God's Suicide, by Harmony Holiday
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Tom Stoppard
Tom Stoppard: An Inventory of His Papers at the Harry Ransom Center Descriptive Summary Creator: Stoppard, Tom Title: Tom Stoppard Papers 1939-2000 (bulk 1970-2000) Dates: 1939-2000 (bulk 1970-2000) Extent: 149 document cases, 9 oversize boxes, 9 oversize folders, 10 galley folders (62 linear feet) Abstract: The papers of this British playwright consist of typescript and handwritten drafts, revision pages, outlines, and notes; production material, including cast lists, set drawings, schedules, and photographs; theatre programs; posters; advertisements; clippings; page and galley proofs; dust jackets; correspondence; legal documents and financial papers, including passports, contracts, and royalty and account statements; itineraries; appointment books and diary sheets; photographs; sheet music; sound recordings; a scrapbook; artwork; minutes of meetings; and publications. Call Number: Manuscript Collection MS-4062 Language English Access Open for research Administrative Information Acquisition Purchases and gifts, 1991-2000 Processed by Katherine Mosley, 1993-2000 Repository: Harry Ransom Center, University of Texas at Austin Stoppard, Tom Manuscript Collection MS-4062 Biographical Sketch Playwright Tom Stoppard was born Tomas Straussler in Zlin, Czechoslovakia, on July 3, 1937. However, he lived in Czechoslovakia only until 1939, when his family moved to Singapore. Stoppard, his mother, and his older brother were evacuated to India shortly before the Japanese invasion of Singapore in 1941; his father, Eugene Straussler, remained behind and was killed. In 1946, Stoppard's mother, Martha, married British army officer Kenneth Stoppard and the family moved to England, eventually settling in Bristol. Stoppard left school at the age of seventeen and began working as a journalist, first with the Western Daily Press (1954-58) and then with the Bristol Evening World (1958-60). -
Rupert Everett ~ 36 Screen Credits
Rupert Everett ~ 36 Screen Credits Look at that lip. Hauteur, condescension, disdain writ large. "I am a very limited actor. There's a certain amount I can do and that's it," said Everett in 2014. Maybe so, but - see My Best Friend's Wedding, An Ideal Husband, Separate Lies or Unconditional Love - how well he does it. Born in Burnham Deepdale, Norfolk on 29 May 1959 the second son of parents Anthony and Sara, RUPERT JAMES HECTOR EVERETT is of English, Scottish, Irish and more distant German and Dutch ancestry. His father, who died in 2009, was a Major in the British Army who later worked in business. When he was six, Rupert was taken into Braintree for his first trip to a cinema. There was a long queue, the child was typically fretful and the grown-ups thought about leaving, but finally decided not to: And so my mother bought the fateful tickets and unknowingly guided me through a pair of swing doors into the rest of my life ... ... Those huge curtains silently swished open and Mary Poppins sprang across the footlights and into my heart. After preliminary instruction from a governess, Everett was educated at Far- leigh House School, Andover from seven to thirteen then at Ampleforth College, Yorkshire from thirteen to sixteen, at which point he absconded to London to become an actor. After two years of living the bohemian life to the full (if not excess), he won a coveted place at the Central School of Speech and Drama, but after attending for two tempestuous and more or less unrewarding years was told not to return for a third. -
The AJR Response
VOLUME 20 NO.4 APRIL 2020 JOURNAL The Association of Jewish Refugees EXTRAORDINARY How should we TIMES As the AJR Journal went to press the country seemed to be on the verge of total lockdown and all our celebrate VE Day? own events and activities have been cancelled - please read the letter from Next month we should be celebrating the 75th anniversary of the our Chairman and Chief Executive on page 3. end of World War II in Europe. The May Day Bank Holiday has We hope that you and all our readers been moved from Monday 4 May to Friday 8 May, only the second are staying well and positive during this difficult period. Keeping in time ever that the early May Bank Holiday has been moved – the touch with one another is even more first was in 1995 to mark the 50th anniversary of VE Day. But with important than ever and we would love to hear your stories of how you the country currently in crisis, can we actually celebrate? are coping, especially if you have any suggestions for other AJR members who might be affected. Wishing you a happy, kosher and above all healthy Pesach. Coronavirus: the AJR response ..................... 