LEADER 03868nam 2200601Ia 450 001 9910464272003321 005 20200520144314.0 010 $a1-283-01767-9 010 $a9786613017673 010 $a0-252-09288-0 035 $a(CKB)3390000000006655 035 $a(SSID)ssj0000544472 035 $a(PQKBManifestationID)11926029 035 $a(PQKBTitleCode)TC0000544472 035 $a(PQKBWorkID)10536311 035 $a(PQKB)10020787 035 $a(MiAaPQ)EBC3414157 035 $a(OCoLC)747306201 035 $a(MdBmJHUP)muse24582 035 $a(Au-PeEL)EBL3414157 035 $a(CaPaEBR)ebr10622422 035 $a(CaONFJC)MIL301767 035 $a(OCoLC)923496458 035 $a(EXLCZ)993390000000006655 100 $a20090420d2010 ub 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aOscar Wilde in America$b[electronic resource] $ethe interviews /$fedited by Matthew Hofer & Gary Scharnhorst 210 $aUrbana $cUniversity of Illinois Press$dc2010 215 $a193 p. $cill 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-252-07972-8 311 $a0-252-03472-4 320 $aIncludes bibliographical references and index. 330 8 $a"Confronted at every turn by an insatiable audience of sometimes hostile interviewers, the young poet tried out a number of phrases, ideas, and strategies that ultimately made him famous as a novelist and playwright. Seeing America and Americans for the first time, Wilde's perception often proved as sharp as his wit; the echoes of both resound in much of his later writings. His interviewers also succeeded in getting him to talk about many other topics, from his opinions of British and American writers (he thought Poe was America's greatest poet) to his views of Mormonism. This volume cites all ninety-one of Wilde's interviews and contains transcripts of forty-eight of them, and it also includes his lecture on his travels in America."--BOOK JACKET. 330 1 $a"This comprehensive and authoritative collection of Oscar Wilde's American interviews affords readers a fresh look at the making of a literary legend. Better known in 1882 as a cultural icon than a serious writer (at twenty-six years old, he had by then published just one volume of poems), Wilde was brought to North America for a major lecture tour on Aestheticism and the decorative arts that was organized to publicize a touring opera, Gilbert and Sullivan's Patience, which lampooned him and satirized the Aesthetic "movement" he had been imported to represent." "In this year-long series of broadly distributed and eagerly read newspaper interviews, Wilde excelled as a master of self-promotion. He visited major cities from New York to San Francisco but also small railroad towns along the way, granting interviews to newspapers wherever asked. With characteristic aplomb, he adopted the role as the ambassador of Aestheticism, and reporters noted that he was dressed for the part. He wooed and flattered his hosts everywhere, pronouncing Miss Alsatia Allen of Montgomery, Alabama, the most beautiful young lady he had seen in the United States, adding, "This is a remark, my dear fellow, I supposed I have made of some lady in every city I have visited in this country. It could be appropriately made. 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Stein 210 $aMahwah, N.J. $cLawrence Erlbaum$dc2003 215 $a1 online resource (324 p.) 225 1 $aSociocultural, political, and historical studies in education 300 $aDescription based upon print version of record. 311 $a0-8058-4321-3 311 $a0-8058-4320-5 320 $aIncludes bibliographical references and index. 327 $aBook Cover; Title; Copyright; Contents; About the Cover: Indigenous Model of Education; Foreword; Prologue Elder Reflections; I INTRODUCTION; 1 The Journey of the Native American Higher Education Initiative and Tribal Colleges and Universities; 2 Developmental Action for Implementing an Indigenous College: Philosophical Foundations and Pragmatic Steps; 3 Limitations and Alternatives to Developing a Tribally Controlled College; II Mapping the Trail: Charting the Future 327 $a4 The Effect of the Native American Higher Education. Initiative on Strengthening Tribal Colleges and Universities: Focus on Governance and Finance5 Tribal Colleges and Universities Building Community: Education, Social, Cultural, and Economic Development; 6 Linking Tribal Colleges and Mainstream Institutions: Fundamental Tensions and Lessons Learned; 7 Building Tribal Communities: Defining the Mission and Measuring the Outcomes of Tribal Colleges; III Nurturing and Advocating Spirit and Voice; 8 Native Leadership: Advocacy for Transformation, Culture, Community, and Sovereignty 327 $a9 Culture and Language Matters: Defining, Implementing, and Evaluating10 A Gift to All Children: Native Teacher Preparation; IV Extending the Reach of Tribal Colleges and Universities; 11 Student Access, Retention, and Success: Models of Inclusion and Support; 12 Native Faculty: