Brian Murdoch
- Published in print:
- 2009
- Published Online:
- May 2009
- ISBN:
- 9780199564149
- eISBN:
- 9780191721328
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199564149.003.0005
- Subject:
- Religion, Religion and Literature
Versions of the Vita Adae are known in medieval French prose, independently by Andrius, and in the chronicle of Jean d'Outremeuse. Colard Mansion's translations have not been edited. There is a ...
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Versions of the Vita Adae are known in medieval French prose, independently by Andrius, and in the chronicle of Jean d'Outremeuse. Colard Mansion's translations have not been edited. There is a metrical version by Robert de Blois, and the material may have influenced early drama such as the Mystère d'Adam, although it is not in the major mystery cycles. Especially interesting is a dramatization in Breton, found in manuscripts from the eighteenth century. In Italian there are printed prose versions, a dramatization from Bologna, and there are echoes in the poetry of Bonvesin da la Riva. It is a curiosity that no versions are known from the Iberian peninsula.Less
Versions of the Vita Adae are known in medieval French prose, independently by Andrius, and in the chronicle of Jean d'Outremeuse. Colard Mansion's translations have not been edited. There is a metrical version by Robert de Blois, and the material may have influenced early drama such as the Mystère d'Adam, although it is not in the major mystery cycles. Especially interesting is a dramatization in Breton, found in manuscripts from the eighteenth century. In Italian there are printed prose versions, a dramatization from Bologna, and there are echoes in the poetry of Bonvesin da la Riva. It is a curiosity that no versions are known from the Iberian peninsula.
Douglas Harper and Patrizia Faccioli
- Published in print:
- 2010
- Published Online:
- February 2013
- ISBN:
- 9780226317243
- eISBN:
- 9780226317267
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226317267.001.0001
- Subject:
- Sociology, Culture
Outside of Italy, the country's culture and its food appear to be essentially synonymous. And indeed, as this book makes clear, preparing, cooking, and eating food play a central role in the daily ...
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Outside of Italy, the country's culture and its food appear to be essentially synonymous. And indeed, as this book makes clear, preparing, cooking, and eating food play a central role in the daily activities of Italians from all walks of life. This book presents a fascinating and colorful look at the Italian table. This book focuses on two dozen families in the city of Bologna, elegantly weaving together an outsider perspective with intimate knowledge of the local customs. The authors of this book interview and observe these families as they go shopping for ingredients, cook together, and argue over who has to wash the dishes. Throughout, the chapters elucidate the guiding principle of the Italian table—a delicate balance between the structure of tradition and the joy of improvisation.Less
Outside of Italy, the country's culture and its food appear to be essentially synonymous. And indeed, as this book makes clear, preparing, cooking, and eating food play a central role in the daily activities of Italians from all walks of life. This book presents a fascinating and colorful look at the Italian table. This book focuses on two dozen families in the city of Bologna, elegantly weaving together an outsider perspective with intimate knowledge of the local customs. The authors of this book interview and observe these families as they go shopping for ingredients, cook together, and argue over who has to wash the dishes. Throughout, the chapters elucidate the guiding principle of the Italian table—a delicate balance between the structure of tradition and the joy of improvisation.
DIEGO BLÁZQUEZ-MARTÍN
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780195381146
- eISBN:
- 9780199869305
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195381146.003.0008
- Subject:
- Law, Public International Law
This chapter addresses the role that the Bologna Process for the construction of a European Higher Education Area has played in promoting changes in Spanish legal education, and the role that ...
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This chapter addresses the role that the Bologna Process for the construction of a European Higher Education Area has played in promoting changes in Spanish legal education, and the role that clinical legal education can play in the transition from a classical model of legal education to the model, methodology, and aims of the Bologna Process. It presents a brief overview of the origins and state of legal education in Spain, an explanation of how the Bologna Process can influence Spanish legal education, and a discussion of existing clinical programs in Spain. The chapter demonstrates that clinical education has had an impact at some of the leading law schools in Spain since the beginning of the implementation of the Bologna Process, and argues that it can be one of the most useful tools to achieve the aims of legal education reform in continental Europe: updating, modernizing, internationalizing, and promoting social awareness.Less
This chapter addresses the role that the Bologna Process for the construction of a European Higher Education Area has played in promoting changes in Spanish legal education, and the role that clinical legal education can play in the transition from a classical model of legal education to the model, methodology, and aims of the Bologna Process. It presents a brief overview of the origins and state of legal education in Spain, an explanation of how the Bologna Process can influence Spanish legal education, and a discussion of existing clinical programs in Spain. The chapter demonstrates that clinical education has had an impact at some of the leading law schools in Spain since the beginning of the implementation of the Bologna Process, and argues that it can be one of the most useful tools to achieve the aims of legal education reform in continental Europe: updating, modernizing, internationalizing, and promoting social awareness.
