DOCSLIB.ORG

Mla Selective List of Materials for Use By

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Mla Selective List of Materials for Use By REPORT RESUMES ED 020 686 FL 000 181 1LA SELECTIVE LIST OF MATERIALS FOR USE BY TEACHERS OF MODERN FOREIGN LANGUAGES IN ELEMENTARY AND SECONDARY SCHOOLS. BY- OLLMANN, MARY J., ED. MODERN LANGUAGE ASSN. OF AMERICA, NEW YORK, N.Y. PUB DATE 62 CONTRACT OEC-SAE-8342 EDRS PRICE MF.40.75 HC-$6.80 168P. DESCRIPTORS- *SECONDARY SCHOOLS, *LANGUAGE TEACHERS, *ANNOTATED BIBLIOGRAPHIES, *MODERN LANGUAGES, *INSTRUCTIONAL MATERIALS, FLES, TEXTBOOK EVALUATION, INFORMATION SOURCES, LANGUAGE LEARNING LEVELS, ROMANCE LANGUAGES, EVALUATION CRITERIA, MATERIALS GROUPED ACCORDING TO LANGUAGE (FRENCH, GERMAN; ITALIAN, MODERN HEBREW, NORWEGIAN, POLISH, PORTUGUESE, RUSSIAN, SPANISH, SWEDISH) AND SUBJECT MATTER ARE FOUND IN THIS ANNOTATED SELECTIVE LIST. FOR ITEMS IN EACH SECTION, INFORMATION INCLUDES LIST PRICES, GRADE LEVELS, LANGUAGE PROFICIENCY LEVELS, AND CRITICAL EVALUATIONS. APPENDIXES INCLUDE SELECTIVE AND ANNOTATED BIBLIOGRAPHIES FOR SIX CULTURES (FRENCH, GERMAN, HISPANIC, ITALIAN, LUSO-BRAZILIAN, AND RUSSIAN), CRITERIA FOR THE EVALUATION OF MATERIALS; AND SOURCES OF MATEnIALS. (AF) U.S. DEPARTMENT Of HEALTH. ELiVATION & WELFARE FRENCH OFFICE Of EDUCATION GERMAN ITALIAN THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR OR6ANIZATION ORIGINATIN5 IT.POINTS OF VIEW OR OPINIONS MODERN HEBREW STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. NORWEGIAN POLISH PORTUGUESE RUSSIAN SPANISH SWEDISH MLA selective list of materials for use by TEACHERS OF MODERN FOREIGN LANGUAGES IN ELEMENTARY AND SECONDARY SCHOOLS EDITED BY Mary J. 011mann Prepared and Published by The Modern Language Association of America Pursuant to a Contract with the U.S. Office of Education, Department of Health, Education, and Welfare 1962 This Selective List of Materials supersedes the Materials Est published by the Modern Language Association in 1959 "PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS 2EEN GRANTED BY 0.Mottaktinu TO ERIC AND ORGANIZATI S °PELTING UNDER AGREEMENTS WITP U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PERMISSION OF THE COPYRIGHT OWNER." Copyright 1962 by Modern Language Association of America Printed in the United States of America by George Banta Company, Inc., Menasha, Wisconsin ,_ x.nomon.....1~0..IMMI 1.111111111M010.111MOm CONTENTS INTRODUCTION . ALL LANGUAGES . 1 FRENCH . 7 GERMAN . 27 ITALIAN . 43 MODERN HEBREW. 56 NORWEGIAN 62 POLISH . 68 PORTUGUESE 70 RUSSIAN . 74 SPANISH . 83 SWEDISH . 116 APPENDICES 1. SIX CULTURES . 123 2. CRITERIA . 143 3. SOURCES OF MATERIALS 154 4M4,0,./rM.W.".-....m-,.......,-....,. -=61. INTRODUCTION When the National Defense Education Act was importance. Materials which could be listed under passed in 1958, its Title III provided federal aid, on each of several subdivisions were listed only once a matching-fund basis, for school systems that wished under the heading which seemed most appropriate. to purchase teaching materials in mathematics, sci- Sources for items have been given as code names in ence; and modern foreign languages_ No comprehen- capital letters. In most cases the source is the original sive list of foreign-language materials then existed, S3 publisher or producer or the authorized distributor. the Modern Language Association contracted with the When the item was produced abroad, we have often U.S. Office of Education in mid-June 1959 to provide added the names of one or more domestic distributors such alist by mid-September 1959. Many foreign- to indicate price in dollars. Items can usually be ob language teachers were pressed into service and they tained through other distributors and importers. gave generously of their time and experience in pro- The prices quoted are list prices, without discounts, viding data on items. Douglas Alden of Princeton and may change. We can assume no responsibility for agreed to act as compiler and the Materials List for the correctness of prices or the availability of the ma- Use by Teachers of Modern Foreign Languages terials here listed, although a copy of each entry has miraculously appeared in time for use in the academic been sent to its producer or distributor for verifica- year 1959-60. It was of great help to the profession, tion. The dates given are those of the copyright or despite the shortcomings inherent in a bibliography first publication of a work or its revision. produced in such haste. In the left margins, the arabic and roman numerals The Materials List had scarcely appeared in print indicate grade levels and language proficiency levels, when the MLA began to plan for a revised and en- as explained at the beginning of each language list. larged edition. After some negotiations, we received Both levels are indicated, since we need to know the permission from the U.S. Office of Fdttration to set social acid intellectual lever of the item as well as its up, under an existing contract, a conference in Oc- linguistic level. Level I may represent one year's ac- tober 1960 to establish criteria