Scholarship and Development; 13 Information Technology and Tribal Colleges and Universities: Moving Into the 21st Century; About the Authors; Author Index; Subject Index 330 $aThe Native American Higher Education Initiative (NAHEI), a W.W. Kellogg Foundation project, has supported the development and growth of centers of excellence at Tribal Colleges and Universities across the United States. These are centers of new thinking about learning and teaching, modeling alternative forms of educational leadership, and constructing new systems of post-secondary learning at Tribal Colleges and Universities. This book translates the knowledge gained through the NAHEI programs into a form that can be adapted by a broad audience, including practitioners in pre-K through post-se 410 0$aSociocultural, political, and historical studies in education. 606 $aIndians of North America$xEducation (Higher)$zUnited States 606 $aIndian universities and colleges$zUnited States 608 $aElectronic books. 615 0$aIndians of North America$xEducation (Higher) 615 0$aIndian universities and colleges 676 $a378.1/982997 701 $aAh Nee-Benham$b Maenette K. P$g(Maenette Kape?ahiokalani Padeken),$f1956-$0868822 701 $aStein$b Wayne J.$f1950-$0868823 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910455316603321 996 $aThe renaissance of American Indian higher education$91939537 997 $aUNINA LEADER 01298nas 2200361 a 450 001 9910225630503321 005 20241223110710.0 035 $a(CKB)954921406265 035 $a(CONSER) 89649334 035 $a(MiFhGG)4052 035 $a(EXLCZ)99954921406265 100 $a20790209b197u2001 uy a 101 0 $aeng 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aBank marketing $epublication of the Bank Marketing Association 210 $a[Chicago, Ill.] $cThe Association$d-c2001 215 $a1 online resource 300 $aEach year Feb. issue is called also: Directory of bank marketing services; and July issue is called also: Directory of financial marketing services. 300 $aIssues for -2001 published in Washington, DC. 311 08$aPrint version: Bank marketing : (DLC) 89649334 (OCoLC)4633235 0888-3149 606 $aBank marketing$zUnited States$vPeriodicals 606 $aBank management$zUnited States$vPeriodicals 615 0$aBank marketing 615 0$aBank management 676 $a332.1/068/8 712 02$aBank Marketing Association (U.S.) 906 $aJOURNAL 912 $a9910225630503321 920 $aexl_impl conversion 996 $aBank marketing$92350090 997 $aUNINA LEADER 07681oam 2200745 a 450 001 9910968137203321 005 20240516042139.0 010 $a9786613092403 010 $a9781283092401 010 $a1283092409 010 $a9789027285348 010 $a9027285349 024 7 $a10.1075/slcs.74 035 $a(CKB)2560000000071676 035 $a(OCoLC)713026640 035 $a(CaPaEBR)ebrary10594510 035 $a(SSID)ssj0000518649 035 $a(PQKBManifestationID)11351668 035 $a(PQKBTitleCode)TC0000518649 035 $a(PQKBWorkID)10494823 035 $a(PQKB)11133637 035 $a(MiAaPQ)EBC680392 035 $a(Au-PeEL)EBL680392 035 $a(CaPaEBR)ebr10594510 035 $a(CaONFJC)MIL309240 035 $a(OCoLC)713010232 035 $a(DE-B1597)720111 035 $a(DE-B1597)9789027285348 035 $a(EXLCZ)992560000000071676 100 $a20050822h20052005 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEpistemic modality $efunctional properties and the Italian system /$fPaola Pietrandrea 205 $a1st ed. 210 1$aAmsterdam ;$aPhiladelphia :$cJohn Benjamins Pub.,$d2005. 210 4$d©2005 215 $a1 online resource (xii, 232 pages) $cillustrations 225 0 $aStudies in Language Companion Series ;$v74 225 0$aStudies in language companion series,$x0165-7763 ;$vv. 74 300 $aBibliographic Level Mode of Issuance: Monograph 311 0 $a9789027230843 311 0 $a9027230846 320 $aIncludes bibliographical references (p. [217]-229) and index. 327 $aEpistemic Modality Functional properties and the Italian system -- Editorial page -- Title page -- Copyright page -- Table of contents -- ABBREVIATIONS -- INTRODUCTION -- 1. The theoretical approach -- 2. The structure of the book -- 3. Data -- I. THE NOTIONAL CATEGORY OF EPISTEMIC MODALITY -- 1. Introductory remarks -- 2. The boundaries of (epistemic) modality -- 2.1 Deontic and epistemic modality -- 2.2 Mood and modality -- 2.3 Illocution and modality -- 2.4 Reality status and modality -- 2.5 Evidentiality and modality -- 3. Modality as a non-designative category -- 4. Modality and subjectivity -- 4.1 Performativity -- 4.2 Meta-propositionality -- 4.3 Genuine Epistemicity -- 5. A working definition -- II. A TYPOLOGICAL CLASSIFICATION OF EPISTEMIC SYSTEMS -- 1. Parameters -- 2. Specific vs. parasitic markers -- 3. One form vs. degrees of certainty -- 4. Genuine epistemicity vs. inferential evidentiality -- 5. Reportive, modalized and complex evidential systems -- 6. Degrees of performativity -- 7. Summary -- III. EPISTEMIC MODALITY IN ITALIAN -- 1. Introductory remarks -- 2. Epistemic forms -- 