The Decentered Universe of Finnegans Wake Norris, Margot
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OT Introduction.Qxp:OT Introduction.Quark 5 12 2008 01:26 Page 1
OT Introduction.qxp:OT Introduction.Quark 5 12 2008 01:26 Page 1 GENERAL INTRODUCTION TO THE OLD TESTAMENT BY William Henry Green OT Introduction.qxp:OT Introduction.Quark 5 12 2008 01:26 Page 3 GENERAL INTRODUCTION TO THE OLD TESTAMENT THE CANON by William Henry Green D.D., LL.D LATE PROFESSOR OF ORIENTAL AND OLD TESTAMENT LITERATURE IN PRINCETON THEOLOGICAL SEMINARY Quinta Press Weston Rhyn 2008 OT Introduction.qxp:OT Introduction.Quark 5 12 2008 01:26 Page 4 Quinta Press Meadow View, Weston Rhyn, Oswestry, Shropshire, England, SY10 7RN General Introduction to the Old Testament first published by Charles Scribner in 1898. First Quinta Press edition 2008 Set in 10pt on 12 pt Bembo Standard ISBN 1 897856 xx x OT Introduction.qxp:OT Introduction.Quark 5 12 2008 01:26 Page 5 BY THE SAME AUTHOR IN UNIFORM BINDING THE HIGHER CRITICISM OF THE PENTATEUCH. 8V0, $1.50 THE UNITY OF THE BOOK OF GENESIS. 8vo, $3.00 GENERAL INTRODUCTION TO THE OLD TESTAMENT THE CANON BY WILLIAM HENRY GREEN, D.D., LL.D. PROFESSOR OF ORIENTAL AND OLD TESTAMENT LITERATURE IN PRINCETON THEOLOGICAL SEMINARY LONDON JOHN MURRAY, ALBEMARLE STREET 1899 Copyright, 1898, by Charles Scribner’s Sons for the United States of America Printed by the Trow Directory Printing and Bookbinding Company, New York, USA. 5 OT Introduction.qxp:OT Introduction.Quark 5 12 2008 01:26 Page 6 vii PREFACE ANY ONE who addresses himself to the study of the Old Testament will desire first to know something of its character. It comes to us as a collection of books which have been and still are esteemed peculiarly sacred. -
Trajectory of Art of Exile from Joyce's Ulysses to Beckett's
Concentric: Literary and Cultural Studies 35.1 March 2009: 205-228 Exile, Cunning, Silence: Trajectory of Art of Exile from Joyce’s Ulysses to Beckett’s Trilogy Li-ling Tseng Department of Foreign Languages and Literatures National Taiwan University, Taiwan Abstract Toward the end of A Portrait of the Artist as a Young Man, Stephen proclaims his famous defensive formula for future (Irish) art: “silence, exile, and cunning” (247). Stephen’s resolution to exile himself from a forcible religious, nationalistic, and aesthetic identification initiated in Portrait is faithfully materialized by Stephen’s several attempts of literary creation in Ulysses. Forced to roam Dublin city on Bloomsday, the new hero Bloom is living his every moment in exile. Ulysses exemplifies Joyce’s (via Stephen’s) art of exile in featuring the two main male characters as ideologically exiled beings and in spelling out through their cunning characterization a (living and writing) style of exile. It is established that a father-son-like relationship exists between Joyce and Beckett. In spite of Beckett’s protest against critics’ comparing him to Joyce, the route of exile initiated by Stephen on Joyce’s behalf is decisively taken up again and developed thoroughly in Beckett’s major oeuvres, The Trilogy. While the act of exile involves more the physical distancing from the socio-political Dublin city setting as maneuvered by Stephen and Bloom in Ulysses, Beckett’s Trilogy carries out a thoroughgoing exile or abstraction from a specific geopolitical setting, be it a city (i.e. Dublin) or a country (i.e. Ireland). My paper aims at examining Beckett’s diverse interaction with and influence under this Stephen-Joyce legacy in each of his Trilogy stories, primarily focusing on how Stephen’s formula has been experimented to be de-politicized and re-politicized in Beckett’s three works. -
A Psychological Study in James Joyce's Dubliners and VS
