Finding Feminine Spirituality in the Book of Margery Kempe
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Pronouns: a Resource Supporting Transgender and Gender Nonconforming (Gnc) Educators and Students
PRONOUNS: A RESOURCE SUPPORTING TRANSGENDER AND GENDER NONCONFORMING (GNC) EDUCATORS AND STUDENTS Why focus on pronouns? You may have noticed that people are sharing their pronouns in introductions, on nametags, and when GSA meetings begin. This is happening to make spaces more inclusive of transgender, gender nonconforming, and gender non-binary people. Including pronouns is a first step toward respecting people’s gender identity, working against cisnormativity, and creating a more welcoming space for people of all genders. How is this more inclusive? People’s pronouns relate to their gender identity. For example, someone who identifies as a woman may use the pronouns “she/her.” We do not want to assume people’s gender identity based on gender expression (typically shown through clothing, hairstyle, mannerisms, etc.) By providing an opportunity for people to share their pronouns, you're showing that you're not assuming what their gender identity is based on their appearance. If this is the first time you're thinking about your pronoun, you may want to reflect on the privilege of having a gender identity that is the same as the sex assigned to you at birth. Where do I start? Include pronouns on nametags and during introductions. Be cognizant of your audience, and be prepared to use this resource and other resources (listed below) to answer questions about why you are making pronouns visible. If your group of students or educators has never thought about gender-neutral language or pronouns, you can use this resource as an entry point. What if I don’t want to share my pronouns? That’s ok! Providing space and opportunity for people to share their pronouns does not mean that everyone feels comfortable or needs to share their pronouns. -
Intel® She Will Connect: Connecting Women in Africa to Opportunity
WOMEN AND THE WEB Bridging the Internet Gender Gap* BILLION Regional Internet Access Women’s Internet Access INTEL®USERS SHE WILL CONNECT 2.4ConnectingWORLDWIDE women in Africa to opportunity through technology. 79% 64% 28% 40% The Women and the WebEgypt 32% report16% outlined nearly 25 percent fewer women than men are online in emerging markets. In Sub-Saharan Africa that number rises to 45 percent. In response to the report’s findings, Intel and Mexico 34% 43% its partners committed to reducing the InternetIndia 8% gender gap by helping to put the Internet within the grasp of women in Africa. Women and girls willUganda 9% benefit from the information, knowledge, and connections available on the web and through information and communication technologies (ICTs). We are striving to enable the social IN ASIA andINTERNET economic ACCESS empowerment of women through access to opportunities, educational, financial, health and IN NORTH AMERICA 8% genderIS NEARLY specificTHA Tinformation, OF 28% e-governmentOF WOMEN services, and national and global news. Our goal is to reach 5 million AFRICA OF THE POPULATION IN INDIA HAVE women5X in the region byHAS the INTERNET end AC CESSof 2020.INTERNET ACCESS DEVELOPING COUNTRIES AND THE INTERNET GENDER GAP Women in developing countries frequently lack access to the Internet. Why Women? Women in developing countries are nearly 600 25% less likely to be online than men. 800 MILLION MILLION Women perform 60 percent of the world’s work, produce 50 percent of the food—but earn 10 percent of the income, and own 1 percent of the 43% 10% assets. -
Preferred Gender Pronouns: for Faculty (Or, How to Take Important Steps in Becoming a Trans Ally!)
