The Life of John Sterling
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The Carlyle Society Papers
THE CARLYLE SOCIETY SESSION 2011-2012 OCCASIONAL PAPERS 24 • Edinburgh 2011 1 2 President’s Letter With another year’s papers we approach an important landmark in Carlyle studies. A full programme for the Society covers the usual wide range (including our mandated occasional paper on Burns), and we will also make room for one of the most important of Thomas’s texts, the Bible. 2012 sees a milestone in the publication of volume 40 of the Carlyle Letters, whose first volumes appeared in 1970 (though the project was a whole decade older in the making). There will be a conference (10-12 July) of academic Carlyle specialists in Edinburgh to mark the occasion – part of the wider celebrations that the English Literature department will be holding to celebrate its own 250th anniversary of Hugh Blair’s appointment to the chair of Rhetoric, making Edinburgh the first recognisable English department ever. The Carlyle Letters have been an important part of the research activity of the department for nearly half a century, and there will also be a public lecture later in November (when volume 40 itself should have arrived in the country from the publishers in the USA). As part of the conference there will be a Thomas Green lecture, and members of the Society will be warmly invited to attend this and the reception which follows. Details are in active preparation, and the Society will be kept informed as the date draws closer. Meantime work on the Letters is only part of the ongoing activity, on both sides of the Atlantic, to make the works of both Carlyles available, and to maintain the recent burst of criticism which is helping make their importance in the Victorian period more and more obvious. -
In the Supreme Court of the State of Kansas
IN THE SUPREME COURT OF THE STATE OF KANSAS No. 121,516 STATE OF KANSAS, Appellee, v. JONATHAN D. BLEVINS, Appellant. SYLLABUS BY THE COURT 1. A claim of judicial comment error is reviewable on appeal despite the lack of a contemporaneous objection at trial. 2. A district court does not err by accurately informing potential jurors that the death penalty is not at issue in a given case in response to a potential juror's stated moral concerns regarding the death penalty. 3. Prosecutors are entitled to wide latitude to draw reasonable inferences from the evidence in closing arguments. A prosecutor does not err when adequately buttressing their inferential arguments with the factual premises necessary to support their inferences, even in the absence of language such as "it is a reasonable inference that . ." 1 4. Prosecutors commit prosecutorial error by improperly describing their personal opinion to the jury. 5. A district court's decision not to depart from a presumptive sentence is reviewed for abuse of discretion. 6. For purposes of evaluating a district court's decision not to depart from a presumptive sentence, the existence of a factor that is arguably mitigating does not necessarily mean that such a factor is substantial and compelling. Appeal from Jefferson District Court; GARY L. NAFZIGER, judge. Opinion filed May 7, 2021. Affirmed. Meryl Carver-Allmond, of Kansas Appellate Defender Office, argued the cause, and Caroline M. Zuschek, of the same office, was on the brief for appellant. Natalie A. Chalmers, assistant solicitor general, argued the cause, and Derek Schmidt, attorney general, was with her on the brief for appellee. -
The Carlyle Society
THE CARLYLE SOCIETY SESSION 2006-2007 OCCASIONAL PAPERS 19 • Edinburgh 2006 President’s Letter This number of the Occasional Papers outshines its predecessors in terms of length – and is a testament to the width of interests the Society continues to sustain. It reflects, too, the generosity of the donation which made this extended publication possible. The syllabus for 2006-7, printed at the back, suggests not only the health of the society, but its steady move in the direction of new material, new interests. Visitors and new members are always welcome, and we are all warmly invited to the annual Scott lecture jointly sponsored by the English Literature department and the Faculty of Advocates in October. A word of thanks for all the help the Society received – especially from its new co-Chair Aileen Christianson – during the President’s enforced absence in Spring 2006. Thanks, too, to the University of Edinburgh for its continued generosity as our host for our meetings, and to the members who often anonymously ensure the Society’s continued smooth running. 2006 saw the recognition of the Carlyle Letters’ international importance in the award by the new Arts and Humanities Research Council of a very substantial grant – well over £600,000 – to ensure the editing and publication of the next three annual volumes. At a time when competition for grants has never been stronger, this is a very gratifying and encouraging outcome. In the USA, too, a very substantial grant from the National Endowment for the Humanities means that later this year the eCarlyle project should become “live” on the internet, and subscribers will be able to access all the volumes to date in this form. -
