'essentiel de l'étude toutefois repose sur la réalisation d'enquêtes directes, indispensables dans ce type de recherche, effectuées auprès des entreprises et de leurs employés. À travers elles sont révélées l'importance comme la diversité des formes que revêt l'informel à Naples : travail au noir, évasion fiscale et nombre élevé d'ateliers abusifs qui distinguent Naples des autres réalités du centre-nord de l’Italie. Depuis le début des années quatre-vingt, ces formes ont rapidement évolué selon des processus de décentralisation productive et de flexibilisation, et sont associées à une très forte dépendance d'une partie des entreprises par rapport au capital commercial ou industriel extra-régional ou extra-national. Malgré le dynamisme de certaines, la plupart sont dans une situation de grande fragilité associée à des conditions de précarité et de marginalité pour les petits patrons et leurs employés. Mais l'existence de ces unités, leur renouvellement sont subordonnes aux conditions favorables offertes par l'espace social des quartiers centraux, notamment pour le recrutement d'une main-d’œuvre qualifiée et à moindre coût. C'est à travers ce réseau dense de relations à l'échelle du quartier et dans leur articulation avec d'autres échelles que les mécanismes de l'informel napolitain s'éclairent et posent la question des difficiles rapports à l'état.
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Paolino, Annamaria. "An interdisciplinary intervention : the potential of the Orff-Schulwerk approach as a pedagogical tool for the effective teaching of Italian to upper primary students in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/557.
Повний текст джерелаАнотація:
Since the second half of the twentieth century, Italian has been the second language spoken in Western Australia. In the primary school sector, there are over two hundred Italian teachers engaged with primary students. Many Italian teachers also use music/song as a pedagogical tool. The first part of the research examines the extent that music/song is used in primary Italian classes, as well as how and why they are used. The second part of the research centres on the use of the Orff-Schulwerk approach as an integrated music approach to teaching Italian. The research examines the success of a trialled intervention with a group of upper primary Italian language teachers, as well as exploring the support that is required to support Italian as a second language specific to upper primary contexts.
The research findings conclude that the novelty of the Orff-Schulwerk approach is considered effective in the teaching and learning of Italian. However, the research also highlights a number of constraints, which need to be addressed if teachers are to provide students with a rich and engaging curriculum.
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Davies, Stephen Rhys. "Marriage and the politics of friendship : the family of Charles II of Anjou, King of Naples (1285-1309)." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/1317645/.
Повний текст джерелаАнотація:
This thesis aims to reassert the importance of the supranational dynasties of Europe in medieval history by considering the so-called Angevins of Naples, and specifically Charles II (1285-1309), whose matrimonial policies led to the end of the first phase of the Sicilian War and to the peace of Caltabellotta (1302). In particular, the study emphasizes the fact that the Angevins were part of the Capetian French royal house and thus refocusses the role of the Capetians within Christendom at that time, as their previous historiography has concentrated on their role within France. It investigates the the part that the various marriage combinations played in the Sicilian peace process and how they connected with Charles II's internal family strategies, demonstrating how his plans to keep most of the patrimony for his primogenitus was compromised by deals that meant that large parts of the inheritance had to be passed to daughters instead. The following chapter shows how Charles was prepared to relegate other dynastic interests to achieve these deals and how his unbalanced provision for his sons led to conflict within the dynasty. Moving on to a discussion of the legal side of marriage, the thesis discusses how Charles II was able to work within the canon law on consent, consanguinity and divorce to achieve his aims and how far the aristocratic ideas of the Duby model still conflicted with the Church. Taking the discussion of political marriage beyond the marriage treaties themselves, using the extensive correspondence between the Angevins and the royal house of Aragon, it is argued that the importance of dynastic marriage lay as much in the bonds of friendship forged between houses that were the basis of reciprocal duties and favours that were the warp and weft of medieval political life.
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Fraga, Joana Margarida Ribeirete de. "Three revolts in images: Catalonia, Portugal and Naples (1640-1647)." Doctoral thesis, Universitat de Barcelona, 2013. http://hdl.handle.net/10803/664390.