Preferred Gender Pronouns: For Faculty (Or, How to Take Important Steps in Becoming a Trans Ally!) What is a pronoun? ñ A pronoun is a word that refers to either the people talking (like I or you) or someone or something that is being talked about (like she, it, them, and this). Gender pronouns (like he and hers) specifically refer to people that you are talking about. What is a “preferred gender pronoun”? ñ A "preferred gender pronoun" (or PGP) is the pronoun that a person chooses to use for themself. For example: If Xena's preferred pronouns are she, her, and hers, you could say "Xena ate her food because she was hungry." What are some commonly used pronouns? ñ She, her, hers and he, him, his are the most commonly used pronouns. Some people call these "female/feminine" and "male/masculine" pronouns, but many avoid these labels because, for example, not everyone who uses he feels like a "male" or "masculine." ñ There are also lots of gender-neutral pronouns in use. Here are a few you might hear: ‹ They, them, theirs (Xena ate their food because they were hungry.) This is is a pretty common gender-neutral pronoun.... And yes, it can in fact be used in the singular. ‹ Ze, hir (Xena ate hir food because ze was hungry.) Ze is pronounced like "zee" can also be spelled zie or xe, and replaces she/he/they. Hir is pronounced like "here" and replaces her/hers/him/his/they/theirs. ñ Just my name please! (Xena ate Xena's food because Xena was hungry) Some people prefer not to use pronouns at all, using their name as a pronoun instead. -
The Love of a Good Narrative: Textuality and Digitality TERESA M
English Teaching: Practice and Critique September 2006, Volume 5, Number 2 http://education.waikato.ac.nz/research/files/etpc/2006v5n2art4.pdf pp. 56-68 The love of a good narrative: Textuality and digitality TERESA M. DOBSON University of British Columbia, Vancouver, Canada ABSTRACT: It has often been observed that Alice Munro is a master of narrative complexity. “The love of a good woman”, in particular, is a story that challenges conventional notions of structure in short fiction through digression or deferral, discontinuity, layering, and so on. Ross (2002) rightly observes that conventional theories of reading fail to get at the process involved in achieving successful “apprenticeship” with Munro’s short fiction. This paper explores the intricacies of Munro’s creative craft as exemplified in “The love of a good woman” and proposes an approach to facilitating students’ engagement with complex narratives. Through creative writing in a computer-based “wiki” environment, it is argued, we encourage students to undertake the project of “layering” narrative and of establishing and interrogating complex narrative relations. This creative exercise, in turn, may facilitate their understanding of short fiction such as Munro’s. KEYWORDS: Digital literacy, textuality, English education, literacy education. THE LOVE OF A GOOD NARRATIVE: TEXTUALITY AND DIGITALITY The title story of Munro’s The love of a good woman begins in a small-town Ontario museum where, among the butter churns and horse harnesses, is displayed a box of optometrist’s instruments along with an explanatory note: “This box . has considerable local significance, since it belonged to Mr. D.M. Willens, who drowned in the Peregrine River, 1951. -
AN INTRODUCTORY GRAMMAR of OLD ENGLISH Medieval and Renaissance Texts and Studies
AN INTRODUCTORY GRAMMAR OF OLD ENGLISH MEDievaL AND Renaissance Texts anD STUDies VOLUME 463 MRTS TEXTS FOR TEACHING VOLUme 8 An Introductory Grammar of Old English with an Anthology of Readings by R. D. Fulk Tempe, Arizona 2014 © Copyright 2020 R. D. Fulk This book was originally published in 2014 by the Arizona Center for Medieval and Renaissance Studies at Arizona State University, Tempe Arizona. When the book went out of print, the press kindly allowed the copyright to revert to the author, so that this corrected reprint could be made freely available as an Open Access book. TABLE OF CONTENTS PREFACE viii ABBREVIATIONS ix WORKS CITED xi I. GRAMMAR INTRODUCTION (§§1–8) 3 CHAP. I (§§9–24) Phonology and Orthography 8 CHAP. II (§§25–31) Grammatical Gender • Case Functions • Masculine a-Stems • Anglo-Frisian Brightening and Restoration of a 16 CHAP. III (§§32–8) Neuter a-Stems • Uses of Demonstratives • Dual-Case Prepositions • Strong and Weak Verbs • First and Second Person Pronouns 21 CHAP. IV (§§39–45) ō-Stems • Third Person and Reflexive Pronouns • Verbal Rection • Subjunctive Mood 26 CHAP. V (§§46–53) Weak Nouns • Tense and Aspect • Forms of bēon 31 CHAP. VI (§§54–8) Strong and Weak Adjectives • Infinitives 35 CHAP. VII (§§59–66) Numerals • Demonstrative þēs • Breaking • Final Fricatives • Degemination • Impersonal Verbs 40 CHAP. VIII (§§67–72) West Germanic Consonant Gemination and Loss of j • wa-, wō-, ja-, and jō-Stem Nouns • Dipthongization by Initial Palatal Consonants 44 CHAP. IX (§§73–8) Proto-Germanic e before i and j • Front Mutation • hwā • Verb-Second Syntax 48 CHAP. -
Pronoun Primer
