Aberystwyth University the Turn of the Tide
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The Role and Importance of the Welsh Language in Wales's Cultural Independence Within the United Kingdom
The role and importance of the Welsh language in Wales’s cultural independence within the United Kingdom Sylvain Scaglia To cite this version: Sylvain Scaglia. The role and importance of the Welsh language in Wales’s cultural independence within the United Kingdom. Linguistics. 2012. dumas-00719099 HAL Id: dumas-00719099 https://dumas.ccsd.cnrs.fr/dumas-00719099 Submitted on 19 Jul 2012 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. UNIVERSITE DU SUD TOULON-VAR FACULTE DES LETTRES ET SCIENCES HUMAINES MASTER RECHERCHE : CIVILISATIONS CONTEMPORAINES ET COMPAREES ANNÉE 2011-2012, 1ère SESSION The role and importance of the Welsh language in Wales’s cultural independence within the United Kingdom Sylvain SCAGLIA Under the direction of Professor Gilles Leydier Table of Contents INTRODUCTION ................................................................................................................................................. 1 WALES: NOT AN INDEPENDENT STATE, BUT AN INDEPENDENT NATION ........................................................ -
Environment Template (REF5) Institution: Swansea University: Prifysgol Abertawe Unit of Assessment: 28B - Modern Languages and Linguistics (Celtic Studies) A
Environment template (REF5) Institution: Swansea University: Prifysgol Abertawe Unit of Assessment: 28b - Modern Languages and Linguistics (Celtic Studies) a. Overview Staff included in this Unit of Assessment are based within Academi Hywel Teifi or affiliated to it. Established in 2010, it champions the Welsh language throughout the University and includes the Welsh for Adults Centre for south-west Wales and the former Department of Welsh. The research of the Unit specifically focuses on three fields in relation to the Welsh language: its literature, its cultural media and applied linguistics, with more staff currently involved in the first field. The Unit is supported in all activities by the wider structures of the College of Arts and Humanities (COAH). COAH is home to the Research Institute for Arts and Humanities (RIAH) and its Graduate Centre. COAH’s large team of nine staff – director, assistant director, research and administrative officers – support Academi researchers and postgraduates. Two members of the Academi sit on its Management Board and the College’s Research committee. A member of the Academi currently directs the Graduate Centre. Since RAE 2008, these new structures have dramatically transformed the research environment of Welsh and Welsh studies at Swansea for the better. The Unit runs its own seminar series, Seminar y Gymraeg, organised by Academi Hywel Teifi and attended by colleagues from several departments. In addition to Seminar y Gymraeg, our researchers within the Unit are active members of other COAH interdisciplinary research centres and groups, including the Centre for Research into the English Language and Literature of Wales (CREW) and the Language Research Centre (LRC), and attend events with a Celtic Studies theme at other centres such as the Centre for Medieval and Early Modern Research (MEMO). -
MODERN BRITISH LITERATURE (C. 1900 to 1950) READING LIST
MODERN BRITISH LITERATURE (c. 1900 to 1950) READING LIST Please note that there are two lists below. The first is the full list with the core readings in bold; the second is the core list separated out. You are responsible for all core readings and may incorporate readings from the full list into your tailored list. Unless otherwise noted, selections separated by commas indicate all works students should know. A. FICTION Beckett, Samuel. One of the following: Murphy, Watt, Molloy Bennett, Arnold. Clayhanger Bowen, Elizabeth. The Heat of the Day Butler, Samuel. The Way of All Flesh Chesterton, G.K. The Man Who Was Thursday Conrad, Joseph. Heart of Darkness AND one of: Lord Jim, The Secret Agent, Nostromo, Under Western Eyes Ford, Ford Madox. The Good Soldier Forster, E. M. Howards End, A Passage to India (plus the essays “What I Believe” and “The Challenge of Our Times” in Two Cheers for Democracy) Galsworthy, John. The Man of Property Greene, Graham. One of: Brighton Rock, The Power and the Glory, The Heart of the Matter Huxley, Aldous. Brave New World Joyce, James. Dubliners, A Portrait of the Artist as a Young Man, Ulysses Kipling, Rudyard. Kim Lawrence, D. H. Two of: Sons and Lovers, Women in Love, The Rainbow, The Plumed Serpent Lewis, Wyndham. Tarr, manifestos in BLAST 1 Mansfield, Katherine. “Prelude,” “At the Bay,” “The Garden Party,” “The Daughters of the Late Colonel” (in Collected Stories) Orwell, George. 1984 (or Aldous Huxley, Brave New World) Wells, H. G. One of the following: Ann Veronica, Tono-Bungay, The New Machiavelli West, Rebecca. -
