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The Beginnings of the Art Colonies of Cape Ann, 1875-1925 Lecture Finding Aid & Transcript
THE BEGINNINGS OF THE ART COLONIES OF CAPE ANN, 1875-1925 LECTURE FINDING AID & TRANSCRIPT Speaker: Mary Rhinelander McCarl Date: 5/28/2011 Runtime: 57:17 Camera Operator: Bob Quinn Identification: VL33; Video Lecture #33 Citation: McCarl, Mary Rhinelander. “The Beginnings of the Art Colonies of Cape Ann, 1875-1925.” CAM Video Lecture Series, 5/28/2011. VL33, Cape Ann Museum Library & Archives, Gloucester, MA. Copyright: Requests for permission to publish material from this collection should be addressed to the Librarian/Archivist. Language: English Finding Aid: Description: Karla Kaneb, 4/25/2020. Transcript: Heidi McGrath, 6/30/2020. Video Description Recorded in the gallery of the North Shore Arts Association in East Gloucester, this video captures a lecture by local historian and Cape Ann Museum volunteer Mary Rhinelander McCarl in which she speaks about the late 19th century art colonies that flourished on Cape Ann. Drawn by the picturesque, accessible, and relatively inexpensive setting, many artists began to gather in Gloucester during The Beginnings of the Art Colonies of Cape Ann, 1875-1923 – VL33 – page 2 this time from several metropolitan areas while locally born artists thrived as well. McCarl discusses the careers of a few who were instrumental in establishing the arts-focused tenor of neighborhoods such as Annisquam and Rocky Neck. Her list includes both men and women and is presented within the context of evolving social and political influences. Subject list George Wainwright Harvey William and Emmeline Atwood Martha Hale Rogers Harvey Mary Rhinelander McCarl John K. Thurston Magnolia Ellen Day Hale Annisquam Helen M. Knowlton Rocky Neck Augustus Buhler Red Cottage Walter Lofthouse Dean Gallery on the Moors Charles Allan Winter North Shore Arts Association Alice Beach Winter Gloucester Society of Artists William Morris Hunt Transcript Suzanne Gilbert 00:09 So, thank you everyone for coming this afternoon. -
Alice Munro and the Anatomy of the Short Story
Alice Munro and the Anatomy of the Short Story Alice Munro and the Anatomy of the Short Story Edited by Oriana Palusci Alice Munro and the Anatomy of the Short Story Edited by Oriana Palusci This book first published 2017 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2017 by Oriana Palusci and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-5275-0353-4 ISBN (13): 978-1-5275-0353-3 CONTENTS Introduction ................................................................................................. 1 Alice Munro’s Short Stories in the Anatomy Theatre Oriana Palusci Section I: The Resonance of Language Chapter One ............................................................................................... 13 Dance of Happy Polysemy: The Reverberations of Alice Munro’s Language Héliane Ventura Chapter Two .............................................................................................. 27 Too Much Curiosity? The Late Fiction of Alice Munro Janice Kulyk Keefer Section II: Story Bricks Chapter Three ............................................................................................ 45 Alice Munro as the Master -
1 THANK YOU M'am by LANGSTON HUGHES A. Answer Thes
CLASS 11 SUBJECT – ENGLISH Chapters 1, 2, 3, CHAPTER – 1 THANK YOU M'AM By LANGSTON HUGHES A. Answer these questions in 30 – 40 words. 1.What did the boy try to snatch? Answer : The boy tried to snatch the purse of Mrs Luella Bates Washington Jones to get money so that he can purchase blue suede shoes. 2.Why was he not successful in his attempt? Answer: He was not successful in his attempt because the strap of a purse broke with the single tug the boy gave it from behind. But the boy’s weight and the weight of the purse combined caused him to lose his balance. So, instead of running away as he had hoped, the boy fell on his back on the sidewalk, and his legs flew up. 3.What did the woman do in response? Answer: The large woman simply turned around and kicked him directly to his blue-jeaned sitter. Then she reached down, picked the boy up by his shirt front, and shook him until his teeth rattled 4.Why did the boy not run away when the woman finally let go of his neck? Answer: The boy did not run away when the woman finally let go of his neck because he realized his mistakes and he was sorry for the action he had done. Moreover, he was given second chance by the woman when she took him at her apartment rather than to the police. 5.Why was the boy trying to steal? Answer: The boy said that the reason behind his action of trying to steal the purse of the woman was because he wanted to buy a pair of blue suede shoes. -
Bulletin of the Center for Children's Books