The Signs of the Times, Vol. 12 (1886)
The Signs of the Times, Vol. 12 (1886) January 7, 1886 "The Ostrogoths and the Visigoths" The Signs of the Times 12, 1 , p. 4. THE peace which Constantine forced upon the Gothic nation in A.D. 331, continued for a period of thirty years. For the proper understanding of the further progress of our subject, it now becomes necessary to clearly define the distinction that existed between the two great divisions of the Gothic nation–the Ostro [Eastern] Goths, and the Visi [Western] Goths. As a matter of act this distinction existed from the earliest times of which we have any knowledge of the nation. "The Ostro and Visi, the eastern and western Goths, obtained those denominations from their original seats in Scandinavia. In all their future marches and settlements they preserved, with their names, the same relative situation."–Dec. and Fall, chap. 10, par. 8, note. Although this distinction was ever observed amongst them as a people, yet in all their wanderings and in all their expeditions, from the time they left the Baltic till the period of which we now treat, A.D. 361,–they were united and acted as one people. Now, however, we shall find them separated, and with the exception of a short interval, never more united. During the thirty years' peace with the Empire (A.D. 331-361), and under Hermanric, the last king of the united nation, the Gothic power was spread from the River Danube and the Black Sea to the Baltic. Of this we read:– "During a peaceful interval of thirty years, the Romans secured their frontiers, and the Goths extended their dominions. -
Verse in Fraser's Magazine
Curran Index - Table of Contents Listing Fraser's Magazine For a general introduction to Fraser's Magazine see the Wellesley Index, Volume II, pages 303-521. Poetry was not included in the original Wellesley Index, an absence lamented by Linda Hughes in her influential article, "What the Wellesley Index Left Out: Why Poetry Matters to Periodical Studies," Victorian Periodicals Review, 40 (2007), 91-125. As Professor Hughes notes, Eileen Curran was the first to attempt to remedy this situation in “Verse in Bentley’s Miscellany vols. 1-36,” VPR 32 (1999), 103-159. As one part of a wider effort on the part of several scholars to fill these gaps in Victorian periodical bibliography and attribution, the Curran Index includes a listing of verse published in Fraser's Magazine from 1831 to 1854. EDITORS: Correct typo, 2:315, 1st line under this heading: Maginn, if he was editor, held the office from February 1830, the first issue, not from 1800. [12/07] Volume 1, Feb 1830 FM 3a, A Scene from the Deluge (from the German of Gesner), 24-27, John Abraham Heraud. Signed. Verse. (03/15) FM 4a, The Standard-Bearer -- A Ballad from the Spanish, 38-39, John Gibson Lockhart. possib. Attributed by Mackenzie in introduction to Fraserian Papers Vol I; see Thrall, Rebellious Fraser: 287 Verse. (03/15) FM 4b, From the Arabic, 39, Unknown. Verse. (03/15) FM 5a, Posthumous Renown, 44-45, Unknown. Verse. (03/15) FM 6a, The Fallen Chief (Translated from the Arabic), 54-56, Unknown. Verse. (03/15) Volume 1, Mar 1830 FM 16b, A Hard Hit for a Damosell, 144, Unknown. -
Tascrptshapingfuturev3:Layout 1
Shaping the Future of After-School The essential role of intermediaries in bringing quality after-school systems to scale Collaborative for Building After-School Systems September 2007 Published by the Collaborative for Building After-School Systems (CBASS) Lucy N. Friedman, President, The After-School Corporation Rebkha Atnafou, Director, The After School Institute Erin Coleman, After School Strategist, Safe and Sound Stephen Pratt, President, Boston After School & Beyond Greg Roberts, President & CEO, The DC Children and Youth Investment Trust Corporation Hillary Salmons, Executive Director, Providence After School Alliance, Inc. David Sinski, Executive Director, After School Matters The Collaborative for Building After-School Systems (CBASS) is a partnership of intermediary organizations dedi- cated to increasing the availability of quality after-school programming by building citywide after-school systems. The mission of CBASS is to make after-school part of the system of essential services that support children and youth, and to promote the development of quality after-school service systems nationwide. CBASS was founded in 2006 with a grant from The Atlantic Philanthropies. This paper was prepared by The After-School Corporation. For more information on the system-building and policy work of CBASS, please contact the CBASS staff at [email protected]. September, 2007 I. The Case in Brief or most of their history, spanning more than a cen- students’ academic achievement, to enrich an often con- tury, out-of-school time programs thrived on their strained school-day curriculum, to extend more attention Fparticularity. Individual, small, independent activities to underserved groups and communities, and to demon- mainly grew not from the top-down initiative of school strably increase young people’s chances of success later systems or governments, but from the energies of local in life. -
Identity Formation Among Central American Americans
