The Synergies of Mind and Muse: Reflections on Nineteenth-Century Thought and a Comparative Analysis of Dante Gabriel Rossetti’s Poem and Painting the Blessed Damozel and Claude Debussy’s La Damoiselle Elue

Author(s):  
Sabine Coelsch-Foisner
2020 ◽  
pp. 324-345
Author(s):  
Mariya L. Kuleshоva ◽  

The article compares the Slovenian particles še and že mainly with the Russian particles еще and уже. Unlike the Russian particle уже, the Slovenian particle že cannot be combined with the negative form of the verb: instead of it, the adverb več is used in such contexts. The most subtle differences between the Slovenian and Russian languages are found in the combinations of še and že with temporal modifiers, where the so-called “plot time” is characteristic of the Slovenian language. The event is interpreted as localized on the time axis, not from the perspective of the «speaker’s time», which is manifested in the possibility of using že in such contexts as umrl je že v devetnajstem stoletju (he died in the nineteenth century already). Moreover, že is not able to express the meaning ‘no earlier / no later than’, because the particle šele replaces it in this function. The author comes to the conclusion that Slovenian particles are more widely used as modal than their Russian equivalents. The particle še has numerous intensifying functions, correlating with the functions of Russian particles даже, еще и, и. The particle že can be used in the same way as two Russian words уже and уж. In contrast to уж, že does not always express displeasure and can add the meaning of a concession to the statement.


Author(s):  
Benedict Taylor

For the nineteenth century, music was commonly characterized as the “art of time,” and provided a particularly fertile medium for articulating concerns about the nature of time and the temporal experience of human life. This chapter examines some of the debates around music and time from the period, arranged thematically around a series of conceptual issues. These include the reasons proposed for the links between music and time, and the intimate connection between our subjective experience of time and music; the use of music as a poetic metaphor for the temporal course of history; its use by philosophers as an instrument for the explication of temporal conundrums; its alleged potential for overcoming time; its various forms of temporal signification across diverse genres; and the legacy of nineteenth-century thought on these topics today.


Author(s):  
R. Abinaya

Ancient Tamil texts ascended to the nineteenth century edition. Subsequently, when there is a reprint or text to the book, there may be some changes to the book, depending on the value and need of a book. The changes that have been made continue to this day. Some of these changes make some mistakes in the version. False versions cause the author to misunderstand the material. For example, the syllables found in the versions that are considered to be one of these types of mistakes are "'yenri' is 'yinri', 'woozhi kalathir’ is ‘woozhi kaaaththu’, ‘yaahavum’ is ‘yaahiyum’, ‘vaaimaiyir’ is ‘vaaimaiyung’ ‘themmaiyung’ is ‘themmai’" They found the text in the Tamil novelist story explaining the proposed article. Moreover, the descriptive and comparative analysis have been used for this article.


Author(s):  
Amanda Brickell Bellows

This chapter examines the ways in which Russian and American businesses represented the histories of slavery, serfdom, and emancipation in late nineteenth-century advertisements. Images of African Americans and peasants appeared in posters, trade cards, and ephemera. A comparative analysis of these depictions illuminates businesses’ distinct marketing strategies and efforts to target specific consumer groups through portrayals of historically subjugated populations.


2001 ◽  
Vol 41 (2) ◽  
pp. 251-262 ◽  
Author(s):  
Nancy Beadie

Academies and academy students increased substantially in number during the period from the American Revolution to the Civil War. Why? Who were these students and what did academy attendance mean to them? Theodore R. Sizer asked these questions in 1964, but his ability to answer them was limited by the absence of studies that focused on academy students. In this essay I reexamine Sizer's understanding of academies in light of evidence provided by subsequent studies of student populations. These studies include my own comparative analysis of data from nearly 500 Regents academies that operated in New York State between 1835 and 1890, as well as in-depth case studies of individual institutions by myself and others.


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