Повний текст джерелаАнотація:
The dissertation “Three revolts in images: Catalonia, Portugal and Naples (1640-1647) is about the role of political visual communication during the revolts of 1640-1647 in Catalonia, Portugal and Naples. Visual sources played an important part in the development of these conflicts, since a high percentage of the population was illiterate. Images such as engravings and paintings were commissioned to local and international artists in order to reproduce the different messages of the two parties in conflict and displayed in public places and in ceremonies. Often, a third part –such as France – participated in the image making process, contributing with her own visual arguments. In my dissertation I aim to answer such questions as: who commissioned these images? Who was their intended audience? Which reactions did they provoke? Which messages can we perceive in them? And how did the visual communication contribute to these conflicts?
I argue that it was important to study these three revolts as part of a common event, the Thirty Years’ War. By doing so, one presupposes that the revolts were not isolated conflicts, and therefore they might present similar characteristics when it comes to legitimating arguments, causes, policies and consequences. Indeed, the comparative approach allowed me to detect possible common intersections and interpret the three revolts as part of the same cultural and political conjecture. Despite the dangers of this methodology and the inevitable constant tension that it creates between generalizations and idiosyncrasies, it enabled me to establish that visual arguments were not exclusive to a certain territory. Indeed, I identified traces of a common culture as well as three general strategies employed in all the cases examined: the construction of a hero, the use of religious images (which obtain a new political dimension) and the employment of narrative images. My findings show that two significantly different characters such as D. João de Braganza, a member of the most important aristocratic house in Portugal, and Masaniello, a humble fisherman from Naples, were transformed into heroes by using the same arguments (nobility of character, bravery, etc.). Regarding Catalonia, it was significant to discover that a similar protagonist could not be found. The early and ambiguous death of Pau Claris, the responsible for proclaiming the Catalan republic under the protection of France in 1641, prevented the Catalan authorities from publicizing his heroic image. In addition, the religious arguments were common to all three territories, as the local saints were politicized and converted into legitimating arguments for rebellion.
I also focused my research around questions concerning the rituals and behavior of the populations affected by the revolts. Was the violence justified? Did it obey to a certain code? How did the people react to the events? Are there similarities in the three territories? For example, acts such as the defenestration of the secretary Miguel de Vasconcelos in Portugal responded to a political culture and to a code of punishment, to which people knew how to respond. In Naples, the violence perpetrated by Masaniello was composed by several ritual elements that could be identified by Neapolitans.Esta tesis tiene como objetivo analizar el papel de la comunicación política visual durante las revueltas de 1640-1647 en Cataluña, Portugal y Nápoles. Las fuentes visuales han jugado un papel de gran importancia en el desarrollo de los conflictos armados, sobre todo si tenemos en cuenta que un elevado porcentaje de la población no sabía leer ni escribir. Imágenes, entre las cuales grabados y lienzos, eran encargados a artistas locales e internacionales de forma a reproducir los mensajes de las dos partes participantes en el conflicto. Éstas eran a menudo exhibidas en lugares públicos y durante las ceremonias. Por veces, una tercera parte – como por ejemplo Francia – participaba en el proceso de producción y difusión de imágenes contribuyendo con sus propios argumentos. En esta tesis he querido responder a preguntas como: ¿quién encargaba las imágenes? ¿Quién era el público? ¿Qué reacciones provocaron? ¿Qué mensajes contenían y cómo fueron percibidos? ¿Cómo contribuyó esta forma de comunicación a los conflictos en causa? Argumento también la importancia de estudiar las tres revueltas como parte de un evento único, la Guerra de los Treinta Años. Al hacerlo, uno va más allá de asumir que se tratan de conflictos aislados y que, como tal, pueden presentar características parecidas en lo que dice respecto a los argumentos que legitimaban las causas, políticas y las consecuencias de las insurrecciones. Este abordaje comparativo me permite detectar posibles intersecciones e interpretar las revueltas como compartiendo una cultura común y de una misma conjetura política. Pese a los posibles peligros de esta metodología y a la inevitable tensión que crea entre generalización e idiosincrasias, me permitió establecer hasta qué punto ciertos argumentos eran – o no – específicos a un territorio. Por fin, me dedico también a analizar cuestiones relacionadas con ritual y comportamiento por parte de las poblaciones afectadas. ¿Era la violencia justificada? ¿Obedecía a un ritual previamente establecido? ¿Cómo reaccionaban las gentes? ¿hay similitudes entre los tres territorios?
