4,602 research outputs found
Literacy Pioneer: Seminal Works of James Paul Gee
Get PDFJames Paul Gee’s seminal works have led to recommendations that support changes in current pedagogical approaches to learning. Gee’s (1999) seminal work An introduction to Discourse Analysis Theory and Method describesthe multiple factors, tools of inquiry, necessary for analyzing discourse: language-in-use with context, situated meanings, and cultural models. Gee has transferred his theory and method for discourse analysis to the field of video games, visual media, language, and learning. Gee’s (2003) What Video Games Have to Teach Us About Learning and Literacy explains on how well designed video games can enhance learning through effective learning principles. Situatedlanguage and learning: A critique of traditional schooling (2004a) includes video games in the sociocultural and sociolinguistic theory of learning and literacy as well as ways to reform school curriculum
Nicholas Bullock, James Read, The Movement for Housing Reform in Germany and France, 1840-1914
No full textBrunet Jean-Paul. Nicholas Bullock, James Read, The Movement for Housing Reform in Germany and France, 1840-1914. In: Annales. Economies, sociétés, civilisations. 43ᵉ année, N. 2, 1988. pp. 541-542
Read Ebook Brownlie's Principles of Public International Law Full Books
No full textRead Or Download Brownlie's Principles of Public International Law Full Books By by {"isAjaxComplete_B0055CIVI6":"0","isAjaxInProgress_B0055CIVI6":"0"} James Crawford (Author) › Visit Amazon's James Crawford Page Find all the books, read about the author, and more. See search results for this author Are you an author? Learn about Author Central James Crawford (Author)
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Polyphony and the anxiety of influence in the fiction of Henry James
Get PDFJames's fiction, especially in the Middle Phase, centres
on the figure of the artist and is characterized by, the two
interrelated aspects which previous criticism has largely
overlooked: the Bakhtinian 'polyphonic' -creation of
'author-thinkers'; and the conflict between ephebes and
precursors, for which Harold-Bloom's concept of 'the-anxiety of
influence' is the most illuminating model. Polyphony is the
narrative mode, and influence is the intra-artistic, theme.
These, as the Introduction to the thesis makes clear, are
rehearsed in James's inaugural novel, Roderick Hudson. Rowland
Mallet is an author-thinker, and his failure is caused by
authorial limitations. His monologism -is impaired by his
mistaking empathy for the authorial sympathy. Likewise,
Hudson's failure does not arise from a mercurial temperament,
but from a polyphonic shortcoming: not possessing the power of
fiction to contain the fiction of power in, his mentor. And the
relationships among the three artists - Gloriani, Hudson and
Singleton - perfectly exemplify the Bloomian-theme. It is these
two concepts, polyphony and influence, which are the major
preoccupation in the Middle Phase; as, the works chosen
demonstrate. These are a novella, a novel, and a number of
short stories all of which have been unjustifiably neglected.
Chapter One, on The Aspern Papers, argues that Tina Bordereau,
far from being, the artless victim seen by many critics,
actually challenges and defeats the narrator by the very form
of her narrative. Her 'realist' discourse undermines his
language of 'romance', and shows up its internal unstability.
Chapter Two is an extensive study of the critical reception of
The Tragic Muse. The most common areas of critical attention
have been its contemporary topicality, its relation to previous
novels on similar themes, and the possible genealogy of Gabriel
Nash. Those have all missed the core of the work. - Chapter Three
demonstrates how polyphony and the anxiety of influence make
the novel what it really is. Influence arises from the
juxtaposition of, and the wrestling between, artistic ephebes
and their precursors (Nick and Nash,, Miriam and Madame Carre).
The dialogic quality defined by Bakhtin is crucial to the
proper, and even-handed, characterization of all, the conflicts
in the novel. And since most of James's tales in the eighties
and nineties -are about 'masters - and acolytes, the anxiety of
influence remains central. Chapter Four is a study of 'The
Author of Beltraffiol' and 'The Lesson of the Master'. Again the
characters' manipulations are a crucial focus in a way that
G6rard Genette's terminology helps to illuminate. The fact that
the ephebe is the author-thinker emphasizes the inextricability
of the Bakhtinian and the Bloomian in James. Just as
polyphony offers a different focus for explicating the poetics
of James's fiction; so the ephebal conflict provides the basis
for a fresh perception of James's own artistic struggle
Elizabeth Ann James to Read Poetry
No full textElizabeth Ann James, author of "Rutherford B. Hayes and His Adoring Angels" will read poetry on stage at the Hayes Presidential Center in Fremont, Ohio, after the production of her play by the Strollers, a drama group from Ohio State University
Introduction: Composition, Text, and Editing zu: James Joyce: A portrait of the artist as a young man
Get PDFPaul and the Vocation of Israel: How Paul's Jewish Identity Informs his Apostolic Ministry, with Special Reference to Romans
Get PDFThis dissertation argues that Paul’s apostolic mission to the Gentiles was the definitive expression of his divine vocation as an Israelite, and thus of his Jewish identity. For many of Paul’s Jewish contemporaries, Israel’s divine vocation was to keep and to teach the precepts of the Law of Moses as an exemplary witness to God’s power and wisdom. For Paul, however, Jewish identity was expressed primarily by preaching the gospel of Christ, as the fulfilment of the Law of Moses, to the Gentiles. This is seen most clearly in Paul’s letter to the Romans.