ILLINO S UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN PRODUCTION NOTE University of Illinois at Urbana-Champaign Library Large-scale Digitization Project, 2007. THE BULLETIN OF THE CENTER FOR CHILDREN'S BOOKS JULY/AUGUST 1992 VOLUME 45 NUMBER 11 THE UNIVERSITY OF CHICAGO PRESS EXPLANATION OF CODE SYMBOLS USED WITH ANNOTATIONS * Asterisks denote books of special distinction. R Recommended. Ad Additional book of acceptable quality for collections needing more material in the area. M Marginal book that is so slight in content or has so many weaknesses in style or format that it should be given careful consideration before purchase. NR Not recommended. SpC Subject matter or treatment will tend to limit the book to specialized collections. SpR A book that will have appeal for the unusual reader only. Recommended for the special few who will read it. C.U. Curricular Use. D.V. Developmental Values. THE BULtum OF THE CENTER PO CmLDREN'S BOOKs (ISSN 0008-9036) is published monthly except August by The University of Chicago Press, 5720 S. Woodlawn, Chicago, Illinois, 60637 for The Centeor Children's Books. Betsy Hearnm Editor; Roger Sutton Executive Editor; Zena Sutherland, Associate Editor, Deborah Stevenson, Editorial Assistant. An advisory committee meets weekly to discuss books and reviews. The members are Alba Endicott, Robert Strang, Elizabeth Taylor, Kathryn Jennings, and Deborah Stevenson. Reviewers' initials are appended to reviews. SUBSCRI RATES:•oN 1 year, institutions, $32.00; individuals, $27.00; $24.00 per year for two or more subscriptions to the same address; Canada, $39.24. In countries other than the United States and Canada, add $5.00 per subscription for postage. -
O MAGIC LAKE Чайкаthe ENVIRONMENT of the SEAGULL the DACHA Дать Dat to Give
“Twilight Moon” by Isaak Levitan, 1898 O MAGIC LAKE чайкаTHE ENVIRONMENT OF THE SEAGULL THE DACHA дать dat to give DEFINITION датьA seasonal or year-round home in “Russian Dacha or Summer House” by Karl Ivanovich Russia. Ranging from shacks to cottages Kollman,1834 to villas, dachas have reflected changes in property ownership throughout Russian history. In 1894, the year Chekhov wrote The Seagull, dachas were more commonly owned by the “new rich” than ever before. The characters in The Seagull more likely represent the class of the intelligencia: artists, authors, and actors. FUN FACTS Dachas have strong connections with nature, bringing farming and gardening to city folk. A higher class Russian vacation home or estate was called a Usad’ba. Dachas were often associated with adultery and debauchery. 1 HISTORYистория & ARCHITECTURE история istoria history дать HISTORY The term “dacha” originally referred to “The Abolition of Serfdom in Russia” by the land given to civil servants and war Alphonse Mucha heroes by the tsar. In 1861, Tsar Alexander II abolished serfdom in Russia, and the middle class was able to purchase dwellings built on dachas. These people were called dachniki. Chekhov ridiculed dashniki. ARCHITECTURE Neoclassicism represented intelligence An example of 19th century and culture, so aristocrats of this time neoclassical architecture attempted to reflect this in their architecture. Features of neoclassical architecture include geometric forms, simplicity in structure, grand scales, dramatic use of Greek columns, Roman details, and French windows. Sorin’s estate includes French windows, and likely other elements of neoclassical style. Chekhov’s White Dacha in Melikhovo, 1893 МéлиховоMELIKHOVO Мéлихово Meleekhovo Chekhov’s estate WHITE Chekhov’s house was called “The White DACHA Dacha” and was on the Melikhovo estate. -
FULL LIST of WINNERS the 8Th International Children's Art Contest
FULL LIST of WINNERS The 8th International Children's Art Contest "Anton Chekhov and Heroes of his Works" GRAND PRIZE Margarita Vitinchuk, aged 15 Novocherkassk, Rostov Oblast, Russia for “The Lucky One” Age Group: 14-17 years olds 1st place awards: Anna Lavrinenko, aged 14 Novocherkassk, Rostov Oblast, Russia for “Ward No. 6” Xenia Grishina, aged 16 Gatchina, Leningrad Oblast, Russia for “Chameleon” Hei Yiu Lo, aged 17 Hongkong for “The Wedding” Anastasia Valchuk, aged 14 Prokhladniy, Kabardino-Balkar Republic, Russia for “Ward Number 6” Yekaterina Kharagezova, aged 15 Novocherkassk, Rostov Oblast, Russia for “Portrait of Anton Chekhov” Yulia Kovalevskaya, aged 14 Prokhladniy, Kabardino-Balkar Republic, Russia for “Oversalted” Valeria Medvedeva, aged 15 Serov, Sverdlovsk Oblast, Russia for “Melancholy” Maria Pelikhova, aged 15 Penza, Russia for “Ward Number 6” 1 2nd place awards: Anna Pratsyuk, aged 15 Omsk, Russia for “Fat and Thin” Maria Markevich, aged 14 Gomel, Byelorussia for “An Important Conversation” Yekaterina Kovaleva, aged 15 Omsk, Russia for “The Man in the Case” Anastasia Dolgova, aged 15 Prokhladniy, Kabardino-Balkar Republic, Russia for “Happiness” Tatiana Stepanova, aged 16 Novocherkassk, Rostov Oblast, Russia for “Kids” Katya Goncharova, aged 14 Gatchina, Leningrad Oblast, Russia for “Chekhov Reading Out His Stories” Yiu Yan Poon, aged 16 Hongkong for “Woman’s World” 3rd place awards: Alexander Ovsienko, aged 14 Taganrog, Russia for “A Hunting Accident” Yelena Kapina, aged 14 Penza, Russia for “About Love” Yelizaveta Serbina, aged 14 Prokhladniy, Kabardino-Balkar Republic, Russia for “Chameleon” Yekaterina Dolgopolova, aged 16 Sovetsk, Kaliningrad Oblast, Russia for “The Black Monk” Yelena Tyutneva, aged 15 Sayansk, Irkutsk Oblast, Russia for “Fedyushka and Kashtanka” Daria Novikova, aged 14 Smolensk, Russia for “The Man in a Case” 2 Masha Chizhova, aged 15 Gatchina, Russia for “Ward No. -
