LEADER 01055nam a2200253 i 4500 001 991002924279707536 008 071010s2006 it b 000 0 ita d 035 $ab13603425-39ule_inst 040 $aDip.to Matematica$beng 084 $aAMS 90C15 084 $aAMS 90B06 100 1 $aPappadą, Roberta$0472252 245 10$aProblemi di routing dinamico e stocastico. Tesi di laurea /$claureanda Roberta Pappadą ; relat. Chefi Triki 260 $aLecce :$bUniversitą degli Studi di Lecce. Facoltą di Scienze MM. FF. NN. Corso di laurea in Matematica e Informatica $ca.a. 2005-06 300 $a44 p. ;$c29 cm 650 4$aStochastic programming 650 4$aTransportation, logistics 700 1 $aTriki, Chefi 907 $a.b13603425$b02-04-14$c10-10-07 912 $a991002924279707536 945 $aLE013 TES 2005/06 PAP1$g1$lle013$og$pE13.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i14602143$z12-11-07 996 $aProblemi di routing dinamico e stocastico. Tesi di laurea$91216004 997 $aUNISALENTO 998 $ale013$b10-10-07$cm$da $e-$fita$git $h0$i0 LEADER 03539nam 2200517 450 001 9910153176503321 005 20230725054721.0 010 $a1-4411-0989-7 035 $a(CKB)3710000000103936 035 $a(EBL)1752556 035 $a(MiAaPQ)EBC1752556 035 $a(EXLCZ)993710000000103936 100 $a20140510h20112011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aWhy literature? $ethe value of literary reading and what it means for teaching /$fby Cristina Vischer Bruns 210 1$aNew York, New York ;$aLondon, [England] :$cContinuum,$d2011. 210 4$d©2011 215 $a1 online resource (174 p.) 300 $aDescription based upon print version of record. 311 $a1-322-08601-X 311 $a1-4411-2465-9 320 $aIncludes bibliographical references and index. 327 $aCover; Contents; Acknowledgements; Preface - Situating the Questioner; Introduction - the Question and Its Importance; 1 Why Read Literature?; Literary Reading as Instructive; Literary Reading as a Source of Pleasure; The Varied Effects of Literary Experience and Why They Matter; Shock; Recognition; Enchantment; The Mechanism of Literature's Effects and Its Importance: Literature as a Transitional Object; Literature, Transitional Space, and Cultural Contact; 2 From Words on Paper to an Object in Transitional Space: Reading for the Formative Use of Literature 327 $aLiterary Reading and the Self's State in Transitional SpaceMaking Visible the Moves of the Reader; My own experiences as a reader . . . and a teacher; Jeffrey Wilhelm's remedial readers; Immersion and Reflection: The Two Moves of the Reading Process in Conflict; The role of immersive reading; When reflective reading undermines immersive reading; Sustaining the Tension: Immersion and Reflection as Interdependent; 3 Recent Conceptions of Literary Education and Their Potential Impact on Students' Formative Use of Literature; Literary Education as the Instructor's Activity 327 $aLiterary Education in Which Students Are Actively InvolvedLiterary education that prioritizes the ideological critique of texts; Literary education that prioritizes students' encounters with texts; The Challenge of the School Context; 4 Toward a Literary Education Conducive to the Formative Use of Literature; Principles for Instruction; The priority of immersion in a text; Beginning with students' experience of texts; Reflection and analysis in a supporting role; Attending to culture; The complication of casting students as co-inquirers; Making Space for Students 327 $aWhat students bring to the classA receptive environment for students' contributions; Ideas for Practice; Works Cited; Index 330 $aCristina Vischer Bruns offers a defense of the value of literature and suggests ways in which the problematic relationship between personal and academic reading may be overcome. 606 $aLiterature$xStudy and teaching (Higher)$zUnited States 606 $aLiterature$xPhilosophy 606 $aBooks and reading$zUnited States 615 0$aLiterature$xStudy and teaching (Higher) 615 0$aLiterature$xPhilosophy. 615 0$aBooks and reading 676 $a860.9985 700 $aBruns$b Cristina Vischer$01371685 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910153176503321 996 $aWhy literature$93401196 997 $aUNINA