foi a new evaluation complishment in senior high school, two years in of all teaching materials (including textbooks, which grades 7 and 8, or three or four years in the lower were not evaluated in the first edition). The criteria grades. Level II may therefore be attained anywhere were accepted in principle by the Office of Education from grade 7 to 12. in January 1961 and they appear here, in slightly re- As the full title states, the present list, like its first vised form, as Appendix 2. In February 1961 we f,ub- version, is intended for use by school and not college mitted a proposal for a revised Materials List. It was teachers. The latter will nevertheless find the list quite accepted in March 1961. We enlisted the cooperation useful in most categories. For them, it will be weakest of the five AATs (Amer. Assn. of Teachers of French, in Basic Texts, where there is (and should be) a clear of German, of Italian, of Slavic and East European divergence between the book written for a secondary- Languages, and of Spanish and Portuguese), who ap- school freshman and a college freshman, and in Liter- pointed Chairmen and committee members. We ex- ary Texts, where for the college student, the level of tended the coverage to five other languages being literary sophistication can be higher and the amount taught in U.S. high schools (Modern Hebrew, Nor- of pedagogical aid lower than for the secondary-school wegian, Polish, Portuguese, and Swedish) and we made student. direct appointments of Chairmen and committee mem- Items here listed may or may not be eligible for bers. purchase under Title III of the NDEA, depending on Membership in the ten committees totals 184 teach- the individual state plans. But in no state may ma- ers and they evaluated nearly 2400 items. Eachitem terials be purchased under Title III for distribution to was normally judged by three evaluators, who rated each student in a class. it excellent, acceptable, or unacceptable in from two The annotatedbibliographies of Six Cultures, to fifteen aspects. If the item was deemed generally which appear as Appendix 1, were prepared under unacceptable, it does not appear in the present list. .e general direction of Laurence Wylie of Harvard as Each of the 1850 items that do appear here was rated part of another MLA contract with the U.S. Office of at least minimally acceptable. Education, to make surveys and studies of benefit to The items are grouped by language and type of ma- language teachers. These bibliographies complement terial. Users of the list are urged to read the evalua- the sections on culture and civilization in six of the tions of all the items in the languages they are inter- ten languages here represented. ested in and also to read the All Languages section. As part of our present contract with the U.S. Office Cross-references have been avoided. Sets of materials of Education we are making free distribution of the that includefilmsor filmstrips,recordings, and Selective List of Materials to the National Association printed matter are listed under Integrated Programs. of Secondary School Principals, the American Associa- Recordings with accompanying texts and textbooks tion of School Administrators, the Chief State School with accompanying recordings are listed under the Officers, the Department of Audio-Visual Instruction heading for the part of the set which seemed of prime of the NEA, teachers of modern foreign languages in ink INTRODUCTION jiwrinr and cenifT high schools; thecrate foreign lan- ney, and Frank White: to Jeannette Chao. for her guage supervisors, the U.S. Office of Education, the effective management of all the financial details; and evaluators, and miscellaneous individuals andagen- finally, to Mary J. 011mann, the editor, whose patient cies. The total free distribution is 53,000 copies. persistence brought order out of chaos and tracked The MLA has made an independent printing of down, by a mountain of international correspondence. the List and copies are for sale at the MLA FLP Re- nearly all the missing bibliographical data. search Center, 70 Fifth Ave., New York 11,at $1.00 each. Like all other compilers, we aresure that our list We here express our gratitude to the innumerable will prove to have errors of commission and of omis- people whose wisdom, devotion, and zeal made this sion. Some excellent materials were published too lac edition possible: to the 184 evaluators and especially to be included; others were omitted because they are to theten Committee Chairmen, Elvira Adorno, not generally avAable; a few others were left out Alrik Gustafson, Jacques Hardre, Einar Haugen, through ignorance or neglect, despite the diligence of Abraham Katsh, Edmund Ordon, Karl-Heinz Planitz, most evaluators. We will be grateful for your criticisms Raymond Sayers, Lurline V. Simpson, and Leon of the list as a whole and for titles and publishers of Twarog; to the Research Center staff, who checked materials that you believe should be in the next edition, catalogues, called publishers, and typed all the evalua- tho'igh they failed to appear in this one.