The Good Doctor: the Literature and Medicine of Anton Chekhov (And Others)
Vol. 33, No. 1 11 Literature and the Arts in Medical Education Johanna Shapiro, PhD Feature Editor Editor’s Note: In this column, teachers who are currently using literary and artistic materials as part of their curricula will briefly summarize specific works, delineate their purposes and goals in using these media, describe their audience and teaching strategies, discuss their methods of evaluation, and speculate about the impact of these teaching tools on learners (and teachers). Submissions should be three to five double-spaced pages with a minimum of references. Send your submissions to me at University of California, Irvine, Department of Family Medicine, 101 City Drive South, Building 200, Room 512, Route 81, Orange, CA 92868-3298. 949-824-3748. Fax: 714-456- 7984. E-mail: [email protected]. The Good Doctor: The Literature and Medicine of Anton Chekhov (and Others) Lawrence J. Schneiderman, MD In the spring of 1985, I posted a anything to do with me. “I don’t not possible in this public univer- notice on the medical students’ bul- want a doctor who knows Chekhov, sity; our conference rooms are best letin board announcing a new elec- I want a doctor who knows how to described as Bus Terminal Lite. tive course, “The Good Doctor: The take out my appendix.” Fortunately, The 10 second-year students who Literature and Medicine of Anton I was able to locate two more agree- signed up that first year spent 2 Chekhov.” It was a presumptuous able colleagues from literature and hours each week with me for 10 announcement, since I had never theatre. -
Personality Development of Grigory Stepanovitch Smirnov in the Bear Drama by Anthon Chekhov (1888): an Individual Psychological Approach
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by UMS Digital Library - Selamat datang di UMS Digital Library PERSONALITY DEVELOPMENT OF GRIGORY STEPANOVITCH SMIRNOV IN THE BEAR DRAMA BY ANTHON CHEKHOV (1888): AN INDIVIDUAL PSYCHOLOGICAL APPROACH PUBLICATION ARTICLE Submitted as a Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education in English Department by: DARMAWAN ROSADI A 320 080 124 SCHOOL OF TEACHING TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA 2015 1 PERSONALITY DEVELOPMENT OF GRIGORY STEPANOVITCH SMIRNOV IN THE BEAR DRAMA BY ANTHON CHEKHOV (1888): AN INDIVIDUAL PSYCHOLOGICAL APPROACH Darmawan Rosadi Dewi Candraningrum Titis Setyabudi School of Teacher Training and Education Muhammadiyah University of Surakarta ABSTRACT The object of the research is the drama entitled The Bear by Anthon Chekhov. The major problem of this study is how personality development influences the major character, Grigory Stepanovitch Smirnov, in Anthon Chekhov’s The Bear. It is aimed to analyze the drama based on individual psychological approach by Alfred Adler. The type of the study is qualitative research. There are two data sources that the researcher uses, the primary data sources and secondary data sources. The primary data source is the drama itself and the secondary data sources are any information related to study and other books which deal with the study. The techniques of data collection are documentations and library research. Anthon Chekhov wants to tell that everyone has his own personality developments and ways of overcoming them. In the drama, Smirnov has problem with his personality development. It influences his personality in facing the others people. -
Anton Chekhov Analysis
Anton Chekhov Analysis By Ryan Funes If you were to have gone out on the street and asked anyone about Mark Twain, William Shakespear, or even F. Scott Fitzgerald, you may get a positive response from the person, in that they know of the person. But, if you were to have asked about Anton Chekhov, you would probably get a dumbfounded, confused response. I would not be surprised though by those results, since Chekhov did not really have anything iconic about him or any gimmick, but when I was introduced to his short stories, I was immediatley hooked in by his themes and writing style. I really did not know what to say about the guy, but after reading and looking into his life, he was definitely a skilled dramatist, satirist, and writer. For those who are not too familiar with his life, Anton Chekhov was born in 1860, Taganrog, Russia to the son of a serf and a merchants wife. He lived a fairly well childhood and also did well in school, as he did continue on to become a medical student, and at the same time, an author who started out as a columnist for a Moscow newspaper. While his first short stories were not well recieved at first, along with a bloody play of his being under heavy censorship at the time, he continued on with his writing career, even while under the pressure of supporting his family, whose health was deterring. But, as a result of his writings, Chekhov became well known for his wit and subtle satire in his early writings. -