Henry Farrell and Louise Holten
- Published in print:
- 2004
- Published Online:
- February 2006
- ISBN:
- 9780199259403
- eISBN:
- 9780191603020
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199259402.003.0003
- Subject:
- Economics and Finance, International
This chapter examines the packaging machinery cluster in Bologna. It focuses on the mix of governance institutions affecting the industrial district of packaging machine producers, and the ‘Emilian ...
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This chapter examines the packaging machinery cluster in Bologna. It focuses on the mix of governance institutions affecting the industrial district of packaging machine producers, and the ‘Emilian model’ as a whole — the state, associations, and relations among firms. It argues that local collective competition goods determine the success or failure of industrial districts.Less
This chapter examines the packaging machinery cluster in Bologna. It focuses on the mix of governance institutions affecting the industrial district of packaging machine producers, and the ‘Emilian model’ as a whole — the state, associations, and relations among firms. It argues that local collective competition goods determine the success or failure of industrial districts.
Jane Stevenson
- Published in print:
- 2005
- Published Online:
- September 2007
- ISBN:
- 9780198185024
- eISBN:
- 9780191714238
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198185024.003.0008
- Subject:
- Literature, Women's Literature
Educated women, writers, poets, and orators, became a feature of the Italian cultural landscape in the 15th century, a phenomenon which was recognized Europe-wide as an aspect of the Italian ...
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Educated women, writers, poets, and orators, became a feature of the Italian cultural landscape in the 15th century, a phenomenon which was recognized Europe-wide as an aspect of the Italian Renaissance. This chapter examines the extreme variability of women's access to education between one state and another. It discusses the social context of Renaissance humanism, and the barriers it offered to women's participation. Women and scribal publication are considered. The chapter includes separate sections on women and the universities, particularly the medical school of Salerno and the law school of Bologna, particularly Novella d'Andrea; women and humanism, Latin as an aspect of demonstrating fitness to rule and woman as Latin orators; the Nogarola family and its connections among male and female Latinists in the Veneto, particularly Isotta Nogarola; Costanza Varano and educated women connected with Urbino; Veronica Gàmbara, the Gonzagas, and the Sforzas. Absence of evidence for Latin verse production in 15th-century convents is pointed out.Less
Educated women, writers, poets, and orators, became a feature of the Italian cultural landscape in the 15th century, a phenomenon which was recognized Europe-wide as an aspect of the Italian Renaissance. This chapter examines the extreme variability of women's access to education between one state and another. It discusses the social context of Renaissance humanism, and the barriers it offered to women's participation. Women and scribal publication are considered. The chapter includes separate sections on women and the universities, particularly the medical school of Salerno and the law school of Bologna, particularly Novella d'Andrea; women and humanism, Latin as an aspect of demonstrating fitness to rule and woman as Latin orators; the Nogarola family and its connections among male and female Latinists in the Veneto, particularly Isotta Nogarola; Costanza Varano and educated women connected with Urbino; Veronica Gàmbara, the Gonzagas, and the Sforzas. Absence of evidence for Latin verse production in 15th-century convents is pointed out.
Peter Biller
- Published in print:
- 2003
- Published Online:
- October 2011
- ISBN:
- 9780199265596
- eISBN:
- 9780191699085
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199265596.003.0014
- Subject:
- History, European Medieval History, History of Ideas
This chapter takes one city around 1300, Florence, and asks, ‘How was demographic thought represented here, in one place?’ It catalogues the results, first of all what we find in the vernacular ...
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This chapter takes one city around 1300, Florence, and asks, ‘How was demographic thought represented here, in one place?’ It catalogues the results, first of all what we find in the vernacular didactic works, secondly in the ‘Bologna connection’, and thirdly in the books and writings of the friars at Santa Maria Novella and Santa Croce.Less
This chapter takes one city around 1300, Florence, and asks, ‘How was demographic thought represented here, in one place?’ It catalogues the results, first of all what we find in the vernacular didactic works, secondly in the ‘Bologna connection’, and thirdly in the books and writings of the friars at Santa Maria Novella and Santa Croce.
Justin J.W. Powell and Christine Trampusch
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199599431
- eISBN:
- 9780191731518
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199599431.003.0011
- Subject:
- Business and Management, Knowledge Management
To what extent and in which directions are Europe-wide processes affecting the collective skill formation systems analyzed in this book, namely those in Austria, Denmark, Germany, the Netherlands, ...