Load more

Recommended publications
  • LEZIONE 9 – Dal Cordusio Al Castello Sforzesco (DIA 1)
    LEZIONE 9 – Dal Cordusio al Castello sforzesco (DIA 1) ( DIA 2) Il nuovo itinerario di Milano che iniziamo oggi parte da piazza Cordusio, prosegue per via Dante, per raggiungere infine il castello sforzesco con le sue gallerie d’arte. Usciti poi dal castello, inizieremo la visita del Parco Sempione, il più grande giardino pubblico all’interno delle mura spagnole, con l’acquario, l’Arena, l’arco della Pace, e il palazzo dell’Arte. Ritorneremo poi in via Dante attraverso via Boccaccio, la stazione delle Ferrovie Nord Milano, il teatro e il palazzo Dal Verme. Piazza Cordusio ( DIA 3) ) è una delle più importanti piazze milanesi, anche per funzione viabilistica e strategiche. È da sempre centro storico e nevralgico della città, di elevato rilievo storico e artistico. Crocicchio già in epoca imperiale, il Cordusio divenne importante con l’avvento dei Longobardi. Infatti, trent’anni dopo la distruzione di Milano (538-539) ad opera degli Ostrogoti, scende in Italia nel 569, il re dei Longobardi, Alboino. Da allora l’area divenne Langobardia, e in seguito Lombardia. Con la scomparsa di Alboino nel 572, la Provincia venne divisa fra i tre generali (che divennero duchi). Ad Albino toccò la “desolata Milano”. Il suo palazzo, che sorgeva nell’odierna piazza, era detto “De curte ducis” (o “Curia ducis“, ossia la corte dei duchi lombardi), da cui per corruzione “Cortedoxi“, quindi “Corduce” e infine “Corduso” o “Cordusio“. La corte ducale venne subito soppiantata dal nuovo palazzo del Broletto vecchio (Palazzo Reale) e il palazzo al Cordusio venne smembrato e probabilmente attraversato dalla contrada delle Galline.
    [Show full text]
  • John Miller, Untitled (March 20, 2020), Ink-Jet Print, 61⁄2 × 9"
    John Miller, Untitled (March 20, 2020), ink-jet print, 61⁄2 × 9". Tony Rosenthal, 5 in 1, 1973–74. ON SITE CROSSED PATHS Alex Kitnick on the public art of Lower Manhattan August 2020 print issue THE MUSEUEMS ARE CLOSED but the sculptures are still there. Memorials and monuments, too. If you’re in Lower Manhattan, you can ramble along the Irish Hunger Memorial’s serpentine path, a rugged simulacrum of peat and stone. I’ve never been to Ireland, but I take it that parts of it look like this. The strangeness of the work is its location in Battery Park City, where since 2002 it has sat like a souvenir between corporate towers, with the Hudson River stretching out to the west. Robert Smithson called certain of his sculptures “nonsites” to denote their difference from the sites whence they came: A pile of shale in a steel trough in the middle of a gallery stood as a nonsite to a quarry somewhere off in New Jersey. The Irish Hunger Memorial has always struck me as a massive nonsite, a memory displaced and brought over from elsewhere, now made even stranger since the host site is no longer what it was. An eastward walk takes you to Federal Plaza, where Richard Serra’s Tilted Arc once stood. For most of the 1980s (I never saw it in person), the sculpture cut a steely line across the cobbled space, casting stark shadows, collecting graffiti and pee. Many office workers didn’t like it because it obstructed the building’s entrance, but certain judges looked out the window and saw a threat—a cover for bomb throwers or a simple sign of menace.
