6,793 research outputs found
Emily Brontë : the mind of a visionary
No full textBibliography: leaves 216-226.This dissertation is an investigation of the visionary and philosophical aspects of Emily Brontë's works. The first five chapters deal with the visionary process such as visions, spirit guides, dreams, imagination, encounters with the darker side of the self and a union with the divine. There is considerable evidence of these mystical avenues in both her poetry and in Wuthering Heights which have been explored. It is shown how Emily Brontë's mysticism is a direct result of personal experiences which augment her reputation as one of the leading mystics in the world of literature. There are however tensions in her works, such as the cynicism of her own intellect in accepting the visionary experiences as authentic and periods of suffering when her faith is tested. These tensions have been considered within the context of her mystical encounters and philosophy. The remaining four chapters deal with the philosophy of Emily Brontë per se. Her beliefs in respect of heaven and hell, mercy and justice, power and survival, and pantheism are considered in depth. It is argued that she is an unorthodox thinker who does not believe in an eternal hell and that she has drawn inspiration for this idea from Frederick Maurice and Ralph Waldo Emerson. It is also shown how issues of power have been of interest to her from a young age and how this needs to be integrated within her philosophy. To the writer power needs to be tempered by compassion if it is to be of use to society or the individual. Her pantheistic spirit is also investigated and related to the mystical ideas
Emily Collins Pyatt
No full textInterview between Eric Crawford, Coastal Carolina University faculty researcher, and Emily Collins Pyatt at Rosalyn Geather\u27s home in Georgetown, South Carolina. Pyatt was a teacher at the Sandy Island School, as well as a resident on Sandy Island. Pyatt discusses growing up as a child on the island on her family\u27s farm. She discusses Reverend George Washington and his wife Stella who was a school teacher on the island. She discusses how people would make mattresses on the island and how before they would use fresh straw to sleep on. She discusses the teachers at the school that Mr. Huntington built on the island including Mr. Bolt and Professor Bland. She discusses how some of the men from the island would go to Conway to work in the mills. She also discusses her time at Whittemore High School and how she became involved in teaching while still in school. She discusses how she ended up attending Bentley College. She discusses how she stopped teaching in 1943 and how she was friends with Miss Ruby who was a teacher in Conway. She discusses hurricane Hazel and how she had to use the paddle on some of the children. She discusses how her granddaughter is a chemist for the Coca-Cola Company and how over the years of teaching she has had to give educational advice to many of her students.https://digitalcommons.coastal.edu/at-low-tide-oral-histories/1000/thumbnail.jp
Tradução de poesia: Emily dickinson segundo a perspectiva tradutória de Augusto de Campos
Full text linkDissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Estudos da Tradução, Florianópolis, 2014Esta dissertação, a partir da perspectiva teórica e prática de Augusto de Campos quanto à tradução de poesia, visa analisar sete de suas traduções dos poemas da norte-americana Emily Dickinson, publicadas na obra Emily Dickinson: não sou ninguém, em 2008. O trabalho foi dividido em três capítulos. O primeiro tratados principais elementos que constituem a poética de Dickinson, bem como das traduções brasileiras de suas obras. Como embasamento teórico foram utilizados Gilbert e Gubar (1984), Donoghue (1969), Sewall (1963) e Daghlian(1987), dentre outros autores. O segundo capítulo tem como objetivo apresentar Augusto de Campos como poeta e como tradutor, com ênfase nos seus comentários sobre tradução, visando compreender sua prática tradutória. O terceiro capítulo analisa as traduções de sete poemas de Dickinson realizadas por Augusto de Campos e busca identificar a relação entre a teoria e a prática do tradutor. Essa análise, de caráter discursivo, além do plano formal e sintático, se concentra no plano semântico dos textos, tendo em conta que não possui a pretensão de realizar qualquer tipo de julgamento prescritivo.Abstract: This dissertation, from the perspective theoretical and practical of Augusto de Campos about the poetry translation, analyzes seven of his translations of the North-American poet Emily Dickinson, published in the book "Emily Dickinson: não sou ninguém", in 2008. This work contains three chapters; the first presents the main elements that constitute the Dickinson's poetry, as well as the Brazilian translations of her poems. It has, as theoretical support, author slike: Gilbert and Gubar (1984), Donoghue (1969) Sewall (1963) and Daghlian(1987). The second chapter aims to approach the main remarks of Augusto,highlighting his activity as poet and as translator, aiming to understand his practice of translation. The third chapter analyses the Augusto's translations of seven poems of Dickinson and try to identify the relationship between the theory and the practice of the translator. This discursive, besides the formal and syntactic field focuses on the semantic field of the poems, without any kind of prescriptive judgment
Oral History Interview, Karen Collins (2293)