3 From Leopoldstadt to Loudwater ................. 4 The hostel in Lebanon Park .......................... 5 Letters to the Editor ...................................... 6 Looking For .................................................. 7 Art Notes...................................................... 8 Hardly a holiday! .......................................... 9 Holocaust Memorial Day Reflections.....10-11 Safe Haven ................................................. 12 “Have a good day” .................................... 13 Around the AJR .......................................... 14 Notice from the Claims Conference ........... 15 Reviews .................................................16-17 Obituaries ...........................................18 - 19 Letter from Israel ....................................... -
Carolyn Kirk Phd Thesis Vol 1
THE VIENNESE VOGUE FOR OPÉRA-COMIQUE 1790-1819 : VOL 1. Carolyn Kirk A Thesis Submitted for the Degree of PhD at the University of St Andrews 1985 Full metadata for this item is available in Research@StAndrews:FullText at: http://research-repository.st-andrews.ac.uk/ Please use this identifier to cite or link to this item: http://hdl.handle.net/10023/7282 This item is protected by original copyright The Viennese vogue for opera—comique 1790-1819 submitted by Carolyn Kirk In fulfilment of the requirements for Ph.D. degree of the University of St. Andrews, November, 1983 ii ABSTRACT In the mid-eighteenth century, Vienna, like other European cities, began to manifest the influence of modern French culture; In 1752, a troupe of French players was appointed to the Austrian court to entertain the aristocracy. Four years later, links were forged • between the Parisian and Viennese stages via Favart who corresponded with Count Durazzo in Vienna and sent opera scores and suggestions about personnel. In 1765 problems with finance and leadership led to dismissal of Vienna's first French troupe but others performed there for shorter periods between .:1765 and 1780. Opera-comique was introduced to Vienna by French players. Occasional performances of opera-comique in German translation took place in Vienna during the 1770s. When, in 1778, the Nationalsingspiel was founded, French opera formed part of the repertoire because of a lack of good German works. A renewed interest in opèra-comique began in about 1790 when fear of revolutionary France and the reigns of Leopold and Franz led to a return of interest in Italian opera at the court theatres, and the virtual disappearance of opêra-comique from its repertoire. -
The Traitor As Patriot: Guy Burgess, Englishness and Camp in Another Country and an Englishman Abroad
JEPC 2 (2) pp. 129–141 Intellect Limited 2011 Journal of European Popular Culture Volume 2 Number 2 © 2011 Intellect Ltd Article. English language. doi: 10.1386/jepc.2.2.129_1 Elisabetta Girelli University of St Andrews The traitor as patriot: Guy Burgess, Englishness and camp in Another Country and An Englishman Abroad Abstract Keywords This article focuses on the representation of the spy Guy Burgess, one of the famous Guy Burgess Cambridge ring, in two very successful British heritage films, An Englishman Englishness Abroad (John Schlesinger, UK, 1983) and Another Country (Marek Kanievska, spies UK, 1984). The article argues that the films rely on popular notions of Englishness as homosexuality politically safe and non-extremist, thus fabricating a view of the past that misrepre- camp sents Burgess in the effort to normalize him. Similarly, stereotypical views of gay men heritage as frivolous and non-ideological are amply exploited in the films’ portrayal of their protagonist. Burgess’s upper-class English roots are used to package him as part of the heritage experience, while his homosexuality is not only presented as the reason for spying, but it is also constructed as a camp performance, effectively defusing the threat of ideological commitment and political betrayal. The radical, lethal and devoutly Marxist Burgess is thus stripped of his ideology and turned into a safe national icon. A key scene from Another Country (Marek Kanievska, UK, 1984) shows the protagonist, Guy Bennett (Rupert Everett), in a state of distress, holding an intimate conversation with his friend Tommy (Colin Firth). Their talk takes 129 JEPC_2.2_Girelli_129-141.indd 129 7/12/12 11:35:59 AM Elisabetta Girelli place in the grounds of an old and stately building, shaded by trees and orna- mented by columns and fountains: it is a lyrical setting, a lovingly recreated image of an English public school in the 1930s. -