    [Show full text]
  • Voyeurism, Humor and Fairy-Tales Lacaille 1
    Voyeurism, Humor and Fairy-Tales LaCaille 1 Voyeurism, Humor and Fairy-Tales: A Closer look at Snow White and her Seven Dwarves Have you ever thought about how a work of art could change over time? Have you ever wondered why it is so easy for us to relate to a fairy tale and/or film? Have you questioned why what makes us laugh, makes us laugh or why we see what we see? I. Introduction: Snow White is the tale of life that was almost lost. The story is ultimately dark and twisted dealing with jealousy and death yet also uplifting with thoughts of beauty and love. Most fairy-tales have that affect. They “reflect typical, generally human situations and fates1” allowing us, the viewer and/or reader, to relate to the story and become the character through what Mulvey and Freud would describe as ego libido2. A fairy-tale is therefore dark and twisted because humans are inherently evil. Most people grow jealous at times and wish evil upon an- other. It is the job of the fairy-tale to exaggerate our horror, sorrow, and evil to make the end re- sult greater and happier. Many tales such as Snow White, though dealing with a large theme such as life almost lost, need some sort of outside source to keep the audience intrigued and buying into the story. Most people will not want to watch a film or read a story that is, though relative to our lives, ultimately depressing. Humor is this cohesive effect3. Though you may not think of Snow White as a necessarily humorous film, there is small bits and quirks of humor laid throughout the film, even in the most serious versions of this fairy-tale that films have tried to portray.
    [Show full text]
  • Getting Started with BBO
    Getting started with BBO Version history : 11 April 2020 – original written by Chris Snook These notes explain how to create your BBO Account, covers basic navigation around the BBO website, helps you to change some settings, and gets you to play a practice game of bridge with a stranger. Contents 1. Create your account .................................................................................................................................. 2 2. Logging in to BBO....................................................................................................................................... 4 3. Simple navigation of BBO .......................................................................................................................... 5 3.1. Toolbar : Account .............................................................................................................................. 5 3.2. Toolbar : History (Home) ................................................................................................................... 6 3.3. Toolbar : People ................................................................................................................................. 6 4. Let’s play bridge ......................................................................................................................................... 8 4.1. Play Solitaire ...................................................................................................................................... 8 4.2. Play with anyone in
    [Show full text]
  • Alphabetical Price List April 2020 SKU SKU Description Status Retail Whl
    Alphabetical Price List April 2020 SKU SKU Description Status Retail Whl Break 1 Break 1 Break 2 Break 2 Break 3 Break 3 Break 4 Break 4 10003 10003-Emb NYLT A 4.99 3.29 12 2.99 48 2.79 0 0 0 0 100 100-Applique Embd FDL 4pk A 2.99 2.24 12 1.99 48 1.59 0 0 0 0 1013 1013-Giftcard TrailsEndPrgrm 013 N 13 11.05 0 0 0 0 0 0 0 0 101 101-Pin FDL Silvertone 5/8"@ A 3.99 2.99 24 2.79 0 0 0 0 0 0 10202 10202-Emb Ptrl Antelope A 2.49 1.79 12 1.69 300 1.29 0 0 0 0 10206 10206-Emb Ptrl Beaver A 2.49 1.89 12 1.69 48 1.29 0 0 0 0 10209 10209-Emb Ptrl Bobwhite A 2.49 1.89 12 1.69 48 1.29 0 0 0 0 10211 10211-Emb Ptrl Dragon A 2.49 1.89 12 1.69 48 1.29 0 0 0 0 10212 10212-Emb Ptrl Eagle A 2.49 1.89 12 1.69 48 1.29 0 0 0 0 10213 10213-Emb Ptrl Flaming Arrow A 2.49 1.89 12 1.69 48 1.29 0 0 0 0 10215 10215-Emb Ptrl Fox A 2.49 1.89 12 1.69 48 1.29 0 0 0 0 10221 10221-Emb Ptrl Lightning A 2.49 1.89 12 1.69 48 1.29 0 0 