CS II CENTER F O R T H E STUD Y O F IMMIGR ANT INTEG R AT I O N November 2013 Central AmericanAmericans Identity Formation Among Identity Formation By Norma Stoltz Chinchilla and Nora Hamilton ChinchillaandNora Stoltz By Norma IDENTITY FORMATION AMONG CENTRAL AMERICAN-AMERICANS 1 “Growing up, I mainly thought of myself as Latino. Guatemalan was what I was and what my family was, but in the world outside my family, I was Latino.” “I say we’re Salvadorans, but I was born in San Francisco; I’m a Central American from El Salvador.” “What really motivates me is trying to identify with and respect humanity as a whole...I think this desire to identify with the broadest possible category comes from growing up in a place where to be classified in one category vs. another means your life could be in danger.” INTRODUCTION As the above quotes by young Central American Americans2 suggest, identity formation is a complex, fluid and multifaceted process. Identities may change over time in response to shifting contexts and experiences; individuals may have multiple identities, and a person may invoke different identities in response to different situations. Although we are primarily concerned with ethnic identity, other types of identity are an important part of the ways in which Central American Americans conceive of themselves and of their experiences and values. The following is an exploration of the factors influencing identity formation of a small group of young 1.5 and second generation Guatemalans and Salvadorans in California. It draws on earlier research on Central Americans in Southern California (Hamilton and Chinchilla 2001) and interviews with ten young Central Americans in Los Angeles and San Francisco as well as informants who have worked closely with them. -
The Life of John Sterling
The Life of John Sterling Thomas Carlyle The Life of John Sterling Table of Contents The Life of John Sterling..........................................................................................................................................1 Thomas Carlyle..............................................................................................................................................1 PART I...........................................................................................................................................................1 CHAPTER I. INTRODUCTORY..................................................................................................................1 CHAPTER II. BIRTH AND PARENTAGE.................................................................................................3 CHAPTER III. SCHOOLS: LLANBLETHIAN; PARIS; LONDON...........................................................6 CHAPTER IV. UNIVERSITIES: GLASGOW; CAMBRIDGE.................................................................13 CHAPTER V. A PROFESSION..................................................................................................................16 CHAPTER VI. LITERATURE: THE ATHENAEUM...............................................................................18 CHAPTER VII. REGENT STREET...........................................................................................................19 CHAPTER VIII. COLERIDGE...................................................................................................................22 -
Time As a Tool of Patriarchal Oppression in As You Like It Michele Herrman '95 Illinois Wesleyan University
Undergraduate Review Volume 7 | Issue 1 Article 6 1994 Time as a Tool of Patriarchal Oppression in As You Like It Michele Herrman '95 Illinois Wesleyan University Recommended Citation Herrman '95, Michele (1994) "Time as a Tool of Patriarchal Oppression in As You Like It," Undergraduate Review: Vol. 7: Iss. 1, Article 6. Available at: http://digitalcommons.iwu.edu/rev/vol7/iss1/6 This Article is brought to you for free and open access by The Ames Library, the Andrew W. Mellon Center for Curricular and Faculty Development, the Office of the Provost and the Office of the President. It has been accepted for inclusion in Digital Commons @ IWU by the faculty at Illinois Wesleyan University. For more information, please contact [email protected]. ©Copyright is owned by the author of this document. Herrman '95: Time as a Tool of Patriarchal Oppression in As You Like It es contributed money that helped ~ssential outside support came from Time as a Tool of Patriarchal Oppression the Supreme Court and two in As You Like It ights, at least from time to time, the the evidence to support this is crystal Michele Herrman er and Kennedy went in the army to md Mississippi, federal intervention :he law. Correta Scott king articulated ... 'It is ten o'clock. Jld how prior to Albany, her husband Thus we may see ... how the world wags. on the federal government when he 'Tis but an hour ago since it was nine, the federal injunction against And after one hour more 'twill be eleven; down, Dr. King had nothing, and the And so, from hour to hour, we ripe and ripe, hen President Kennedy gave And then, from hour to hour, we rot and rot; ng freedom riders, that movement And thereby hangs a tale.. -