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To what extent and in which directions are Europe-wide processes affecting the collective skill formation systems analyzed in this book, namely those in Austria, Denmark, Germany, the Netherlands, and Switzerland? Europeanization elicits varying responses in collective skill systems, which are still mainly governed in national contexts and determined primarily by domestic politics. This chapter explores the impact of Europe, and the European Union in particular, on contemporary conflicts and consensus and on institutional change in vocational training regimes. We analyze the impact of the European level on national institutions responsible for skill formation and explore similar challenges posed by European initiatives and the different responses of the collective skill systems. Investigating the two levels and their interaction, we contrast countries in which conflicts over such forms of Europeanization have ensued—Germany and Switzerland—with those in which consensus has facilitated Europeanization—Austria, Denmark, and the Netherlands.Less
To what extent and in which directions are Europe-wide processes affecting the collective skill formation systems analyzed in this book, namely those in Austria, Denmark, Germany, the Netherlands, and Switzerland? Europeanization elicits varying responses in collective skill systems, which are still mainly governed in national contexts and determined primarily by domestic politics. This chapter explores the impact of Europe, and the European Union in particular, on contemporary conflicts and consensus and on institutional change in vocational training regimes. We analyze the impact of the European level on national institutions responsible for skill formation and explore similar challenges posed by European initiatives and the different responses of the collective skill systems. Investigating the two levels and their interaction, we contrast countries in which conflicts over such forms of Europeanization have ensued—Germany and Switzerland—with those in which consensus has facilitated Europeanization—Austria, Denmark, and the Netherlands.
Craig A. Monson
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9780226335339
- eISBN:
- 9780226335476
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226335476.001.0001
- Subject:
- History, European Early Modern History
This book reconstructs the case of two reformed prostitute nuns (“convertite”) who fled their convent in Bologna, Italy, in 1644 and whose garroted corpses were discovered in a cellar fifteen months ...
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This book reconstructs the case of two reformed prostitute nuns (“convertite”) who fled their convent in Bologna, Italy, in 1644 and whose garroted corpses were discovered in a cellar fifteen months later. The investigation of the crime in Bologna and Rome, at Pope Innocent X’s behest, was intended to implicate his enemy, sometime Bolognese papal legate, Cardinal Antonio Barberini, who eventually fled to France. This detailed micro-history of crime and punishment in seventeenth-century Italy examines life strategies among marginal figures (prostitutes, nuns, maidservants, mercenary soldiers, bandits) and “new men” attempting to succeed at the papal court without benefit of exalted birth. It illuminates investigative strategies and papal justice, from extrajudicial evidence gathering, to apprehending perpetrators, to witness interrogations and confrontations, to uses of torture. It recreates the lives of the fugitive nuns against the realities of female poverty and prostitution in seventeenth-century Bologna and puts faces on the least reputable of convent women, who rarely appear in scholarship on female monasticism, though most Catholic cities had convents of convertite.Less
This book reconstructs the case of two reformed prostitute nuns (“convertite”) who fled their convent in Bologna, Italy, in 1644 and whose garroted corpses were discovered in a cellar fifteen months later. The investigation of the crime in Bologna and Rome, at Pope Innocent X’s behest, was intended to implicate his enemy, sometime Bolognese papal legate, Cardinal Antonio Barberini, who eventually fled to France. This detailed micro-history of crime and punishment in seventeenth-century Italy examines life strategies among marginal figures (prostitutes, nuns, maidservants, mercenary soldiers, bandits) and “new men” attempting to succeed at the papal court without benefit of exalted birth. It illuminates investigative strategies and papal justice, from extrajudicial evidence gathering, to apprehending perpetrators, to witness interrogations and confrontations, to uses of torture. It recreates the lives of the fugitive nuns against the realities of female poverty and prostitution in seventeenth-century Bologna and puts faces on the least reputable of convent women, who rarely appear in scholarship on female monasticism, though most Catholic cities had convents of convertite.
Victor Karandashev
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780199794942
- eISBN:
- 9780199914500
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199794942.003.0055
- Subject:
- Psychology, Social Psychology
This chapter starts with a brief historical overview of psychology undergraduate education in Russia, comparing the professionally oriented undergraduate programs typical for Russia as well as for ...
