49 research outputs found
Book-keeper sat on an office stool
No full textFor voice and piano.Caption title.Includes advertising."Verses 1 and 2 from 'Bill of the U.S.A. by Kenneth Graham Duffield ... Verses 3, 4 and 5 by Alice Monroe Foster"--Bottom p. 2.Verses 4 and 5 presented as text at end of score; verse 5 includes alternative lines "For use in other English speaking countries."Cover illustration: Composer's name in a light blue circle."To all who have worn the khaki.""To all who have so faithfully served their country, whether at home or at the front my deepest appreciation and loving thanks! Fay Foster, New York 1919"--Reproduced handwriting on cover.Archived web conten
THE CHARACTERIZATION OF MARY ALICE MONROE’S FICTION
No full textThe article analyzes the literary contribution and achievements of the American writer Mary Alice Monroe. Alice Monroe is the author of 22 New York Times best-selling novels and two children's picture books. His “green” fiction explores the complex similarities between nature and human nature. The article presents the chronological order of Mary Monroe’s novels. Many of his novels are devoted to environmental issues. Monroe writes thought-provoking stories that explore in depth the complexities of interpersonal relationships and the similarities between humanity and life
Eco-Fiction and M. A. Monroe
No full textThe article analyzes the concept of “eco-fiction” genre in the American Modern literature, chiefly in the works of one of the best-selling author Mary Alice Monroe. The definition and characteristics of the genre is briefly explained and its usage in the M.A.Monroe`s works are analyzed in the research work. The table included in the article identifies the important parallels between nature and human nature by sorting out the eco-themes mentioned in most of her “green” novels
Homecoming Court
No full text(L to R) Alice Godwin, Kathleen Dawkins, Carol Aplin, Bette Foster, Susan Carter, and Carolyn Rea.https://repository.ulm.edu/sports/2113/thumbnail.jp
The Examples of Setting in The Eco-Fiction Novels by American Writer Mary Alice Monroe
No full text The relevance of the research. This article discusses how the setting of a literary work can alleviate an author's difficulties in describing time and space by allowing the reader to focus on the story's plot and characters. Because Mary Alice Monroe's work is ecological in nature, it has been described that the author skillfully depicts real places such as islands, beaches, mountains, fertile plantations, and other wildlife environments. In the article, the setting is mentioned as context beyond the immediate setting of the story. Settings include culture, era, geography, and time. Setting is considered the writer’s one of the basic building blocks of fiction, along with plot, characters, themes, and style.
The objectives of the research. The article is aimed at to study the literary analysis of the setting and its functions in the eco-fiction novels “Time is a River”, “Sweetgrass”, “The Summer of Lost and Found” by American writer M.A.Monroe. We distinguish 5 functions of setting in these novels:1) Setting as a background for action; 2)Setting as an antagonist; 3)Setting as a means of creating appropriate atmosphere; 4)Setting as a means of revealing character; 5)Setting as a means of reinforcing the theme.
Research methods. The method employed in this research is a semantic-stylistic analysis which aimed at identifying functions of setting since setting in fiction is called on to perform a number of desired functions.
Conclusion. Setting features of Eco-fiction novel "Time" is a river”, “Sweetgrass”, “Lost summer” and examples from the study novel were reviewed. The aim of the author is to create a true world full of stories. For this to succeed, authors must remember that the basis of any literary work is the setting. The analysis of the setting of the work plays an important role.