Welsh-Medium and Bilingual Education
WELSH-MEDIUM AND BILINGUAL EDUCATION CATRIN REDKNAP W. GWYN LEWIS SIAN RHIANNON WILLIAMS JANET LAUGHARNE Catrin Redknap leads the Welsh Language Board pre-16 Education Unit. The Unit maintains a strategic overview of Welsh-medium and bilingual education and training. Before joining the Board she lectured on Spanish and Sociolinguistics at the University of Cardiff. Gwyn Lewis lectures in the College of Education and Lifelong Learning at the University of Wales, Bangor, with specific responsibility for Welsh language education within the primary and secondary teacher training courses. A joint General Editor of Education Transactions, his main research interests include Welsh-medium and bilingual education, bilingualism and child language development. Sian Rhiannon Williams lectures on History at the University of Wales Institute Cardiff. Her research interests include the history of women in the teaching profession and other aspects of the history of education in Wales. Based on her doctoral thesis, her first book was a study of the social history of the Welsh language in industrial Monmouthshire. She has published widely on the history of Gwent and on women’s history in Wales, and has co- edited a volume on the history of women in the south Wales valleys during the interwar period. She is reviews editor of the Welsh Journal of Education. Janet Laugharne lectures in the Cardiff School of Education, University of Wales Institute Cardiff, and is the School’s Director of Research. She is interested in bilingualism and bilingual education and has written on this area in relation to Welsh, English and other community languages in Britain. She is one of the principal investigators for a project, commissioned by the Welsh Assembly Government, to evaluate the implementation of the new Foundation Stage curriculum for 3-7 year-olds in Wales. -
Introduction to British Literature By: Patrick Mccann V 1.0 INTRODUCTION to BRITISH LITERATURE
Introduction to British Literature By: Patrick McCann v 1.0 INTRODUCTION TO BRITISH LITERATURE INSTRUCTIONS Welcome to your Continental Academy course “Introducti on to British Literature”. It is m ade up of 6 individual lessons, as listed in the Table of Contents. Each lesson includes practice questions with answers. You will progress through this course one lesson at a time, at your own pace. First, study the lesson thoroughly. Then, complete the lesson reviews at the end of the lesson and carefully che ck your answers. Sometimes, those answers will contain information that you will need on the graded lesson assignments. When you are ready, complete the 10-question, multiple choice lesson assignment. At the end of each lesson, you will find notes to help you prepare for the online assignments. All lesson assignments are open-book. Continue working on the lessons at your own pace until you have finished all lesson assignments for this course. When you have completed and passed all lesson assignments for this course, complete the End of Course Examination. If you need help understanding any part of the lesson, practice questions, or this procedure: Click on the “Send a Message” link on the left side of the home page Select “Academic Guidance” in the “To” field Type your question in the field provided Then, click on the “Send” button You will receive a response within ONE BUSINESS DAY 2 INTRODUCTION TO BRITISH LITERATURE About the Author… Mr. Patrick McCann taught English (Language and Literature) 9 through 12 for the past 13 years in the Prince Georges County (MD) school system. -
The Height of Its Womanhood': Women and Genderin Welsh Nationalism, 1847-1945
'The height of its womanhood': Women and genderin Welsh nationalism, 1847-1945 Item Type text; Dissertation-Reproduction (electronic) Authors Kreider, Jodie Alysa Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 09/10/2021 04:59:55 Link to Item http://hdl.handle.net/10150/280621 'THE HEIGHT OF ITS WOMANHOOD': WOMEN AND GENDER IN WELSH NATIONALISM, 1847-1945 by Jodie Alysa Kreider Copyright © Jodie Alysa Kreider 2004 A Dissertation Submitted to the Faculty of the DEPARTMENT OF HISTORY In Partia' Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2004 UMI Number: 3145085 Copyright 2004 by Kreider, Jodie Alysa All rights reserved. INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. UMI UMI Microform 3145085 Copyright 2004 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. -
Historical Background of the Contact Between Celtic Languages and English