0 0 10223 10223-Emb Ptrl Owl A 2.49 1.89 12 1.69 48 1.29 0 0 0 0 10226 10226-Emb Ptrl Pheasant N 0.39 0.39 0 0 0 0 0 0 0 0 1022 1022-Giftcard TrailsEndPrgrm 022 N 22 18.7 0 0 0 0 0 0 0 0 10230 10230-Emb Ptrl Rattlesnake A 2.49 1.89 12 1.69 48 1.29 0 0 0 0 10233 10233-Emb Ptrl Scorpion A 2.49 1.89 12 1.69 48 1.29 0 0 0 0 10234 10234-Emb Ptrl Shark A 2.49 1.89 12 1.69 48 1.29 0 0 0 0 10237 10237-Emb Ptrl Viking A 2.49 1.89 12 1.69 48 1.29 0 0 0 0 10239 10239-Emb Ptrl Wolf A 2.49 1.89 12 1.69 48 1.29 0 0 0 0 10240 10240-Emb Ptrl Blnk A 2.49 1.89 12 1.69 48 1.29 0 0 0 0 10302 10302-Emb Merit Camping A 2.79 2.39 12 2.19 144 1.89 0 0 0 0 10303 10303-Emb
    [Show full text]
  • RIVISTA LUGLIO 2013 Layout 111/10/201317.42Pagina26 26 Di Dare Speranzanelfuturo”
    TEATRO DI MILANO •TEATRO D’EUROPA Teatro d’ Arte per Tutti An Arts Theatre for Everyone Teatro de Arte para Todos Un Théâtre d'Art pour Tous Das Theater für alle 20 STAGIONE13 2014 La Stagione 2013/14 Crediamo e lavoriamo per un una lunga tournée tra Stati Uniti, Russia, Francia, Patrignano: ne ospiteremo con entusiasmo teatro stabile, un organismo Spagna, torna in via Rovello nell’autunno del ’14. Amleto è passato di qui da Shakespeare. che racchiuda in sé una Tornano anche un riallestimento di Blondi di A lungo al centro dell’appassionata ricerca motivazione d’arte e la Massimo Sgorbani, con Federica Fracassi, e il teatrale di Sisto Dalla Palma, Emma Dante è ora responsabilità di un’azienda. nostro Arlecchino, il manifesto artistico di Strehler per la prima volta al Piccolo con il nuovo Volevo aprire con questa che Soleri tiene vivo con la stessa passione e spettacolo, Le sorelle Macaluso. frase la presentazione del dedizione. Dopo l’edizione di Luc Bondy di questa stagione, nuovo programma del Il tema dell’annullamento, sino alla vendita in vita vogliamo far vivere al nostro pubblico Piccolo e ho scoperto che identica cosa aveva della “nuda proprietà” del corpo, nell’inferno per l’interpretazione dello stesso testo di Pinter, scritto Paolo Grassi, prima di lasciare il suo teatro. la sopravvivenza, è reinterpretato da Marthaler Il ritorno a casa, che ne dà un altro grande artista L’ho trovata non nell’archivio “storico”, ma in con Glaube Liebe Hoffnung (Fede Amore come Peter Stein. quello dei valori del Piccolo. Ecco perché la Speranza), testo di Ödön von Horváth, scritto nel La cantatrice calva di Ionesco, l’ultimo lavoro cartella stampa della prossima stagione si apre ’32 e messo in scena nel ’37, in altri anni di teatrale lasciatoci dal talento di Massimo Castri, ci con queste sue parole e con quelle di Ariane disumanizzazione non solo economica.
    [Show full text]
  • The 3 Usage-Based Linguistics Conference 3-5 July 2017, Jerusalem
    The 3rd Usage-Based Linguistics Conference 3-5 July 2017, Jerusalem Session 1: Language Change (Chair: Mira Ariel) Hebrew hevi’s path towards ‘give’: usage-based all the way Roey Gafter (Ben Gurion University of the Negev), Scott Spicer (Fulbright Postdoctoral Fellow, Northwestern University) & Mira Ariel (Tel Aviv University) In standard Hebrew, hevi, usually glossed as ‘bring’, contrasts with natan, ‘give’. However, while this may suggest that Hebrew, like English, clearly distinguishes giving events from bringing events in its verbal semantics, the usage patterns of these verbs are in fact more complex. Kuzar (1992) claimed that in recent years there is an expansion of the meaning of the verb hevi towards that of the verb natan – that hevi is gaining the meaning of ‘give’ alongside ‘bring’. Although examples such as (1) seem to point to a renewal of the ‘give’ meaning by recruitment of an innovative form (hevi), we demonstrate that such a “renewal” is not the motivating force for the change. We thus support Reinöhl and Himmelmann (to appear), who subsume traditional renewal cases under a general process of grammaticization. Ours is a case of semanticization. We examine a corpus of Hebrew blogs (Linzen 2009), and demonstrate that there is indeed an ongoing change in progress in the meaning of hevi. The results show a significant effect of the age of the speaker (p<0.001) – older speakers are more likely to use hevi for unambiguous BRING events, whereas younger speakers are more likely to use it in contexts which are also compatible with giving events, as in (2).
