[Le] favole e [i] sonetti [del sacerdote Luigi Fiacchi detto Clasio].

[Fews MS. notes.]

Teatro Gallico, o vero La Monarchia della Real Casa di Borbone in Francia, sotto i Regni di Henrico IV, Luigi XIII e Luigi XIV ... detto Luigi il Grande.

Mode of access: Internet.

Teatro Gallico, o vero La Monarchia della Real Casa di Borbone in Francia, sotto i Regni di Henrico IV, Luigi XIII e Luigi XIV ... detto Luigi il Grande, sino al fine dell' anno 1690.

Mode of access: Internet.

Teatro Gallico, o vero La Monarchia di Luigi XIV detto Luigi il Grande.

Mode of access: Internet.

Teatro Gallico, o vero La Monarchia di Luigi XIV detto Luigi il Grande.

Mode of access: Internet.

Der Geograph Luigi Ferdinando Graf Marsigli (1658-1730).

Thesis (doctoral)--Friedrich-Alexanders-Universitat, Erlangen.

Inaugurazione di un ricordo marmoreo a Luigi Carlo Farini in Saluggia

Mode of access: Internet.

Luigi Conconi, prospetto biografico-critico /

Mode of access: Internet.

Raccolte planctoniche fatte dalla R. Nave "Liguria" : nel viaggio di circonnavizione del 1903-05 : sotto il comando di S.A.R. Luigi di Savoia.

v.1., fasc.1. Relazione preliminare ed elencho delle Stazioni / di A. Senna -- fasc.2. Sulla struttura di alcune larve (Pelagosphæra) di Sipunculidi / di A. Senna -- fasc.3. Larve pelagiche di Attiniari / di A. Senna -- fasc.4. Molluschi. pt.I. Cefalopodi planctonici / di R. Issel -- fasc.5. Anellidi. pt.I. Tomopteridi / di D. Rosa -- v.2., fasc.1. Ctenofori / del A. Ghigi --fasc.2. Molluschi. pt.II. Eteropodi / di R. Issel -- fasc.3. Anellidi. pt.II. Alciopidi e Fillodocidi / di L. Granata -- fasc.4. Molluschi. pt.III. Pteropodi / di R. Issel -- fasc.5. Chetognati / di V. Baldasseroni -- fasc.6. Crostacei. pt.I. Ostracodi / di L. Granata -- fasc.7. Crostacei. pt.II. Eufausiacei / di G. Colosi.

Fasti romani della seconda deca di Tito Livio : accademia di lettere con esercizj d'arti : dedicata a sua eccellenza il. sig. Luigi Arborio di Breme, commendatore dell'Ordine della corona di ferro, consigliere di stato e Ministro dell'interno del Regno d'Italia : che danno i signori convittori del Collegio di educazione di Milano diretto da' Barnabiti.

Cavagna 5787: Program announcement, with "Casa Borgizzi" in ms. on verso, laid in, removed to item folder.

El garantismo como elemento necesario para la conservación y defensa de los derechos sociales: una mirada desde el aporte de Luigi Ferrajoli

El Garantismo como elemento necesario para la conservación y defensa de los Derechos Sociales desde la mirada de Luigi Ferrajoli, pretende recuperar los Derechos Sociales que resultan vulnerados ante influencia de la Globalización, que provoca pobreza, marginación social y desigualdad. Es por ello la importancia de nuestros objetivos de estudio. Objetivos: Analizar los elementos básicos del modelo garantista de Luigi Ferrajoli, como una alternativa frente a las violaciones de los Derechos Sociales en el actual Estado Constitucional de Derecho. Y evaluar si en El Salvador las normas Constitucionales y demás Leyes Secundarias limitan las políticas liberales de la Globalización ante las violaciones de derechos Sociales que estas producen. Metodología: En la investigación se utilizara el enfoque cualitativo. El método cualitativo hace referencia a un grupo de métodos de investigación de base lingüístico- semiótica. El diseño de la investigación cualitativa es probablemente el más flexible de todas las técnicas experimentales, ya que abarca una variedad de métodos y estructuras aceptadas. Ya sea un estudio de caso individual o una amplia entrevista, este tipo de estudio debe ser llevado a cabo y diseñado con cuidado, aunque no existe ninguna estructura estandarizada. En la investigación se harán entrevistas, al Procurador de los Derechos Humanos, subdirector FESPAD, Directora de Gobernabilidad y a un Docente Constitucionalista. Resultados Esperados: Delimitar si la violación de los Derecho Sociales es un efecto del absolutismo de los grandes poderes económicos. Establecer si las políticas de libre mercado influyen en la Jerarquización de los Derechos Sociales situándolos en un segundo plano ante intereses meramente económicos. Y Conocer a profundidad si las leyes que tutelan o garantizan derechos sociales en nuestro país no se adecuan a la realidad de nuestra sociedad, generando claras violación a Derechos Sociales.