International Conference on Shifting Paradigms in Subaltern Literature A Psychological Study in James Joyce’s Dubliners and V. S. Naipaul’s Milguel Street: A Comparative Study Dr.M.Subbiah OPEN ACCESS Director / Professor of English, BSET, Bangalore Volume : 6 James Joyce and [V]idiadhar [S] Urajprasad Naipaul are two great expatriate writers of modern times. Expatriate experience provides Special Issue : 1 creative urges to produce works of art of great power to these writers. A comparison of James Joyce and V.S. Naipaul identifies Month : September striking similarities as well as difference in perspective through the organization of narrative, the perception of individual and collective Year: 2018 Endeavour. James Joyce and V.S. Naipaul are concerned with the lives of ISSN: 2320-2645 mankind. In all their works, they write about the same thing, Joyce write great works such as Dubliners, an early part of great work, Impact Factor: 4.110 and Finnegans Wake, in which he returns to the matter of Dubliners. Similarly, Naipaul has written so many works but in his Miguel Citation: Street, he anticipated the latest autobiographical sketch Magic Seeds Subbiah, M. “A returns to the matter of Miguel Street an autobiographical fiction Psychological Study in about the life of the writer and his society. James Joyce’s Dubliners James Joyce and V.S. Naipaul are, by their own confession, and V.S.Naipaul’s committed to the people they write about. They are committed to the Milguel Street: A emergence of a new society free from external intrusion. Joyce wrote Comparative Study.” many stories defending the artistic integrity of Dubliners. -
Search Illinois Counseling Association
The President’s Message Conscious Compassion & Advocacy During a Time of Violence “If we have no peace, it is because we have forgotten that we belong to each other.” ~Mother Teresa “Why are you interested in Multicultural healthy self-esteem, positive identity and Counseling? You are white,” said the head empowerment. We also have the profes- of the Department of Cross-Cultural sional commitment to serve our commu- Psychology at the Ohio State University nities, to facilitate effective communica- Joyce Marter, LCPC in 1993. tion, collaboration, connection, growth and evolution as a society. Joyce Marter, LCPC is founder and CEO “Isn’t that kind of the point - to increase of Urban Balance, a counseling practice awareness and acceptance of all human During a time of horrific violence, this with seven locations and nearly 80 thera- beings?” replied my 21 year-old self. mission becomes all the more urgent. In pists on staff. Prior to becoming President response, ICA has created two new task of ICA, she was President of IMHCA My request to conduct a senior honors forces. The Anti-Violence Task Force from 2013 to 2015. thesis was subsequently accepted. The is chaired by Chuck Hughes, LCPC study examined the relationships between ([email protected]) racial identity attitudes and preference for and will focus on counselors supporting a counselor’s race. I learned a tremendous one another, our clients, and our com- amount about racial identity development, munities in responding to violence and a process of that moves through the biases facilitating peace. that we all have as part of the human condition and hopefully reaches a point of The Diversity in Leadership Task force is awareness of differences, deep acceptance, chaired by Dr. -
Of Finnegans Wake
University of Mississippi eGrove Electronic Theses and Dissertations Graduate School 2013 Pedagogy And Identity In "The Night Lessons" Of Finnegans Wake Zachary Paul Smola University of Mississippi Follow this and additional works at: https://egrove.olemiss.edu/etd Part of the Literature in English, British Isles Commons Recommended Citation Smola, Zachary Paul, "Pedagogy And Identity In "The Night Lessons" Of Finnegans Wake" (2013). Electronic Theses and Dissertations. 541. https://egrove.olemiss.edu/etd/541 This Thesis is brought to you for free and open access by the Graduate School at eGrove. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of eGrove. For more information, please contact [email protected]. ! PEDAGOGY AND IDENTITY IN “THE NIGHT LESSONS” OF FINNEGANS WAKE A Thesis Presented for the Master of Arts Degree in the Department of English The University of Mississippi ZACHARY P. SMOLA May 2013 ! ! Copyright © 2013 by Zachary P. Smola All rights reserved ! ABSTRACT This thesis explores chapter II.ii of James Joyce’s Finnegans Wake (1939)—commonly called “The Night Lessons”—and its peculiar use of the conventions of the textbook as a form. In the midst of the Wake’s abstraction, Joyce uses the textbook to undertake a rigorous exploration of epistemology and education. By looking at the specific expectations of and ambitions for textbooks in 19th century Irish national schools, this thesis aims to provide a more specific historical context for what textbooks might mean as they appear in Finnegans Wake. As instruments of cultural conditioning, Irish textbooks were fraught with tension arising from their investment in shaping religious and political identity. -
