11,539 research outputs found

    A Message in a Bottle: C.S. Lewis\u27s American Epistolary Friendships

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    Resilience and food security in a food systems context

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    This open access book compiles a series of chapters written by internationally recognized experts known for their in-depth but critical views on questions of resilience and food security. The book assesses rigorously and critically the contribution of the concept of resilience in advancing our understanding and ability to design and implement development interventions in relation to food security and humanitarian crises. For this, the book departs from the narrow beaten tracks of agriculture and trade, which have influenced the mainstream debate on food security for nearly 60 years, and adopts instead a wider, more holistic perspective, framed around food systems. The foundation for this new approach is the recognition that in the current post-globalization era, the food and nutritional security of the world’s population no longer depends just on the performance of agriculture and policies on trade, but rather on the capacity of the entire (food) system to produce, process, transport and distribute safe, affordable and nutritious food for all, in ways that remain environmentally sustainable. In that context, adopting a food system perspective provides a more appropriate frame as it incites to broaden the conventional thinking and to acknowledge the systemic nature of the different processes and actors involved. This book is written for a large audience, from academics to policymakers, students to practitioners

    Exploring the Training Factors that Influence the Role of Teaching Assistants to Teach to Students With SEND in a Mainstream Classroom in England

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    With the implementation of inclusive education having become increasingly valued over the years, the training of Teaching Assistants (TAs) is now more important than ever, given that they work alongside pupils with special educational needs and disabilities (hereinafter SEND) in mainstream education classrooms. The current study explored the training factors that influence the role of TAs when it comes to teaching SEND students in mainstream classrooms in England during their one-year training period. This work aimed to increase understanding of how the training of TAs is seen to influence the development of their personal knowledge and professional skills. The study has significance for our comprehension of the connection between the TAs’ training and the quality of education in the classroom. In addition, this work investigated whether there existed a correlation between the teaching experience of TAs and their background information, such as their gender, age, grade level taught, years of teaching experience, and qualification level. A critical realist theoretical approach was adopted for this two-phased study, which involved the mixing of adaptive and grounded theories respectively. The multi-method project featured 13 case studies, each of which involved a trainee TA, his/her college tutor, and the classroom teacher who was supervising the trainee TA. The analysis was based on using semi-structured interviews, various questionnaires, and non-participant observation methods for each of these case studies during the TA’s one-year training period. The primary analysis of the research was completed by comparing the various kinds of data collected from the participants in the first and second data collection stages of each case. Further analysis involved cross-case analysis using a grounded theory approach, which made it possible to draw conclusions and put forth several core propositions. Compared with previous research, the findings of the current study reveal many implications for the training and deployment conditions of TAs, while they also challenge the prevailing approaches in many aspects, in addition to offering more diversified, enriched, and comprehensive explanations of the critical pedagogical issues

    The Politics of Historical Memory and Commemoration in Africa

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    The volume re-centres Africa and African history in memory studies, with each chapter drawing parallels to comparable cases in Africa and the world. An underlying assumption is that what can be learned from the politics of historical memory in Africa will have relevance for contemporary politics globally and for understanding how memories can be mobilised for political ends

    Computer science and technology : historiography IV

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    Computer science and medicine. Economists and technology. etc

    The Play and Place of Criticism

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    Originally published in 1967. In The Play and Place of Criticism, Professor Krieger addresses basic questions related to criticism in the title essay that forms the introduction to this collection and that constitutes a considered statement of his "contextualist" position. In agreement with Spitzer, Krieger believes that the critic has a valuable part to play in relating the "new words" of the individual poem to the "old words" of the language. He goes further in identifying the role of the critic as essentially rhapsodic, a sharing-in and an expression of the poet's "fine frenzy," which, when it succeeds, transports the critic beyond words and dooms his analytical efforts to failure. Thus, while defending the critic's right to exercise "the free play of the mind" in approaching his subject, the author insists that the critic recognize his subordinate "place" in performing his act of mediation. Elsewhere in the volume Krieger uses other terms and metaphors to explore similar problems revolving around the mediate and the immediate in poetry and criticism. In calling for a poetry of "still movement," for example, he examines both the opposition and the union of temporal with spatial or plastically formal elements, of the dynamically empirical with the statically archetypal. Having defined his critical position in these ways, Krieger relates it to other schools of criticism and applies its methods to the analysis of works by Shakespeare, Pope, Arnold, Hawthorne, and others

    Metaphors of London fog, smoke and mist in Victorian and Edwardian Art and Literature