Analisi di vulnerabilità sismica dell'Istituto IPSCT "Luigi Einaudi"

Analisi di vulnerabilità sismica dell'Istituto IPSCT "Luigi Einaudi" di Ferrara.

Ecological approaches to cognition and action in sport and exercise : ask not only what you do, but where you do it

In recent decades, concepts and ideas from James J. Gibson’s theory of direct perception in ecological psychology have been applied to the study of how perception and action regulate sport performance. This article examines the influence of different streams of thought in ecological psychology for studying cognition and action in the diverse behavioural contexts of sport and exercise. In discussing the origins of ecological psychology it can be concluded that psychologists such as Lewin, and to some extent Heider, provided the initial impetus for the development of key ideas. We argue that the papers in this special issue clarify that the different schools of thinking in ecological psychology have much to contribute to theoretical and practical developments in sport and exercise psychology. For example, Gibson emphasized and formalized how the individual is coupled with the environment; Brunswik raised the issue of the ontology of probability in human behaviour and the problem of representative design for experimental task constraints; Barker looked carefully into extra-individual behavioural contexts and Bronfenbrenner presented insights pertinent to the relations between behaviour contexts, and macro influences on behaviour. In this overview, we highlight essential issues from the main schools of thought of relevance to the contexts of sport and exercise, and we consider some potential theoretical linkages with dynamical systems theory.

The relationship of loneliness and social anxiety with children’s and adolescents’ online communication

Children and adolescents now communicate online to form and/or maintain relationships with friends, family, and strangers. Relationships in “real life” are important for children’s and adolescents’ psychosocial development; however, they can be difficult for those who experience feelings of loneliness and/or social anxiety. The aim of this study was to investigate differences in usage of online communication patterns between children and adolescents with and without self-reported loneliness and social anxiety. Six hundred and twenty-six students aged between 10-16 years completed a survey on the amount of time they spent communicating online, the topics they discussed, the partners they engaged with, and their purposes for communicating over the Internet. Participants were administered a shortened version of the UCLA Loneliness Scale and an abbreviated sub-scale of the Social Anxiety Scale for Adolescents (SAS-A). Additionally, age and gender differences in usage of the aforementioned online communication patterns were examined across the entire sample. Findings revealed that children and adolescents who self-reported being lonely communicated online significantly more frequently about personal things and intimate topics than did those who did not self-report being lonely. The former were motivated to use online communication significantly more frequently to compensate for their weaker social skills to meet new people. Results suggest that Internet usage allows them to fulfill critical needs of social interactions, self-disclosure, and identity exploration. Future research, however, should explore whether or not the benefits derived from online communication may also facilitate lonely children’s and adolescents’ offline social relationships.

The relationship of loneliness and social anxiety with children's and adolescents' online communication

Children and adolescents are now using online communication to form and/or maintain relationships with strangers and/or friends. Relationships in real life are important for children and adolescents in identity formation and general development. However, social relationships can be difficult for those who experience feelings of loneliness and social anxiety. The current study aimed to replicate and extend research conducted by Valkenburg and Peter (2007b), by investigating differences in online communication patterns between children and adolescents with and without selfreported loneliness and social anxiety. Six hundred and twenty-six students aged 10-16 years completed a questionnaire survey about the amount of time they engaged in online communication, the topics they discussed, who they communicated with, and their purposes of online communication. Following Valkenburg and Peter (2007b), loneliness was measured with a shortened version of the UCLA Loneliness Scale (Version 3) developed by Russell (1996), whereas social anxiety was assessed with a sub-scale of the Social Anxiety Scale for Adolescents (La Greca & Lopez, 1998). The sample was divided into four groups of children and adolescents: 220 were “non-socially anxious and non-lonely”, 139 were “socially anxious but not lonely”, 107 were “lonely but not socially anxious”, and 159 were “lonely and socially anxious”. A one-way ANOVA and chi-square tests were conducted to evaluate the aforementioned differences between these groups. The results indicated that children and adolescents who reported being lonely used online communication differently from those who did not report being lonely. Essentially, the former communicated online more frequently about personal things and intimate topics, but also to compensate for their weak social skills and to meet new people. Further analyses on gender differences within lonely children and adolescents revealed that boys and girls communicated online more frequently with different partners. It was concluded that for these vulnerable individuals online communication may fulfil needs of self-disclosure, identity exploration, and social interactions. However, future longitudinal studies combining a quantitative with a qualitative approach would better address the relationship between Internet use and psychosocial well-being. The findings also suggested the need for further exploration of how such troubled children and adolescents can use the Internet beneficially.