The Short Story Series of Annie S. Swan for The Woman at Home

2020 ◽  
pp. 44-64
Author(s):  
Elke D’hoker
Keyword(s):  
Short Story ◽  
Working Women ◽  
Marriage Plot ◽  
Domestic Ideology ◽  
Female Protagonists ◽  
Feminine Ideals ◽  
Periodical Publication ◽  
Women's Magazine ◽  
The Individual ◽  
At Home

This chapter investigates the ten short story series about working women which the Scottish popular novelist, Annie S. Swan published in the women’s magazine, The Woman at Home, between 1893 and 1918. The format of the short story series, pioneered by Conan Doyle in The Strand, lent itself particularly well to periodical publication given its patterning of periodicity and repetition with variation. The chapter shows how Swan drew on these features to depict the experiences of professional and working women while deferring the closure of the marriage plot. Although the individual stories are often moralizing, predictable and conservative in their foregrounding of women as wives and mothers, the series in their entirety emphasise the expertise and professionalism of their female protagonists. In seeking to marry an advocacy for women’s work with a more traditional domestic ideology, Swan’s story series participate in The Woman at Home’s middlebrow negotiation of the new gender roles and feminine ideals that were being debated at the time.

Margaret Mahy: An Adlerian Reading

2008 ◽  
Vol 1 (2) ◽  
pp. 187-199
Author(s):  
KATHRYN WALLS
Keyword(s):  
Young Female ◽  
The Other ◽  
Individual Psychology ◽  
The Novel ◽  
Alfred Adler ◽  
Female Protagonists ◽  
Magical Power ◽  
Margaret Mahy ◽  
The Individual

According to the ‘Individual Psychology’ of Alfred Adler (1870–1937), Freud's contemporary and rival, everyone seeks superiority. But only those who can adapt their aspirations to meet the needs of others find fulfilment. Children who are rejected or pampered are so desperate for superiority that they fail to develop social feeling, and endanger themselves and society. This article argues that Mahy's realistic novels invite Adlerian interpretation. It examines the character of Hero, the elective mute who is the narrator-protagonist of The Other Side of Silence (1995) , in terms of her experience of rejection. The novel as a whole, it is suggested, stresses the destructiveness of the neurotically driven quest for superiority. Turning to Mahy's supernatural romances, the article considers novels that might seem to resist the Adlerian template. Focusing, in particular, on the young female protagonists of The Haunting (1982) and The Changeover (1984), it points to the ways in which their magical power is utilised for the sake of others. It concludes with the suggestion that the triumph of Mahy's protagonists lies not so much in their generally celebrated ‘empowerment’, as in their transcendence of the goal of superiority for its own sake.

IMAGERY AND EMOTIONS IN THE PIANO PIECE „THE SICK DOLL“ FROM CHILDREN’S ALBUM OF P . I TCHAIKOVSKY

2020 ◽  
Vol 11 (1) ◽  
pp. 110-113
Author(s):  
Smilena Smilkova ◽  
Keyword(s):  
At Risk ◽  
Social Work ◽  
Short Story ◽  
Special Educational Needs ◽  
Social Pedagogy ◽  
Sound Image ◽  
The Individual ◽  
The Right ◽  
The University ◽  
Art Pedagogy

The proposed material examines the creative task of students majoring in Social Pedagogy at the University „Prof. Dr. Assen Zlatarov“ in Burgas, and studying the discipline Art Pedagogy – Part 1 – Music. In the course of the lecture course students get acquainted with the elements of musical expression, as a means of figurative representations and impact of music, with different techniques concerning individual musical activities, with the endless and diverse opportunities that music provides in the use of art pedagogy for social work teachers.Verbal interpretation of music is a necessary component when working with children with special educational needs, at risk and in the norm. Looking at Tchaikovsky’s short and extremely figurative piano piece „The Sick Doll“ from his charming „Children’s Album“, in the form of a short story, tale or essay, students express their personal vision, feeling and transformation of the musical image. The aim of the task is to transcribe the sound image into a verbal one. This requires speed, flexibility and logic in thinking, through imagination and creativity in its manifestation. Children love to listen, especially when they are involved. In search of the right way to solve problems and situations, future social educators could successfully benefit from the conversion of sound into words, according to the needs and deficits of the individual or group.