    [Show full text]
  • Course Descriptions 2017/18 Hebrew and Jewish Studies
    COURSE DESCRIPTIONS 2017/18 HEBREW AND JEWISH STUDIES Introduction to Biblical Hebrew HEBR1005 (UG)/HEBRG045 (PG)/ HEBR1005A (Affiliate) Lecturer: Ms Sonja Noll Credit value: 1.0 (0.5 Affiliate – 1 term) Description: Introduction to Biblical Hebrew is designed to familiarise complete beginners with biblical Hebrew language and literature in a lively and enjoyable manner. We use a textbook that includes fun stories, authentic biblical texts, vocabulary and grammar help, and many on-line learning aids, including audio. By the end of the year you will have acquired a solid grounding in biblical Hebrew grammar and vocabulary and will have read an extensive range of fascinating biblical narratives, starting with the creation story and including some of the best-known biblical stories such as the flood, the tower of Babel, Abraham, Isaac, and Jacob, the exodus from Egypt, Samuel and David, King Solomon and the Queen of Sheba, Job, and more. Assessment: HEBR1005 EXAM Unseen three-hour written examination 40% CW Coursework 60% Assessment: HEBRG045 EXAM Unseen three-hour written examination 50% CW Coursework 50% Assessment: HEBR1005A CW Coursework 50% TEST One test 50% Modern Hebrew for Beginners HEBR1006 (UG)/HEBRG145 (PG)/ HEBR1006A (Affiliate) Lecturer: Mrs Shosh Sharpe Credit value: 1.0 (0.5 Affiliate – 1 term) Description: Modern Hebrew is the language spoken in Israel today. This course is designed for students with no prior knowledge of the language. Students will learn the Hebrew alphabet; they will learn to speak, listen, read and write. Basic vocabulary on a range of topics (e.g. home, family, daily activities, shops, classroom) will be rapidly acquired.
    [Show full text]
  • Lower Manhattan Public Art Offers Visitors Grand, Open-Air Museum Experience
    FOR IMMEDIATE RELEASE Contact: Maria Alvarado, (212) 835.2763, [email protected] LOWER MANHATTAN PUBLIC ART OFFERS VISITORS GRAND, OPEN-AIR MUSEUM EXPERIENCE Works by Dubuffet, Koons and Naguchi are among the 14 unique installations featured South of Chambers Street (February 23, 2015) – With more than a dozen masterpieces from world-renowned artists, Lower Manhattan is home to a remarkable and inspiring public art program. The works of art are now featured in a new walking tour itinerary curated by the Downtown Alliance, “Lower Manhattan by Public Art.” The full tour can be found on the Alliance’s website at http://downtownny.com/walkingtours. The walking tour begins at the district’s northernmost edge at 1 Police Plaza, across from City Hall. Here, visitors will find 5-in-1 by Tony Rosenthal. The artist’s work of five interlocking steel discs, rising to a height of 35 feet, represents the five boroughs coming together as one city. Additional pieces of art featured are: Shadows and Flags by Louise Nevelson (William Street between Maiden Lane and Liberty Street) Seven pieces bundled together as a singular abstract unit alludes to the wafting flags, ceremonious spirals, and blooming trees that define the New York City landscape. Group of Four Trees by Jean Dubuffet (28 Liberty Street) The “four trees” are created by a series of intertwined irregular planes, which lean in different directions and are connected by thick black outlines. The piece is part of Dubuffet’s “L’Hourloupe” cycle — a bold, graphic style inspired by a doodle. Sunken Garden by Isamu Noguchi (28 Liberty Street) In the winter, the garden, set one story below ground level, is a dry circular expanse; in the summer, it is transformed into a giant water fountain.