In chapter 1, we summarize our methodology: we are seeking to examine Paul’s Jewish identity by reading Paul’s letters (especially Romans), in light of other second-temple Jewish texts, using certain insights from social identity theory. We show that the concept of vocation is an important dimension of Jewish identity, especially in Paul’s letters. We also discuss some prior approaches to the question of Paul’s Jewishness, demonstrating both their value and also their limitations for our purposes.
In chapter 2, we survey three key aspects of Paul’s explicit language of Jewish identity in his letters: Jewish distinctiveness, divine revelation and divine vocation.
In chapter 3, we demonstrate that Paul deliberately frames his letter to the Romans (Rom 1:1–15, 15:14–33) by presenting his apostolic ministry as the fulfilment of positive scripturally-based eschatological expectations concerning Israel’s divine vocation with respect to the nations. We also compare Paul’s self-presentation in the outer frame of Romans with other first-century expressions of Jewish vocation.
In chapter 4, we concentrate on Rom 2:17–29. Contrary to most interpretations which read this passage as a discussion about the nature of (Jewish or Christian) salvation, we argue that Paul deliberately sets this passage in the context of the mainstream Jewish synagogue, in order to contest the nature of Jewish vocation.
In chapter 5, we examine Rom 9–11 from the perspective of Jewish vocation. We demonstrate that in Rom 9–11, Paul presents his own apostolic vocation, in various ways, as a contrast to, a fulfilment of, and a means of hope for Israel’s place and role in God’s worldwide purposes
Read Poster Featuring James A. Michener (1)
No full textAn image of author James A. Michener superimposed over an image of northern Colorado with an image of the cover of his book Centennial. Michener served as an associate professor of Social Studies and director of Hadden Hall dormitory at the Colorado State College of Education (now the University of Northern Colorado) from 1936-1940. Michener’s time in Colorado gave him the opportunity to discover the arid beauty of the American West and his experiences later became the inspiration for Centennial. Michener designated the University of Northern Colorado the home of the bulk of his writing and publishing legacy.https://digscholarship.unco.edu/read/1007/thumbnail.jp
Reading acts of narrative appropriation: four instances of fraudulent memoir
No full textPhDThis thesis examines acts of narrative appropriation, the telling of purportedly‘authentic’ life stories by those for whom the stories are not theirs to tell. This
misuse or subversion of genre - the discipline of historical writing and the category
of autobiography - becomes a means for cultural, social and political dissimulation,
and the analysis focuses both on the act: the event, trespass, or ‘theft’ of another’s
life story, and on the cultural meaning that this event reveals. These narrative acts
are approached theoretically through discussions of what it means to be an author, a
reader, and through the consideration of literary and social genre, category and form.
In exploring identities at particular risk of appropriation, this thesis shows how
fraudulent appropriated narratives affect our reading of the world, and in turn
influence our perception of already marginalized social groups. My primary
examples include prostitution ‘narratives’, Native North American ‘memoir,’ and
fraudulent Holocaust survivor ‘testimony,’ with each text providing decoded
evidence of ‘genre-bending’ exhibiting a social and political intent. These works
seek to be read as authentic personal narratives, as autobiography, and that is how
they have been presented to the reader. However, they are imposters – fictional tales
desiring the elevated status of historical authenticity and willing to bend the rules
and contracts of genre to achieve their end. Here the appearance of authenticity is
achieved through the use of cultural and social ‘myth,’ or perceptions of cultural
identity, and as such its fraudulent construction is first and foremost a social act,
with a social and economic motivation. As this thesis concludes, these texts are
most successful when their own political and social ideologies echo and confirm that
of the readership; when their subjects, the fraudulent ‘I’ at the center of the text is
also a performative elaboration of cultural belief
Transforming Power Relationships: Leadership, Risk, and Hope. IHS Political Science Series No. 135, May 2013
Get PDFChronic communal conflicts resemble the prisoner’s dilemma. Both communities prefer peace to war. But neither trusts the other, viewing the other’s gain as its own loss, so
potentially shared interests often go unrealized.
Achieving positive-sum outcomes from apparently zero-sum struggles requires a kind of riskembracing leadership. To succeed leaders must: a) see power relations as potentially
positive-sum; b) strengthen negotiating adversaries instead of weakening them; and c) demonstrate hope for a positive future and take great personal risks to achieve it.
Such leadership is exemplified by Nelson Mandela and F.W. de Klerk in the South African democratic transition. To illuminate the strategic dilemmas Mandela and de Klerk faced, we examine the work of Robert Axelrod, Thomas Schelling, and Josep Colomer, who highlight important dimensions of the problem but underplay the role of risk-embracing leadership. Finally we discuss leadership successes and failures in the Northern Ireland settlement and the Israeli-Palestinian conflict
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