Lloyd Alexander 1924-2007
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Embeddings for KB and Text Representation, Extraction and Question Answering
Embeddings for multi-relational data Pros and cons of embedding models Embeddings for KB and text representation, extraction and question answering. Jason Westony & Antoine Bordes & Sumit Chopra Facebook AI Research External Collaborators: Alberto Garcia-Duran & Nicolas Usunier & Oksana Yakhnenko y Some of this work was done while J. Weston worked at Google. 1 / 24 Embeddings for multi-relational data Pros and cons of embedding models Multi-relational data Data is structured as a graph Each node = an entity Each edge=a relation/fact A relation = (sub, rel, obj): sub =subject, rel = relation type, obj = object. Nodes w/o features. We want to also link this to text!! 2 / 24 Embeddings for multi-relational data Pros and cons of embedding models Embedding Models KBs are hard to manipulate Large dimensions: 105=108 entities, 104=106 rel. types Sparse: few valid links Noisy/incomplete: missing/wrong relations/entities Two main components: 1 Learn low-dimensional vectors for words and KB entities and relations. 2 Stochastic gradient based training, directly trained to define a similarity criterion of interest. 3 / 24 Embeddings for multi-relational data Pros and cons of embedding models Link Prediction Add new facts without requiring extra knowledge From known information, assess the validity of an unknown fact Goal: We want to model, from data, P[relk (subi ; objj ) = 1] ! collective classification ! towards reasoning in embedding spaces 4 / 24 Embeddings for multi-relational data Pros and cons of embedding models Previous Work Tensor factorization -
Good Foundations Academy Reading and Literacy Policy
Building Knowledge and Character GOOD FOUNDATIONS ACADEMY READING AND LITERACY POLICY PURPOSE AND PHILOSOPHY The development of literacy is one of the primary aims and focuses of effort at GFA. This includes a great deal of reading from a variety of both fiction and non-fiction primary literature. Particularly in the early grades, GFA emphasizes reading and more reading. Most American schools dedicate two or more hours each day to “literacy.” A majority of time is spent teaching children the fundamentals of reading strategies, such as making inferences, predicting, classifying, and looking for the main idea. The purpose of these exercises is to bolster test scores, independent of real knowledge. In contrast, GFA strives to develop the appreciation of language, increase specific knowledge, and provide meaning to students through the achievement of Primary Literacy, Mature Literacy, and Moral Literacy. Primary Literacy Primary Literacy begins with phonic recognition. Our goal in the early grades is for students to receive explicit, systematic phonemic awareness and phonics instruction. Children are provided deliberate, coherent, direct instruction in letter-sound correspondences. Practices which teach children to rely on word-memorization (the look-say method) and guessing (through illustration and/or context) are avoided. Once phonetic decoding skills are introduced, fluency must be developed. Fluency allows students to focus their mental energies on comprehension rather than decoding. Fluency means “flowing,” and in this context it also means “fast.” Fluency takes practice - a lot of it. Riggs & Open Court Phonics, selected stories from Open Court, and selected books from Accelerated Reader (AR) are the primary sources for the development of decoding skills and fluency at GFA. -
Winning ""Chronicles of Prydain""1 Is Now a Thret'-Dimt-Nsioniil Qpwnated Adventure ^Aute