It improves the plot, characters, themes and even mood of the novel
Fragile index of the world
No full textIncludes: The meaning box / Fred Muratori -- Come to me / Peter Fortunato -- Triphammer Bridge / A.R. Ammons -- Irregular iambics / Vladimir Nabokov -- Weather inventions / Emily Rosko -- Psalm I / Baxter Hathaway -- Slate / Alice Fulton -- Poem ("Yes lord I am") / Christopher Nealon -- A selection of haiku / Tom Clausen -- The glowworm / Kenneth A. McClane -- Only the heart / Ogago Ifowodo -- Taking a history / Elizabeth Holmes -- Love poem: starting over / Stephen Tapscott -- The stories tell the land / Deborah Tall -- To the author of glare / David Lehman -- from the sequence All (for Ken McClane) / C.S. Giscombe -- Evanescence / Phyllis Janowitz -- An entomological soiree / Nancy Vieira Couto -- Ithaca / Lyrae van Clief-Stefanon -- Seeing Ren Hongjun off to Sichuan / Hu Shi -- The cost of lingering / Gail Holst-Warhaft -- Winter was a white page / Jon Stallworthy -- Lift-to-drag ratios / Roald Hoffmann -- from Severance songs / Joshua Corey -- Occupation / Jonathan Monroe -- Open slowly; / Kate Light -- Standing in doorways / Lisa M. Steinmen -- does the eagle know what's in the pit / Gina Franco -- untitled / Sasha Skenderija -- Beside the point / Stephen Cushman -- Rainmaker / Larissa Szporluk -- A selection of haiku / Franklin W. Robinson -- The quietest song / Laura (Riding) Jackson -- School prayer / Diane Ackerman -- Apples / Mary Gilliland -- W.D. picks a bouquet for cock Robin but cannot separate the thorns from the flowers / W.D. Snodgrass -- Elegy for the luminous / Laura Glenn -- Rearview mirror / Robert Morgan.Also included here are audio and video recordings of the authors reading their poems.For David Skorton in celebration of his inauguration as the twelfth president of Cornell University, September 7, 2006.Cornell University. Office of Publications and Marketing. Cornell University. Office of Humanities Communications.The meaning box / Fred Muratori -- Come to me / Peter Fortunato -- Triphammer Bridge / A.R. Ammons -- Irregular iambics / Vladimir Nabokov -- Weather inventions / Emily Rosko -- Psalm I / Baxter Hathaway -- Slate / Alice Fulton -- Poem ("Yes lord I am") / Christopher Nealon -- A selection of haiku / Tom Clausen -- The glowworm / Kenneth A. McClane -- Only the heart / Ogago Ifowodo -- Taking a history / Elizabeth Holmes -- Love poem: starting over / Stephen Tapscott -- The stories tell the land / Deborah Tall -- To the author of glare / David Lehman -- from the sequence All (for Ken McClane) / C.S. Giscombe -- Evanescence / Phyllis Janowitz -- An entomological soiree / Nancy Vieira Couto -- Ithaca / Lyrae van Clief-Stefanon -- Seeing Ren Hongjun off to Sichuan / Hu Shi -- The cost of lingering / Gail Holst-Warhaft -- Winter was a white page / Jon Stallworthy -- Lift-to-drag ratios / Roald Hoffmann -- from Severance songs / Joshua Corey -- Occupation / Jonathan Monroe -- Open slowly; / Kate Light -- Standing in doorways / Lisa M. Steinmen -- does the eagle know what's in the pit / Gina Franco -- untitled / Sasha Skenderija -- Beside the point / Stephen Cushman -- Rainmaker / Larissa Szporluk -- A selection of haiku / Franklin W. Robinson -- The quietest song / Laura (Riding) Jackson -- School prayer / Diane Ackerman -- Apples / Mary Gilliland -- W.D. picks a bouquet for cock Robin but cannot separate the thorns from the flowers / W.D. Snodgrass -- Elegy for the luminous / Laura Glenn -- Rearview mirror / Robert Morgan.1_3vnhqo9x1_m1bx54a
The 'true use of reading' : Sarah Fielding and mid eighteenth-century literary strategies.
No full textPhDThe aim of this thesis is to explore, by examining her life and
works, how Sarah Fielding (1710-68) established her identity as an author.
The definition of her role involves her notions of the functions of
writing and reading.
Sarah Fielding attempts to invite readers to form a sense of ties
by tacit understanding of her messages. As she believes that a work
of literature is produced through collaboration between the writer and
the reader, it is an important task in her view to show her attentiveness
toward reading practice. In her consideration of reading, she has two
distinct, even opposite views of her audience: on the one hand a familiar
and limited circle of readers with shared moral and cultural values and
on the other potential readers among the unknown mass of people. The
dual targets direct her to devise various strategies. She tries to
appeal to those who can endorse and appreciate her moral values as well
as her learning. Her writings and letters testify that she is sensitive
to the demands of the literary market, trying to lead the taste of readers
by inventing new forms.
