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Concepts of love in William Shakespeare's Romeo...
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Seminar paper from the year 2001 in the subject English Language and Literature Studies - Literature, grade: 1,3, Bielefeld University, 12 entries in the bibliography, language: English, abstract: Why was Shakespeare so successful in his times? How come, his plays drew the masses into the theatres? How did he manage to attract all these different groups of people with different backgrounds at the same time? These are the questions I will have in the back of my mind while writing this paper. I will examine one aspect of his style more closely, which I found in hisRomeo and Juliet.In doing so, I hope to give at least some small explanation of the reason of his overwhelming success. It was probably in 1595 when Shakespeare wrote this famous tragedy. He was doing so, living in a society which was leaving the Middle Ages far behind and rapidly growing in complexity. The English society was splitting up into a huge variety of different groups and organisations. The Reformation produced a wealth of new religious groupings. Especially the Puritans were to become very influential in England. The rise of the middle class was taking place under the reign of queen Elizabeth, which was combining artisans, merchants and the more prosperous peasants and was accumulating new resources and capital. The aristocracy was changing: It was opening up for new members, mostly wholesalers who had earned a fortune with the profitable overseas trade. The decline of the ancient system of feudalism was highly advanced, which for the common peasant meant that he wasn't tied to his small piece of soil any longer. He was much more mobile now. Family structures were changing as well. The kin (that is the enlarged family) as the main organising factor was beginning to lose ground to the smaller nuclear family.

Anbieter: Orell Fuessli CH
Stand: 09.08.2020
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Im Fiebertraum von der Demokratie. Zur Exklusio...
19,90 CHF *
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Bachelorarbeit aus dem Jahr 2014 im Fachbereich Geschichte - Amerika, Note: 2,1, Universität Bielefeld (Fakultät für Geschichtswissenschaft, Philosophie und Theologie), Veranstaltung: Segregation und Apartheid im südlichen Afrika, Sprache: Deutsch, Abstract: Eine demokratische Staatsordnung, welche neben freien Wahlen und einem pluralistischen Wahl- und Parteiensystem auch die egalitäre Wahrung der Bürgerrechte für alle Bevölkerungsteile und gleichermassen den Schutz, sowie die Förderung aller Bevölkerungsgruppen - unabhängig ihrer Abstammung - garantierte, war (und ist) in Bolivien bis heute mehr ein Fiebertraum denn gelebte politische Realität geblieben. Unrechtsstrukturen, wie sie 'naturgemäss' in der Kolonialzeit errichtet wurden, um die Dialektik der Eroberer und der Eroberten zu schaffen und aufrecht zu erhalten, dienten bis zur Unabhängigkeit Boliviens klar der Gewinnmaximierung des spanischen Staates und einer kleinen spanisch-sprechenden Elite auf Kosten indigener Arbeitskraft. Doch noch im Jahre 2006 erklärte Evo Morales, der im Dezember 2005 die Präsidentschaftswahlen gewann, dass 'Injustice, inequality and the poverty of the masses compel us to seek better living conditions. Bolivia's majority Indian population was always excluded, politically oppressed and culturally alienated.' Somit scheinen Unrechtsstrukturen und die Exklusion der indigenen Bevölkerung bis in die jüngste Vergangenheit bestehen geblieben zu sein. Wenn die Exklusion bis zur Wahl von Morales 2005 in Form einer longue durée bestand, muss untersucht werden, durch welche Mechanismen die Exklusion der indigenen Bevölkerungsgruppen schon in der Kolonialzeit zustande kam und wie sie nach der Unabhängigkeit des Landes 1825 aufrecht gehalten werden konnte. Hierzu sollen neben den Lebensbedingungen der Indigenen auch die der 'Anderen', nämlich der bolivianischen Oberschicht, untersucht werden, deren Wurzeln bis zu den europäisch-stämmigen Eroberern des 16. Jahrhunderts zurückreichen. Um die fortdauernde Dialektik zwischen den unterdrückten Indigenen und des unterdrückenden Kreolen im Laufe der Geschichte aufzeigen zu können, werden neben der Kolonialgeschichte und dem postkolonialen Staat nach 1825 auch die jüngere Geschichte des 20. und 21. Jahrhundert beleuchtet. Dabei soll für diese Arbeit folgende These leitend sein: 'Die Segregation der Kolonialzeit wurde nach der Unabhängigkeit des Landes 1825 bis zum Wahlsieg Evo Morales von einer elitären Oberschicht aufrecht erhalten, um die eigene Macht und den Status zu sichern und der indigenen Bevölkerung den Zugang zu den Vorteilen des Wohlstands zu versagen.'