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This chapter starts with a brief historical overview of psychology undergraduate education in Russia, comparing the professionally oriented undergraduate programs typical for Russia as well as for many European and South American countries, with the liberal arts education tradition typical for the United Kingdom, Australia, and North America. Distinguishing between general and professional psychological literacy is important because psychology teaching should prepare students to use their psychology knowledge, skills, and values not only in their work activity but also in their everyday personal and interpersonal life. Such an extension would allow embracing of various world educational philosophies and systems aimed at liberal arts and sciences education, professional training, or both. We consider psychological competency or individual psychological culture of behavior, the concepts widely used by Russian scholars, as alternatives to the concept of psychological literacy as the desired outcome for psychology undergraduate education. These terms suggest the broader and deeper understanding of the teaching mission of psychology. Extensive employment of seminars and labs better prepare students for practical use of psychology knowledge. Such forms of teaching are mandated by the curriculum in Russia. Several popular examples of assignments and exercises used by many Russian instructors for development of psychological literacy are described. Transformation of Russian undergraduate education from the five-year Specialist degree to the four-year Bachelor degree, under the Bologna European reforms in higher education, may change the goals and outcomes of undergraduate psychology from 2010 forward.Less
This chapter starts with a brief historical overview of psychology undergraduate education in Russia, comparing the professionally oriented undergraduate programs typical for Russia as well as for many European and South American countries, with the liberal arts education tradition typical for the United Kingdom, Australia, and North America. Distinguishing between general and professional psychological literacy is important because psychology teaching should prepare students to use their psychology knowledge, skills, and values not only in their work activity but also in their everyday personal and interpersonal life. Such an extension would allow embracing of various world educational philosophies and systems aimed at liberal arts and sciences education, professional training, or both. We consider psychological competency or individual psychological culture of behavior, the concepts widely used by Russian scholars, as alternatives to the concept of psychological literacy as the desired outcome for psychology undergraduate education. These terms suggest the broader and deeper understanding of the teaching mission of psychology. Extensive employment of seminars and labs better prepare students for practical use of psychology knowledge. Such forms of teaching are mandated by the curriculum in Russia. Several popular examples of assignments and exercises used by many Russian instructors for development of psychological literacy are described. Transformation of Russian undergraduate education from the five-year Specialist degree to the four-year Bachelor degree, under the Bologna European reforms in higher education, may change the goals and outcomes of undergraduate psychology from 2010 forward.
Diane Tye
- Published in print:
- 2017
- Published Online:
- May 2019
- ISBN:
- 9781496810847
- eISBN:
- 9781496810892
- Item type:
- chapter
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781496810847.003.0009
- Subject:
- Sociology, Culture
For Atlantic Canadians, particularly Newfoundlanders, boloney is a favourite comfort food. Affordable, convenient, filling, and intricately connected with Newfoundland’s past, bologna offers physical ...
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For Atlantic Canadians, particularly Newfoundlanders, boloney is a favourite comfort food. Affordable, convenient, filling, and intricately connected with Newfoundland’s past, bologna offers physical and emotional fulfillment to many Newfoundlanders who occasionally choose to ignore its high salt and fat content. This paper explores how simply fried, or more creatively transformed into dishes like Sweet and Sour Bologna, boloney brings together elements of tradition, modernity, and play in ways that speak of place and home.Less
For Atlantic Canadians, particularly Newfoundlanders, boloney is a favourite comfort food. Affordable, convenient, filling, and intricately connected with Newfoundland’s past, bologna offers physical and emotional fulfillment to many Newfoundlanders who occasionally choose to ignore its high salt and fat content. This paper explores how simply fried, or more creatively transformed into dishes like Sweet and Sour Bologna, boloney brings together elements of tradition, modernity, and play in ways that speak of place and home.
Mordechai Feingold (ed.)
- Published in print:
- 2012
- Published Online:
- March 2015
- ISBN:
- 9780199668380
- eISBN:
- 9780191804731
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:osobl/9780199668380.001.0001
- Subject:
- History, Cultural History
This book, which is a volume in a series of history of universities, contains a mix of chapters and book reviews. The book acts as a tool for the historian of higher education. The volume combines ...
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This book, which is a volume in a series of history of universities, contains a mix of chapters and book reviews. The book acts as a tool for the historian of higher education. The volume combines original research and reference material. Topics include teaching and learning in the University of Bologna, religious debates in eighteenth-century University of Oxford, and Richard Bentley's intellectual genesis.Less
This book, which is a volume in a series of history of universities, contains a mix of chapters and book reviews. The book acts as a tool for the historian of higher education. The volume combines original research and reference material. Topics include teaching and learning in the University of Bologna, religious debates in eighteenth-century University of Oxford, and Richard Bentley's intellectual genesis.
Robert S. Westman
- Published in print:
- 2011
- Published Online:
- March 2012
- ISBN:
- 9780520254817
- eISBN:
- 9780520948167
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520254817.003.0004
- Subject:
- History, History of Science, Technology, and Medicine
Nicolaus Copernicus was involved in a culture of astrological prognosticators during his student years in Bologna. Although not a single word about astrology has survived in his writings, a great ...
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Nicolaus Copernicus was involved in a culture of astrological prognosticators during his student years in Bologna. Although not a single word about astrology has survived in his writings, a great deal can be said about the specific circumstances that framed his involvement with that subject as a local practice. The four years that Copernicus spent in Bologna were a critical phase of his formative intellectual development. He made the acquaintance of the astronomer Domenico Maria Novara, who first acquainted him with difficulties in Ptolemy's theories, notably an apparent shift in the direction of the terrestrial pole. This anomaly is alleged to have stimulated his own ideas about moving the Earth. Soon after coming to the Bologna studium generale, Copernicus became associated with the senior master of astronomy in a capacity that presupposed astronomical competences in the sphere and theorics acquired during his liberal arts training at Krakow Collegium Maius.Less
Nicolaus Copernicus was involved in a culture of astrological prognosticators during his student years in Bologna. Although not a single word about astrology has survived in his writings, a great deal can be said about the specific circumstances that framed his involvement with that subject as a local practice. The four years that Copernicus spent in Bologna were a critical phase of his formative intellectual development. He made the acquaintance of the astronomer Domenico Maria Novara, who first acquainted him with difficulties in Ptolemy's theories, notably an apparent shift in the direction of the terrestrial pole. This anomaly is alleged to have stimulated his own ideas about moving the Earth. Soon after coming to the Bologna studium generale, Copernicus became associated with the senior master of astronomy in a capacity that presupposed astronomical competences in the sphere and theorics acquired during his liberal arts training at Krakow Collegium Maius.
