A. C. Swinburne

2012 ◽  
Author(s):  
Rikky Rooksby
Keyword(s):  
William Blake ◽  
Growing Up ◽  
Algernon Charles Swinburne ◽  
The Past ◽  
Political Events ◽  
The University ◽  
The 19Th Century ◽  
Fourth Book ◽  
Cultural Hero ◽  
Literary Phenomenon

Algernon Charles Swinburne (b. 1837–d. 1909) was a major Victorian poet and critic, as well as a central figure in the spread of ideas associated with Pre-Raphaelitism, aestheticism, and the Symbolists. After growing up on the Isle of Wight and in Northumberland, he was educated at Eton and Balliol College, Oxford. He left the university without a degree in 1860, having rejected the Christianity of his family upbringing. By then he had met the artists D. G. Rossetti, Edward Burne-Jones, and William Morris and was determined to be a writer. Swinburne’s second book, Atalanta in Calydon, modeled on Greek tragedy, brought him to the literary world’s attention in 1865. It combined beautiful language with outspoken antitheism. His fourth book, Poems and Ballads (Moxon, then Hotten, 1866), ignited a controversy that made him both a literary phenomenon and a cultural hero to those in Britain and abroad who felt contemporary mores were too restrictive. Bold rhythms and a lyrical style of poetry conveyed controversial political, sexual, and religious themes, as well as those of lost or failed love and transience. After completing the groundbreaking William Blake: A Critical Essay (1868), Swinburne focused his poetic energies on dealing with political events in France and Italy, most notably in Songs Before Sunrise (1871). The republicanism of these poems connects Swinburne to the radical tradition of Blake, Shelley, Landor, Mazzini, Hugo, and Whitman. Other significant books included two more volumes of Poems and Ballads in 1878 and 1889, respectively, and the Arthurian epic Tristram of Lyonesse. Alcoholism and depression undermined Swinburne’s health in the late 1860s and 1870s. His move to Putney in 1879 and a more regulated life ensured continuing productivity as a poet and writer. He also wrote two novels, one unfinished. As an intemperate but insightful critic, he championed neglected authors of the past and many contemporary writers. His influence during the second half of the 19th century has still to be fully assessed.

scholarly journals Sisters by Raina Telgemeier

2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Shawna Manchakowsky
Keyword(s):  
New York ◽  
Book Club ◽  
Smooth Transition ◽  
Growing Up ◽  
Road Trip ◽  
University Of Alberta ◽  
Young Readers ◽  
The Past ◽  
The University ◽  
The Relationship

Telgemeier, Raina. Sisters. New York: Scholastic, 2014.  Print.In this graphic novel, Telgemeier tells the story of two sisters - namely herself, Raina, and her sister, Amara.  Raina dreams of the day she will become a big sister but, when that day arrives, it is nothing like she imagined.  Her younger sister likes to play by herself, is always cranky and does not want much interaction with anybody, including the long-lost cousins they visit.  We watch as the family grows bigger in an apartment that seems to shrink.  Tight quarters do not help the relationship between Raina and Amara especially when each girl wants her own privacy.  In a story told over a long family road trip mixed in with memories from the past, Raina comes to see maybe having a sister, even one who is different than she expected, is maybe not so bad after all.Telgemeier’s drawing will delight readers with her characteristic colourful pictures that are easy to absorb and understand.  Young readers will know when the author is in the present tense and when she is relating a story in the past as the colours of the pages turn a time-worn yellow.  This makes the jumping back and forth in time a smooth transition for readers.  In a story that is relatable about siblings, family life and growing up, young readers will find her humour funny and timely.  This book is a must-have for every school and public library.Highly recommended: 4 out of 4 starsReviewer: Shawna ManchakowskyShawna Manchakowsky recently completed her MLIS at the University of Alberta.  When she is not working at Rutherford Library as a Public Service Assistant, she can be found with her husband parenting her two young girls; avoiding any kind of cooking; and reading for her two book clubs. In between book club titles, she tries to read as much teen fiction as she can get away with.

scholarly journals The figure “teacher-writer” by J. Williams: novel “Stoner”

2020 ◽  
pp. 112-133
Author(s):  
Kateryna Kalynych
Keyword(s):  
Teaching Methods ◽  
Educational Institution ◽  
Scientific Activity ◽  
The Novel ◽  
Main Character ◽  
The Past ◽  
Real Nature ◽  
Political Events ◽  
John Williams ◽  
The University

The realization of the paradigm “teacher-writer” in the interpretation of American professor and writer John Williams has been researched. The comparison of the author’s biography with the image of the protagonist of the novel – Stoner – revealed that the latter is the prototype of the writer. Along with the evolution development of the main character William Stoner, we have followed the improvement of his teaching methods which was reflected on the pages of the novel. The reader’s attention is logically focused on the main issues, such as the war theme and the mission of the university. It was shown how political events (World Wars I and II) consistently influenced the functioning of the educational institution having direct impact on the behavior of the studenthood. The author puts forward his own concept of the real nature of an academic institution thus defining three university models. The first model – “the Stoner model” – renders a closed institution which cluster the chosen ones in order to implement ideal concepts of scientific activity; the second – “the Finch model” – demonstrates an open institution which realizes its educational and spiritual activities for an appropriate reward; the third model, knows as “Masters model”, sees a university as a shelter for incompetent people and elderly unfulfilled personalities. The conclusions lies in the notion of “perfect education” witch should be specific for any given epoch. For instance, according to J. William’s novel, new realia demand of university to renew its concepts and priorities, the lack of which, in its turn, reasons the logic of the conflict between the past and the present, and this is what the character of William Stoner systematically faces, apparently reflecting the experience of the author himself.