Anbieter: Orell Fuessli CH
Stand: 09.08.2020
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Concepts of love in William Shakespeare's Romeo...
11,30 € *
zzgl. 3,00 € Versand

Seminar paper from the year 2001 in the subject English Language and Literature Studies - Literature, grade: 1,3, Bielefeld University, 12 entries in the bibliography, language: English, abstract: Why was Shakespeare so successful in his times? How come, his plays drew the masses into the theatres? How did he manage to attract all these different groups of people with different backgrounds at the same time? These are the questions I will have in the back of my mind while writing this paper. I will examine one aspect of his style more closely, which I found in hisRomeo and Juliet.In doing so, I hope to give at least some small explanation of the reason of his overwhelming success. It was probably in 1595 when Shakespeare wrote this famous tragedy. He was doing so, living in a society which was leaving the Middle Ages far behind and rapidly growing in complexity. The English society was splitting up into a huge variety of different groups and organisations. The Reformation produced a wealth of new religious groupings. Especially the Puritans were to become very influential in England. The rise of the middle class was taking place under the reign of queen Elizabeth, which was combining artisans, merchants and the more prosperous peasants and was accumulating new resources and capital. The aristocracy was changing: It was opening up for new members, mostly wholesalers who had earned a fortune with the profitable overseas trade. The decline of the ancient system of feudalism was highly advanced, which for the common peasant meant that he wasn't tied to his small piece of soil any longer. He was much more mobile now. Family structures were changing as well. The kin (that is the enlarged family) as the main organising factor was beginning to lose ground to the smaller nuclear family.

Anbieter: Thalia AT
Stand: 09.08.2020
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Intercultural Learning at Primary Level
14,40 € *
zzgl. 3,00 € Versand

Seminar paper from the year 2005 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 2,3, Bielefeld University, 4 entries in the bibliography, language: English, abstract: The discussion about aims, content and methods of foreign language lessons resulted in demands for a broader integration of intercultural learning. Jörg Roche, who dedicated one chapter of his book Interkulturelle Sprachdidaktik: Eine Einführung to the role of intercultural language didactics in the teaching and learning of foreign languages, makes specific suggestions about restructuring the traditional concepts of foreign language lessons. According to him, the best learning success is achieved when intercultural learning and foreign language teaching are integrated. He explains conclusively that language and culture are inseparably bound to one another. Roche also warns not to use isolated or poorly researched pieces of cultural information, since this would lead to a falsified image of the target culture and prevent the learners from authentic language use. Roche's appeal illustrates the growing need of intercultural communication. Young pupils in Germany do not only live in a country that maintains contact with cultures all over the world, but they are also part of a multicultural society that is mirrored by the school classes. Foreign language lessons offer the opportunity to help them deal with it and prepare them for living in a multicultural society. After the introduction of English as a foreign language as an obligatory school subject in the classes 3 and 4 of the primary schools in 2003, it is now possible for the young learners in Germany to exhaust their enormous language learning potential more effectively. However, how they should be taught, and what exactly, is still discussed extensively. The new school subject made it necessary to develop a new curriculum and new school books, which were supposed to meet the needs of the young foreign language learners and the conditions of the guidelines. Considering the textbooks Bumblebee 3 and Bumblebee 4 (Schroedel 2003) as examples, this paper examines in how far the school books concur with the regulations concerning intercultural learning. Of course, school books do not solely represent what is taught in the lessons; the way the teachers uses them and what they teach additionally must also be regarded for that. Yet, the books play a central role in the lessons. Tasks, content and especially the illustrations have much influence on how the lessons are perceived by the pupils. Furthermore, the pupils can take the books home where they can work autonomously.