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    Julian Wolfreys has argued that after 1850 writers employed stock images of the city without allowing them to transform their texts. This thesis argues, on the contrary, that metaphorical uses of London fog were complex and subtle during the Victorian and Edwardian periods, at least until 1914. Fog represented, in particular, formlessness and the dissolution of boundaries. Examining the idea of fog in literature, verse, newspaper accounts and journal articles, as well as in the visual arts, as part of a common discourse about London and the state of its inhabitants, this thesis charts how the metaphorical appropriation of this idea changed over time. Four of Dickens's novels are used to track his use of fog as part of a discourse of the natural and unnatural in individual and society, identifying it with London in progressively more negative terms. Visual representations of fog by Constable, Turner, Whistler, Monet, Markino, O'Connor, Roberts and Wyllie and Coburn showed an increasing readiness to engage with this discourse. Social tensions in the city in the 1880s were articulated in art as well as in fiction. Authors like Hay and Barr showed the destruction of London by its fog because of its inhabitants' supposed degeneracy. As the social threat receded, apocalyptic scenarios gave way to a more optimistic view in the work of Owen and others. Henry James used fog as a metaphorical representation of the boundaries of gendered behaviour in public, and the problems faced by women who crossed them. The dissertation also examines fog and individual transgression, in novels and short stories by Lowndes, Stevenson, Conan Doyle and Joseph Conrad. After 1914, fog was no more than a crude signifier of Victorian London in literature, film and, later, television, deployed as a cliche instead of the subtle metaphorical idea discussed in this thesis

    Marvellous real in the Middle East: a comparative study of magical realism in contemporary women’s fiction

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    Magical realism has been studied extensively in relation to Latin America and subsequently in other parts of the world, yet the Middle East has not received adequate attention in academic scholarship. This PhD study examines a selection of contemporary female-authored narratives from the Middle East to establish an understanding of the practice of magical realism in this region. The selected texts for this study are: Raja Alem’s Fatma and My Thousand and One Nights; Shahrnush Parsipur’s Women Without Men and Touba and the Meaning of Night; Elif Shafak’s The Bastard of Istanbul and Gina B. Nahai’s Moonlight on the Avenue of Faith. This study firstly explores the concept of magical realism as a mode of writing and determines its relationship to the Middle Eastern context. It then evaluates the texts under scrutiny by examining how the narrative of magical realism is constructed and what the sources are of the magical component in these texts, specifically in relation to Middle Eastern mythology. It also investigates the ideological aspect behind the employment of magical realism and whether it serves any political goal. The analysis of the selected texts is approached from three standpoints, that is, from literary, mythological and ideological perspectives. I argue that magical realism serves various purposes and that it is applied from perspectives that can be regarded as marginal to their communities’ dominant values, to subvert mainstream ideology. I also demonstrate that the Middle East is a crucial place to investigate magical realism because of the numerous complex cultural values that interact with each other in this region, and which enrich the practice of magical realism

    ‘Mental fight’ and ‘seeing & writing’ in Virginia Woolf and William Blake

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    This thesis is the first full-length study to assess the writer and publisher Virginia Woolf’s (1882-1941) responses to the radical Romantic poet-painter, and engraver, William Blake (1757-1827). I trace Woolf’s public and private, overt and subtle references to Blake in fiction, essays, notebooks, diaries, letters and drawings. I have examined volumes in Leonard and Virginia Woolf’s library that are pertinent, directly and indirectly, to Woolf’s understanding of Blake. I focus on Woolf’s key phrases about Blake: ‘Mental fight’, and ‘seeing & writing.’ I consider the other phrases Woolf uses to think about Blake in the context of these two categories. Woolf and Blake are both interested in combining visual and verbal aesthetics (‘seeing & writing’). They are both critical of their respective cultures (‘Mental fight’). Woolf mentions ‘seeing & writing’ in connection to Blake in a 1940 notebook. She engages with Blake’s ‘Mental fight’ in ‘Thoughts on Peace in an Air Raid’ (1940). I map late nineteenth and early twentieth-century opinion on Blake and explore Woolf’s engagement with Blake in these wider contexts. I make use of the circumstantial detail of Woolf’s friendship with the great Blake collector and scholar, Geoffrey Keynes (1887-1982), brother of Bloomsbury economist John Maynard Keynes. Woolf was party to the Blake centenary celebrations courtesy of Geoffrey Keynes’s organisation of the centenary exhibition in London in 1927. Chapter One introduces Woolf’s explicit references to Blake and examines the record of Woolf scholarship that unites Woolf and Blake. To see how her predecessors had responded, Chapter Two examines the nineteenth-century interest in Blake and Woolf’s engagement with key nineteenth-century Blakeans. Chapter Three looks at the modernist, early twentieth-century engagement with Blake, to contextualise Woolf’s position on Blake. Chapter Four assesses how Woolf and Blake use ‘Mental fight’ to oppose warmongering and fascist politics. Chapter Five is about what Woolf and Blake write and think about the country and the city. Chapter Six discusses Woolf’s reading of John Milton (1608-1674) in relation to her interest in Blake, drawing on the evidence of Blake’s intense reading of Milton. Chapter Seven examines further miscellaneous continuities between Woolf and Blake. Chapter Eight proposes, in conclusion, that we can only form an impression of Woolf’s Blake. The thesis also has three appendices. First, a chronology of key publications which chart Blake’s reputation as well as Woolf’s allusions to Blake. Second a list all of Blake’s poetry represented in Woolf’s library including contents page. The third lists all the other volumes in Woolf’s library that proved relevant. Although Woolf’s writing is the subject of this thesis, my project necessitates an attempt to recover how Blake was understood and misunderstood by numerous writers in the early twentieth century. The thesis argues Blake is a model radical Romantic who combines the visual and the verbal and that Woolf sees him as a kindred artist
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