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Milburn, Erika Louisa. "Lyric poetry in sixteenth-century Naples : Luigi Tansillo (1510-1568)." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324288.
Повний текст джерела
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McDonald, Sarah Margaret. "Temporal genetic diversity in phytoplankton in the Gulf of Naples." Thesis, Open University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434978.
Повний текст джерела
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Papworth, Amelia. "A forgotten bestselling author : Laura Terracina in early modern Naples." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/290109.
Повний текст джерелаАнотація:
This dissertation provides a critical assessment of Laura Terracina (1519-c.1577) and her works. It argues that she was a consummate product of her age, embodying the tensions which ruled the Italian peninsula. Terracina published eight books and left a ninth in manuscript at the time of her death, winning legions of admirers and making her sixteenth-century Italy's most commercially successful female author. Yet in spite of her enormous popularity amongst her contemporaries, scholarship has largely neglected Terracina. This dissertation will open up an overdue field of enquiry into her life and works, exploring the significance of her role as a sixteenth-century female poet through the lenses of gender and class. By mapping her place in the literary landscape, it is hoped that this thesis will encourage scholars to afford Terracina the attention she so richly deserves. The first chapter of the dissertation situates Terracina as a poet of Naples, seeing her as a product of her family's political standing within the city, her academician status, and her own construction of an urban coterie of supporters. The second chapter considers the mechanics of the journey into print, assessing Terracina's own input and her close collaboration with male editors and publishers. It proposes a greater attribution of agency to Terracina than has thus far been made, arguing that she is, in fact, an important figure in the process of her texts reaching the hands of readers. The third chapter considers how the poet used her printed books as social tools, employing them to gain social and literary capital. The second section of the dissertation looks at two thematic strands within Terracina's poetry. Chapter four considers her political poetry, including her attitude towards the harm done to civilian populations across Europe. Chapter five looks at the religious dimension to Terracina's work, the spiritual poetry written in her later years, and the relationship this bears to her secular lyric. Finally, the dissertation concludes with a chapter on the contemporary reception of Terracina's texts, providing preliminary thoughts on how she was read, before closing with a consideration of her literary afterlife in the centuries that followed.
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Aleksandar, Stanisavljević. "Nova metoda detekcije propada napona u mreži sa distribuiranim generatorima." Phd thesis, Univerzitet u Novom Sadu, Fakultet tehničkih nauka u Novom Sadu, 2019. https://www.cris.uns.ac.rs/record.jsf?recordId=110015&source=NDLTD&language=en.
Повний текст джерелаАнотація:
U ovoj doktorskoj disertaciji je predstavljena je nova metoda zadetekciju propada napona, zasnovana na Rekurentnojneuronskoj mreži i analizi u harmonijskom domenu. Metoda jenamenjena za primenu u savremenim distributivnim mrežamakoje sadrže obnovljive izvore, i u skladu sa tim je optimizovana itestirana. Pametna metoda postiže izuzetne rezultate u brzinidetekcije, sa prosečnim vremenom detekcije manjim od 1 ms, uzizuzetnu pouzdanost (preko 97%). U doktorskoj disertacijidokazana je i druga hipoteza, a to je da je moguće predvidetidubinu propada algoritmom zasnovanim na harmonijskoj analizi.In this PhD thesis, a novel method for the detection of voltage dips(sags), based on the Recurrent Neural Network and analysis in thefrequency domain, is presented. The method is intended for use inthe modern distribution grids that contains renewable sources, andaccordingly it is optimized and tested. The smart method achievesexceptional results in detection speed, with an average detectiontime of less than 1 ms and with high reliability (over 97%). In thePhD thesis, another hypothesis is proved, which claims that ispossible to predict the depth of dip with algorithm based on theharmonic analysis.
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Kleban, Martin. "Editor anotací pro WYSIWYG textové editory napsané v jazyce JavaScript." Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2011. http://www.nusl.cz/ntk/nusl-237069.