Arrowverse Expands
AJW Landscaping • 910-271-3777 We’ll makeyour yard BOO-ti-ful! October 5 - 11, 2019 Ruby Rose as Kate Kane in “Batwoman” Arrowverse 12780 S Caledonia Rd expands Laurinburg, NC 28352 910-276-7474 Joy Jacobs, Store Manager 234 E. Church Street, Laurinburg NC 910-277-8588 www.kimbrells.com Page 2 — Saturday, October 5, 2019 — Laurinburg Exchange Holy diversity Batman!: ‘Batwoman’ premieres on CW By Breanna Henry I say that Batwoman, a.k.a. Kate With the beautifully androgynous pect from Batwoman and Alice’s TV Media Kane, is a fantastic character with a Ruby Rose (“The Meg,” 2018) at on-screen relationship. For those ton of incredible story potential. the helm (or cowl) and Rachel not familiar with Rucka’s work, just may or may not own an overflow- As someone who’s already a fan, Skarsten (“Acquainted,” 2018) know that you’re in for some of the Iing stack of comic books that’s I’m very interested to see how CW’s playing the totally twisted Alice, “Batwoman” comic books’ most getting dangerously close to weigh- “Batwoman” recreates, reimagines CW’s newest prime-time addition to outrageous, unexpected and dis- ing more than its current shelf can or reinvents the title character, and its DC Comics-based Arrowverse — turbing twists and turns. The psy- handle, so it’s safe to trust me when luckily I won’t have to wait long. “Batwoman” — premieres Sunday, chedelic imagery and mind-warping Oct. 6. colors for which the comic is known FOR NEW ACCOUNTS Not everyone seems to be as ex- don’t seem to have been carried cited as I am about CW’s “Batwom- over to the new TV series, but other an.” Many of the preemptively neg- such DC Comics television pro- UP ative thoughts are likely the result grams (“Arrow,” “The Flash,” “Su- SAVE of people being afraid. -
Student Survey Data Summary 2019-2020
Student Survey Data Summary 2019-2020 Orange Unified School District Prepared by February 2020 Orange County Department of Education Evaluation, Assessment & Data Center OUSD LCAP 2019-20 Student Survey Summary – February 2020 Orange Unified School District (OUSD) Local Control Accountability Plan (LCAP) Student Survey Summary The following is a summary of the data collected from the survey of OUSD parents. This data summary is arranged to provide survey results by item. Instrument: Survey items were developed to capture respondents’ perceptions of how well the district is achieving its LCAP goals for 2019-2020. This survey is structured so that respondents would retrospectively report on the degree to which they felt each item was met, accomplished, or achieved. Methods: The survey was administered as an online only survey with an approximate 3-month administration window; September 30, 2019 to December 20, 2019. Following standard Evaluation, Assessment & Data Center (EADC) survey protocol, a website was created showing how many responses were received in near-real time. The web address to this site was emailed to the district the day after the survey window opened to ensure a high response rate. At the end of the survey window, 5,648 survey responses were received (N=5,648). Analysis: The data analysis strategy for quantitative data consists of basic descriptive statistics (frequencies and percentages); percentages were rounded to the nearest whole number. Unanswered items (i.e., blanks) and items answered with “N/A” were excluded from the analysis. Percentages from the 2018-2019 survey (where applicable) are provided for comparison purposes. All comments received are included in the Appendix by school site, comments that are confidential in nature are listed separately. -
2018 Lawrence USD 497 School District High School Students Online Survey
2018 Lawrence USD 497 School District High School Students Online Survey Final Report January 2, 2019 Prepared by: Patron Insight, Inc. 1 At the same time a statistically reliable random dial telephone survey was taking place within the Lawrence USD 497 School District with 200 parents of middle and high school students, an online version of the survey was made available to high school students. The survey was similar to the telephone survey, with minor modifications to trim the length slightly (to encourage completion of the survey) and to fit the online format. The survey had a decent number of responses at 834. However, not all participants chose to answer all the questions – a situation which is common with online surveys. As is the case on the telephone survey, responses to the open-ended comments were coded, based on common words, phrases and ideas, to allow for a better understanding of the most commonly held views. Comments that were more “one-off” in nature are displayed in verbatim form. We began this survey by asking students which high school they attend. So that the responses can be divided into groups, to see what differences there are between the high schools, please indicate the high school where you work. 60.00% 50.00% 40.00% 30.00% Responses 20.00% 10.00% 0.00% Lawrence Free State Lawrence High School Lawrence College and High School Career Center 2 We followed with two open-ended questions about the perceived advantages and disadvantages, if the high school had a later start and end time.