Yosano Akiko's Princess Saho and Its Multiple Speakers
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Ogai Mori's Works
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI THE MOTIVATION OF SHIZUKA KANAI FOR SUSTAINING HIS NORMAL SEXUAL LIFE UNDER THE PRESSURE OF HIS SURROUNDINGS AS REFLECTED IN MORI’S VITA SEXUALIS A THESIS Presented as a Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By Febri Floreta Patiung Student Number: 021214102 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2009 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Determine to like your work, then it will become a pleasure nor drudgery. Perhaps you don’t need to change your job. Change yourself and your work will seem different. -Norman V. Peale- This thesis is dedicated to my family, to my friends, and to myself. iv PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI ACKNOWLEDGEMENTS I would like to thank those who have supported me with their affection, patience, guidance, and criticism in working on my thesis. First and foremost, I would like to bestow my deepest gratitude to Jesus Christ for His plentiful love and never ending blessings in my life. His guidance has strengthened me to finish my thesis. My gratitude and respect go to my beloved parents, Papa Jan and Mama Maya, who have encouraged me in composing my thesis and given me their endless affection and prayers. I thank them for always asking on the progress of my thesis patiently. I also would like to thank my brother and sister, Yosua and Agitha, for sharing laughter with me everyday. -
Poetic Constraints of Lyric by Nicholas Andrew Theisen a Dissertation
Re[a]ding and Ignorance: Poetic Constraints of Lyric by Nicholas Andrew Theisen A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Comparative Literature) in The University of Michigan 2009 Doctoral Committee: Professor E. Ramirez-Christensen, Chair Professor Marjorie Levinson Associate Professor Johanna H. Prins Associate Professor Joseph D. Reed © Nicholas Andrew Theisen 2009 For no one ii Acknowledgements The work concluded, tentatively, with this dissertation would not have been possible without the continued intellectual engagement with my colleagues within and without the Department of Comparative Literature at the University of Michigan, especially (in no particular order) Michael Kicey, Meng Liansu, Sylwia Ejmont, Carrie Wood, and Sharon Marquart. I have benefited much from Jay Reed’s friendly antagonism, Marjorie Levinson’s keen insight, Esperanza Ramirez-Christensen’s grounding levity, and Yopie Prins’s magnanimity. But beyond the academic sphere, more or less, I’m am deeply indebted to Kobayashi Yasuko for reminding me that, to some, poetry matters as more than a mere figure of academic discourse and to my wife Colleen for her wholly unexpected insights and seemingly infinite patience. I have likely forgotten to mention numerous people; consider this my I.O.U. on a free drink. iii Table of Contents Dedication ii Acknowledgements iii List of Abbreviations vi List of Figures vii Chapters 1. Introduction 1 2. The Edges of Anne Carson’s Sappho 24 The Fragments of [Anne] Carson 27 Mutilation 45 3. Chocolate Bittersweet: Tawara Machi Translating Yosano Akiko 69 Bitter 71 Sweet 97 4. Separate but Equal: [un]Equating Catullus with Sappho 110 Impar 115 Par 128 Silence 140 5. -
Modeling Musical Influence Through Data
Modeling Musical Influence Through Data The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:38811527 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Modeling Musical Influence Through Data Abstract Musical influence is a topic of interest and debate among critics, historians, and general listeners alike, yet to date there has been limited work done to tackle the subject in a quantitative way. In this thesis, we address the problem of modeling musical influence using a dataset of 143,625 audio files and a ground truth expert-curated network graph of artist-to-artist influence consisting of 16,704 artists scraped from AllMusic.com. We explore two audio content-based approaches to modeling influence: first, we take a topic modeling approach, specifically using the Document Influence Model (DIM) to infer artist-level influence on the evolution of musical topics. We find the artist influence measure derived from this model to correlate with the ground truth graph of artist influence. Second, we propose an approach for classifying artist-to-artist influence using siamese convolutional neural networks trained on mel-spectrogram representations of song audio. We find that this approach is promising, achieving an accuracy of 0.7 on a validation set, and we propose an algorithm using our trained siamese network model to rank influences. -
Multilink EP 2200-T