Повний текст джерелаАнотація:
This master's thesis deals with analysis of plugins development possibilities for WYSIWYG JavaScript-based text editors (TinyMCE, CKEditor, NicEdit, jWYSIWYG) and it describes design of annotations editor as a plugin for chosen editors. Structured annotations editor was implemented for TinyMCE and it includes own user interface implementation without usage of any complex universal libraries. Gained pieces of knowledge from WYSIWYG editors analysis and annotations editor implementation are to be found in the enclosure.
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Philippon, Carole. "Le caravagisme à Naples : polymorphisme de la poétique caravagesque méridionale." Thesis, Montpellier 3, 2010. http://www.theses.fr/2010MON30083.
Повний текст джерелаАнотація:
Mon travail cherche à mettre en valeur la richesse de la Scuola Napoletana du XVIIème siècle (qui prend vie après les deux séjours du Caravage à Naples, entre 1606 et 1610). L'art napolitain est injustement sous-estimé ; la première moitié du Seicento est pourtant extrêmement importante puisque Naples est le seul centre artistique qui continue à considérer le caravagisme comme une force vitale de la peinture, et ce jusqu'en 1656 (année de la Grande Pestequi emporte avec elle les derniers peintres d'"origine" caravagesque). Je mets donc en exergue la période méridionale du Caravage (qui est trop souvent délaissée par rapport à sa période romaine), ainsi que l'extrême diversité des peintres caravagesques qui composent le milieu artistique napolitain, unis par une passion commune pour le langage du Caravage mais dont l'expression artistique intègre peu à peu d'autres influences. Le caravagisme méridional se distingue par son polymorphisme et par la diversité des influences extérieures avec lesquelles les artistes enrichissent leur caravagisme originel : si les premiers naturalistes (tels que Battistello) restent toujours fidèles au Maître, nombreux sont ceux qui suivront le courant ribéresque (Ribera, Fracanzano, le Maître de l'Annonce aux Bergers...) qui se caractérisepar sa portée sociale. Mais, parallèlement, certains peintres tissent des liens entre caravagisme et classicisme (Stanzione, Guarino), tandis que d'autres se focalisent sur un caravagisme narratif (Artemisia Gentileschi est réputée pour son talent de storyteller) ; dans le domaine chromatique, de nombreux artistes (dont Pietro Novelli ou Ribera) succombent au néovénétisme et au vandyckianisme en vogue à partir des années 1630. Enfin, le caravagisme se fait plus raffiné avec Bernardo Cavallino, qui apparaît comme un précurseur du goût rococo, tandis que l'oeuvre de Mattia Preti oscille entre caravagisme et baroqueThe aim of this work is to emphasize the richness of the Scuola Napoletana in the 17th Century (after it came to life following Caravaggio†s two stays in Naples between 1606 and 1610). Neapolitan art does not get the appreciation it deserves, and yet the first half of the Seicento was an extremely important period as Naples was the only major artistic centre where Caravaggism was still a driving force of painting, and would do so until 1656 (the year of the Great Plague that wiped out the last "original" Caravaggesque painters). I am therefore emphasizing Caravaggio†s Southern period, which is all too often neglected as compared to his Roman period, as well as the great diversity of Caravaggesque painters making up the artistic milieu in Naples, united by a shared passion for Caravaggio's language but progressively incorporating other influences into their artistic expression. Southern Caravaggism stands out because of its polymorphism and the highly diverse outer influences with which these artists enhance their original Caravaggism: while the first naturalists, such as Battistello, are always true to the Master, many will follow into Ribera's footsteps (Ribera,Fracanzano, the Master of the Announcement to the Shepherds...) and adopt a more socially oriented stance. At the same time, some painters draw links between Caravaggism and Classicism (Stanzione, Guarino), while others focus on narrative Caravaggism (Artemisia Gentileschi is famed for the storytelling talent). In the field of colour, many artists (including Pietro Novelli and Ribera) yield to the Neo-venetism or Vandyckianism that were fashionable as of the 1630†s. Finally,Caravaggism becomes more refined with Bernardo Cavallino, who appears to be a precursor of Rococo taste, while Mattia Preti balances on the verge between Caravaggism and Barocco
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Mordret, Solenn. "Integrated study of dinoflagellate diversity in the Gulf of Naples." Thesis, Open University, 2018. http://oro.open.ac.uk/55552/.