Novae in the Magellanic Clouds

1979 ◽  
Vol 46 ◽  
pp. 96-101
Author(s):  
J.A. Graham
Keyword(s):  
Large Magellanic Cloud ◽  
Magellanic Cloud ◽  
Magellanic Clouds ◽  
University Of Michigan ◽  
The Past ◽  
Spectroscopic Information ◽  
Objective Prism ◽  
The University ◽  
Small Cloud ◽  
Low Dispersion

During the past several years, a systematic search for novae in the Magellanic Clouds has been carried out at Cerro Tololo Inter-American Observatory. The Curtis Schmidt telescope, on loan to CTIO from the University of Michigan is used to obtain plates every two weeks during the observing season. An objective prism is used on the telescope. This provides additional low-dispersion spectroscopic information when a nova is discovered. The plates cover an area of 5°x5°. One plate is sufficient to cover the Small Magellanic Cloud and four are taken of the Large Magellanic Cloud with an overlap so that the central bar is included on each plate. The methods used in the search have been described by Graham and Araya (1971). In the CTIO survey, 8 novae have been discovered in the Large Cloud but none in the Small Cloud. The survey was not carried out in 1974 or 1976. During 1974, one nova was discovered in the Small Cloud by MacConnell and Sanduleak (1974).

The consolidation of microscopy technology into a university research support facility: Reflections on the 1980's and projections for the 1990's at the university of iowa

1993 ◽  
Vol 51 ◽  
pp. 476-477
Author(s):  
Kenneth C. Moore
Keyword(s):  
Laser Scanning ◽  
Freeze Fracture ◽  
Freeze Substitution ◽  
Research Support ◽  
University Of Iowa ◽  
Staff Members ◽  
The Past ◽  
Research Grade ◽  
The University ◽  
Support Facility

The University of Iowa Central Electron Microscopy Research Facility(CEMRF) was established in 1981 to support all faculty, staff and students needing this technology. Initially the CEMRF was operated with one TEM, one SEM, three staff members and supported about 30 projects a year. During the past twelve years, the facility has replaced all instrumentation pre-dating 1981, and now includes 2 TEM's, 2 SEM's, 2 EDS systems, cryo-transfer specimen holders for both TEM and SEM, 2 parafin microtomes, 4 ultamicrotomes including cryoultramicrotomy, a Laser Scanning Confocal microscope, a research grade light microscope, an Ion Mill, film and print processing equipment, a rapid cryo-freezer, freeze substitution apparatus, a freeze-fracture/etching system, vacuum evaporators, sputter coaters, a plasma asher, and is currently evaluating scanning probe microscopes for acquisition. The facility presently consists of 10 staff members and supports over 150 projects annually from 44 departments in 5 Colleges and 10 industrial laboratories. One of the unique strengths of the CEMRF is that both Biomedical and Physical scientists use the facility.

The Tower Mill: An archaeological excavation of Queensland's oldest extant building

1996 ◽  
Vol 10 ◽  
pp. 1 ◽  
Author(s):  
Jay Hall ◽  
Jonathan Prangnell ◽  
Bruno David
Keyword(s):  
City Council ◽  
Archaeological Excavation ◽  
The Past ◽  
History Of ◽  
The University

The Tower Mill, Brisbane's oldest extant building, was excavated by the University of Queensland to determine for the Brisbane City Council the heritage potential of surrounding subsurface deposits.  Following the employment of GPR, excavation revealed interesting stratifications, features and artefacts.  Analysis permits an explanation for these deposits which augment an already fascinating history of the site's use over the past 170 years or so.

Colchicum autumnale (Colchicaceae) w okolicach Krakowa – dawne i obecne rozmieszczenie

2019 ◽  
pp. 15-27
Author(s):  
Magdalena Zarzyka-Ryszka
Keyword(s):  
Adjacent Area ◽  
Colchicum Autumnale ◽  
The Past ◽  
The North ◽  
North Eastern ◽  
New Localities ◽  
Present Distribution ◽  
The 19Th Century ◽  
North Eastern Part

The paper describes the past and present distribution of Colchicum autumnale in the vicinity of Cracow, highlights the role of Stanisław Dembosz (who published the first locality of C. autumnale near Igołomia in 1841). Gives information about the occurrence of C. autumnale in Krzeszowice in the 19th century (reported by Bronisław Gustawicz), presents new localities noted in 2012–2014 in meadows in the north-eastern part of the Puszcza Niepołomicka forest and adjacent area (between the Vistula and Raba rivers), and gives a locality found in Cracow in 2005 (no longer extant).