Multilink EP 2200-T Transportation / ITS UPS Battery Backup System EP 2200-T Transportation UPS Installation, Operation and Maintenance Manual Rev 10 04/05/2017 TABLE OF CONTENTS UNPACKING AND INSPECTION CHECKLIST VI SAVE THE ORIGINAL SHIPPING BOX VII READ THE OPERATOR’S MANUAL VII ■ Section 1: Installation & Start-Up Manual 8 1.1 DESCRIPTION 9 1.1.1 System Description 9 1.1.2 EP 2200-T UPS 11 1.1.3 Power Transfer Switch 11 1.1.4 Batteries 12 1.2 MOUNTING 12 1.3 WIRING 13 1.4 START-UP AND TEST 16 1.5 SHUTDOWN 18 1.5.1 EP 2200-T UPS 18 1.5.2 PTS 19 1.6 TROUBLESHOOTING 20 1.7 SPECIFICATIONS 21 1.8 EMERGENCY SHUTDOWN PROCEDURE 22 ■ Section 2: Operator’s Manual 23 2.1.1 THE ADVANTAGES 25 2.1.2 A TOUR OF THE EP 2200-T 26 2.2.1 LCD PANEL 32 2.2.2 EP 2200-T OPERATING MODES 33 2.2.3 SELF TEST 34 2.2.4 START UP 35 2.2.5 SHUTDOWN 36 2.2.6 BATTERY REPLACEMENT 37 2.2.7 LCD MENU TREE 38 2.2.8 STATUS SUBMENU 40 2.2.9 CONTROL SUBMENU 42 2.2.10 SETTINGS MENU 43 2.2.11 MAINTENANCE MENU 44 2.2.12 ALARM MENU 45 2.2.13 FAULT MENU 46 2.2.14 EVENT LOG VIEW 47 2.2.15 LOW BATTERY MODE STATUS 48 2.3.1 RS232/USB SET-UP 49 2.3.1.1 Wiring Set-up Procedure 49 2.3.2 Comport &Terminal Settings 50 2.3.3 MAIN MENU 51 2.3.4 MENU TREE & RS232/USB SUB MENUS 54 2.3.4.1 RS232/USB Menu Tree 54 The complete MENU Tree with all default values 55 2.3.4.2 Unit Specifications, Input/Output Values 56 2.3.4.3 Input / Output Values 56 2.3.4.4 Maintenance 57 2.3.4.5 Line Slow Detection Parameters 59 2.3.5 MENU TUTORIAL 61 2.4.1 BATTERY BACK-UP TIME TEST 64 2.4.2 EP 2200-T RETURN INSTRUCTIONS 65 2.4.3 TROUBLESHOOTING 66 CONTRAST ADJUSTMENT LCD DISPLAY 67 2.4.4 BATTERY MAINTENANCE 67 2.4.5 SPECIFICATIONS 68 2.4.6 WARRANTY 70 2.4.7 EMERGENCY SHUTDOWN PROCEDURE 71 IMPORTANT SAFETY INSTRUCTIONS ARE CONTAINED IN THIS MANUAL Three different levels of safety admonishments are used within this instruction manual; specifically DANGER, WARNING, and CAUTION. -
Photovoice Brochure
Different but equal… exploring cultural diversity within Deloitte A participatory-photography project conducted by Dr. Maria Quinlan, University College Dublin Different but equal… exploring cultural diversity within Deloitte A participatory-photography project conducted by Dr. Maria Quinlan, University College Dublin Contents Foreword 01 Project design and methodology 02 Findings 1. Inclusion, belonging and home 07 2. Challenges – dislocation and otherness assumptions 23 3. Opportunities – Deloitte and Ireland 41 Appendices Ethics and safety 55 Acknowledgements 56 Participants 57 02 Different but equal… exploring cultural diversity within Deloitte A participatory-photography project conducted by Dr. Maria Quinlan, University College Dublin Foreword We began this project unsure what we might find out. Do people from outside Ireland feel included? If they don’t, what will it take to resolve that? What does an inclusive workplace mean? The participants have been so open and shared their deepest personal experiences. What really stood out for me personally were the stories people shared about themselves. It is so easy to group and categorise people, but through their photos we see the individual shine through: their personal experiences, their hopes, their struggles and their desire to be part of Deloitte and At Deloitte, we aspire to offer the most its future. I was also delighted to see how inclusive workplace in Ireland for our much positivity shone through in terms of people. We know from the research that the opportunities people feel they have having real diversity, people with different both in Ireland and at Deloitte. backgrounds, perspectives, beliefs and ways of thinking and working together, I wish to thank each of them for their leads to better decisions and solutions. -
JOE HILL; IWW SONGWRITER the Truth About "The Man Who Never Died ": $1.00
PREAMBLE OF THE INDUSTRIAL WORKERS OF THE WORLD The working class and the employing class have nothing in common. There can he no peace so long as hunger and wa nt are found among millions of working people and the few , who make up the employing class, have all the good things of life. Between these two classes a struggle must go on until the wo rk ers of the world organize as a class, take pos~e~sion of the earth and the machinery of production. and abolish the wage system. We find that the centering of the management of ind ustries in to fewe r and fewer hands makes the trade un ions unable to cope with the ever growing power of the employing class. The trade unio ns foster a state of affairs which all ows one set of work ers to be pitted aga inst another set of workers in the sa me industry. thereby helping defeat one another in wage wars. Moreover, the trade unions aid the employing class to mislead the workers into the belief that the working class have interests in common with their employers. These conditions can be changed and the interest of the work ing class upheld only by an organization formed in such a way that all its members in any one industry. or in all industries if necessary, cease work whenever a strike or lockout is on in any department thereof, thus making an injury to one an inj ury to all . Instead of the conservative motto, '"A fair day's wage for a fair day's work ," we must inscribe on our banner the revolutiona ry watchword , "Abolition of the wage system." It is the historic mission of the working class to do away with capitalism. -