Повний текст джерелаАнотація:
Dinoflagellates are a diverse lineage of protists known as an essential component of marine planktonic communities. To study their seasonal diversity at the LTER-MC station in the Gulf of Naples, I used high throughput sequencing (HTS) metabarcoding of the V4 region in the 18S rDNA. To taxonomically identify the metabarcode sequences, I established a database, called DinoREF, of taxonomically verified and nomenclaturally updated 18S reference barcodes with associated metadata. The reference sequences were organised into Superclades based on phylogenetics and higher taxonomic treatment. DinoREF contains 1,671 sequences for 422 species and covering 22% of the described species. The database revealed that the V4 region alone cannot discriminate between some morphologically and genetically distinct species or genera. Moreover, many species and genera were collapsed together when clustered into 98% similarity OTUs. For the metabarcoding, dinoflagellate HTS V4 reads were gathered from 48 environmental DNA samples taken over three years at LTER-MC. Results of a-taxonomic cluster analysis showed three principal seasonal clusters, one with winter samples (16% of reads), one with mainly spring-summer samples (62%) and one with late summer-autumn samples (22%). Sorting reads into ribotypes and assigning them with DinoREF to taxa showed that reads belonging to the Gyrodinium, Gymnodiniales and Gonyaulacales Superclades were the most abundant. Winter samples were characterised by specific taxa thriving only in cold season. Results revealed 85 new records and detected 26 potentially toxic species for the Gulf of Naples. Many dinoflagellate genera such as Tripos are underrepresented in DinoREF because many species cannot be cultured. I applied single cell imaging, PCR and sequencing to gather 18S and 28S for 22 Tripos species. Using 18S V4 region as barcode I assessed the seasonal abundances of these species. Some were common all year whereas others showed distinct seasonality, mainly occurring in winter.
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Salomone, Christine. "Perception et représentations d’une destination touristique : le cas de Naples." Thesis, Lille 1, 2014. http://www.theses.fr/2014LIL10195.
Повний текст джерелаАнотація:
Naples fait partie des lieux légendaires qui, depuis des siècles, retiennent l’attention de nombreux voyageurs et écrivains. Jouissant d’une attractivité touristique ancienne et disposant d’un fort coefficient de notoriété, le tourisme s’y est développé en relation avec les lieux prestigieux des environs. Mais la trajectoire de cette ville touristique, porteuse d’une identité complexe a été chaotique. Après une longue phase de déclin, elle figure parmi les destinations prisées du tourisme urbain dans les années 1990. Les acteurs locaux et notamment les responsables politiques ont fait le choix de favoriser le tourisme à travers une politique de changement d’image et de requalification du patrimoine. Notre travail consiste à questionner cet objet touristique - une ville- dans son rapport aux images et aux représentations et à interroger l’échelle de la destination et de son territoire. Dans le cadre de notre réflexion, il ne s’agit pas simplement d’analyser la ville perçue et représentée par le touriste, mais d’envisager les interrelations entre cette perception et celles des acteurs touristiques, institutionnels et socio-professionnels. La complexité du jeu des acteurs est au cœur de la destination touristique dans un contexte spatial marqué par des logiques de métropolisation. Cette thèse a donc étudié la « fabrique de la métropole » à travers le rapport aux images, aux représentations et au territoire. Elle a cherché à explorer le lien entre tourisme, métropole, métropolisation et métropolité. Notre objectif a été de tenter d’identifier un modèle de la destination touristique et de son fonctionnementNaples is one of the legendary places which for centuries has retained the attention of many travellers and writers. Benefiting from an old tourist attractiveness and a high coefficient of notoriety, tourism has developed in connection with the prestigious places in the vicinity. But the trajectory of this tourist city, which carries a complex identity, has been chaotic. After a long period of decline, it is among the popular destinations of urban tourism in the 1990s and local stakeholders including policy-makers have chosen to promote tourism through a policy of rebranding and redevelopment of heritage. We want to question the object of this study - a city- in its relationship to images and representations and to examine the scale of the destination and its territory. As part of our thinking, it is not simply to analyse the city as it is perceived and represented by the tourist, but to consider the interrelations between this perception and these of institutional and socio-professional tourism stakeholders. The complexity of the actors is at the heart of the tourist destination in a spatial context marked by logical metropolization. This thesis has studied the "making of the city" through the relation to images, representations and territory and to explore the relationship between tourism, metropolis, “metropolity” and metropolization. Our goal was to try to identify a model of the tourist destination and its operation
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Traversier, Mélanie. "Gouverner l'opéra : le pouvoir royal et les théâtres lyriques à Naples : 1767-1815." Université Pierre Mendès France (Grenoble ; 1990-2015), 2005. http://www.theses.fr/2005GRE29016.