    [Show full text]
  • Educating Toto Test Your Technique the Rabbit's Sticky Wicket
    A NEW BRIDGE MAGAZINE The Rabbit’s Sticky Wicket Test Your Technique Educating Toto EDITION 22 October 2019 A NEW BRIDGE MAGAZINE – OCTOBER 2019 The State of the Union announcement of the Writing on its web site, the Chairman of the start of an U31 series English Bridge Union rightly pays tribute to the as from next year. performance of the English teams in the recently Funding these brings concluded World Championships in Wuhan. He a greater burden on A NEW concludes with the sentence: All in all an excel- the membership and lent performance and one I think the membership the current desire of will join with me in saying well done to our teams. the WBF to hold many events in China means If the EBU believe the membership takes pride that travel costs are high. The EBU expects to in the performance of its teams at international support international teams but not without level it is difficult to understand the decision to limit. That is, after all, one reason for its exist- BRIDGE withdraw financial support for English teams ence. We expect to continue to support junior hoping to compete in the World Bridge Games events into the future. We also expect to support MAGAZINE in 2020. (They will still pay the entry fees). They Editor: all our teams to at least some extent. Sometimes will continue to support some of the teams that is entry fee and uniform costs only. That is Mark Horton competing in the European Championships in true, for example of the Mixed series introduced Advertising: Madeira in 2020, but because it will now be eas- last year.
    [Show full text]
  • 14 June 2019
    DOWNSEND TIMES 14 June 2019 A message from the Headmaster Despite the appalling weather’s best efforts, Downsend pupils have dodged the showers and continued to brighten our days, no more so than at Downsend Rocks on Tuesday night. Our 4 Rock Bands, containing almost fifty 8-13 year olds, kept the packed audience enthralled with their confidence, talent and teamwork. We all recognised favourite songs from our own playlists and the only sadness was when the concert had to end. £300 was raised for the school charity, The Children’s Trust, to end the evening on a high note. With Year 3 having enjoyed their residential night under canvas at Downsend on Friday, and the Year 5s currently undertaking their PGL trip as I write, the school will feel somewhat more empty next week, with the Upper School attending their own residential trips. This has given us the opportunity to start work on the Summer Refurbishments. A reminder that this is the conversion of the Library and IT Suites into a Learning Resource Centre, along with the creation of a new Food Technology Facility, STEAM Space and Learning Support/ELSA Room. Over the weekend, these spaces will be cordoned off to facilitate the work, whilst the parking spaces around the bend near the Cedar Block and Extended Day playground, will be coned off for use by the contractors. Please refer to the message below, from the Business Manager, for more details. Thank you for your patience and understanding; I assure you it will be all worth it in September! Ian Thorpe Extended Day - Change of Venue From Monday 17th June, Extended Day will move to a different venue until the end of the Summer term.
    [Show full text]
  • Into the Fire
    INTO THE FIRE Libretto Jan Kaus Editors Taago Tubin / Märt-Matis Lill Score Märt-Matis Lill Vanemuine 2016 / 2017 CHARACTERS: Hero Hero’s friend Jaan (tenor) Juhan (baritone) Soldier 1 (tenor) Soldier 2 (baritone) Company commander Supreme commander Andromache / Voice / singer at the beginning Girl 1 (letters) Girl 2 (Soprano 1) Girl 3 (Soprano 2) First woman (mezzo) Second woman (mezzo) ------------------------------------------------------------------------ Deserter (Juhan) Bearer 1 (Soldier 1) Bearer 2 (Soldier 2) Nurses (Girl 2 & Girl 3) CHORUS ACT I Cafe by the sea, piano, double-bass, singer can be heard through the murmur of voices. A large building with several storeys, women at the windows (Chorus). 1.1 Buzz of chatter. Piano playing. Enter Hero and HERO'S FRIEND at the front of the stage. Peaceful mood. HERO’S FRIEND: Can you feel something in the air? HERO: I can feel something bearing down, but it’s a long way off. I’m not sure if it’s in the air as such, or smouldering in the hearth, but there's something stirring inside the people. HERO’S FRIEND: This unease. The disquiet. The frayed tempers. Feelings that need an outlet. It means that people are waking up! HERO: What are you getting at? HERO’S FRIEND: I’m not the only one wondering if it can be long. The boundary dispute's still unresolved. They’re buying houses here and the land that goes with them. I’ve always said… HERO: Yeah, yeah, I know, attack is the best form of defence. HERO’S FRIEND: Exactly! They’ve been asking for a walloping for a while now.
    [Show full text]