Thomas Jefferson Independent Day School Summer Reading Lists 2020
THOMAS JEFFERSON INDEPENDENT DAY SCHOOL SUMMER READING LISTS 2020 All required texts are available in the front office. Lower School 1st Grade – Mr. Putter and Tabby Turn the Page by Cynthia Rylant 2nd Grade – Flat Stanley: His Original Adventure by Jeff Brown 3rd Grade – The One and Only Ivan by Katherine Applegate 4th Grade – Frindle by Andrew Clements 5th Grade – Home of the Brave by Katherine Applegate Middle School 6th Grade – Wonder by R. J. Palacio 7th Grade – How I Became a Ghost by Tim Tingle 8th Grade – To Kill a Mockingbird by Harper Lee Upper School 9th Grade – Sir Gawain and the Green Knight translated by J.R.R. Tolkien 10th Grade – Metamorphosis by Franz Kafka 11th Grade – The Scarlett Letter by Nathaniel Hawthorne 12th Grade – Middlemarch by George Eliot Additional Summer Reading Requirements Rising 6th - 8th graders: Two additional titles from the attached MS Reading List. Rising 9th - 12th graders: Two additional titles from the attached AP English Reading List Middle School - Additional Reading List Titles with *** next to them are classroom books and may not be selected. Mystery and Suspense Abrahams, Peter Any from Echo Falls Mystery series (first book is Down the Rabbit Hole) Christie, Agatha And Then There Were None ; Pocket Full of Rye Crichton, Michael Airframe ; Jurassic Park Dickinson, Peter The Gift ; A Bone from a Dry Sea ; Eva DuMaurier, Daphne Jamaica Inn ; Rebecca Duncan, Lois The Twisted Window ; Stranger with My Face ; A Gift of Magic Funke, Cornelia The Thief Lord Garfield, Leon Smith: The Story of a Pickpocket Gibbs, Stuart Space Case Haddix, Margaret Any from Shadow Children series (first book is Among the Hidden) Jonell, Lynne The Secret of Zoom King, Laurie The Beekeeper’s Apprentice Konigsburg, E.L. -
1. Title Page
MUSIC IN PUBLIC LIFE: VIENNESE REPORTS FROM THE ALLGEMEINE MUSIKALISCHE ZEITUNG, 1798-1804 A dissertation submitted to the College of the Arts of Kent State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy by Carol Padgham Albrecht May 2008 Dissertation by Carol Padgham Albrecht B.A., North Texas State University, 1974 M.M., North Texas State University, 1980 Ph.D., Kent State University, 2008 Approved by _______________________________ , Chair, Doctoral Dissertation Committee _______________________________ , Members, Doctoral Dissertation Committee _______________________________ , _______________________________ , _______________________________ , Accepted by _______________________________ , Director, Hugh A. Glauser School of Music _______________________________ , Dean, College of the Arts ii TABLE OF CONTENTS Page APPROVAL PAGE . ii TABLE OF CONTENTS . iii PREFACE . iv ACKNOWLEDGEMENTS . xiv CHAPTER I. VOLUME I: OCTOBER 3, 1798-SEPTEMBER 25, 1799 . 1 II. VOLUME II: OCTOBER 1, 1799-SEPTEMBER 24, 1800 . 28 III. VOLUME III: OCTOBER 1, 1800-SEPTEMBER 23, 1801 . 41 IV. VOLUME IV: OCTOBER 1, 1801–SEPTEMBER 22, 1802 . 103 V. VOLUME V: OCTOBER 1, 1802-SEPTEMBER 21, 1803 . 116 VI. VOLUME VI: OCTOBER 1, 1803-SEPTEMBER 26, 1804 . 170 APPENDIXES A. VIENNA HOFTHEATER SALARY LISTINGS, COMBINED CASTS . 231 B. GERMAN OPERAS GIVEN IN THE COURT THEATER, 1798-1800 . 233 C. ITALIAN OPERAS GIVEN IN THE COURT THEATER, 1798-1800 . 234 BIBLIOGRAPHY . 236 iii PREFACE The Allgemeine musikalische Zeitung (General -
Summer Reading- AP Literature & Composition Harper Hunter: [email protected]