Повний текст джерелаАнотація:
Fondé sur des documents inédits de l'Archivio di Stato di Napoli, ce travail propose une histoire politique de l'opéra à Naples, depuis le règne de Ferdinand IV jusqu'à la chute des Napoléonides. Cette période troublée correspond au moment où la gloire de l'art lyrique napolitain est d'autant plus fermement affirmée qu'elle est peu à peu sourdement contestée. D'abord, nous saisissons le roi en son théâtre, le Teatro di San Carlo fondé en 1737, véritable écrin de sa majesté et du rayonnement du royaume. A partir des années 1770, nous suivons le monarque en d'autres lieux et d'autres genres de spectacle, qui témoignent d'une diversification des modes de consommation culturelle de l'aristocratie. Gouverner l'opéra ne se réduit pas à exalter sur scène une image rêvée de la monarchie : il s'agit aussi d'assurer la police des théâtres dont nous tentons de définir les moyens et les fondements idéologiques et institutionnels. Mais ces normes butent sur les pratiques d'un milieu musical s'émancipant de la tutelle politique en même temps qu'il se hiérarchise : partant de l'étude de l'économie théâtrale, on tente de définir le marché de la renommée qui régule le champ musical et contribue à son autonomisation. Reste à mesurer les effets de ces évolutions sur l'image de Naples en tant que capitale musicale : l'érosion de son capital symbolique, diagnostiquée par les mélomanes et les musicologues qui affirment leur rôle d'expertise, conduit le pouvoir bourbonien, puis surtout celui des Napoléonides, à mettre en œuvre une politique culturelle de préservation d'un patrimoine musical dont on affirme l'identité napolitaine, comme la nécessité de le défendre contre le déclin qui le guetteBased on original public documents housed at the Archivio di Stato di Napoli, this thesis offers a political history of the opera in Naples, from Ferdinand IV's reign to that of the Napoleonides. This institutionally troubled period was also a time when the glory of Neapolitan lyrics was strongly reaffirmed as it started to be contested silently. First, this study shows the king in his theatre, the Teatro di San Carlo, founded in 1737, true setting of his majesty and of his influence on the kingdom. Starting in the 1770s, the thesis follows the monarch in other places and other genres, that testified to the diversification of the aristocracy's cultural consumption. Ruling opera was not only glorifying a dreamed monarchy on stage: it was also controlling theatres. This study attempts to define practices, ideological and institutional bases. Norms defined by the State administration were resisted by the practices of a musical milieu that emancipated itself from its political tutelage as it got more professional and more hierarchical. Studying the economy of theatres, this thesis tries to define the market of fame that regulated it, thus contributing to the progressively growing autonomy of music. Lastly, it evaluates the effects of these evolutions on the image of Naples as a musical capital: the erosion of its symbolical capital, observed by music-lovers and musicologists, in the process of gaining expertise, led the Bourbon power, then the Napoleonides, to implement the premises of a cultural policy so as to preserve a musical patrimony whose Neapolitan identity was being stressed as well as the necessity to defend it against its alleged "decline"
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Rovinello, Marco. "I "Francesi" nelle Napoli dell'ottocento." Paris, EHESS, 2007. http://www.theses.fr/2007EHES0044.