Acquiring variable commands at home and abroad: Examining optatives and imperatives in L1 and L2 Spanish

2020 ◽  
Vol 13 (1) ◽  
pp. 79-113
Author(s):  
Farrah Neumann ◽  
Matthew Kanwit
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Study Abroad ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Future Research ◽  
Control Group ◽  
Before And After ◽  
The Individual ◽  
At Home

AbstractSince many linguistic structures are variable (i. e. conveyed by multiple forms), building a second-language grammar critically involves developing sociolinguistic competence (Canale and Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1(1). 1–47), including knowledge of contexts in which to use one form over another (Bayley and Langman. 2004. Variation in the group and the individual: Evidence from second language acquisition. International Review of Applied Linguistics in Language Teaching 42(4). 303–318). Consequently, researchers interested in such competence have increasingly analyzed the study-abroad context to gauge learners’ ability to approximate local norms following a stay abroad, due to the quality and quantity of input to which learners may gain access (Lafford. 2006. The effects of study abroad vs. classroom contexts on Spanish SLA: Old assumptions, new insights and future research directions. In Carol Klee & Timothy Face (eds.), Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages, 1–25. Somerville, MA: Cascadilla Proceedings Project). Nevertheless, the present study is the first to examine native or learner variation between imperative (e. g. ven ‘come’) and optative Spanish commands (e. g. que vengas ‘come’). We first performed a corpus analysis to determine the linguistic factors to manipulate in a contextualized task, which elicited commands from learners before and after four weeks abroad in Alcalá de Henares, Spain. Their overall rates of selection and predictive factors were compared to local native speakers (NSs) and a control group of at-home learners.Results revealed that the abroad learners more closely approached NS rates of selection following the stay abroad. Nonetheless, for both learner groups conditioning by independent variables only partially approximated the NS system, which was more complex than previously suggested.

scholarly journals Managing children and adolescents on parenteral nutrition: challenges for the nutritional support team

2006 ◽  
Vol 65 (3) ◽  
pp. 217-221 ◽  
Author(s):  
Tracey Johnson ◽  
Elaine Sexton
Keyword(s):  
Parenteral Nutrition ◽  
Children And Adolescents ◽  
Nutritional Support ◽  
Intestinal Failure ◽  
Home Care Services ◽  
Cholestatic Liver Disease ◽  
Care Services ◽  
Child Assessments ◽  
The Individual ◽  
At Home

Managing infants, children and adolescents, ranging from premature infants to 18-year-old adolescents, on parenteral nutrition (PN) is a challenge. The ability of children to withstand starvation is limited and, unlike adults, children require nutrition for growth. PN in children is often required secondary to a congenital bowel problem rather than because of an acquired condition. Conditions requiring PN include motility disorders, congenital disorders of the intestinal epithelium and short-bowel syndrome (SBS). Intestinal failure may be temporary and children with SBS may be weaned from PN. However, other children require permanent PN. There are no comprehensive guidelines for the nutritional requirements of children and adolescents requiring PN. Practice in individual centres is based on clinical experience rather than clinical trials. Requirements are assessed on an individual basis according to age, nutritional status and clinical condition. These requirements need regular review to ensure that they remain appropriate for the changing age and weight of the child. Assessments of intakes use different methods, e.g. reference tables and predictive equations. Complications of PN include infection, accidental damage to, or removal of, the line and cholestatic liver disease. Home parenteral nutrition (HPN) is associated with fewer line infections and allows continuation of nutritional support in a more normal environment, encouraging normal development and participation in family activities. However, having a child at home on HPN is associated with physical and psychological stresses. A feeling of depression, loneliness and social isolation is common amongst children and their families. Home-care services are essential to supporting children at home and should be tailored to, and sensitive to, the individual needs of each family.

