15,025 research outputs found
Stone, James M.
No full textCarte de Visite of James M. Stone, 27th Maine Infantry; From the Janet & Bedford Hayes Collectionhttps://digitalmaine.com/arc_civilwarportraits/3409/thumbnail.jp
Stone, James M.
No full textCarte de Visite of James M. Stone, 27th Maine Infantry; From the Janet & Bedford Hayes Collectionhttps://digitalmaine.com/arc_civilwarportraits/3409/thumbnail.jp
Private James Dem(m)ing leave of absence
No full textDocument written by Colonel Hiram Du Puy granting Private James Dem(m)ing of the 8th Ohio Volunteer Infantry a leave of absence from Camp Dennison, June 1861
Marriage record of Stone, James M. and Boyett, Tennie
No full textMarriage license for James M. Stone and Tennie Boyett. W.S. Cathcart was the Notary Public
Tacit knowledge, learning and expertise in dry stone walling
No full textThis is a detailed study of learning in the context of dry stone walling. It examines
what happens in the learning situation. The aim of this work was:
'To understand the nature of expertise in dry stone walling, how it is understood
by those practising the craft, and how it is transmitted to others'.
The main research questions were, therefore:
What happens when dry stone wallers are learning their craft?
How do they acquire expertise in dry stone walling?
How is this learning communicated?
This process necessitated developing a way of engaging with the practitioners,
eliciting descriptive data about what they were doing, and why they were doing it,
through interviews (or conversations) with both individuals and groups, whilst
they practiced their skill. Twenty three wailers were interviewed as they worked,
building walls.
The material obtained was analysed under seven different themes:
'Knowing how'
The use of tacit knowledge or intuition
'Flow'
Constant decision making, reflection and learning from mistakes
Individual and subjective variations and experiences
The relevance of emotion
The use of 'rules of thumb' or maxims.
Learning walling does not fit simply into any of the seven themes. It is
contextualised, complex and individual. It demonstrates tacit knowledge and
intuition. It involves emotion, sometimes consciously, sometimes not. It involves
memory, problem solving, and learning from mistakes, and reflection. Maxims or
'rules of thumb' were a key element in the learning process at all stages. Linear
stages of learning were not evidenced. Deep understanding of the practice is
evidenced, and the wider learning and teaching implications are explored
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
James M. Youngdale Interview, 1973
Get PDFJames Youngdale was raised on a farm in Swift County and was active in politics in the area for many years. After graduating from Carleton College in 1940, Youngdale served on a government internships and then the Navy. Youngdale, the author of a book in Minnesota politics, ran unsuccessfully for U.S. Congress several times between 1940 and 1966.
In this interview, James Youngdale discusses his personal and family background. He gives a brief history of early Swift County and the Depression in Swift County. He discusses his party affiliation, Minnesota politics in the 1930s and 1940s, Elmer Benson, and the election of 1948. He discusses the Democrat tradition vs. the Farmer-Labor tradition, the DFL convention of 1948, and Swift County as a politically active county. He also discusses the influence of ethnic groups in Swift County, Youngdale\u27s historical research and writing, the Independent Voters of Minnesota, Youngdale\u27s election attempts, and the National Farmers Organization (NFO).https://digitalcommons.morris.umn.edu/mnoralhistories/1088/thumbnail.jp
James Bond: international man of gastronomy
No full textThis article is concerned with the representation of food and drink in Ian Fleming’s James Bond novels. In particular, it examines how the author uses Bond’s culinary knowledge and habits of consumption as an important constituent of his hero’s character. Similarly, the food choices of other characters, notably villains, are shown to be linked, by Fleming, to core aspects of their identity − principally their ethnicity. Bond’s impulse to observe and classify, very much in evidence in the novels’ food sequences, is examined in terms of the texts’ construction of Bond as a skilled identifier of signs
A critical comparison of William James and Søren Kierkegaard on religious belief
No full textThis thesis is a critical comparison of the accounts of religious belief proposed byWilliam James and Søren Kierkegaard. Both James and Kierkegaard greatly emphasizethe subjective aspects of religious belief. In view of this fact, surprisingly littlecomparative work has been done in this area. I contribute to this literature in two ways.Firstly, I make a brief assessment of what James knew of Kierkegaard’s work.Secondly, I draw four comparisons between Kierkegaard and James. In Chapter One Iexamine the claim that Kierkegaard proposes a pragmatist account of faith of the kindthat James sets out in his essay The Will To Believe. I argue that this claim rests on amisunderstanding of Kierkegaard’s argument that to have faith is to take a risk. In thefollowing chapter I discuss James’s and Kierkegaard’s views on formal proofs for theexistence of God. Both philosophers reject the notion that faith can be based on suchproofs. I distinguish between their positions, and argue in favour of Kierkegaard’s. Inthe third chapter I compare Kierkegaard’s and James’s accounts of religious experience.James views religious experiences as a special kind of evidence for the existence ofGod. For Kierkegaard it is a mistake to view religious experiences as evidence. Suchexperiences should be understood in relation to the concept of religious authority. In thefinal chapter I examine Kierkegaard’s conception of faith as a life-view. I argue that forKierkegaard a life-view is a fundamental perspective on one’s existence. I compare thisconception with James’s concept of philosophical temperament and in relation to hisdiscussion of the sick soul
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