Повний текст джерелаАнотація:
La thèse analyse la colonie française de Naples (environ 4000 personnes) pendant le XIXe siècle et utilise sources consulaires et judiciaires soit françaises soit napolitaines. Plus que décrire la communauté (stratégies matrimoniales et professionnelles, socialité, etc. ), la thèse demande s'il y a un sens à classifier des personnes comme « Français» dans cette période, ou si d'autres identités plus traditionnelles (rang socio-économique, religieuse, régionale) ne sont pas perçues par les immigrés comme prévalentes par rapport à celle nationale. Ça prouve que aucune identité est considéré par eux ni exclusives ni même contraignantes et montre comment ceux-ci soient capables d'en utiliser chacune d'une manière « situationnelle », en faisant de la « communauté française de Naples » une chose continuellement re-définie comme le résultat d'un processus dialectique auquel participent eux même, les autorités publiques et les locauxMy dissertation focuses on the French community in the Nineteenth-century Naples (about 4. 000 people). It is based on both French and Neapolitan consular and juridical sources. It does not only describe the colony (marriage and professional strategies, networks, etc. ), but also asks whether it makes a sense to classify people as "French" in this period when other and more traditional identities (social rank, religious, regional) could be perceived by immigrants as predominant compared with the national one. The research points out that no identity is considered by French immigrants in Nineteenth-century Naples as exclusive and embedding. They actually can use any kind of membership in a "situational" way, making the "French community in Naples" something redefined time by time as the result of a dialectic process in which takes part the French immigrants themselves, public authorities and local people
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Gomoluch, Barbara Maria. "Die Wertigkeit von Napsin A in der Diagnostik primärer pulmonaler Adenokarzinome." [S.l.] : [s.n.], 2004. http://deposit.ddb.de/cgi-bin/dokserv?idn=973536144.
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Schmoll, Camille. "Une place marchande cosmopolite : dynamiques migratoires et circulations commerciales à Naples." Phd thesis, Université de Nanterre - Paris X, 2004. http://tel.archives-ouvertes.fr/tel-00548903.
Повний текст джерелаАнотація:
Cette thèse propose de mettre en lumière, à travers l'étude du cas napolitain, certains aspects émergents des dynamiques migratoires en Europe du sud. Naples, loin d'être un simple espace de transit dans des mobilités secondes en direction des régions septentrionales, est le lieu de multiples pratiques de circulation parmi lesquelles un commerce transnational qui met en relation des espaces distants en Méditerranée et en Europe. Ainsi, la ville, qui n'est pas un pôle majeur dans le cadre migratoire italien, apparaît comme un point nodal à forte centralité dans un système de relations liant des lieux dispersés dans l'espace euro-méditerranéen. Basé en premier lieu sur des observations et des entretiens semi-directifs, ce travail propose d'analyser l'organisation socio-spatiale de Naples en tant que place d'achat, ainsi que les trajectoires des commerçants qui la fréquentent. L'étude des circulations commerciales soulève la question de la relation entre mobilité et territoire : faut-il qu'il y ait permanence d'un groupe en un espace pour qu'il y ait identification de ce groupe à cet espace ? Quelle est la particularité des formations socio-spatiales liées à la mobilité ? À différentes échelles, comme celle du quartier, de l'agglomération, ou encore de l'espace international des circulations, la façon dont les migrants donnent du sens aux espaces qu'ils traversent et les transforment a été analysée. La partie la plus approfondie de ce travail concerne l'étude d'un quartier central de la ville de Naples, le quartier de la gare. L'étude des différents usages et représentations du quartier met en évidence l'émergence de nouveaux acteurs dans les espaces publics, les circulants commerciaux, qui ne sont pas nécessairement reconnus au plan politique, mais qui impulsent des transformations « par le bas » sur les espaces. Les pratiques de mobilité des migrants commerçants ont des effets structurants sur les espaces marchands et de circulation : elles génèrent des modes de territorialisation originaux et des formes de cosmopolitisme au quotidien. Par ailleurs, l'étude des trajectoires socio-spatiales des commerçants qui fréquentent la place marchande permet de comprendre la signification sociale de la circulation commerciale : comment vit-on dans la mobilité ? La mobilité est-elle toujours une ressource ? L'analyse des trajectoires de migrants montre que la mobilité est un phénomène socialement transformateur, qui permet de mettre en œuvre des stratégies de promotion socio-économique et de transformation des rapports de genre. Cependant, les réussites sont inégales et tous ne tirent pas le même profit de la circulation commerciale. La circulation commerciale est une réalité socialement stratifiée et différenciée.