Introduction
Notes All translations from the Japanese are mine unless otherwise indi- cated. I cross-reference citations from Genji monogatari to their location in the complete English translation by Royall Tyler listed below and cross-reference to complete English translations of works other than Genji monogatari where possible. Introduction 1 The term “real-and-imagined” is borrowed from Soja, who develops the concept in dialogue with Lefebvre’s analysis of how space is produced via (1) spatial prac- tices, (2) representations of space, and (3) representational spaces. Lefebvre’s “representational spaces” provide key elements of Soja’s notion of the real-and- imagined. Both concepts emphasize a dialogic relationship between material/ historical spatial productions and imaginary or representational ones: “The repre sentational space . overlays physical space, making symbolic use of its objects. Representational spaces . need obey no rules of consistency or cohesiveness. Redolent with imaginary and symbolic elements, they have their source in history—in the history of a people as well as in the history of each individual belonging to that people.” Lefebvre, Production of Space, 33–42; Soja, Thirdspace, 74–82. 2 Ueshima, “Daikibozōei no jidai,” 15–94. The “mid-Heian period” refers roughly to 900–1050, when heads of the northern house of the Fujiwara consolidated their hold on imperial marriage politics and came to wield nearly hegemonic author- ity over the imperial court as regents and chancellors. 3 TheGenji narrator makes this comment in describing the first round of illustrated tales assembled in the picture contest in chapter 17 (Eawase). NKBZ 13:370; T 325. 4 Taketori monogatari, 55. -
Release V2.5.6
MusicBrainz Picard Release v2.5.6 Feb 16, 2021 MusicBrainz Picard User Guide by Bob Swift is licensed under CC0 1.0. To view a copy of this license, visit https://creativecommons.org/publicdomain/zero/1.0 CONTENTS 1 Introduction 1 1.1 Picard Can. ...........................................2 1.2 Picard Cannot. .........................................2 1.3 Limitations...........................................2 2 Contributing to the Project3 3 Acknowledgements4 3.1 Editor and English Language Lead..............................4 3.2 Translation Teams.......................................4 3.3 Contributors..........................................4 4 Glossary of Terms 6 5 Getting Started 10 5.1 Download & Install Picard................................... 10 5.2 Main Screen.......................................... 12 5.3 Status Icons........................................... 18 6 Configuration 20 6.1 Screen Setup.......................................... 20 6.2 Action Options......................................... 21 6.3 Option Settings......................................... 21 7 Tags & Variables 66 7.1 Basic Tags........................................... 66 7.2 Advanced Tags......................................... 70 7.3 Basic Variables......................................... 72 7.4 File Variables.......................................... 73 7.5 Advanced Variables...................................... 74 7.6 Classical Music Tags...................................... 75 7.7 Tags from Plugins...................................... -
All Hands Together to Create the Future Bilkent Educational Institutions Include
All hands together to create the future Bilkent Educational Institutions Include: ● Bilkent University ● Bilkent University Music Preparatory School ● İhsan Doğramacı Foundation, Özel Bilkent Schools ● İhsan Doğramacı Foundation, Bilkent Erzurum Laboratory School ● İhsan Doğramacı Foundation, Bilkent Laboratory & International School (BLIS) The Bilkent family of educational institutions aims to create excellence in education and research. The name “Bilkent”‘ exemplifies the founder’s aim, since it is an acronym of “bilim kenti” in Turkish for “city of science and knowledge.” Bilkent University ranks 28th in Times Higher Education’s 100 Under 50 list of the world’s best young universities. The private, foundation schools run by Bilkent share values and expertise in educating young students from age 4 to 18. All hands together to create the future Welcome Welcome to Bilkent Laboratory & International School Bilkent Laboratory & International School (BLIS) is a proud member of the Bilkent family. Located on the rolling hills of Bilkent University high above the city of Ankara, BLIS provides a rigorous academic program from the International Baccalaureate Primary Years Programme (IB PYP) in Pre-kindergarten through the International Baccalaureate Diploma Programme in Grade 12. A school for international students and Turkish nationals, BLIS provides a unique blend of national and international education, preparing leaders of the future. Our English immersion early childhood program progresses to the bilingual elementary grades, through Cambridge standards in the transitional middle years, concluding with the mandatory international English programs of Cambridge IGCSE and IB Diploma Programme. The rich traditions of Bilkent altruism and humanitarianism are evident as our students build libraries, houses and friendships. -