The Walt Disney^ inductions movie, based on novelist Mayd Alexander's Newbery A ward- winning ""Chronicles of Prydain""1 is now a thret'-dimt-nsioniil qpwnated adventure ^aute... Lloyd Alexander blends the rich elements of Welsh legend and universal mythology in his five-volume fantasy epic "The Chronicles of Prydain." "...considered to be the most significant fantasy cycle created for children today by an American author." — from the citation to The High King for the Newbery Medal given annually by the American Library Association for "the most distinguished contribution to American literature for children." The Chronicles of Prydain by Lloyd Alexander; The Book of Three The Black Cauldron The Castle of Llyr Taran Wanderer The High King Other Prydain books by Lloyd Alexander: The Foundling, and Other Tales of Prydain Coll and His White Pig The Truthful Harp Portions of ihis manual arc condensed or excerpted from: The Book of Three, © 1964 by Lloyd Alexander The High King. '£.• 1%8 by Lloyd Alexander The Foundling, and Other Talcs of Prydain. © 1973 by Lloyd Alexander The Black Cauldron, an all-animated feature, ict Wall Disney Productions MCMLXXXV DALLBEN AND THE BOOK OF THREE hen he was just a baby, Dallben, greatest of enchanters in all Prydain, was abandoned in a wicker basket at the edge of the Marshes of Morva. There he was found by three witches, Orddu, Orwen and Orgoch, and was taken to live with them in their home at the center of the marsh. m As he grew, Dallben watched the witches in all they did, and learned their powers of enchantment. -
The Book of Three by Lloyd Alexander
Teacher Guide The Book of Three by Lloyd Alexander Questions for Socratic Discussion by Melanie Huff © 2012, The Center for Literary Education 3350 Beck Road Rice, WA 99167 (509) 738-2837 www.centerforlit.com Contents Introduction 2 Questions about Structure: Setting 4 Questions about Structure: Characters 6 Questions about Structure: Conflict and Plot 11 Questions about Structure: Theme 14 Questions about Style 16 Questions about Context 18 Suggested Essay Assignments 19 Story Charts 20 Introduction This teacher guide is intended to assist the teacher or parent in conducting meaningful discussions of literature in the classroom or home school. Questions and answers follow the pattern presented in Teaching the Classics, the Center for Literary Education’s two day literature seminar. Though the concepts underlying this approach to literary analysis are explained in detail in that seminar, the following brief summary presents the basic principles upon which this guide is based. The Teaching the Classics approach to literary analysis and interpretation is built around three unique ideas which, when combined, produce a powerful instrument for understanding and teaching literature: First: All works of fiction share the same basic elements — Context, Structure, and Style. A literature lesson that helps the student identify these elements in a story prepares him for meaningful discussion of the story’s themes. Context encompasses all of the details of time and place surrounding the writing of a story, including the personal life of the author as well as historical events that shaped the author’s world. Structure includes the essential building blocks that make up a story, and that all stories have in common: Conflict, Plot (which includes exposition, rising action, climax, denouement, and conclusion), Setting, Characters and Theme. -
Lloyd Alexander's the Book of Three
Lloyd Alexander’s The Book of Three: A Discussion Guide By David Bruce SMASHWORDS EDITION Copyright 2008 by Bruce D. Bruce Thank you for downloading this free ebook. You are welcome to share it with your friends. This book may be reproduced, copied and distributed for non-commercial purposes, provided the book remains in its complete original form. If you enjoyed this book, please return to Smashwords.com to discover other works by this author. Thank you for your support. Dedicated with Love to Caleb Bruce ••• Preface The purpose of this book is educational. I enjoy reading Lloyd Alexander’s The Book of Three, and I believe that it is an excellent book for children (and for adults such as myself) to read. This book contains many questions about Lloyd Alexander’s The Book of Three and their answers. I hope that teachers of children will find it useful as a guide for