Little Red Cap
Get hundreds more LitCharts at www.litcharts.com Little Red Cap filled with enticing books. She is filled with intense pleasure and SUMMARY excitement upon seeing all these books, her response to reading so many words described in terms resembling an As the speaker leaves behind the metaphorical neighborhood orgasm. of her childhood, there are fewer and fewer houses around, and the landscape eventually gives way to athletic fields, a local Time passes, however, and the speaker reflects on what ten factory, and garden plots, tended to by married men with the years together with the wolf has taught her. She compares the same submissive care they might show a mistress. The speaker oppressive nature of their relationship to a mushroom growing passes an abandoned railroad track and the temporary home of from, and thus figuratively choking, the mouth of a dead body. a recluse, before finally reaching the border between her She has learned that birds—implied to be representative of neighborhood and the woods. This is where she first notices poetry or art in general—and the thoughts spoken aloud by someone she calls "the wolf." trees (meaning, perhaps, that art comes only from experience). And she has also realized that she has become disenchanted He is easy to spot, standing in a clearing in the woods and with the wolf, both sexually and artistically, since he and his art proudly reading his own poetry out loud in a confident oice.v have grown old, repetitious, and uninspiring. The speaker notes the wolf's literary expertise, masculinity, and maturity—suggested by the book he holds in his large hands The speaker picks up an axe and attacks a willow tree and a fish, and by his thick beard stained with red wine. -
Letters to James Joyce
Leabharlann Náisiúnta na hÉireann National Library of Ireland Collection List No. 70 Papers of Paul and Lucie Léon (MS 34,300-34,301; 36,907-36,939) Research papers and correspondence of Paul Léon. Fashion journalism and general correspondence of Lucie Léon (or Noel). Manuscripts, inventories of materials, correspondence and miscellaneous document belonging to Paul and Lucia Léon relating to their connections with James Joyce. Compiled by Peter Kenny, Assistant Keeper Contents Introduction...............................................................................................................................3 The Papers..............................................................................................................................3 Lucie and Paul Léon...............................................................................................................3 I. Papers of Lucie Léon ...........................................................................................................5 I.i. Correspondence ................................................................................................................5 I.ii. Publications and related materials ..................................................................................6 I.iii. Biographical and miscellaneous....................................................................................8 II. Papers of Paul Léon............................................................................................................9 II.i. Research material -
Works on Giambattista Vico in English from 1884 Through 2009
Works on Giambattista Vico in English from 1884 through 2009 COMPILED BY MOLLY BLA C K VERENE TABLE OF CON T EN T S PART I. Books A. Monographs . .84 B. Collected Volumes . 98 C. Dissertations and Theses . 111 D. Journals......................................116 PART II. Essays A. Articles, Chapters, et cetera . 120 B. Entries in Reference Works . 