18,716 research outputs found
Emily Jones
No full textBorn to William Thomas Jones and his wife Mary Ann nee Elliott, Emily moved with her father, brothers and sisters, Ann Edith and Marion Pinder, to Palmerston in November 1890 when her father was appointed Sub-Inspector of Customs to succeed Alfred Searcy. Her mother had died in 1881. Her father died suddenly in December 1891 and is buried in the Palmerston Cemetery, but the children stayed together. Emily was a pianist taking an active part in community musical and theatrical events. In 1895, when Emily was 31, she was one of the 82 women who enrolled to vote after the franchise was granted to South Australian and Territory women in 1894. Her occupation was listed as "spinster". Emily left the Territory in 1911. The family appeared to have moved to Queensland where Emily is listed as a beneficiary of her brother's estate in 1952. Like her sister Ann Edith, Emily never married. She died in Queensland.Pionee
Emily Jones on Roma People
No full textJoin Bon Lee and Emily Jones as they discuss Emily\u27s experiences as a Roma person. Emily shares about Roma culture, heritage, and traditions
Biographical sketch of Emily Miller Jones
No full textTypescript of a biographical sketch of Emily Miller Jones, written by her daughter, Mary Carline Jones Beatty in 1934. She was born in Illinois in 1840 and came west to Utah in 1861, settling with her husband, Thomas Jefferson Jones, in Saint George. Typed by Juanita Doone of Ogden in 193
No.360, Emily Jones Flowers
No full textTranscript (107 pages) of interview by Everett L. Cooley with Emily Jones Flowers on November 26-December 10, 1991. This interview is no. 360 in the Everett L. Cooley Oral History Project, and tape nos U-1421 and U-1422;.In a 1991 interview with Everett L. Cooley, Emily Flowers (b. 1907) recalls her vagabond childhood, settling in Salt Lake--her mother teaching at Rowland Hall, her father--superintendent, Rosenblatt Steel Co. She briefly describes her education, short career as a high school science teacher, her courtship with Seville Flowers, their life together, and her later work at the Marriott Library. The bulk of the interview has to do with Seville\u27s career, 1930s-1960s Dept. of Biology, University of Utah
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
Gender and the politics of the gaze in Bronte's Wuthering Heights
No full textDissertação (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
Ann Jones
No full textAnn was born to William Thomas Jones and his wife Mary Ann nee Elliott. Ann moved with her father, brothers and sisters, Emily, Ada and Marion Pinder, to Palmerston in November 1890 when her father was appointed Sub-Inspector of Customs to succeed Alfred Searcy. Her mother had died in 1881. Her father died suddenly in December 1891 and is buried in the Palmerston Cemetery, but the sisters stayed together.
In 1895, when Ann was 34, she was one of the 82 women who enrolled to vote after the franchise was granted to South Australian and Territory women in 1894. Her occupation was listed as "spinster". However, she had employment as a domestic according to later roll listings. She was taken off the roll again in 1907 because she had left Palmerston. Ann died at 76 in Queensland in 1934.Community Servic
A case study of Dwight Morrow High School and the Academies at Englewood: an examination of school desegregation policy from a critical race perspective
No full textThis study examines the impact of a voluntary school desegregation program—the Academies @ Englewood (A@E)—on the Dwight Morrow High School (DMHS)
campus in the upper-middle- class city of Englewood, New Jersey. The author of this dissertation conducted observations in both academic and social settings, in-depth interviews, surveys, and focus groups. The data that were collected and analyzed provided stark counter-narratives to the dominant discourse that linked diminished expectations and low academic ability with Black and Latino students at DMHS, but, in contrast, related academic privilege and cultural elitism with the racially heterogeneous students attending the A@E. Critical Race Theory in Education (Ladson-Billings & Tate, 1995; Solorzano & Yosso, 2001) was utilized as the theoretical framework in the analysis of the litigation that eventually led to the development and implementation of the A@E, to the current
cultures and organization of both academic programs, and to the academic and social experiences of the students in both programs. This research suggests the following: the A@E achieved its intended goal of attracting high- achieving White and Asian students to the DMHS campus and of providing a small
number (50 students per class) of high-achieving Englewood students with an academically rigorous high school option. However, the A@E students were not effectively integrated into the DMHS culture, but were, instead, kept isolated in a separate facility, where the A@E functioned as an autonomous, academically selective, school-within-a-school. Students who attended the A@E benefited from this rigorous,
enriched educational environment, but implementing the program fostered feelings of second-class citizenship in the DMHS students, who exhibited, and continue to exhibit, initiative in their ongoing attempts to maximize what they perceive to be limited
academic opportunities.Ph.D.Includes bibliographical referencesIncludes vitaby Emily Joy Jones McGowa
Emily Jean Respress, Toledo, Ohio, 1949
No full textTerms associated with the photograph are: Jones Junior High School (Toledo, Ohio) | Junior high schools | Students | Class portraits | 1949-1950 | Girls | Sixth grade | Respress, Emily Jea
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