Richard Osborne
- Published in print:
- 2007
- Published Online:
- October 2011
- ISBN:
- 9780195181296
- eISBN:
- 9780199851416
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195181296.003.0010
- Subject:
- Music, History, Western
Gioachino Rossini’s return to Paris in July 1824 was relatively brief. Affairs in Bologna needed seeing to before what promised to be a protracted stay abroad. His mother was no longer in the best of ...
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Gioachino Rossini’s return to Paris in July 1824 was relatively brief. Affairs in Bologna needed seeing to before what promised to be a protracted stay abroad. His mother was no longer in the best of health, and plans for the renovation of his newly acquired palazzo were already running into difficulties. Since the end of the Napoleonic wars, the French capital had been inundated with arrivistes from the provinces and abroad, swelling the ranks of an increasingly influential bourgeoisie. By 1830, 55 percent of the registered electors of Paris were immigrants to the city. Rossini had arrived in the right place at the right time. Over the next 12 years, he would write three new operas and renovate two others, preside over a famous chapter in the history of the Théâtre Italien, add considerably to his personal fortune, and secure his long-term financial future. It was a formidable achievement, though there were times when expectation outran events.Less
Gioachino Rossini’s return to Paris in July 1824 was relatively brief. Affairs in Bologna needed seeing to before what promised to be a protracted stay abroad. His mother was no longer in the best of health, and plans for the renovation of his newly acquired palazzo were already running into difficulties. Since the end of the Napoleonic wars, the French capital had been inundated with arrivistes from the provinces and abroad, swelling the ranks of an increasingly influential bourgeoisie. By 1830, 55 percent of the registered electors of Paris were immigrants to the city. Rossini had arrived in the right place at the right time. Over the next 12 years, he would write three new operas and renovate two others, preside over a famous chapter in the history of the Théâtre Italien, add considerably to his personal fortune, and secure his long-term financial future. It was a formidable achievement, though there were times when expectation outran events.
Richard Osborne
- Published in print:
- 2007
- Published Online:
- October 2011
- ISBN:
- 9780195181296
- eISBN:
- 9780199851416
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195181296.003.0012
- Subject:
- Music, History, Western
The Théâtre Italien’s Édouard Robert spent the winter on a long-drawn-out scouting mission through Italy, beginning and ending in Bologna. He was looking for singers and operas, but he was also ...
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The Théâtre Italien’s Édouard Robert spent the winter on a long-drawn-out scouting mission through Italy, beginning and ending in Bologna. He was looking for singers and operas, but he was also acting as a courier between Gioachino Rossini in Bologna and Carlo Severini and Alejandro Maria Aguado in Paris, as plans were laid for the triumvirate to take over the administration of the theater. By the spring of 1832, Rossini had composed six of the 12 movements. Unable to face the task of completing the textually less-promising sections of the poem, he asked Giovanni Tadolini to complete them for him. Their Stabat mater was performed in Madrid on Good Friday 1833. It is not clear when Rossini and Olympe Pélissier first met. Whenever that was, the relationship itself appears to have taken root in 1832. A letter to Honoré de Balzac in January invited him to supper in the company of Rossini.Less
The Théâtre Italien’s Édouard Robert spent the winter on a long-drawn-out scouting mission through Italy, beginning and ending in Bologna. He was looking for singers and operas, but he was also acting as a courier between Gioachino Rossini in Bologna and Carlo Severini and Alejandro Maria Aguado in Paris, as plans were laid for the triumvirate to take over the administration of the theater. By the spring of 1832, Rossini had composed six of the 12 movements. Unable to face the task of completing the textually less-promising sections of the poem, he asked Giovanni Tadolini to complete them for him. Their Stabat mater was performed in Madrid on Good Friday 1833. It is not clear when Rossini and Olympe Pélissier first met. Whenever that was, the relationship itself appears to have taken root in 1832. A letter to Honoré de Balzac in January invited him to supper in the company of Rossini.
Richard Osborne
- Published in print:
- 2007
- Published Online:
- October 2011
- ISBN:
- 9780195181296
- eISBN:
- 9780199851416
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195181296.003.0014
- Subject:
- Music, History, Western
The Sicilian revolt in January 1848 set in train a series of uprisings throughout Europe. Bologna was quickly involved and, as inevitably happens at such times, matters quickly got out of hand. ...