The thesis opens with an overview of Sarah Fielding's career,
followed by a consideration of her critical attention to the roles of
reading. I go on to examine the narrative structures and strategies
she deploys, with a particular emphasis on her use of the epistolary
method. The following chapter deals with her attention to the reading
of the moral message tangibly embodied in her educational writing. It
is followed by an analysis of the activity which earned her a reputation
as a learned woman. Various as the forms of her works are, they invariably
reflect her attempt to balance herself between the two demands of
inventiveness and familiarity
"Disney is the Tiffany’s and I am the Woolworth's of the business": A critical re-analysis of the business philosophies, production values and studio practices of animator-producer Paul Houlton Terry
No full textThis thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.Animator-producer Paul Houlton Terry has been portrayed as having little passion for the animation he produced and being more concerned with making a profit than producing entertaining cartoons with high production values. The purpose of the dissertation is to re-evaluate Terry‘s legacy to animated cartooning by analyzing his business philosophies, production values, and studio practices.
Application of four psychodynamic factors to the early life and career of Terry, 1887-1929, found that his economic decision making was characterized by: an external locus of control, risk-averse financial behaviour, extreme saving behaviour through precaution, and shrewd money management practices. Based on Terry‘s historical responses to twelve major economic, technological, or institutional forces of change for the period 1929-1955, the psychodynamic factors were found to provide accurate explanations for his studio practices and production decisions.
There was no evidence to support the conclusion that three early career disappointments undermined Terry‘s intrinsic motivation to create animated cartoons. Rather, Terry‘s lack of risk taking, external locus of control, tight studio production schedule, desire to compete with neighbour studio Fleischer, difficulty in separating financial rewards from creative processes in animation, and practice of undertaking surveillance measures on staff may have undermined his and his studio‘s creativity. Archival research found Terry to possess strong passions for and to have made significant creative contributions to the field of animation.
Biographical research found that Terry retained a stable nucleus of highly talented artists who dedicated a significant portion of their working careers to the studio. An analysis of the cel aesthetics of a random sample of animated cartoons produced during the years 1930-1955 found that Terry created animated cartoons with above average cel aesthetics when compared to the other studios thereby supporting an inference that Terry was motivated to producing quality crafted animation. Further research is suggested into the role psychodynamic factors and economic decision-making play in the film production process and a clarification of Terry‘s legacy to the field of animated cartoons
Cracking the Nut on LCME Standard 8.7: Innovations to Ensure Comparability Across Geographically Distributed Campuses
No full textProblem: A large state university in the southeastern United States and state Area Health Education Centers (AHEC) collaborated to establish branch campuses to increase clinical capacity for medical student education. Prior to formally becoming branch campuses, two AHEC sites had established innovative curricular structures different than the central campus. These sites worked with the central campus as clinical training sites. Upon becoming formal campuses, their unique clinical experiences were maintained. A third campus established a curricular structure identical to the central campus. Little exists in the literature regarding strategies that ensure comparability yet allow campuses to remain unique and innovative. Intervention: We implemented a balanced matrix organizational structure, well-defined communication plan, and newly developed tool to track comparability. A balanced matrix organization model framed the campus relationships. Adopting this model led to identifying reporting structures, developing multidirectional communication strategies, and the Campus Comparability Tool. Context: The UNC School of Medicine central campus is in Chapel Hill. All 192 students complete basic science course work on central campus. For required clinical rotations, approximately 140 students are assigned to the central campus, which includes rotations in Raleigh or Greensboro. The remaining students are assigned to Asheville (25–30), Charlotte (25–30), or Wilmington (5–7). Chapel Hill and Wilmington follow identical rotation structures, 16 weeks each of (a) combined surgery and adult inpatient experiences; (b) combined obstetrics/gynecology, psychiatry, and inpatient pediatrics; and (c) longitudinal clinical experiences in adult and pediatric