History Teaching in Rural Areas: The University of Venda

1996 ◽  
Vol 24 (1) ◽  
pp. 17-23
Author(s):  
Alan Kirkaldy
Keyword(s):  
Rural Areas ◽  
Whole Body ◽  
Social Forces ◽  
Historical Writing ◽  
Social Formation ◽  
History Teaching ◽  
The Past ◽  
The Social ◽  
The University

I would argue that history students should understand that the whole body of historical writing consists of interpretations of the past. They should be able to analyse a wide variety of texts and form their own opinions on a historical topic, and should be able to construct a coherent argument, using evidence to support their opinion. In doing so, they should be actively aware that their argument is no more “true” than that offered by any other historian. It is as much a product of their personal biography and the social formation in which they live as of the evidence used in its construction. Even this evidence is the product of other personal biographies and other social forces.

scholarly journals Steroid Sulphatase and Its Inhibitors: Past, Present and Future

Molecules ◽  
2021 ◽  
Vol 26 (10) ◽  
pp. 2852
Author(s):  
Paul A. Foster
Keyword(s):  
Good Evidence ◽  
The Past ◽  
Steroid Sulphatase ◽  
University Of Oxford ◽  
Therapeutic Value ◽  
Breast And Prostate Cancer ◽  
The University ◽  
Further Development ◽  
Hydrolysis Of

Steroid sulphatase (STS), involved in the hydrolysis of steroid sulphates, plays an important role in the formation of both active oestrogens and androgens. Since these steroids significantly impact the proliferation of both oestrogen- and androgen-dependent cancers, many research groups over the past 30 years have designed and developed STS inhibitors. One of the main contributors to this field has been Prof. Barry Potter, previously at the University of Bath and now at the University of Oxford. Upon Prof. Potter’s imminent retirement, this review takes a look back at the work on STS inhibitors and their contribution to our understanding of sulphate biology and as potential therapeutic agents in hormone-dependent disease. A number of potent STS inhibitors have now been developed, one of which, Irosustat (STX64, 667Coumate, BN83495), remains the only one to have completed phase I/II clinical trials against numerous indications (breast, prostate, endometrial). These studies have provided new insights into the origins of androgens and oestrogens in women and men. In addition to the therapeutic role of STS inhibition in breast and prostate cancer, there is now good evidence to suggest they may also provide benefits in patients with colorectal and ovarian cancer, and in treating endometriosis. To explore the potential of STS inhibitors further, a number of second- and third-generation inhibitors have been developed, together with single molecules that possess aromatase–STS inhibitory properties. The further development of potent STS inhibitors will allow their potential therapeutic value to be explored in a variety of hormone-dependent cancers and possibly other non-oncological conditions.

scholarly journals Decolonising Terrorism Journals

Societies ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 6
Author(s):  
Ilyas Mohammed
Keyword(s):  
Knowledge Production ◽  
Terrorist Attacks ◽  
The Past ◽  
Tremendous Amount ◽  
Muslim Majority ◽  
University Curricula ◽  
Amount Of Knowledge ◽  
The University ◽  
Tremendous Impact

Decolonisation of knowledge over the past few years has gained much traction among scholars and students in many countries. This situation has led to calls for the decolonisation of knowledge, academia, the university, and university curricula. That said, the knowledge production side of the terrorism industry, which sits inside academia, so far has escaped calls to decolonise. This situation is somewhat surprising because the terrorism industry has had a tremendous impact on many countries, especially Muslim majority ones. The 9/11 terrorist attacks have resulted in a tremendous amount of knowledge being produced and published on terrorism and counterterrorism. However, little is known about “who is publishing on terrorism and where they are based”. To this end, this paper adopts a decolonial approach and addresses the questions of “who is publishing on terrorism and where they are based” by analysing seven terrorism journals. It argues that most of the publications and knowledge on terrorism in the seven terrorism journals are produced by scholars with Western heritage and are based at Western institutions, which is connected to the coloniality of knowledge.

scholarly journals Teaching Competencies of Language Teachers in Research Universities in Beijing: Perspectives from SoTL and Institutional Theory

2021 ◽  
Vol 13 (9) ◽  
pp. 4943
Author(s):  
Yi Zhang ◽  
Fugui Ye ◽  
Xiumei Liu
Keyword(s):  
Research Universities ◽  
Language Teachers ◽  
Institutional Perspective ◽  
Teaching Competencies ◽  
Scholarship Of Teaching ◽  
Pedagogical Content ◽  
The Past ◽  
University Level ◽  
Development Of Language ◽  
The University

Though professional development of language teachers has received increasing attention over the past decade, there is a lack of research on development of language teachers’ teaching competencies in research universities. Informed by the institutional perspective and the framework of Scholarship of Teaching, this study investigates the development of 16 language teachers’ teaching competencies in Beijing research universities. The findings show that language teachers’ teaching competencies include English proficiency, professional ethics, pedagogical content knowledge, reflective thinking, and research-informed teaching. Factors influencing language teachers’ teaching competencies range from the department level to the university level and the academia level. Pathways are proposed from the cultural-cognitive perspective, the normative perspective, and the regulative perspective to develop teaching competencies of language teachers.

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