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The Sicilian revolt in January 1848 set in train a series of uprisings throughout Europe. Bologna was quickly involved and, as inevitably happens at such times, matters quickly got out of hand. Hot-headed republicans, fellow-travelers, and marauding soldiery, some of it Sicilian in origin, were suspicious of “rich reactionaries,” among whose number Gioachino Rossini was unhappily counted. He had, in fact, signed a liberal, pro-nationalist petition to Cardinal Riario Sforza and made some modest contributions towards nationalist funds; but it was no secret that he was disturbed by much of the political violence, in particular by a series of arbitrary and uninvestigated assassinations which had taken place in Bologna. After a disturbance outside his house, he deposited his will with a local notary before beating a hasty retreat to Florence. His departure caused consternation in Bologna.Less
The Sicilian revolt in January 1848 set in train a series of uprisings throughout Europe. Bologna was quickly involved and, as inevitably happens at such times, matters quickly got out of hand. Hot-headed republicans, fellow-travelers, and marauding soldiery, some of it Sicilian in origin, were suspicious of “rich reactionaries,” among whose number Gioachino Rossini was unhappily counted. He had, in fact, signed a liberal, pro-nationalist petition to Cardinal Riario Sforza and made some modest contributions towards nationalist funds; but it was no secret that he was disturbed by much of the political violence, in particular by a series of arbitrary and uninvestigated assassinations which had taken place in Bologna. After a disturbance outside his house, he deposited his will with a local notary before beating a hasty retreat to Florence. His departure caused consternation in Bologna.
Richard Osborne
- Published in print:
- 2007
- Published Online:
- October 2011
- ISBN:
- 9780195181296
- eISBN:
- 9780199851416
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195181296.003.0021
- Subject:
- Music, History, Western
Gioachino Rossini was 12 when he wrote six 12-string sonatas. At much the same time, he took the first step towards translating these precociously developed instrumental skills into his mother’s ...
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Gioachino Rossini was 12 when he wrote six 12-string sonatas. At much the same time, he took the first step towards translating these precociously developed instrumental skills into his mother’s world of stage play and song. They were piecemeal efforts, of course; as was Demetrio e Polibio, the opera he assembled at the request of the Mombelli family to a libretto by Vincenzina Vigano-Mombelli whilst still a student in Bologna. Technically it is his first opera, though it was not staged professionally until 1812. L’equivoco stravagante was Rossini’s second professional opera but his first in the longer two-act form. Ciro in Babilonia was Rossini’s first essay in the semisacred genre deployed to comply with regulations governing the use of theaters during Lent. Rossini’s first Milanese opera was La pietra del paragon, a melodrama giocoso by one of the Teatro alla Scala’s house librettists, Luigi Romanelli.Less
Gioachino Rossini was 12 when he wrote six 12-string sonatas. At much the same time, he took the first step towards translating these precociously developed instrumental skills into his mother’s world of stage play and song. They were piecemeal efforts, of course; as was Demetrio e Polibio, the opera he assembled at the request of the Mombelli family to a libretto by Vincenzina Vigano-Mombelli whilst still a student in Bologna. Technically it is his first opera, though it was not staged professionally until 1812. L’equivoco stravagante was Rossini’s second professional opera but his first in the longer two-act form. Ciro in Babilonia was Rossini’s first essay in the semisacred genre deployed to comply with regulations governing the use of theaters during Lent. Rossini’s first Milanese opera was La pietra del paragon, a melodrama giocoso by one of the Teatro alla Scala’s house librettists, Luigi Romanelli.
Richard Osborne
- Published in print:
- 2007
- Published Online:
- October 2011
- ISBN:
- 9780195181296
- eISBN:
- 9780199851416
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195181296.003.0002
- Subject:
- Music, History, Western
Gioachino Rossini returned home from Venice with money in his pocket and the hope of a new commission. Unfortunately, Bologna was no longer the best place to be. By 1811 Milan had taken over as ...
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Gioachino Rossini returned home from Venice with money in his pocket and the hope of a new commission. Unfortunately, Bologna was no longer the best place to be. By 1811 Milan had taken over as continental Europe’s principal meeting place for impresarios and agents. Bologna was becoming a bit of a backwater. While he waited, Rossini rehearsed and directed an Italian-language performance of Joseph Haydn’s The Seasons sponsored by the Accademia dei Concordi. He may also have written the six-movement showpiece cantata for soprano, chorus, and orchestra, La morte di Didone (“The Death of Dido”), which he presented to Domenico Mombelli’s daughter, Ester Mombelli. If he did write it in 1811, it offers a remarkable glimpse of things to come.Less
Gioachino Rossini returned home from Venice with money in his pocket and the hope of a new commission. Unfortunately, Bologna was no longer the best place to be. By 1811 Milan had taken over as continental Europe’s principal meeting place for impresarios and agents. Bologna was becoming a bit of a backwater. While he waited, Rossini rehearsed and directed an Italian-language performance of Joseph Haydn’s The Seasons sponsored by the Accademia dei Concordi. He may also have written the six-movement showpiece cantata for soprano, chorus, and orchestra, La morte di Didone (“The Death of Dido”), which he presented to Domenico Mombelli’s daughter, Ester Mombelli. If he did write it in 1811, it offers a remarkable glimpse of things to come.