discussions. It can also be used for short writing assignments. Students can answer selected questions from this little guide orally or in one or more paragraphs. I hope to encourage teachers to teach Lloyd Alexander’s The Book of Three, and I hope to lessen the time needed for teachers to prepare to teach this book. This book uses many short quotations from Lloyd Alexander’s The Book of Three. This use is consistent with fair use: § 107. Limitations on exclusive rights: Fair use Release date: 2004-04-30 Notwithstanding the provisions of sections 106 and 106A, the fair use of a copyrighted work, including such use by reproduction in copies or phonorecords or by any other means specified by that section, for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright. -
AR Quizzes for L.J. Hauser
L.J. Hauser Quiz Number Language Title Author Level Points 1 EN Adam of the Road Elizabeth Janet Gr 7.4 0.5 2 EN All-of-a-Kind Family Sydney Taylor 4.9 0.5 3 EN Amos Fortune, Free Man Elizabeth Yates 6.0 0.5 4 EN And Now Miguel Joseph Krumgold 6.8 11.0 5 EN "B" is for Betsy Carolyn Haywood 3.1 0.5 6 EN Bambi Felix Salten 4.6 0.5 7 EN Betsy-Tacy Maud Hart Lovelace 4.9 0.5 8 EN Black Beauty Anna Sewell 7.3 0.5 9 EN Blue Willow Doris Gates 6.4 0.5 10 EN The Borrowers Mary Norton 5.6 0.5 11 EN Bridge to Terabithia Katherine Paterson 7.0 0.5 12 EN Brighty of the Grand Canyon Marguerite Henry 6.2 7.0 13 EN The Bronze Bow Elizabeth George S 5.9 0.5 14 EN Caddie Woodlawn Carol Ryrie Brink 5.6 0.5 15 EN Call It Courage Armstrong Sperry 5.0 0.5 16 EN Carry On, Mr. Bowditch Jean Latham 5.1 0.5 17 EN The Cat Who Went to Heaven E. Coatsworth 5.8 0.5 18 EN Centerburg Tales Robert McCloskey 5.2 0.5 19 EN Charlotte's Web E.B. White 6.0 0.5 20 EN Charlie and the Chocolate Factor Roald Dahl 6.7 0.5 21 EN The Courage of Sarah Noble Alice Dalgliesh 4.2 0.5 22 EN The Cricket in Times Square George Selden 4.3 0.5 23 EN Daniel Boone James Daugherty 7.6 0.5 24 EN Dear Mr. -
Lloyd Alexander 30
Der phantastische Autorenbrief Lloyd Alexander 30. 01. 1924 - 17. 05. 2007 Mai 2007 unabhängig kostenlos Ausgabe 441 Lloyd Chudley Alexander starb am 17.05.2007 im Alter von 83 Jahren. Er wurde am 30. Januar 1924 in Philadelphia, Pennsylvania, Vereinigte Staaten von Amerika geboren, wuchs dort auf und lebte dort bis zu seinem Tod. Bereits mit drei Jahren lernte er lesen und interessierte sich seither für Bücher. Später erweiterte er sein Interesse auf klassische Musik und Zeichnen. Besonders angetan hatten es ihm die keltische und griechische Mythologie, die auch in seinen eigenen Werken ihren Niederschlag fanden. Wie bei vielen seiner Altersklasse war ein Buch über den sagenhaften König Arthus und die dazu gehörigen Heldensagen für ihn Meinungs bildend. Neben diesen Sagen beschäftigte er sich mit den Mabinogin, jener Sammlung klassischer walisischer Sagen, die später so viel Einfluss auf ihn ausübten. Nach seinem Highschool-Abschluss und einer kurzen Episode als Laufbursche bei einer Bank besuchte er das örtliche College. Bereits nach dem ersten Trimester verließ er das College und trat in die US-Army ein. Er wurde zuerst nach Wales zum militärischen Geheimdienst (Army Combat Intelligenz) versetzt, wo er wieder auf keltische und walisische Mythen traf. Lloyd Alexander, der neben spanisch und französisch sich im Selbststudium walisisch beibrachte, konnte so die Schauplätze seiner Heldensagen selbst besuchen. Die Kenntnisse seines Dialektes öffnete ihm in Wales viele Tore, so dass er seine Studien über diese Sagenwelt weiter vorantreiben konnte. Viele dieser Eindrücke verarbeitete er in seinen Büchern. Anfang 1945 wurde er nach Paris versetzt, wo er in der Gegenspionage arbeitete. Nach dem Krieg besuchte er die Universität von Paris. -
2004 World Fantasy Awards Information Each Year the Convention Members Nominate Two of the Entries for Each Category on the Awards Ballot
