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2 the Assyrian Empire, the Conquest of Israel, and the Colonization of Judah 37 I
ISRAEL AND EMPIRE ii ISRAEL AND EMPIRE A Postcolonial History of Israel and Early Judaism Leo G. Perdue and Warren Carter Edited by Coleman A. Baker LONDON • NEW DELHI • NEW YORK • SYDNEY 1 Bloomsbury T&T Clark An imprint of Bloomsbury Publishing Plc Imprint previously known as T&T Clark 50 Bedford Square 1385 Broadway London New York WC1B 3DP NY 10018 UK USA www.bloomsbury.com Bloomsbury, T&T Clark and the Diana logo are trademarks of Bloomsbury Publishing Plc First published 2015 © Leo G. Perdue, Warren Carter and Coleman A. Baker, 2015 All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage or retrieval system, without prior permission in writing from the publishers. Leo G. Perdue, Warren Carter and Coleman A. Baker have asserted their rights under the Copyright, Designs and Patents Act, 1988, to be identified as Authors of this work. No responsibility for loss caused to any individual or organization acting on or refraining from action as a result of the material in this publication can be accepted by Bloomsbury or the authors. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library. ISBN: HB: 978-0-56705-409-8 PB: 978-0-56724-328-7 ePDF: 978-0-56728-051-0 Library of Congress Cataloging-in-Publication Data A catalogue record for this book is available from the British Library. Typeset by Forthcoming Publications (www.forthpub.com) 1 Contents Abbreviations vii Preface ix Introduction: Empires, Colonies, and Postcolonial Interpretation 1 I. -
Dear Secretary Salazar: I Strongly
Dear Secretary Salazar: I strongly oppose the Bush administration's illegal and illogical regulations under Section 4(d) and Section 7 of the Endangered Species Act, which reduce protections to polar bears and create an exemption for greenhouse gas emissions. I request that you revoke these regulations immediately, within the 60-day window provided by Congress for their removal. The Endangered Species Act has a proven track record of success at reducing all threats to species, and it makes absolutely no sense, scientifically or legally, to exempt greenhouse gas emissions -- the number-one threat to the polar bear -- from this successful system. I urge you to take this critically important step in restoring scientific integrity at the Department of Interior by rescinding both of Bush's illegal regulations reducing protections to polar bears. Sarah Bergman, Tucson, AZ James Shannon, Fairfield Bay, AR Keri Dixon, Tucson, AZ Ben Blanding, Lynnwood, WA Bill Haskins, Sacramento, CA Sher Surratt, Middleburg Hts, OH Kassie Siegel, Joshua Tree, CA Sigrid Schraube, Schoeneck Susan Arnot, San Francisco, CA Stephanie Mitchell, Los Angeles, CA Sarah Taylor, NY, NY Simona Bixler, Apo Ae, AE Stephan Flint, Moscow, ID Steve Fardys, Los Angeles, CA Shelbi Kepler, Temecula, CA Kim Crawford, NJ Mary Trujillo, Alhambra, CA Diane Jarosy, Letchworth Garden City,Herts Shari Carpenter, Fallbrook, CA Sheila Kilpatrick, Virginia Beach, VA Kierã¡N Suckling, Tucson, AZ Steve Atkins, Bath Sharon Fleisher, Huntington Station, NY Hans Morgenstern, Miami, FL Shawn Alma, -
In Critical Essays on EM Forster's Mauric
Gemma Moss, ‘Women In and Out: Forster, Social Purity, and Florence Barger’ in Critical Essays on E. M. Forster’s Maurice, ed. Emma Sutton and Tsung-Han Tsai (Liverpool: Liverpool University Press: 2020).Women and contemporary women’s movements exerted a considerable influence on Maurice, even though admirable or developed female characters are conspicuously absent from the narrative. Maurice’s apparent disinterest in women has been read as evidence of Forster’s misogyny, which was one of the reasons the novel was roundly dismissed when it was posthumously published in 1971, as critics – self-identified feminists included – turned on Forster with highly gendered accusations of childishness and fantasy. 1 Admittedly, Maurice is significantly 1 For Christopher Reed, Phyllis Rose’s biography of Virginia Woolf cemented the view of Maurice – and male Bloomsbury more broadly – as ‘decidedly misogynist’. Rose, A Woman of Letters: A Life of Virginia Woolf (Oxford: Oxford University Press, 1978), p. 77. See Christopher Reed, ‘The Mouse that Roared: Creating a Queer Forster’ in Queer Forster, ed. by Robert Martin and George Piggford (Chicago and London: Chicago University Press, 1997), pp. 75–88 (p. 84). Cynthia Ozick’s review of Maurice (originally in Commentary) called it ‘a disingenuous book, an infantile book, because, while pretending to be about societal injustice, it is really about make-believe, it is about wishing; so it fails even as a tract. Fairy tales, though, are plainly literature; but Maurice fails as literature too.’ Cynthia Ozick, ‘Morgan and Maurice: A Fairy Tale’ (1971) in Art and Ardor (New York: Alfred A. Knopf, 1983), p. -
The Case for Supporting Reading for Pleasure in Secondary Schools
“Why Has She Stopped Reading?” The Case for Supporting Reading for Pleasure in Secondary Schools. Alexandra M-L Warsop Doctorate in Education School of Education and Lifelong Learning, University of East Anglia October 2014 ©“This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with the author and that use of any information derived there from must be in accordance with current UK Copyright Law. In addition, any quotation or extract must include full attribution.” 1 Abstract The aim of this study was to investigate why some children, who engage in reading for pleasure at primary school, stop reading once they have transitioned to secondary school. The study followed eight students from their last term of Year 6 primary education (10 to 11 year-olds) through to the end of their first term of Year 8 secondary education (12 to 13 year-olds). In this ethnographic interpretivist study I used a variety of methods including: observation, questionnaires and group conversations to discover the reasons why some students engage in less reading for pleasure once they begin their secondary school education. I employed thematic analysis to allow flexibility to my research and to provide a detailed and rich account. Some of the eight students involved in this study dramatically reduced the amount of reading which they engaged in and some continued to spend a similar amount of time engaging in reading for pleasure. Some students continued with familiar, safe, readerly texts and some students branched out to explore new genres and text types.