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Record Nr. |
UNINA9910511477203321 |
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Titolo |
American Impersonal : essays with Sharon Cameron / / edited by Branka Arsic |
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Pubbl/distr/stampa |
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New York : , : Bloomsbury Academic, , 2014 |
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ISBN |
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1-62892-689-9 |
1-62356-375-5 |
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Descrizione fisica |
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1 online resource (375 p.) |
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Disciplina |
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Soggetti |
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Criticism |
Literature - Philosophy |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Preface -- Introduction -- Chapter 1: James D. Lilley - Being Singularly Impersonal: Jonathan Edwards and the Aesthetics of Consent -- Chapter 2: Colin Dayan - Melville's Creatures, or Seeing Otherwise -- Chapter 3: Paul Grimstad - On Ecstasy: Sharon Cameron's Reading of Emerson -- Chapter 4: Johannes Voelz - The Recognition of Emerson's Impersonal: Reading Alternatives in Sharon Cameron -- Chapter 5: Vesna Kuiken - On the Matter of Thinking: Margaret Fuller's Beautiful Work -- Chapter 6: George Kateb - Reading Nature -- Chapter 7: Branka Arsic - What Music Shall We Have? Thoreau on the Aesthetics and Politics of Listening -- Chapter 8: Kerry Larson - Hawthorne's Fictional Commitments: The Early Tales -- Chapter 9: Theo Davis - Hawthorne's Rage: On Form and the Dharma -- Chapter 10: Shira Wolosky - Formal, New, and Relational Aesthetics: Dickinson's Multitexts -- Chapter 11: Michael Moon - Beyond Sense: Portraits and Objects in Henry James's Late Writings -- Chapter 12: Shari Goldberg - Believing in Maud-Evelyn: Henry James and the Obligation to Ghosts -- Chapter 13: Mark Noble - The Ends of Imagination: Stevens' Impersonal -- Note on Contributors -- Index. |
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Sommario/riassunto |
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"American Impersonal brings together some of the most influential scholars now working in American literature to explore the impact of |
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one of America's leading literary critics: Sharon Cameron. It engages directly with certain arguments that Cameron has articulated throughout her career, most notably her late work on the question of impersonality. In doing so, it provides responses to questions fundamental to literary criticism, such as: the nature of personhood; the logic of subjectivity in depersonalized communities; the question of the human within the problematic of the impersonal; how impersonality relates to the "posthuman." Additionally, some essays respond to the current "aesthetic turn" in literary scholarship and engage with the lyric, currently much debated, as well as the larger questions of poetics and the logic of genre. These crucial issues are addressed from the perspective of an American literary and philosophical tradition, and progress chronologically, starting from Melville and Emerson and moving via Dickinson, Thoreau and Hawthorne to Henry James and Wallace Stevens. This historical perspective adds the appeal of revisiting the American nineteenth-century literary and philosophical tradition, and even rewriting it"--Bloomsbury Publishing. |
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2. |
Record Nr. |
UNINA9910792380403321 |
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Titolo |
Negotiating language education policies : educators as policymakers / / edited by Kate Menken, Ofelia Garcia |
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Pubbl/distr/stampa |
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New York : , : Routledge, , 2010 |
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ISBN |
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1-135-14620-9 |
1-135-14621-7 |
1-282-57002-1 |
9786612570025 |
0-203-85587-6 |
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Descrizione fisica |
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1 online resource (xiii, 278 pages) |
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Altri autori (Persone) |
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GarciaOfelia |
MenkenKate <1968-> |
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Disciplina |
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Soggetti |
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Languages, Modern - Study and teaching |
Language policy - Study and teaching |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Book Cover; Title; Copyright; Dedication; Contents; Foreword; Chapter 1 Introduction; Part I: Negotiation of Language Education Policies Guided by Educators' Experiences or Identity (Individual); Chapter 2 Appropriating Language Policy on the Local Level: Working the Spaces for Bilingual Education; Chapter 3 Two-Teacher Classrooms, Personalized Learning and the Inclusion Paradigm in the United Kingdom: What's in it for Learners of EAL?; Chapter 4 "Tu Sais Bien Parler Maì‚tresse!": Negotiating Languages other than French in the Primary Classroom in France |
Chapter 5 "Angles Make Things Difficult": Teachers' Interpretations of Language Policy and Quechua Revitalization in Peru; Chapter 6 Towards Normalizing South African Classroom Life: The Ongoing Struggle to Implement Mother-Tongue Based Bilingual Education; Chapter 7 Enacting Language Policy through the Facilitator Model in a Monolingual Policy Context in the United States; Chapter 8 Between Intended and Enacted Curricula: Three Teachers and a Mandated Curricular Reform in Mainland China |
Part II: Educators' Negotiation of Language Education Policies Influenced by Situation/Context/Community (Social); Chapter 9 Maori Language Policy and Practice in New Zealand Schools: Community Challenges and Community Solutions; Chapter 10 (Re)Constructing Language Policy in a Shi'i School in Lebanon; Chapter 11 Cases of Language Policy Resistance in Israel's Centralized Educational System; Chapter 12 Traversing the Linguistic Quicksand in Ethiopia; Chapter 13 Language Policy in Education and Classroom Practices in India: Is the Teacher a Cog in the Policy Wheel? |
Chapter 14 Chilean Literacy Education Policies and Classroom Implementation; Part III: Moving Forward; Chapter 15 Stirring the Onion: Educators and the Dynamics of Language Education Policies (Looking Ahead); Chapter 16 Moving Forward: Ten Guiding Principles for Teachers; Contributors; Author Index; Subject Index |
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Sommario/riassunto |
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Educators are at the epicenter of language policy in education. This book explores how they interpret, negotiate, resist, and (re)create language policies in classrooms. Bridging the divide between policy and practice by analyzing their interconnectedness, it examines the negotiation of language education policies in schools around the world, focusing on educators' central role in this complex and dynamic process.Each chapter shares findings from research conducted in specific school districts, schools, or classrooms around the world and then details how educators negotiate policy in |
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3. |
Record Nr. |
UNISA996321783903316 |
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Titolo |
Japan architectural review : international journal of Japan architectural review for engineering and design |
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Pubbl/distr/stampa |
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Hoboken, NJ : , : John Wiley & Sons |
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[Brisbane] : , : John Wiley & Sons Australia, , 2018- |
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ISSN |
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Disciplina |
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Soggetti |
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Architectural design |
Architecture - Japan |
Building - Japan |
Building |
Architecture |
Periodicals. |
Japan |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Periodico |
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Note generali |
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