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Ueno, Takayuki. "Analyses of the expression and function of the aspartic protease napsin /." Stockholm, 2004. http://diss.kib.ki.se/2004/91-7349-843-2/.
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Stacey, Peter James Frayn. "Imperial Rome and the legitimation of political authority in Renaissance Naples." Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621814.
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Peytavin, Mireille. "La visite comme moyen de gouvernement dans la monarchie espagnole : le cas des visites générales du Royaume de Naples, XVIe-XVIIe siècles." Paris, EHESS, 1997. http://www.theses.fr/1997EHES0116.
Повний текст джерелаАнотація:
La these presente d'abord les institutions du royaume de naples aux xvie et xviie siecles, periode de la domination espagnole, ainsi que le deroulement de la visite generale, inspection administrative regulierement depechee par la monarchie afin de soumettre a proces l'ensemble des ministres et des officiers de toutes les institutions. Dans un premier temps, le contenu de ces proces permet d'eclairer le jeu mouvant des institutions et d'en proposer une histoire sociale, au sein de laquelle les organismes municipaux, passablement negliges par l'historiographie la plus recente, retrouvent leur place fondamentale. Dans un second temps, la visite est consideree dans une dimension beaucoup plus large que celle du royaume de naples, trop etroite et qui en empeche la comprehension. Replacee dans le cadre global de l'ensemble des territoires de la monarchie, la procedure judiciaire de la visite, abondamment utilisee a l'epoque moderne, laisse surtout apparaitre un fort souci de representation de l'ideal de justice personnifie par le roi vis-a-vis de ses vassaux. Or les visites, au-dela de leur fonction disciplinaire, en remplissent au moins deux autres, d'une importance considerable. D'une part, elles servent a collecter et a synthetiser des masses d'informations sur les territoires et les institutions visitees. Ces dernieres sont destinees a nourrir le fonctionnement des differents conseils entourant le roi. D'autre part, elles ont pour objectif de constituer des normes et des reglements, s'appuyant pour cela sur les "rites" et les "styles" deja en place, qu'elles modifient progressivement jusqu'a les faire se rapprocher du modele universel de la chancellerie de valladolid, le plus ancien et le plus prestigieux des tribunaux du royaume de castille. La mission fondamentale des visites consiste a apprecier le plus exactement possible les rapports de force existants dans les territoires et les institutions afin que le roi et les conseils puissent doser la quantite d'autorite avec laquelle ils proposeront ou imposeront les reformes qu'ils preconisentThe thesis begins with a presentation of the institutions of the kingdom of naples in the 16th and 17th centuries, the period of the spanish rule, and also the proceedings of the general visit, administrative inspection regularly sent by the monarchy in order to take a court action against all the ministers and officers of every institution. Firstly, the contents of these court documents enable to throw light on the moving interplay of the institutions and to propose a social history of them, within which the municipal organisms, which have been quite neglected by the most recent historiography, recover their fundamental place. Secondly, the visit is considered in a much larger dimension than the one of the kingdom of naples, which is too narrow to enable its understanding. Replaced in the overall scope of all the territories of the monarchy, the judicial procedure of the visit, abundantly used in the modern times, lets above all appear a strong concern of representation of the ideal of justice personified by the king towards his vassals. In fact the visits, beyond their disciplinary function, carry out at least two others which are of considerable importance. On the one hand, they are aimed at collecting and synthetizing masses of information about the visited territories and institutions. Those are intended to feed the functioning of the different councils surrounding the king. On the other hand, their object is to constitute norms and rules, leaning for this on "rites" and "styles" already used, and modifying them gradually so as to make them closer to the universal model of the chancellery of valladolid, the most ancient and prestigious of the courts in the kingdom of castile. The fundamental mission of the visits consists in appreciating in the most exactly possible way the existing balance of power in the territories and the institutions so as to enable the king and the councils to measure out the dose of authorithy with which they will propose or impose the reforms they advocate