What are pronouns? Pronouns take the place of a noun (a person, place, or thing). Pronouns can be seen when referring to someone during a conversation or in written communication. Example of “she” series: “Hope has been doing very well in adjusting to her time at Tufts. I hope she continues to support staff and faculty in her efforts to create a respectful and affirming environment for all students!” How do pronouns affect me? Tufts University has announced that students on all campuses can change their names in various online Tufts systems such as the Student Information System (SIS). SIS updates class rosters which contains the names of students. When updated, class rosters include the students preferred name as well as the pronouns students are using at that particular time (yes, pronouns can change!). Rosters are points of contact for many student and professor interactions. Students are more likely to come to class and maintain retention if they feel affirmed and respected in classroom spaces. How are pronouns being used? In the chart below there are three examples of the most common pronouns used; she, he, and they. We are familiar with the most common pronouns (he and she) being used in the singular form; referring to only one person. The pronoun series “they”, in this instance, is used in a similar way (in the singular form, referring to one person). Typically, “they” is an example of gender neutral or non-binary pronouns. Example of “they” series as a singular: “I like Cool’s work ethic, they are such a hard-working employee. -
Beginning Old English / Carole Hough and John Corbett
© Carole Hough and John Corbett 2007 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Beginning Old Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W1T 4LP. English Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this Carole Hough and John Corbett work in accordance with the Copyright, Designs and Patents Act 1988. First published 2007 by PALGRAVE MACMILLAN Houndmills, Basingstoke, Hampshire RG21 6XS and 175 Fifth Avenue, New York, N.Y. 10010 Companies and representatives throughout the world PALGRAVE MACMILLAN is the global academic imprint of the Palgrave Macmillan division of St. Martin’s Press, LLC and of Palgrave Macmillan Ltd. Macmillan® is a registered trademark in the United States, United Kingdom and other countries. Palgrave is a registered trademark in the European Union and other countries. ISBN-13: 978–1–4039–9349–6 hardback ISBN-10: 1–4039–9349–1 hardback ISBN-13: 978–1–4039–9350–2 paperback ISBN-10: 1–4039–9350–5 paperback This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. A catalogue record for this book is available from the British Library. -
The Love of a Good Woman” Ulrica Skagert University of Kristianstad
Things within Things Possible Readings of Alice Munro’s “The Love of a Good Woman” Ulrica Skagert University of Kristianstad Abstract: Alice Munro’s “The Love of a Good Woman” is perhaps one of the most important stories in her œuvre in terms of how it accentuates the motivation for the Nobel Prize of Literature: “master of the contemporary short story.” The story was first published in The New Yorker in December 1996, and over 70 pages long it pushes every rule of what it means to be categorised as short fiction. Early critic of the genre, Edgar Allan Poe distinguished short fiction as an extremely focused attention to plot, properly defined as that to which “no part can be displaced wit- hout ruin to the whole”. Part of Munro’s art is that of stitching seemingly disparate narrative threads together and still leaving the reader with a sense of complete- ness. The story’s publication in The New Yorker included a subtitle that is not part of its appearing in the two-year-later collection. The subtitle, “a murder, a mystery, a romance,” is interesting in how it is suggestive for possible interpretations and the story’s play with genres. In a discussion of critical readings of Munro’s story, I propose that the story’s resonation of significance lies in its daring composition of narrative threads where depths of meaning keep occurring depending on what aspects one is focusing on for the moment. Further, I suggest that a sense of completion is created in tone and paralleling of imagery. -
“A” Declension Masculine Noun: Stan - “Stone”
“a” declension masculine noun: stan - “stone” “a” declension singular plural nominative stān stānas genitive stānes stāna dative/instrumental stāne stānum accusative stān stānas “ō” declension feminine noun: ġiefu - “gift” “ō” declension singular plural nominative ġiefu ġiefa, -e genitive ġiefe ġiefa, -ena dative/instrumental ġiefe ġiefum accusative ġiefe ġiefa, -e “n”-stem declension masculine noun: hunta - “hunter” “n”-stem declension singular plural nominative hunta huntan genitive huntan huntena dative/instrumental huntan huntum accusative huntan huntan demonstrative: sē,sēo,þæt - “that” demonstrative masculine feminine neuter plural nominative sē sēo þæt þā genitive þas þǣre þæs þāra dative þǣm þǣre þǣm þǣm accusative þone þā þæt þā instrumental þȳ þǣre þȳ þǣm personal pronouns: first person - “I” singular dual plural nominative iċ wit wē mīn uncer ūser, ūre genitive mē unc ūs dative accusative mec, mē uncit, unc ūsiċ, ūs personal pronouns: second person - “you” plural singular dual þū ġit ġē nominative þīn incer ēower, īower genitive þē inc ēow, īow dative þec, þē incit, inc ēowiċ, ēow, īow accusative personal pronouns: third person - “he, she, it” masculine feminine neuter hē hēo, hīe hit nominative his hiere, hire, hyre his genitive him hiere, hire, hyre him dative hine hīe, hī, hȳ hit accusative interrogative pronouns - “who, what” masculine neuter nominative hwā hwæt genitive hwæs hwæs dative hwǣm, hwām hwǣm, hwām hwone, hwane, hwæt accusative hwæne instrumental hwī, hwȳ, hwon hwī, hwȳ, hwon strong adjective declension [ā,ō stems] -