Richard Osborne
- Published in print:
- 2007
- Published Online:
- October 2011
- ISBN:
- 9780195181296
- eISBN:
- 9780199851416
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195181296.003.0003
- Subject:
- Music, History, Western
Gioachino Rossini left Bologna for Naples in June 1815, traveling via Florence and Rome. The journey from Rome to Naples was notoriously dangerous: the roads unprotected, the coaches expensive and ...
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Gioachino Rossini left Bologna for Naples in June 1815, traveling via Florence and Rome. The journey from Rome to Naples was notoriously dangerous: the roads unprotected, the coaches expensive and dirty, the customs officials illiterate and corrupt. Not surprisingly, the note Rossini sent his parents on June 27 mingles relief with delight. Stimulated by an exuberant city, a remarkable impresario, and an equally remarkable singer, he was about to enter into what, creatively, would be the heartland of his musical career. 1815 was the year in which order returned to Europe. French rule had left an indelible mark on Italy, and the seeds of republicanism had been sown, but there was a sense in which the status quo ante had been restored.Less
Gioachino Rossini left Bologna for Naples in June 1815, traveling via Florence and Rome. The journey from Rome to Naples was notoriously dangerous: the roads unprotected, the coaches expensive and dirty, the customs officials illiterate and corrupt. Not surprisingly, the note Rossini sent his parents on June 27 mingles relief with delight. Stimulated by an exuberant city, a remarkable impresario, and an equally remarkable singer, he was about to enter into what, creatively, would be the heartland of his musical career. 1815 was the year in which order returned to Europe. French rule had left an indelible mark on Italy, and the seeds of republicanism had been sown, but there was a sense in which the status quo ante had been restored.
David Willetts
- Published in print:
- 2017
- Published Online:
- November 2020
- ISBN:
- 9780198767268
- eISBN:
- 9780191917066
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780198767268.003.0006
- Subject:
- Education, Higher and Further Education
The university is one of Europe’s great gifts to the world. There had been sophisticated centres of learning in Classical Athens and Alexandria, in China, ...
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The university is one of Europe’s great gifts to the world. There had been sophisticated centres of learning in Classical Athens and Alexandria, in China, and then in North Africa and Spain during the Islamic world’s scientific flowering. But it is Europe’s universities which gave birth to the humanism of the Renaissance, drove the Reformation, led the rise of empirical science, and promoted the emergence of critical history. They are still extending the boundaries of knowledge today, as part of a global enterprise which is heavily influenced by the European model. They emerged in the twelfth century. The first wave of a dozen or so, including Bologna, Paris, and Oxford, already comprised different types of university, reflecting their different origins depending on which came first, the chicken or the egg, the teacher or the student. In Bologna, reputed to have been founded in 1088 and hence Europe’s oldest university, the student is thought to have come first. Groups of students were looking for training to get qualifications that would help them practise medicine or law and employed teachers to help them. There ‘the lecturing staff had to submit to a competitive trial to win the custom of their fee paying consumers . . . teaching was viewed as a commodity like any other and it was logical that new students should sample lecture courses before making their academic purchase’. They were mature students who had probably already started work and knew what extra training they needed to advance in their profession. By contrast in Northern Europe the university began with teachers setting up universities: they had much younger students who were more dependent on them. (They were called masters, reflecting the origins of the model in apprenticeships.) These universities tended to be less vocational as the routes into professions such as the law or medicine were instead via apprenticeships. Towns gave these new institutions a mixed welcome—and sometimes still do. Tensions between town and gown boiled over into violence. Universities looked to the Church, the major countervailing power of the time, for protection from hostile locals.