177 C. Reviews and Abstracts of Works in Other Languages ..180 PART III. Translations A. English Translations ............................186 B. Reviews of Translations in Other Languages.........192 PART IV. Citations...................................195 APPENDIX. Bibliographies . .302 83 84 NEW VICO STUDIE S 27 (2009) PART I. BOOKS A. Monographs Adams, Henry Packwood. The Life and Writings of Giambattista Vico. London: Allen and Unwin, 1935; reprinted New York: Russell and Russell, 1970. REV I EWS : Gianturco, Elio. Italica 13 (1936): 132. Jessop, T. E. Philosophy 11 (1936): 216–18. Albano, Maeve Edith. Vico and Providence. Emory Vico Studies no. 1. Series ed. D. P. Verene. New York: Peter Lang, 1986. REV I EWS : Daniel, Stephen H. The Eighteenth Century: A Current Bibliography, n.s. 12 (1986): 148–49. Munzel, G. F. New Vico Studies 5 (1987): 173–75. Simon, L. Canadian Philosophical Reviews 8 (1988): 335–37. Avis, Paul. The Foundations of Modern Historical Thought: From Machiavelli to Vico. Beckenham (London): Croom Helm, 1986. REV I EWS : Goldie, M. History 72 (1987): 84–85. Haddock, Bruce A. New Vico Studies 5 (1987): 185–86. Bedani, Gino L. C. Vico Revisited: Orthodoxy, Naturalism and Science in the ‘Scienza nuova.’ Oxford: Berg, 1989. REV I EWS : Costa, Gustavo. New Vico Studies 8 (1990): 90–92. -
A Manual for the Advanced Study of James Joyce's Finnegans Wake in 130 Volumes
1 A Manual for the Advanced Study of James Joyce’s Finnegans Wake in 130 Volumes 31802 pages by C. George Sandulescu and Lidia Vianu FW 167.28 My unchanging Word is sacred. The word is my Wife, to exponse and expound, to vend and to velnerate, and may the curlews crown our nuptias! Till Breath us depart! Wamen. Beware would you change with my years. Be as young as your grandmother! The ring man in the rong shop but the rite words by the rote order! Ubi lingua nuncupassit, ibi fas! Adversus hostem semper sac! FW 219.16 And wordloosed over seven seas crowdblast in celtelleneteutoslavzendlatinsoundscript. 2 Title Launched on Vol. The Romanian Lexicon of Finnegans Wake. 75pp 11 November 1. 2011 http://editura.mttlc.ro/sandulescu.lexicon-of- romanian-in-FW.html Vol. Helmut Bonheim’s German Lexicon of Finnegans 217pp 7 December 2. Wake. 2011 http://editura.mttlc.ro/Helmut.Bonheim-Lexicon- of-the-German-in-FW.html Vol. A Lexicon of Common Scandinavian in Finnegans 195pp 13 January 3. Wake. 2012 http://editura.mttlc.ro/C-G.Sandulescu-A- Lexicon-of-Common-Scandinavian-in-FW.html Vol. A Lexicon of Allusions and Motifs in Finnegans 263pp 11 February 4. Wake. 2012 http://editura.mttlc.ro/G.Sandulescu-Lexicon-of- Allusions-and-Motifs-in-FW.html Vol. A Lexicon of ‘Small’ Languages in Finnegans Wake. 237pp 7 March 2012 5. Dedicated to Stephen J. Joyce. http://editura.mttlc.ro/sandulescu-small- languages-fw.html Vol. A Total Lexicon of Part Four of Finnegans Wake. 411pp 31 March 6. -
Early Sources for Joyce and the New Physics: the “Wandering Rocks” Manuscript, Dora Marsden, and Magazine Culture
GENETIC JOYCE STUDIES – Issue 9 (Spring 2009) Early Sources for Joyce and the New Physics: the “Wandering Rocks” Manuscript, Dora Marsden, and Magazine Culture Jeff Drouin The bases of our physics seemed to have been put in permanently and for all time. But these bases dissolve! The hour accordingly has struck when our conceptions of physics must necessarily be overhauled. And not only these of physics. There must also ensue a reissuing of all the fundamental values. The entire question of knowledge, truth, and reality must come up for reassessment. Obviously, therefore, a new opportunity has been born for philosophy, for if there is a theory of knowledge which can support itself the effective time for its affirmation is now when all that dead weight of preconception, so overwhelming in Berkeley's time, is relieved by a transmuting sense of instability and self-mistrust appearing in those preconceptions themselves. — Dora Marsden, “Philosophy: The Science of Signs XV (continued)—Two Rival Formulas,” The Egoist (April 1918): 51. There is a substantial body of scholarship comparing James Joyce's later work with branches of contemporary physics such as the relativity theories, quantum mechanics, and wave-particle duality. Most of these studies focus on Finnegans Wake1, since it contains numerous references to Albert Einstein and also embodies the space and time debate of the mid-1920s between Joyce, Wyndham Lewis and Ezra Pound. There is also a fair amount of scholarship on Ulysses and physics2, which tends to compare the novel's metaphysics with those of Einstein's theories or to address the scientific content of the “Ithaca” episode. -
Plot? What Is Structure?