2004 World Fantasy Awards Information Each year the convention members nominate two of the entries for each category on the awards ballot. To this, the judges can add three or more nominees. No indication of the nominee source appears on the final ballot. The judges are chosen by the World Fantasy Awards Administration. Winners will be announced at the 2004 World Fantasy Convention Banquet on Sunday October 31, 2004, at the Tempe Mission Palms Hotel in Tempe, Arizona, USA. Eligibility: All nominated material must have been published in 2003 or have a 2003 cover date. Only living persons may be nominated. When listing stories or other material that may not be familiar to all the judges, please include pertinent information such as author, editor, publisher, magazine name and date, etc. Nominations: You may nominate up to five items in each category, in no particular order. You don't have to nominate items in every category but you must nominate in more than one. The items are not point-rated. The two items receiving the most nominations (except for those ineligible) will be placed on the final ballot. The remainder are added by the judges. The winners are announced at the World Fantasy Convention Banquet. Categories: Life Achievement; Best Novel; Best Novella; Best Short Story; Best Anthology; Best Collection; Best Artist; Special Award Professional; Special Award Non-Professional. A list of past award winners may be found at http://www.worldfantasy.org/awards/awardslist.html Life Achievement: At previous conventions, awards have been presented to: Forrest J. Ackerman, Lloyd Alexander, Everett F. -
Sacrificing Agency for Romance in the Chronicles of Prydain
Volume 33 Number 2 Article 8 4-15-2015 Isn't it Romantic? Sacrificing Agency for Romance in The Chronicles of Prydain Rodney M.D. Fierce Follow this and additional works at: https://dc.swosu.edu/mythlore Part of the Children's and Young Adult Literature Commons Recommended Citation Fierce, Rodney M.D. (2015) "Isn't it Romantic? Sacrificing Agency for Romance in The Chronicles of Prydain," Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature: Vol. 33 : No. 2 , Article 8. Available at: https://dc.swosu.edu/mythlore/vol33/iss2/8 This Article is brought to you for free and open access by the Mythopoeic Society at SWOSU Digital Commons. It has been accepted for inclusion in Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature by an authorized editor of SWOSU Digital Commons. An ADA compliant document is available upon request. For more information, please contact [email protected]. To join the Mythopoeic Society go to: http://www.mythsoc.org/join.htm Mythcon 51: A VIRTUAL “HALFLING” MYTHCON July 31 - August 1, 2021 (Saturday and Sunday) http://www.mythsoc.org/mythcon/mythcon-51.htm Mythcon 52: The Mythic, the Fantastic, and the Alien Albuquerque, New Mexico; July 29 - August 1, 2022 http://www.mythsoc.org/mythcon/mythcon-52.htm Abstract Addresses the vexed question of Princess Eilonwy’s gesture of giving up magic and immortality to be the wife of Taran and queen of Prydain. Was it a forced choice and a sacrifice of the capable and strong- willed girl’s agency and power, or does it proceed logically from her depiction throughout the series? Additional Keywords The Chronicles of Prydain This article is available in Mythlore: A Journal of J.R.R. -
Homo Monstrosus: Lloyd Alexander's Gurgi and Other Shadow Figures Of
Volume 3 Number 3 Article 9 1976 Homo Monstrosus: Lloyd Alexander’s Gurgi and Other Shadow Figures of Fantastic Literature Nancy-Lou Patterson Follow this and additional works at: https://dc.swosu.edu/mythlore Part of the Children's and Young Adult Literature Commons Recommended Citation Patterson, Nancy-Lou (1976) "Homo Monstrosus: Lloyd Alexander’s Gurgi and Other Shadow Figures of Fantastic Literature," Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature: Vol. 3 : No. 3 , Article 9. Available at: https://dc.swosu.edu/mythlore/vol3/iss3/9 This Article is brought to you for free and open access by the Mythopoeic Society at SWOSU Digital Commons. It has been accepted for inclusion in Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature