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Chapter Three of the book "Allegorical Images: Tableau, Time and Gesture in the Cinema of Werner Schroeter," by Michelle Langford is presented. It explores the characteristic of filmmaker Werner Schroeter's allegorical film-making practice based on a fragmentary way as tableau. It discusses the concept of tableau which holds on a movement allowing time-images to emerge and constitute a fragment. It looks into the impact of gestural performance and actions of his actors on the tableau images.

Chapter Five of the book "Allegorical Images: Tableau, Time and Gesture in the Cinema of Werner Schroeter," by Michelle Langford is presented. It explores the effect of allegorical gesture used by filmmaker Werner Schroeter as an element in the articulation of space in his films and as a function of the processes of remembering and forgetting. It looks into how Schroeter catches the lost and forgotten gestures of western culture and how the allegorical figures are used through gesture.

Chapter One of the book "Allegorical Images: Tableau, Time and Gesture in the Cinema of Werner Schroeter," by Michelle Langford is presented. It explores the life and works of filmmaker Werner Schroeter which reflect stylistic and thematic characteristics of his films. It also looks into his film-making career and practices in the context of the German Cinema. Moreover, it examines the influential factors in his works which represent topics including history and society.

Chapter Two of the book "Allegorical Images: Tableau, Time and Gesture in the Cinema of Werner Schroeter," by Michelle Langford is presented. It explores the theoretical groundwork for engagement with filmmaker Werner Schroeter's cinema in Germany and the kinds of images which he produced and the conceptual factors within his images. It also looks into the theorization of allegory into cinematic production with conception of the image which reflects societal and political issues.

In distance learning the lack of direct communication between teachers and learners makes it difficult to provide direct assistance to students while they are solving their homework tasks. We address this problem particularly for programming tasks and describe a system for automatically analyzing students' homework tasks, and providing understandable feedback. Our approach is adapted to the special situation in distance learning and is integrated into the virtual university approach at the University of Hagen. It consists of a general framework and instances for individual programming languages. For these instances, one example is presented for the programming language Scheme. [ABSTRACT FROM AUTHOR]