Historical background of the contact between Celtic languages and English Dominković, Mario Master's thesis / Diplomski rad 2016 Degree Grantor / Ustanova koja je dodijelila akademski / stručni stupanj: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences / Sveučilište Josipa Jurja Strossmayera u Osijeku, Filozofski fakultet Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:142:149845 Rights / Prava: In copyright Download date / Datum preuzimanja: 2021-09-27 Repository / Repozitorij: FFOS-repository - Repository of the Faculty of Humanities and Social Sciences Osijek Sveučilište J. J. Strossmayera u Osijeku Filozofski fakultet Osijek Diplomski studij engleskog jezika i književnosti – nastavnički smjer i mađarskog jezika i književnosti – nastavnički smjer Mario Dominković Povijesna pozadina kontakta između keltskih jezika i engleskog Diplomski rad Mentor: izv. prof. dr. sc. Tanja Gradečak – Erdeljić Osijek, 2016. Sveučilište J. J. Strossmayera u Osijeku Filozofski fakultet Odsjek za engleski jezik i književnost Diplomski studij engleskog jezika i književnosti – nastavnički smjer i mađarskog jezika i književnosti – nastavnički smjer Mario Dominković Povijesna pozadina kontakta između keltskih jezika i engleskog Diplomski rad Znanstveno područje: humanističke znanosti Znanstveno polje: filologija Znanstvena grana: anglistika Mentor: izv. prof. dr. sc. Tanja Gradečak – Erdeljić Osijek, 2016. J.J. Strossmayer University in Osijek Faculty of Humanities and Social Sciences Teaching English as -
Welsh Folk-Lore Is Almost Inexhaustible, and in These Pages the Writer Treats of Only One Branch of Popular Superstitions
: CORNELL UNIVERSITY LIBRARY BOUGHT WITH THE INCOME OF THE SAGE ENDOWMENT FUND GIVEN IN 1891 BY HENRY WILLIAMS SAGE Library Cornell UnlverBlty GR150 .095 welsh folMore: a co^^^^ 3 1924 029 911 520 olin Cornell University Library The original of tliis book is in tlie Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924029911520 : Welsh Folk=Lore T A COI/LEGTION OF THE FOLK-TALES AND LEGENDS OF NOKTH WALES Efffl BEING THB PRIZE ESSAY OP THE NATIONAL EISTEDDFOD, 1887, BT THE Rev. ELIA.S QWEN, M.A., F.S.A. REVISED AND ENLARGED BY THE AUTHOR. OSWESTRY AND WREXHAM ; PRINTED AND PITBLISHKD BY WOODALL, MIKSHALL, AND 00. PREFACE. To this Essay on the " Folk-lore of North Wales," was awarded the first prize at the Welsh National Eisteddfod, held in London, in 1887. The prize consisted of a silver medal, and £20. The adjudicators were Canon Silvan Evans, Professor Rhys, and Mr Egerton PhiHimore, editor of the Gymmrodor. By an arrangement with the Eisteddfod Committee, the work became the property of the pubHshers, Messrs. Woodall, Minshall, & Co., who, at the request of the author, entrusted it to him for revision, and the present Volume is the result of his labours. Before undertaking the publishing of the work, it was necessary to obtain a sufficient number of subscribers to secure the publishers from loss. Upwards of two hundred ladies and gentlemen gave their names to the author, and the work of pubhcation was commenced. -
A Comparative Critical Study of Kate Roberts and Virginia Woolf
CULTURAL TRANSLATIONS: A COMPARATIVE CRITICAL STUDY OF KATE ROBERTS AND VIRGINIA WOOLF FRANCESCA RHYDDERCH A THESIS SUBMITTED FOR THE DEGREE OF PhD UNIVERSITY OF WALES, ABERYSTWYTH 2000 DECLARATION This work has not previously been accepted in substance for any degree and is not being concurrently submitted in candidature for any degree. 4" Signed....... (candidate) ................................................. z3... Zz1j0 Date x1i. .......... ......................................................................... STATEMENT 1 This thesis is the result of my own investigations, except where otherwise stated. Other sources are acknowledged by footnotes giving explicit references. A bibliography is appended. Signed (candidate) ......... ' .................................................... ..... 3.. MRS Date X11.. U............................................................................. ............... , STATEMENT 2 I hereby give consent for my thesis, if accepted, to be available for photocopying and for inter-library loan, and for the title and summary to be made available to outside organisations. hL" Signed............ (candidate) .............................................. 3Ü......................................................................... Date.?. ' CULTURAL TRANSLATIONS: A COMPARATIVE CRITICAL STUDY OF KATE ROBERTS AND VIRGINIA WOOLF FRANCESCA RHYDDERCH Abstract This thesis offers a comparative critical study of Virginia Woolf and her lesser known contemporary, the Welsh author Kate Roberts. To the majority of -
Introduction to Victorian and Twentieth-Century Literature Heesok Chang