Old English Orthography
Old English Orthography Here is a list of the letters of the OE alphabet with a brief indication of the pronunciation. Some letters in OE represented more than one sound, but pronunciation and spelling were much closer in OE than in MnE. OE spelling did not distinguish long and short vowels; however, modern editors sometimes place a macron (e.g. ē) over long vowels to help students. OE Spelling OE Word and OE Sound MnE Word with MnE Translation (IPA Symbol) Similar Sound to OE Vowels <i> bringan bring /i/ bring biddan bid /ɪ/ bid rīdan ride /i:/ machine <y> hyll hill /y/ French tu hȳf hive /y:/ French lune <e> Dene Danes /e/ date elm elm /ɛ/ elm fēdan feed /e:/ wade brocen broken /ə/ broken <æ> æsc ash /æ/ cat clǣne clean /æ:/ bad <a> sacc sack /a/ American English sock gāt goat /a:/ American English cod <o> ofer over /o/ goat fox fox /ɔ/ for gōs goose /o:/ goad <u> duguþ retainers /u/ hoop ful full /ʊ/ full fūl foul /u:/ fool <ea> earnian earn /ɛə/ no equivalent east east /ɛə:/ no equivalent <eo> eorþ earth /eə/ no equivalent prēost priest /eə:/ no equivalent Notes: 1. The short vowels i, u, e, and o probably varied between tense and lax pronunciations depending upon the surrounding consonants, just as they do in MnE. Since we don’t know precisely what the rules were, it is safe to follow MnE principles most of the time, as indicated in the examples. 2. In unaccented syllables <e> was pronounced /ə/. Consonants <c> col coal /k/ coal, king or ċiriċe church /tʃ/ church <f> fisċ, ġif /f/ fishm if or <f> heofon /v/ heaven <g> gat goat /g/ goat or ġeong young /j/ young or bog bough /ɣ/ no equivalent <cg> heċġ hedge /dʒ/ hedge <þ> and <ð> þæc or ðæc thatch /ɵ/ thatch or feþer or feðer feather /ð/ feather <s> sendan send always /s, never /z/ send <sc> sċip ship /ʃ/ ship <h> her here /h/ here or (before dental sounds) sihþ sight /x/ Scottish loch, German Bach The letter <f> was pronounced /f/ at the beginnings and ends of words; elsewhere it was pronounced /v/. -
The Origin of Middle English Shē — an Alternative Hypothesis Marcin Krygier Adam Mickiewicz University, Poznań
The origin of Middle English shē — an alternative hypothesis Marcin Krygier Adam Mickiewicz University, Poznań 1. Introduction: The question of the origin of the East Midland third person singular feminine pronoun shē, ModE she, constitutes one of the most controversial topics in the field of Middle English morphology. Numerous hypotheses have been put forward to explain the emergence of this particular form in the Middle English period, yet none of them has gained general acceptance. Consequently, the purpose of this paper is to offer a critique of the existing explanations for the development of ME shē and to present a new interpretation of the process, which is consistent both with the available data and with general tendencies of language change. 2. The problem: In the classical variety of Old English, as spoken in the kingdom of Wessex at about 1000 A.D., the system of third person personal pronouns looked as presented in Table 1: TABLE 1: Late West Saxon personal pronouns — third person singular plural masculine neuter feminine n. hē hit ēho hī a. hine hit h ī hī g. his his hire hira d. him him hire him (Quirk -- Wrenn 19572: §63) Its most striking feature was the presence of the initial [h] sound in all forms of this paradigm, which placed the responsibility for maintaining intrasystemic contrasts solely onto the vocalic nuclei of the respective pronouns. Logically it follows that any reorganisation of the vowel repository of the language would have grave consequences for the whole third person pronominal system. Such a reorganisation took place in the second half of the eleventh century at the latest1 and involved the monophthongisation of all Old English diphthongs. -
Asking for and Using Pronouns Making Spaces More Gender Inclusive
Asking For and Using Pronouns Making Spaces More Gender Inclusive The concept of gender is evolving, and therefore How do I know what pronouns to use? so are gender identities. Some people use non- Asking for pronouns can depend in the setting. traditional pronouns. Someone’s name and When speaking to a student, classmate, co- pronouns may change after you have already been worker, or other community member to whom introduced to the person. Some people use more you introduce yourself, it is best to ask for their than one set of pronouns for themselves. pronouns. Some ways to do this might be – This guide can be used as a starting point to using “What pronouns do you use?” pronouns respectfully. The guide provides some “What pronouns should I use for you in this suggestions and information for in the general space?”* community as well as inside the classroom. “My name is Dan, and my pronouns are he Why are pronouns important? and him. What about you?” No matter your gender identity, gender can be If you aren’t sure of someone’s name or pronouns very important to someone’s sense of self. To but you have already asked or met the person, it is incorrectly gender someone can cause the person okay to ask for them again or later. to feel disrespected, alienated, or dysphoric (or a combination of the three). For the classroom, club/organization, or any other group that meets regularly, there are several ways It is very important to know that you cannot to make space for pronouns.