Anbieter: Thalia AT
Stand: 09.08.2020
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Changing Identifications and Alliances in North...
39,99 € *
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Forms of group identity play a prominent role in everyday lives and politics in north-east Africa. These volumes provide an interdisciplinary account of the nature and significance of ethnic, religious, and national identity in north-east Africa. Case studies from Sudan, Ethiopia, Uganda, and Kenya illustrate the way that identities are formed and change over time, and how local, national, and international politics are interwoven. Specific attention is paid to the impact of modern weaponry, new technologies, religious conversion, food and land shortages, international borders, civil war, and displacement on group identities. Drawing on the expertise of anthropologists, historians and geographers, these volumes provide a significant account of a society profoundly shaped by identity politics and contribute to a better understanding of the nature of conflict and war, and forms of alliance and peacemaking, thus providing a comprehensive portrait of this troubled region. Günther Schlee was a Professor at Bielefeld until 1999. He currently is the director of the section Integration and Conflict at the Max Planck Institute for Social Anthropology, Halle, focusing on Africa, Central Asia, and Europe. His publications include Identities on the Move: Clanship and Pastoralism in Northern Kenya (International African Institute, 1989), How Enemies are Made (Berghahn, 2008), Rendille Proverbs in their Social and legal Context (with Karaba Sahado) and Boran Proverbs in their Cultural Context (with Abdullahi Shongolo) (both Cologne: Rüdiger Köppe). Elizabeth E. Watson is a Lecturer in the Department of Geography at the University of Cambridge. Her research examines environment and development issues, mainly in Eastern Africa. Most of her work in Ethiopia has been among the Konso. Recent publications include: 'Local Community, Legitimacy, and Cultural Authenticity in Postconflict Natural Resource Management: Ethiopia and Mozambique' in Environment and Planning D: Society and Space, 2006 (with R. Black), and 'Making a Living in the Post-Socialist Periphery: Konso, Ethiopia' in Africa, 2006.

Anbieter: Thalia AT
Stand: 09.08.2020
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Im Fiebertraum von der Demokratie. Zur Exklusio...
16,99 € *
ggf. zzgl. Versand

Bachelorarbeit aus dem Jahr 2014 im Fachbereich Geschichte - Amerika, Note: 2,1, Universität Bielefeld (Fakultät für Geschichtswissenschaft, Philosophie und Theologie), Veranstaltung: Segregation und Apartheid im südlichen Afrika, Sprache: Deutsch, Abstract: Eine demokratische Staatsordnung, welche neben freien Wahlen und einem pluralistischen Wahl- und Parteiensystem auch die egalitäre Wahrung der Bürgerrechte für alle Bevölkerungsteile und gleichermaßen den Schutz, sowie die Förderung aller Bevölkerungsgruppen - unabhängig ihrer Abstammung - garantierte, war (und ist) in Bolivien bis heute mehr ein Fiebertraum denn gelebte politische Realität geblieben. Unrechtsstrukturen, wie sie 'naturgemäß' in der Kolonialzeit errichtet wurden, um die Dialektik der Eroberer und der Eroberten zu schaffen und aufrecht zu erhalten, dienten bis zur Unabhängigkeit Boliviens klar der Gewinnmaximierung des spanischen Staates und einer kleinen spanisch-sprechenden Elite auf Kosten indigener Arbeitskraft. Doch noch im Jahre 2006 erklärte Evo Morales, der im Dezember 2005 die Präsidentschaftswahlen gewann, dass 'Injustice, inequality and the poverty of the masses compel us to seek better living conditions. Bolivia's majority Indian population was always excluded, politically oppressed and culturally alienated.' Somit scheinen Unrechtsstrukturen und die Exklusion der indigenen Bevölkerung bis in die jüngste Vergangenheit bestehen geblieben zu sein. Wenn die Exklusion bis zur Wahl von Morales 2005 in Form einer longue durée bestand, muss untersucht werden, durch welche Mechanismen die Exklusion der indigenen Bevölkerungsgruppen schon in der Kolonialzeit zustande kam und wie sie nach der Unabhängigkeit des Landes 1825 aufrecht gehalten werden konnte. Hierzu sollen neben den Lebensbedingungen der Indigenen auch die der 'Anderen', nämlich der bolivianischen Oberschicht, untersucht werden, deren Wurzeln bis zu den europäisch-stämmigen Eroberern des 16. Jahrhunderts zurückreichen. Um die fortdauernde Dialektik zwischen den unterdrückten Indigenen und des unterdrückenden Kreolen im Laufe der Geschichte aufzeigen zu können, werden neben der Kolonialgeschichte und dem postkolonialen Staat nach 1825 auch die jüngere Geschichte des 20. und 21. Jahrhundert beleuchtet. Dabei soll für diese Arbeit folgende These leitend sein: 'Die Segregation der Kolonialzeit wurde nach der Unabhängigkeit des Landes 1825 bis zum Wahlsieg Evo Morales von einer elitären Oberschicht aufrecht erhalten, um die eigene Macht und den Status zu sichern und der indigenen Bevölkerung den Zugang zu den Vorteilen des Wohlstands zu versagen.'

Anbieter: Thalia AT
Stand: 09.08.2020
Zum Angebot