Lincoln University Herald
Lincoln University Herald. VOL. xrv. LINCOLN UNIVERSITY, PA., JANUARY, 19 IO. No. I. Larger Funds Needed. annual contributor for years, left it $5,000 ; and J. &new Futhey, of Parkesburg, Pa., Holland, the New York correspondent of who had been acquainted with the University the Philadelphia Ledgel; writing of the wealth and its work from the start, made it his residu- of Columbia University, and the large gift ary legatee, by which it is expected that ten recently left it by Mr. Kennedy, says: or fifteen thousand dollars may come to the “All the great leaders of American univer- institution. sity life recognize the necessity of obtaining It is hoped that others may follow the ex- larger and larger ample of these and funds. A univer- remember in mak- sity cannot stand ing their wills the still financially. If it needs and the de- grows as Columbia serts of Lincoln or as Harvard has, University in Ches- until each of them ter County, Pa. contains approxi- -t mately 6,000 stu- dents, there is a re- For a Negro lative need of addi- Jubilee. tional facilities, and this planning for Said President the future and the Taft in his annual providing of the message : financial ways and “The year 1913 means are among will mark the fifti- the most difficult of eth anniversary of the duties of the the issuance of the administrators of Emancipation pro- American universi- clamation granting ties.” freedom to the Ne- What is true of a groes. It seems white university is fitting that this equally true of a event should be colored. -
Council Hears Democrat's Rent Stabilization Proposal Forum to Look
Now incorporating New Providence-Berkeley Heights Dispatch Summit!9 ^ Herald ... Summit * only real newspaper VOLUME 100 NO. 40 May 10,1986 Price: 25* Council hears Democrat's rent stabilization proposal By PAIGE TUNSTALL community existence now present from rent control." Also, she almost 100 percent success rate in Councilman Murray Ross said, has a right to a return on his in- SUMMIT--Common Council in Summit." said, "You have to look at our resolving landlord-tenant "We can't afford to treat this as vestment, yet our society's values has opted for a "wait and see" Schneider lives at 390 Morris record here—we can't penalize all disputes. However, they said, the a total community situation if it's also tell us 'No, you can't policy on a rent stabilization pro- Avenue, where rent hikes of up to the landlords just because one of landlord of 390 Morris so far has an isolated situation. If it's not displace these people, you've got posal put forth by Phillip 48 percent have been proposed. them won't negotiate." declined to negotiate through the an isolated situation...we could to give them time to adjust,' " Schneider at Tuesday's council Councilwoman Judy McLen- After its regular meeting, commission. have a major problem in Sum- McLendon said that although meeting. don said, "You can't put in rent council adjourned to the con- John Elliott, vice-president of mit." housing costs in the city have Schenider, a Democrat who control for one person, one ference room to meet with the Summit Tenants Association Test case tripled in three years, -
The Exchange of Power and Cultural Attitudes As Authentic Practice in Japanese EFL
1 The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces John Clayton Phase III Part C: Dissertation Submitted to Doctoral Program Committee: Dr. Virginia Gonzalez (Chair) Dr. Susan Watts-Taffe (Co-Chair) Dr. Annette Hemmings Dr. Mary Benedetti As a partial fulfillment of the requirements for the Doctor of Education Degree (Ed.D) in Literacy and Second Language Studies: TESL Specialization University of Cincinnati Spring, 2011 2 ABSTRACT: This is a study of how EFL teachers’ cultural and linguistic backgrounds and attitudes are articulated as authentic and powerful practices in pedagogical spaces (Presence.) Presence is defined using a poststructuralist framework as the production of meaningful interactions between teachers and students in classroom settings. Using a qualitative research design, three case studies of Japanese EFL teachers at a rural Japanese High School were used, collecting data on- site from interviews, observations, lesson plans, and school reports. The results showed Presence when teachers articulated authentic and powerful language pedagogy directly connected to their attitudes and cultural and linguistic backgrounds, and not simply through the automatic delivery of the prescribed lesson. Theoretically, results critically rethink EFL pedagogy; authentic language practice is a continuum of multiple, site-specific relationships demanding mutual intelligibility, not the application of a decontextualized curriculum. Educational implications offer evidence for integrating