Summer Reading- AP Literature & Composition Harper Hunter: [email protected] 1) Read How to Read Literature Like a Professor by Thomas C. Foster, and write a brief summary of each chapter. We will discuss this at the beginning of the school year. Copies were distributed at the end of the school year. If you didn’t get one, copies are available in the front office. 2) Choose one novel that you haven’t previously read from the list of Titles from Open Response Questions, and complete a dialectical journal and MaWDS chart for that book (examples provided at end of document). Please be prepared to discuss the book you chose with the class at the beginning of the school year. 3) Bring this list with you when you return to class in August- we will use this list again during the school year. Titles from Open Response Questions & Novels of Literary Merit: Title Author Publication Date Synopsis A Farewell to Arms Ernest Hemingway 1929 A love story of immense drama and uncompromising passion set in Italy in WWI. Absalom, Absalom William Faulkner 1936 A poor man who finds wealth and then marries into a respectable family, but ambition and extreme need for control bring about his ruin and the ruin of his family. Adam Bede George Eliot 1859 A timeless story of seduction and betrayal, it is also a deeper, impassioned meditation on the irrevocable consequences of human actions, moral growth and redemption through suffering. The Adventures of Augie March Saul Bellow 1953 As he makes his way to a full brimming consciousness of himself, Augie careens through numberless occupations and countless mentors and exemplars. -
Thomas Jefferson Independent Day School Summer Reading Lists 2021
THOMAS JEFFERSON INDEPENDENT DAY SCHOOL SUMMER READING LISTS 2021 All required texts are available in the front office. Lower School 1st Grade – Frog and Toad Are Friends by Arnold Lobel 2nd Grade – A Mouse Called Wolf by Dick King-Smith 3rd Grade – The One and Only Ivan by Katherine Applegate 4th Grade – Frindle by Andrew Clements 5th Grade – Home of the Brave by Katherine Applegate Middle School 6th Grade – Wonder by R. J. Palacio 7th Grade – How I Became a Ghost by Tim Tingle 8th Grade – To Kill a Mockingbird by Harper Lee Upper School 9th Grade – Sir Gawain and the Green Knight translated by J.R.R. Tolkien 10th Grade – Metamorphosis by Franz Kafka 11th Grade – The Scarlet Letter by Nathaniel Hawthorne 12th Grade – The Inheritors by William Golding (AP English Literature) Sapiens by Yuval Harari (Humanities) Additional Summer Reading Requirements Rising 6th - 8th graders: Two additional titles from the attached MS Reading List. Rising 9th - 12th graders: Two additional titles from the attached AP English Reading List Middle School - Additional Reading List Titles with *** next to them are classroom books and may not be selected. Mystery and Suspense Abrahams, Peter Any from Echo Falls Mystery series (first book is Down the Rabbit Hole) Christie, Agatha And Then There Were None ; Pocket Full of Rye Crichton, Michael Airframe ; Jurassic Park Dickinson, Peter The Gift ; A Bone from a Dry Sea ; Eva DuMaurier, Daphne Jamaica Inn ; Rebecca Duncan, Lois The Twisted Window ; Stranger with My Face ; A Gift of Magic Funke, Cornelia The Thief Lord Garfield, Leon Smith: The Story of a Pickpocket Gibbs, Stuart Space Case Haddix, Margaret Any from Shadow Children series (first book is Among the Hidden) Jonell, Lynne The Secret of Zoom King, Laurie The Beekeeper’s Apprentice Konigsburg, E.L. -
7Th Grade Notebook
Dear 7th Graders, The following page is an overview of our curriculum for part of the year. The program is designed for you to ask serious questions about history, your own identity, and about our world today. In addition, you will be given the chance to occasionally choose from fun electives which will break up the serious subject of Holocaust study. But, here is what we ask from you: • If we are meeting virtual, turn on your camera and have your correct name displayed • Remember the importance of this subject and the treat the memory of the 6000000 Jews that died with the respect and seriousness it deserves. Respect the subject. Respect you teachers. Respect your classmates. • Participate, listen, learn and grow from each other. • If something is too difficult to hear or learn about, let your teacher know privately. • Talk to your parents about what you are learning. We are looking forward to becoming a community of learners, Melissa, Emmy and Judy !1 Lesson #1 - Facing History and Ourselves Lesson #2 - Identity Lesson #3 - Kristallnacht Lesson #4 - Universe of Obligation / We vs. Them Lesson #5 - Antisemitism Lesson #6 - The Jews and Hitler Lesson #7 - Propaganda Lesson #8 - Antisemitism, Continued Lesson #9 - Hanukkah in the Holocaust Lesson #10 - Choosing to Care Lesson #11 - The Warsaw Ghetto Lesson #12 - Obedience !2 Dear Students, Welcome. You are about to begin a unit titled Teaching Holocaust and Human Behavior that was created by the organization, Facing History and Ourselves. You are joining a community of tens of thousands of students from around the world who have explored the same questions you are about to explore—questions such as: Who am I? What shapes my identity? Why do people form groups? What does it mean to belong? What happens when people are excluded from membership? After taking part in a unit similar to the one you are about to study, one student said, “I’ve had 13 math classes, 20 English classes, 6 or 7 science classes, art, P.E., Spanish . -