by an authorized editor of SWOSU Digital Commons. An ADA compliant document is available upon request. For more information, please contact [email protected]. To join the Mythopoeic Society go to: http://www.mythsoc.org/join.htm Mythcon 51: A VIRTUAL “HALFLING” MYTHCON July 31 - August 1, 2021 (Saturday and Sunday) http://www.mythsoc.org/mythcon/mythcon-51.htm Mythcon 52: The Mythic, the Fantastic, and the Alien Albuquerque, New Mexico; July 29 - August 1, 2022 http://www.mythsoc.org/mythcon/mythcon-52.htm Abstract Discusses Gurgi as the shadow archetype in Alexander’s Prydain Cycle and compares him to examples in other literature. Additional Keywords Alexander, Lloyd—Jungian analysis; Alexander, Lloyd. The Prydain Cycle; Alexander, Lloyd. The Prydain Cycle—Characters—Gurgi; Shadow (Psychoanalysis); Joe R. -
6-8 Summer Reading Program Packet
[Type text] 6-8 CCS Summer Reading Program 2021 6-8 Summer Reading Program [Type text] 6-8 CCS Summer Reading Program CCHS Students and Families, CCMS Students and Families, We are continuing with our summer reading program this year. This program is open to all students; it is required for students who are taking advanced English 8 next year, and it is an extra credit assignment for those who will be taking a regular English class (the amount of extra credit will be determined by each teacher). How to Participate in the Summer Reading Program: 1) Choose a group of books from the list provided (e.g. “Classic Science Fiction”). This should be a new group, not one you’ve already done. 2) Read all the books in that category. 3) Complete a reading record card for each book. 4) Type an essay (using MLA format). Prompt: Choose your favorite book from the summer reading and discuss why you liked it. Your essay must have an introduction with a thesis statement, a body, and a conclusion. Please provide specific examples of what you liked, but avoid a simple plot summary. Remember to cite evidence from the book. Finish your essay by convincing someone who hasn’t read the book that it is a must read. Incoming 6th graders: The essay must be 400 words. Incoming 7th and 8th graders: The essay must be 500 words. 5) Turn in your reading cards and essay to your teacher on the first day of school in August. Please note that turning in an incomplete packet to your teacher may result in zero credit. -
The Cambridge History of Welsh Literature Edited by Geraint Evans , Helen Fulton Index More Information
Cambridge University Press 978-1-107-10676-5 — The Cambridge History of Welsh Literature Edited by Geraint Evans , Helen Fulton Index More Information Index 2, 679 Acts of Union, 147–57, 159–64, 170, 177, 265, 18 Poems, 468–70, 472–3, 475–6, 481 270, 510, 513 adaptations, 19, 21, 75, 77, 84, 132, 182, 344, Aaron, Jane, 213, 335, 398, 430, 566, 567–8, 571 517, 588 Aaron, Wil, 644–5 ‘Adar y Gaeaf ’, 536 Abbey Theatre, 521 ‘Adar y Plwyfi’, 536 abbeys, Cistercian, 29, 113, 130–1 administrative decentralization, 494, 496 abbots, 104, 131–2, 704 administrative devolution, 495 Aberconwy, 29, 130 adolescence, 413, 469, 473, 476, 478, 589 Aberdare, 363, 437 ‘Adref’, 370 Aberdaron, 533, 541 advancement, 161, 176, 298 Aberfan Disaster, 492 social, 21, 541 Aberffraw, 27, 242 technological, 508 Abergavenny, 139, 195, 203, 301, 587 Adventurers, The, 398 Abergavenny, eisteddfod, 301 adventures, 38, 58, 73–4, 188, 337, 341–2, 389, Abergavenny Crucifixion, 196 415, 623–4, 628 Abergavenny Cymreigyddion, 301 Adventures and Vagaries of Twm Shon Catti, ‘Aberglasne’, 675 The, 341 Aberhenfelen myth, 373 Adventures of Huckleberry Finn, The, 415 Aberystwyth, 23, 27, 120–1, 130, 132, 135, 368, Aelwyd f’Ewythr Robert, 344 373, 447, 640–1 Aeneid, The, 270 University/University College, 568, aerodromes, 376, 513 605, 670 ‘Aeth Cymru’n Seisnig’, 245 Aberystwyth Noir, 700 Afal Ddrwg Adda, 462 Above Us the Earth, 645 Afallennau, 29 Abse, Dannie, 558–60, 561, 569, 587, 599, Afallon, 367, 412, 675 602 affluence, 423, 491–2, 493–4, 562 accidents, 64, 108, 345, 518 affrays,