Paul Muldoon in America

Author(s):  
Alex Alonso

Paul Muldoon was looking west long before he left Ireland for the United States in 1987, and his transatlantic departure would prove to be a turning point in his life and work. In America, where he now lives as a US citizen, Muldoon’s creative repertoire has extended into song writing, libretti, and literary criticism, while his poetry collections have themselves extended to outlandish proportions, typified in recent years by a level of formal intensity that is unique in modern poetry. To leave Northern Ireland, though, is not necessarily to leave it behind. Muldoon has spoken of his ‘sense of belonging to several places at once’, and in the United States his work has found another creative gear, new modes of performance facilitated by his Irish émigré status. This book approaches the protean work of his American period, focusing on Muldoon’s expansive structural imagination, his investment in Eros and errors, the nimbleness of his allusive practice as both a reader and writer, and the mobility of his transatlantic position. It draws on archival research to produce provocative new readings of Muldoon’s later works. Exploring the poetic and literary-critical ‘long forms’ that are now his hallmark, this book places the most significant works of Muldoon’s American period under the microscope, and opens up the intricate formal schemes of a poet Mick Imlah credits as having ‘reinvented the possibilities of rhyme for our time’.

2021 ◽  
pp. 1-19
Author(s):  
Alex Alonso

The introduction sets out the influence of the United States on Muldoon’s work before and after he arrives there, and establishes that his emigration from Ireland in 1987 marked a turning point in his career. Muldoon’s continued preoccupation in the USA with his early life in Northern Ireland produces a distinctly transatlantic consciousness, with his later works characterized by an increasingly transnational outlook. The imaginative freedom to move between places results in—or results from—a kind of formal inventiveness that is the distinguishing feature of his US writing. The introduction also explores Muldoon’s cultural influences from Ireland and America, and shows how his own Transatlantic departure recurs as a kind of template throughout his American career.


The Oxford Handbook of Preservice Music Teacher Education in the United States aims to work from within the profession of music teacher education to push the boundaries of P-12 music education. In this book, we will provide all of those working in music teacher education—music education faculty and administrators, music researchers, graduate students, department of education faculty and administrators, and state-level certification agencies—with research and promising practices for all areas of traditional preservice music teacher preparation. We define the areas of music teacher education as encompassing the more traditional structures, such as band, jazz band, marching band, orchestra, choir, musical theater, and elementary and secondary general music, as well as less common or newer areas: alternative string ensembles, guitar and song-writing, vernacular and popular music, early childhood music, and adult learners


PEDIATRICS ◽  
1967 ◽  
Vol 40 (4) ◽  
pp. 586-589
Author(s):  
George Link Spaeth ◽  
G. Winston Barber

The prevalence of homocystinuria in patients with mental retardation institutionalized in the United States is about 0.02%; this is lower than a previous estimation from Northern Ireland (0.3%). On the other hand, about 5% of patients with dislocated lenses may be expected to have the disease. A silver-nitroprusside test which is almost completely specific for homocystine has been evaluated. It should be useful for screening.


Author(s):  
Judith Gouwens

While there is much in the press about refugee and migrant children’s movements around the world and their status in the countries where they ultimately (or even temporarily) settle, how these children experience schooling and education is critical in mitigating the effects of the trauma they experience in their home countries, in the process of leaving their home communities or countries, in traveling to their new communities and countries and getting settled in those new communities and countries. This paper presents the stories of three teachers who work with migrant children in the United States Midwest. Interviews with these teachers show that they actively work to mitigate the trauma the migrant children have experienced by creating classrooms that welcome the children and their families, help them to have a sense of belonging in their schools and communities, and help the children develop feelings of confidence and competence, critical to overcoming toxic stress.


Author(s):  
John M. Davis ◽  
Jenet Cory ◽  
Carol J. Davis ◽  
Tristyn Campbell ◽  
Michael Whitely

Author(s):  
John Davis ◽  
Carol Davis ◽  
Ariel Stone ◽  
James Page ◽  
Michael Whitely ◽  
...  

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