THE ROYAL CONSERVATORY of MUSIC, CANADA in Association with the Jewish Music Institute (JMI), London University
RCM ARC Music in Exile-Cover-FA:Layout 1 1/11/10 9:39 AM Page 1 ON THE THRESHOLD OF HOPE PRESENTED BY THE ROYAL CONSERVATORY CHAMBER MUSIC OF MIECZYSL/ AW WEINBERG OF MUSIC, CANADA ARC ensemble with Richard Margison, tenor MUSIC IN EXILE GRAMMY NOMINATION FOR BEST CHAMBER MUSIC RECORDING OF 2007 MUSIC “These revealing performances...are testimony to the composer’s courage ingenuity and, in the clarinet sonata, near genius.” ÉMIGRÉ COMPOSERS OF THE 1930 ÉMIGRÉ COMPOSERS CD of the Week, Evening Standard, Norman Lebrecht, January 11, 2007 “The Toronto players have a fine feeling for the IN EXILE music and a fluent command of its not inconsiderable difficulties...this makes a significant contribution to Weinberg’s resurgent reputation.” Gramophone, David Fanning, January, 2007 ÉMIGRÉ “Admirable Performances by members of the ARC Ensemble...The songs are given tender and passionate readings by Richard Margison.” New York Times Vivian Schweitzer, January 14, 2007 COMPOSERS S OF THE 1930S RCM ARC Music in Exile-Cover-FA:Layout 1 1/11/10 9:39 AM Page 2 CONTENTS THE RCM AND MUSIC IN EXILE / 2 SCHEDULE OF EVENTS / 3 INTRODUCTION / 4 MUSIC IN EXILE / 14 INNER EXILE / 30 CONTINENTAL BRITONS / 44 POLES APART / 66 THROUGH ROSES / 78 THE RCM AND ARC / 94 BIOGRAPHIES / 96 SPECIAL GUESTS / 100 ACKNOWLEDGEMENTS / 104 BIBLIOGRAPHY / 106 Cadogan Hall 5 Sloane Terrace London, SW1X 9DQ MUSIC IN EXILE ÉMIGRÉ COMPOSERS OF THE 1930S Artistic Director: Simon Wynberg PRESENTED BY THE ROYAL CONSERVATORY OF MUSIC, CANADA In association with the Jewish Music Institute (JMI), London University ARC, ARTISTS OF THE ROYAL CONSERVATORY ENGLISH CHAMBER ORCHESTRA ENSEMBLE SATURDAY 12 AND SUNDAY 13 APRIL 2008 CADOGAN HALL THE ROYAL CONSERVATORY OF MUSIC AND “MUSIC IN EXILE” The Third Reich’s racial and cultural policies precipitated incalculable cultural loss and a seismic alteration to the destiny of Western music. -
Martin Luther King, Jr's “I've Been to the Mountaintop” Speech: a Rhetorical Analysis of His Efforts to Motivate His
MARTIN LUTHER KING, JR’S “I’VE BEEN TO THE MOUNTAINTOP” SPEECH: A RHETORICAL ANALYSIS OF HIS EFFORTS TO MOTIVATE HIS AUDIENCE AND TO RE-ESTABLISH HIS LEADERSHIP IN THE CIVIL RIGHTS MOVEMENT by Nathan Robert Lapin An Independent Study Thesis Presented in Partial Fulfillment of the Course Requirements for Senior Independent Study: The Department of Communication March 13, 2015 Advisor: Denise Bostdorff, Ph.D. ABSTRACT The purpose of this study was to examine Dr. Martin Luther King, Jr.’s rhetorical motives behind his final speech, “I’ve Been to the Mountaintop.” King faced opposition towards his leadership and his civil disobedience method due to failed events prior to the oration. His goals for his delivery of the “Mountaintop” speech included reinstating his leadership as well as reinvigorating his nonviolent approach in the Civil Rights Movement in Memphis. I employed a cluster agon analysis, which is a branch of dramatism, to the speech. This Burkean method of analysis involved the examination of “God” and “Devil” terms and how they conveyed the ultimate ideal message King wanted his audience in Memphis and beyond to follow as well as the ultimate evil message King wanted them to avoid. King offered his audience of sanitation workers as well as others involved with the Civil Rights Movement a choice of whether to accept his message or not, while using his rhetorical discourse to eliminate division among the audience and convince them to go in the direction of nonviolent demonstration for civil and economic rights. This study helps uncover how “God” and “Devil” terms help speakers persuade their audience to take action.