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The university is one of Europe’s great gifts to the world. There had been sophisticated centres of learning in Classical Athens and Alexandria, in China, and then in North Africa and Spain during the Islamic world’s scientific flowering. But it is Europe’s universities which gave birth to the humanism of the Renaissance, drove the Reformation, led the rise of empirical science, and promoted the emergence of critical history. They are still extending the boundaries of knowledge today, as part of a global enterprise which is heavily influenced by the European model. They emerged in the twelfth century. The first wave of a dozen or so, including Bologna, Paris, and Oxford, already comprised different types of university, reflecting their different origins depending on which came first, the chicken or the egg, the teacher or the student. In Bologna, reputed to have been founded in 1088 and hence Europe’s oldest university, the student is thought to have come first. Groups of students were looking for training to get qualifications that would help them practise medicine or law and employed teachers to help them. There ‘the lecturing staff had to submit to a competitive trial to win the custom of their fee paying consumers . . . teaching was viewed as a commodity like any other and it was logical that new students should sample lecture courses before making their academic purchase’. They were mature students who had probably already started work and knew what extra training they needed to advance in their profession. By contrast in Northern Europe the university began with teachers setting up universities: they had much younger students who were more dependent on them. (They were called masters, reflecting the origins of the model in apprenticeships.) These universities tended to be less vocational as the routes into professions such as the law or medicine were instead via apprenticeships. Towns gave these new institutions a mixed welcome—and sometimes still do. Tensions between town and gown boiled over into violence. Universities looked to the Church, the major countervailing power of the time, for protection from hostile locals.
David Willetts
- Published in print:
- 2017
- Published Online:
- November 2020
- ISBN:
- 9780198767268
- eISBN:
- 9780191917066
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780198767268.003.0020
- Subject:
- Education, Higher and Further Education
‘High, high above the North Pole, on the first day of 1969, two professors of English Literature approached each other at a combined velocity of 1200 miles ...
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‘High, high above the North Pole, on the first day of 1969, two professors of English Literature approached each other at a combined velocity of 1200 miles per hour.’ That vivid opening to David Lodge’s Changing Places captures how globalization has reached the modern university. We saw in Chapter Four that only 28 per cent of British academics are defined as ‘sedentary’ having never worked abroad. 50 per cent have worked abroad for up to two years. The rest have migrated, moving away for more than two years or coming back after such a long stay abroad. We have fewer sedentary academics than any comparable country, apart from Canada which has an open border with the US. Thirty-six per cent of German researchers are sedentary—and 52 per cent of Italians. Half of research papers by British academics are now co-authored with someone overseas and they are more likely to be cited. David Lodge’s two professors were travelling back to the future: in the Middle Ages Europe’s universities formed a highly integrated international system. The structure of the medieval disciplines was the same across Europe and so were the key texts. There was a common language of scholarship—Latin. Degrees were recognized across Christendom, entitling a teacher to teach anywhere (the ‘Licentiate ubique docendi’). Scholars and students such as Thomas Aquinas or Erasmus moved between Rome, Paris, and Cologne. Now Europe’s Bologna and Erasmus programmes are gradually re-creating levels of integration which our universities achieved in the Middle Ages: we must hope that Brexit does not cut Britain off from this. The Bologna process is not an EU programme: it is an intergovernmental declaration agreed in 1999 which sets a common structure of university study to make it easy for students to move between European countries. Heavily influenced by the English model, it specifies that a Bachelor’s degree takes 3–4 years, a Master’s degree 1–2 years, and a doctorate 3–4 years. Erasmus, by contrast, is the EU programme for promoting student and academic exchanges. It has proved particularly fruitful: over a million babies have now been born to students who met a partner from a different EU country as a result of the Erasmus programme.
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‘High, high above the North Pole, on the first day of 1969, two professors of English Literature approached each other at a combined velocity of 1200 miles per hour.’ That vivid opening to David Lodge’s Changing Places captures how globalization has reached the modern university. We saw in Chapter Four that only 28 per cent of British academics are defined as ‘sedentary’ having never worked abroad. 50 per cent have worked abroad for up to two years. The rest have migrated, moving away for more than two years or coming back after such a long stay abroad. We have fewer sedentary academics than any comparable country, apart from Canada which has an open border with the US. Thirty-six per cent of German researchers are sedentary—and 52 per cent of Italians. Half of research papers by British academics are now co-authored with someone overseas and they are more likely to be cited. David Lodge’s two professors were travelling back to the future: in the Middle Ages Europe’s universities formed a highly integrated international system. The structure of the medieval disciplines was the same across Europe and so were the key texts. There was a common language of scholarship—Latin. Degrees were recognized across Christendom, entitling a teacher to teach anywhere (the ‘Licentiate ubique docendi’). Scholars and students such as Thomas Aquinas or Erasmus moved between Rome, Paris, and Cologne. Now Europe’s Bologna and Erasmus programmes are gradually re-creating levels of integration which our universities achieved in the Middle Ages: we must hope that Brexit does not cut Britain off from this. The Bologna process is not an EU programme: it is an intergovernmental declaration agreed in 1999 which sets a common structure of university study to make it easy for students to move between European countries. Heavily influenced by the English model, it specifies that a Bachelor’s degree takes 3–4 years, a Master’s degree 1–2 years, and a doctorate 3–4 years. Erasmus, by contrast, is the EU programme for promoting student and academic exchanges. It has proved particularly fruitful: over a million babies have now been born to students who met a partner from a different EU country as a result of the Erasmus programme.