Could Chekhovian Humanism Help Us Today?*
Journal of BUON 10: 145-148, 2005 © 2005 Zerbinis Medical Publications. Printed in Greece. MEDICINE AND THE COMMUNITY Could Chekhovian Humanism Help Us Today?* Rajko Igiƒ§ Department of Anesthesiology and Pain Management, John H. Stroger Jr. Hospital of Cook County, Chicago, USA In 1884 Anton Pavlovich Chekhov graduated Doctor-Writer from the Medical School and started working as a physician in a suburban Moscow hospital. Eight years As a young physician, Chekhov started a person- later he set up a general practice in Melikhovo, 70 km al battle with lung tuberculosis, which lasted for 20 south of Moscow, where he spent seven years as a years. On July 15, 1904, Koch’s bacillus ended his cou- country doctor and a writer. There, Chekhov saw rageous battle against the disease. At that time medi- hundreds of patients, made over 1,000 house calls, cine had only modest treatments for this infectious dis- fought against cholera and illiteracy, wrote many sto- ease, such as providing adequate nutrition and rest to ries and two plays: The Seagull and Uncle Vanya. increase the body’s defenses against the tubercle ba- He started his day at five in the morning at his office where he examined patients and performed minor surgical procedures. Chekhov was an idealist and hard- working doctor driven by his dedication to serve pa- tients in rural Russia where corruption and incompe- tence ruled at all levels. He did not charge his pa- tients although he ran a private practice. He frequently even bought for his patients needed medications and gave them useful non-medical advice and financial help. -
Russian Literature LXXIV (2013) III/IV
This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier’s archiving and manuscript policies are encouraged to visit: http://www.elsevier.com/authorsrights Author's personal copy Available online at www.sciencedirect.com Russian Literature LXXIV (2013) III/IV www.elsevier.com/locate/ruslit THE BRAINLESS VIRTUOSO AS AN EXISTENTIAL THINKER: ČECHOV’S POETICS OF CONTRARIETY IN ‘DREAMS’ NIKITA NANKOV Abstract This study entwines two literary and two philosophical goals. The first literary aim is to dispel the enduring paradigm in Chekhov studies presenting this writer as a brainless virtuoso, who writes artistically brilliant works that lack idea(l)s. The second is to examine Chekhov’s poetics of contrariety, and illustrate it with an analysis of the short story ‘Dreams’ (‘Mechty’). Behind these two literary tasks loom two philosophical issues. First, the oxymoron of the brainless virtuoso is rooted in the fact that a great part of Chekhov criticism has been in the wake of Cartesian rationalism, which postulates that theoretical thinking precedes practical living. Since Chekhov writes in the phenomenological tradition grounded on the premise that practical living precedes theoretical thinking, interpreting him along rationalist lines is questionable. -
Soldiers of Misfortune
U.S. Violations of the Optional Protocol on the Involvement of Children in Armed Conflict SOLDIERS OF MISFORTUNE Abusive U.S. Military Recruitment and Failure to Protect Child Soldiers Jania Sandoval (right) speaks with U.S. Army recruiter Sfc. Luis Medina at Wright College in Chicago. (Photo by Scott Olson/Getty Images) ABOUT THE ACLU ........................................................................................................ 1 INTRODUCTION AND EXECUTIVE SUMMARY.................................................... 2 RECOMMENDATIONS.................................................................................................. 5 I. TARGETING OF YOUTH UNDER 17 FOR MILITARY RECRUITMENT (Article 3(1)-(2)) ................................................................................................................ 8 a. Recruiters in High Schools Target Students Under 17 ........................................... 9 a. Joint Advertising Market Research & Studies (JAMRS) Database Targets Youth Under 17 for Recruitment ............................................................................................. 11 b. Junior Reserve Officer Training Corps (JROTC) Target Children as Young as 14 for Recruitment ............................................................................................................. 12 c. Middle School Cadet Corps (MSCC), or Pre-JROTC, Targets Children as Young as 11 .............................................................................................................................