3. Grammaticality scales -- 4. Grammaticalized epistemic forms -- 5. Summary -- IV. SEMANTIC OPPOSITIONS -- 1. Introductory remarks -- 2. Degrees of certainty -- 2.1. DEVE "must" vs. PUÔ "can -- 2.2. Degrees of certainty and inference conditions. DEVE "must" vs. DOVREBBE "should -- 3. The epistemic-deonttc axis -- 3.1 The asymmetry between dovere "muss" and potere "can -- 3.2 PUÔ "can" vs. PPTREBBE "could -- 4. Evidentialiy and epistemic modality. The opposition between modals and epistemic future -- 4.1 The evidential nature of DEVE "must -- 4.2 The evidential nature of the other modals -- 4.2.1 DOVREBBE "Should -- 4.2.2 PUò "can" and POTREBBE "could -- 4.3 The epistemic nature of the future -- 5. Summary. 327 $aV. A TYPOLOGICAL CHARACTERIZATION OF ITALIAN EPISTEMIC MODALITY -- 1. Introductory remarks -- 2. Parasitic forms -- 3. Three degrees of certainty -- 4. The distinction between genuine epistemicity and inferential evidentiality -- 5. A complex evidential system -- 6. Low performativity -- 7. Summary -- VI. INFLECTIONAL AND DISTRIBUTIONAL CONSTRAINTS. THE (LOW) PERFORMATIVITY OF ITALIAN EPISTEMIC MODALITY -- 1. Introductory Remarks -- 2. Constraints on the tense. The (low) performativity of Italian epistemic forms -- 2.1 Past tense -- 2.2 Future tense -- 2.3 Low performativity and the evidential nature of modals -- 3. Constraints on the personal inflection. Speech situation and epistemic control -- 3.1 DEVE, PUÔ, and the epistemic future -- 3.2 DOVREBBE and POTREBBE -- 4. Constraints on the distributton -- 4.1 Conditional constructtons -- 4.2 Interrogative contexts -- 5. Summary -- VII. ASPECTUAL CONSTRAINTS ON THE PROPOSITIONAL CONTENT -- 1. Introductory remarks -- 2. Tools of analysis. Actional class and aspect -- 3. Stativity of the propositional content -- 4. The aspect of the propositional content -- 4.1 Progressives -- 4.2. Habituais -- 4.3 Perfects -- 5. Conclusions -- 5.1. Asymmetries among epistemic forms -- 5.2. The incompleteness of the propositional content -- 5.3 A topological representation of aspeccual lncompleteness -- VIII. THE INCOMPLETENESS OF THE PROPOSITIONAL CONTENT AND THE METAPROPOSITIONALITY OF EPISTEMIC MODALITY -- 1. Introductory remarks -- 2. Semantic projections on complements -- 3. Incompleteness as an index of metapropositionality. A hypothesis -- 4. Linguistic relevance of the distinction between predications and propositions -- 5. The incompleteness of Italian propositional complements -- 5.1 Propositional predicates -- 5.2 The incompleteness of the infinitives governed by sapere. 327 $a5.3 The incompleteness of the infinitives governed by dire -- 6. The aspectual completeness of predicational complements -- 6.1 Predicational predicates -- 6.2 The aspectual completeness of the infinitives governed by predicates of perception and practical manipulation -- 6.3 Refinements: the destativizaiion of some predicaiional complements -- 7. Incompleteness as an index of simultaneity with the ongoing speech process -- 7.1 The self-referentiality of linguistic tense. The enenciation process and other linguistic temporal references -- 7.2 The semiotic meaning of incompleteness -- 8. Typological validity of the relation between incompleteness and propositionality -- 9. Summary -- IX. A DIACHRONIC HYPOTHESIS -- 1. Introductory remarks -- 2. Background -- 2.1 The semantic relation between the deontic and the epistemic meaning of modals -- 2.2 The semantic relation between the temporal and the epistemic meaning of the future -- 2.3 Diachronic evidence -- 3. A new reconstructivist hypothesis -- 4. Summary -- CONCLUSIONS -- NOTES -- INTRODUCTION -- CHAPTER 2 -- CHAPTER 3 -- CHAPTER 4 -- CHAPTER 5 -- CHAPTER 6 -- CHAPTER 8 -- CHAPTER 9 -- BIBLIOGRAPHY -- SUBJECT INDEX. 330 $aThis volume offers an original theoretical and methodological approach to the hotly debated issue of epistemic modality. The analysis is conducted in a rigorous typological frame developed after a careful consideration of a wealth of cross-linguistic data, and focuses on Italian, a language often disregarded in comparative analyses. The complexity of the Italian epistemic system provides relevant information that will undoubtedly foster a better understanding of the topic. A new definition of epistemic modality is proposed on a functional basis and the structure of the Italian epistemic system. 606 $aItalian language$xModality 606 $aItalian language$xSemantics 606 $aEpistemics 615 0$aItalian language$xModality. 615 0$aItalian language$xSemantics. 615 0$aEpistemics. 676 $a425/.6 700 $aPietrandrea$b Paola$0770001 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910968137203321 996 $aEpistemic modality$91570452 997 $aUNINA