medicine. Asheville offers an 8-month longitudinal integrated outpatient experience with discreet inpatient experiences in surgery and adult care. Charlotte offers a 6-month longitudinal integrated experiences and 6 months of block inpatient experiences. Aside from Charlotte and Raleigh, the other sites are urban but surrounded by rural counties. Chapel Hill is 221 miles from Asheville, 141 from Charlotte, and 156 from Wilmington. Outcome: Using the balanced matrix organization, various reporting structures and lines of communication ensured the educational objectives for students were clear on all campuses. The communication strategies facilitated developing consistent evaluation metrics across sites to compare educational experiences. Lessons Learned: The complexities of different healthcare systems becoming regional campuses require deliberate planning and understanding the culture of those sites. Recognizing how size and location of the organization affects communication, the central campus took the lead centralizing functions when appropriate. Adopting uniform educational technology has played an essential role in evaluating the comparability of core educational content on campuses delivering content in very distinct ways
Black Excellence Awards Banquet (2004)
No full textThis video is titled, “Black Excellence Awards Banquet: Making the Grade” held in McKinnon Hall, Moseley Center on April 24, 2004. The mission of the Black Excellence Awards Banquet is to recognize, celebrate, and affirm the presence of black students at Elon University.” The 2004 “Black Excellence Awards Banquet: Making the Grade” program included: the “Welcome” by Leo M. Lambert. Lambert’s comments included: recognized 71 students at the Black Excellence Awards; recognized Elon alumni; highlighted the achievements of the Elon Students; celebrated with Elon Student’s families; described that each student honoree brings special gifts to Elon; increased diversity at Elon; informed the students to savor their accomplishments in this celebration. Due to technical problems the Black Excellence Awards were not properly recorded from the Welcome of the Black Excellence Awards. However, the program included: the “Invocation” by Mr. Michael Long (Class of 2004); “Dinner”; the “Introduction of the Speaker” by Miss Jessica Jones (Class of 2005); the “Speaker” by Mrs. Kebbler Richards, North Carolina Principal Fellow, Middle Creek High School; the “Presentation of Awards” by Reverend Richard McBride, University Chaplain and Director of Church Relations and George (Smith) Jackson, Vice President and Dean of Student Life; the “Special Remarks and Recognitions” by George (Smith) Jackson, Vice President and Dean of Student Life; and the “Benediction” by Mr. Michael Long (Class of 2004). Some names included: Nuri Hadia Abdur-Rauf, Estee Etim Amana, Kellie Christine Bland, Michael Edward Brandon, James Ardell Brewer III, Tiffany Sheree Brooks, Chanel Erica Caraway, Angela Moria Carlberg, Alexia Eldora Clincy, Emily Ann Dillard, Sheena Kiajuana Earl, Eden Alexandra Esters, Ebone Renee Gaskins, Reginald Eugene Hall, April Renee Holloway, Tanaya Nicole Jones, Lauren Brittany-Celeste Mason, Robin Nicola Newton, Darrick Louis Penny, Jennifer Christina Roundtree, Lebron Andrell Saulter, Michelle M. Sigur, Valencia Dayne Smith, Shantia Joy Stanley, Alice Rebecca Turner, Kelli Renee Valdez, Ronetta Estelle Walker, Daniel Joseph Watts, Claire Elizabeth Baker, Amy Renee Benjamin, Alana Noelle Black, Maiya Imani Black, Kimberly Nicole Bowman, Adriane Marie Bradberry, Charity Renaa Bumpass, Stacey Lenora Carless, Phillipe Curtis Charles, Danya Tenille Cobb, Branice Lee Fletcher, Kawan’ta Martist Foster, Kristina A. Foster, Aftan B. Freeman, Dana Erica Graves, Nichelle Nicole Harrison, Jessica Michelle Hayden, Rachel Jeannine Hinson, Ashley Christine Hunter, Jessica Rae Jones, Robert Thomas Jones, Melissa Nicole Jordan, LaToya Ariel Marcus, Evelyn Alina Massey, Aaramina Marie Maynard, Robin Michelle McCoy, Smaantha Elaine McCoy, Darris Roshawn Means, Courtney Danielle Mitchell, Hollye LaShele Monroe, Jacqueline Denise Morton, Immanuel Justus Naylor, Jason Terrance Nephew, Cassandra LaCheryl Obey, Randi Michelle Oxendine, Carola A. Seay, Monique Simpson, Aisha L. Sims, Danielle P. Smith, Crishaun L. Tankersley, Nikia Shemik Taylor, Brittis Leander Warner, and Candace Nicole Williams. The “Black Excellence Awards Banquet Committee” included: Ms. Marsha Boone, Dr. Matthew Clark, Mrs. Bernice Foust, Mrs. Zaire McCoy, Mrs. Annette Orbert, Mrs. Jana Lynn Patterson, Mr. Bill Primrose, Mrs. Janice Ratliff, Mrs. Vivian Ratliff, Mrs. L’Tanya Richmond, Mrs. Lisa Roper, Mr. Michael Williams, and Ms. Melanie Wrenn.
The Black Excellence Awards Banquet was officially named the Phillips-Perry Black Excellence Award Banquet in 2006 in honor of Elon’s first black student, Glenda Phillips, and the first black graduate, Eugene Perry. Videos before 2006 are labeled as "Black Excellence Awards Banquet (YEAR)," and videos after 2005 are labeled as "Phillips-Perry Black Excellence Awards Banquet (YEAR)"