No full textIn both of her 2022 interviews with Emily Layman, Karen Collins shares her most prominent memories and experiences on being a student in the University of Wisconsin-Madison’s physical education and dance programs. To learn more about this oral history, download & review the index first (or transcript if available). It will help determine which audio file(s) to download & listen to.In both of her 2022 interviews with Emily Layman, Karen Collins shares her most prominent memories and experiences on being a student in the University of Wisconsin-Madison’s physical education and dance programs. Collins discusses classes, professors, and Lathrop Hall in the 1950s. She also details her career in physical education both outside and in Madison. The interview was conducted for the inclusion into the Women in PE part of the Women@UW Oral History Project for the UW-Madison Archives & Records Management oral history collection
George Collins Oration 2015
No full textLast year, Swinburne was touched by great sadness when our Deputy Vice-Chancellor for Research and Development, George Collins, passed away unexpectedly in November. George was a highly respected applied physicist, trusted colleague and friend of Swinburne and a fervent believer in the importance of applied research. The George Collins Memorial Fund was established to allow colleagues and friends who wish to commemorate George's life and commitment to research by making a gift. Donations to this fund have been used to support the George Collins Oration so that George's passion for people and research may continue. The oration is delivered by three researchers, who each give a 15-minute presentation on the innovative research they have been undertaking in physics and astrophysics, two fields of which George was a strong supporter. Each presentation is followed by a live musical performance by George's family members to honour his love of music. Recorded on Wednesday 29 July 2015
Dead Sleep True Crime for Bedtime:"Penning Poison" w/author Dr Emily Cockayne
No full textDead Sleep True Crime for Bedtime, "Penning Poison" w/author Dr Emily Cockayn
Faber Poetry Podcast: Episode 2: Sophie Collins & Emily Critchley
No full textRachael and Jack have Sophie Collins and Emily Critchley in the studio to discuss, among other things, female authorship, having a lightbulb moment for Denise Riley and the art of leaving a poem without a conventional ending.
Audio postcards in this episode come from Jillian Weise, Jennifer L. Knox and Nuar Alsadir
Gender and the politics of the gaze in Bronte's Wuthering Heights
Full text linkDissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2009.O objetivo deste estudo é apresentar uma análise de como a imagem de Catherine é moldada pelo olhar masculino, como ela enfrenta os três tipos de olhar - o olhar dos personagens, o olhar do leitor, e o olhar do autor - e finalmente, se o olhar masculino é interrompido. O parâmetro teórico desta análise, o conceito do olhar masculino, é teorizado por Laura Mulvey no artigo "Prazer Visual e Cinema Narrativo" (1975) o qual critica a relação entre o olhar masculino e a imagem feminina do prazer visual moldado pela sociedade patriarcal. Através da crítica de Mulvey do prazer visual generizado em filmes, que pertence ao contexto do cinema clássico de Hollywood, articulo sua teoria em relação ao romance Wuthering Heights de Emily Brontë para examinar a dinâmica do olhar masculino em relação à personagem feminina Catherine. Este estudo teve também por objetivo analisar o quanto o paradigma teórico de Mulvey produzido para cinema poderia ser aplicado especificamente em um texto literário escrito no século XIX.The objective of this thesis is to present an analysis of whether Catherine's image has been shaped by the male gaze, how she contends with the three looks of the male gaze - the look of the characters, the look of the reader, and the look of the author - and finally, how the male gaze is broken. The theoretical parameter of this analysis, the concept of the male gaze, is theorized by Laura Mulvey in the article "Visual Pleasure and Narrative Cinema" (1975) which critiques the relation between the male gaze and the female image within the patriarchal molding of visual pleasure. Borrowing Mulvey's critique of the gendering of visual pleasure in films, which pertains to the context of classical Hollywood cinema, I have articulated her theory in relation to Emily Brontë's Wuthering Heights, to examine the dynamics of the male gaze regarding the female character, Catherine. This study also aimed at examing the extent to which Mulvey's theoretical paradigm produced for cinema could be articulated specifically in relation to a literary text written in the nineteenth century
Emily Collins Winslow, Westbook Seminary, Class of 1889
No full textLamson, Portland, Maine, cabinet card photograph of Emily Collins Winslow, Westbrook Seminary Class of 1889. Miss Winslow is listed as an 1889 Laureate of Arts graduate in the 1892/93 Catalogue of the Officers, Students and Alumni of Westbrook Seminary for the Academic Year Ending June 30, 1893.
Written on the back of the cabinet card is: Emmie C. Winslow, North Falmouth, Maine, Class of \u2789.https://dune.une.edu/wchc_photos_students1880s/1033/thumbnail.jp
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COVID-19 Interview with Emily Oster
No full textA discussion on the COVID-19 pandemic with Emily Oster, economist and author of "Expecting Better" and "Cribsheet."Salem Cente
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