Introduction to Victorian and Twentieth-Century Literature Heesok Chang Unlike the preceding three volumes in this Companion to British Literature – the Medieval, Early Modern, and Long Eighteenth Century – the current one attempts to cover at least two distinct periods: the Victorian and the Twentieth Century. To make matters more difficult, the second of these hardly counts as a single period; it is less an epoch than a placeholder. In terms of periodization, the Victorian era is succeeded – or some might say, overthrown – by the Modern. But modernism is not capacious enough to encompass the various kinds of literary art that emerged in Britain following World War II, the postmodern and the postcolonial, for example. We could follow the lead of recent scholars and expand the modernist period beyond the “high” to include the “late” and arguably the “post” as well. But this conceptual as well as temporal expansion does not take in the vital British literature written from the 1970s onward, an historical era distinct from the “postwar” that critics refer to, for now, as the “contemporary” (see English 2006). Of course, all periods are designated after they have finished, including the Victo- rian, which was very much a modernist creation. Yet it is unlikely we will come to call the period stretching from the middle of the last century to the early decades of the new millennium, from the breakup of Britain’s empire to the devolution of Scotland, Wales, and Northern Ireland, “Elizabethan.” And this despite the Victo- rian longevity of the Windsor monarch’s reign. The queen is one and the same, but the national culture is anything but. -
Architectural History
our historic church also holds a well-kept secret, Architectural History with its little-known but strong connections to two major literary scholars The origin of St Michael’s church is unknown, but we think it is early medieval due to it’s position beside the River Alwen and the curvature of the churchyard. The Norwich Taxation of 1254 OWAIN MYFYR makes reference to the church as ’Ecc’a de lanwihangel’, so we 1741—1814 know that the church is at least 13th century. A native of this village, Owen Jones was known by the bardic name Owain Myfyr. He The church has undergone a number of restorations since it was moved to London as a young man, and was first built, mainly due to a major flood that hit the village in 1781. apprenticed to a furrier. By the 1780s he The flood level rose to a height of more than 8ft inside the church, owned his own business and had amassed a sweeping away the east window and wall as the powerful waters large fortune. receded. A stone plaque to the left of the pulpit In the late 18th century, he co-founded the ‘Gwyneddigion marks the line of the flood. Society’, a London-Welsh society dedicated to encouraging the literary life of Wales, which provided the blueprint of the In 1853 the bellcote, east window and west end of the church were competitive Eisteddfod familiar to us today. rebuilt. It is thought that the south porch may also have been added at this time. In 1789 the work of Dafydd ap Gwilym was published, with Owain Myfyr as one of the editors. -
Eisteddfod Handout Prepared for Ninth Welsh Weekend for Everyone by Marilyn Schrader
Eisteddfod handout prepared for Ninth Welsh Weekend for Everyone by Marilyn Schrader An eisteddfod is a Welsh festival of literature, music and performance. The tradition of such a meeting of Welsh artists dates back to at least the 12th century, when a festival of poetry and music was held by Rhys ap Gruffydd of Deheubarth at his court in Cardigan in 1176 but, with the decline of the bardic tradition, it fell into abeyance. The present-day format owes much to an eighteenth-century revival arising out of a number of informal eisteddfodau. The date of the first eisteddfod is a matter of much debate among scholars, but boards for the judging of poetry definitely existed in Wales from at least as early as the twelfth century, and it is likely that the ancient Celtic bards had formalized ways of judging poetry as well. The first eisteddfod can be traced back to 1176, under the auspices of Lord Rhys, at his castle in Cardigan. There he held a grand gathering to which were invited poets and musicians from all over the country. A chair at the Lord's table was awarded to the best poet and musician, a tradition that prevails in the modern day National Eisteddfod. The earliest large-scale eisteddfod that can be proven beyond all doubt to have taken place, however, was the Carmarthen Eisteddfod, which took place in 1451. The next recorded large-scale eisteddfod was held in Caerwys in 1568. The prizes awarded were a miniature silver chair to the successful poet, a little silver crwth to the winning fiddler, a silver tongue to the best singer, and a tiny silver harp to the best harpist.