Novel Structure What is plot? What is structure? • Plot is a series of interconnected events in which every occurrence has a specific purpose. A plot is all about establishing connections, suggesting causes, and and how they relate to each other. • Structure (also known as narrative structure), is the overall design or layout of your story. Narrative Structure is about both these things: Story Plot • The content of a story • The form used to tell the story • Raw materials of dramatic action • How the story is told and in what as they might be described in order chronological order • About how, and at what stages, • About trying to determine the key the key conflicts are set up and conflicts, main characters, setting resolved and events • “How” and “when” • “Who,” “what,” and “where” Story Answers These Questions 1. Where is the story set? 2. What event starts the story? 3. Who are the main characters? 4. What conflict(s) do they face? What is at stake? 5. What happens to the characters as they face this conflict? 6. What is the outcome of this conflict? 7. What is the ultimate impact on the characters? Plot Answers These Questions 8. How and when is the major conflict in the story set up? 9. How and when are the main characters introduced? 10.How is the story moved along so that the characters must face the central conflict? 11.How and when is the major conflict set up to propel them to its conclusion? 12.How and when does the story resolve most of the major conflicts set up at the outset? Basic Linear Story: Beginning, Middle & End Ancient (335 B.C.)Greek philosopher and scientist, Aristotle said that every story has a beginning, a middle, and an end. -
University Microfilms, a XERQ\Company, Ann Arbor, Michigan
72- 15,293 SHARP, Nicholas Andrew, 1944- SHAKESPEARE'S BAROQUE COMEDY: THE WINTER'S TALE. The Ohio State University, Ph.D., 1971 Language and Literature, modern University Microfilms, A XERQ\Company, Ann Arbor, Michigan THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED SHAKESPEARE'S BAROQUE CŒEDY: THE V/INTER'S TALE DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Nicholas Andrew Sharp, B,A., M,A, ***** The Ohio State University 1971 Approved by Id^iser Department of English PLEASE NOTE: Some pages have indistinct print. Filmed as received. University Microfilms, A Xerox Education Company Acknowledgraent I am extremely grateful to my adviser, Professor Rolf Soellner, for his advice, suggestions, and constant encouragement. ii VITA January 24, 1944 . Born— Kansas City, Missouri 1966 ......... B.A., The University of Kansas, Lawrence, Kansas 1966-1970........... NDEA Fellow, The Ohio State University, Columbus, Ohio 1968-1969, 1971-1972 . Teaching Associate, Department of English, The Ohio State University, Columbus, Ohio 1968 .......... M.A., The Ohio State University, Columbus, Ohio iii TABLE OF CONTENTS Page ACKNOWLEDGMENT..................................... ii VITA ..................................... .•.......... iii INTRODUCTION: BAROQUE AS AN HISTORICAL CONCEPT .... 1 Chapter I. THE JACOBEAN SETTING AND THE BAROQUE AESTHETIC 16 II. THE THEME OF SKEPTICAL FIDEISM............... 45 III. THE STRUCTURE...............................