scholarly journals Smilla, Anna og Alexandra – Videnskabskvinder i nyere dansk populærlitteratur

2018 ◽  
pp. 85-98
Author(s):  
Kristian H. Nielsen ◽  
Laura Søvsø Thomasen
Keyword(s):  
Popular Science ◽  
Female Protagonists ◽  
Scientific Background ◽  
Parallel Text ◽  
The Individual

The article analyses three recent Danish crime novels, all of which introduce female main characters with a scientific background. In contrast to stereotypic male scientists, the female protagonists of the three novels all embody science as a kind of parallel text that reflects the individual characters of the protagonists, while also discussing issues pertaining to science itself and popular science.

scholarly journals Creative Potential is Differentially Expressed in School, at Home, and the Natural Environment

2021 ◽  
Author(s):  
Mark Runco ◽  
Ahmed M. Abdulla Alabbasi ◽  
Selcuk Acar ◽  
ALaa Eldin A. Ayoub
Keyword(s):  
Natural Environment ◽  
Statistical Test ◽  
Differentially Expressed ◽  
Creative Activity ◽  
Creative Potential ◽  
Method Variance ◽  
Creative Products ◽  
The Individual ◽  
Home And School ◽  
At Home

Creative potential is one of the very most important topics for research. It is difficult to study because, unlike creative products, potential is by definition latent. There are several methods. One involves comparing creative activity expressed in various settings. Previous research has, for example, compared creativity expressed in school with that expressed by the same individuals when they are outside of school. There tends to be more creative activity outside of school, suggesting that the individual has creative potential, but it is only allowed to be expressed in certain settings. The present investigation extended this line of research by comparing creative activity in school, at home, and that occurring outside of school and home. Results indicated that the activity scores from the three settings shared less than 52% of their variance. The measures used were highly reliable, so the conclusion was that, as in previous research, various settings do indeed differentially allow the expression of creative potential. Comparisons of means also supported this finding. Interestingly, creative activity at home was significantly more common than creative activity at school and when outside of the home and school. A statistical test of method variance indicated that it was not a notable contribution nor confound. Limitations are discussed at the end of the manuscript.

Teaching Literature in Schools for Democratic Citizenship

2021 ◽  
Author(s):  
Ruth Heilbronn
Keyword(s):  
Human Rights ◽  
United Nations ◽  
Democratic Citizenship ◽  
Creative Arts ◽  
Human Right ◽  
Teaching Literature ◽  
The United Nations ◽  
The Individual ◽  
United Nations Charter ◽  
At Home

Education is a human right and benefits both the individual and the whole society. Education that encourages debate and discussion and acknowledges complexity and ambiguity is essential for people to develop a respect for others and for democracy—that is, to participate as citizens. This concept is encapsulated in the United Nations Charter of Human Rights. The humanities and the creative arts are important curriculum areas that can encompass diversity and complexity and support the development of a necessary critical disposition. Study in these areas helps to create people who are at home in a culture in which openness to others and criticality in receiving ideas are paramount. Literature plays a key role in attaining these curriculum aims.

Discomforting bodies: French survivor testimony from the Algerian War

2020 ◽  
Vol 45 (3-4) ◽  
pp. 351-363
Author(s):  
Amy L. Hubbell
Keyword(s):  
Disability Studies ◽  
Algerian War ◽  
Open Letter ◽  
Political Climate ◽  
The People ◽  
The Individual ◽  
At Home

From 2012 to 2016, three French women published autobiographies about surviving bombings as children during the Algerian War (1954-1962). Danielle Michel-Chich who survived the Milk Bar bombing in Algiers in 1956 published an open letter to Zohra Drif, the woman who placed the bomb in the restaurant (Lettre à Zohra D., 2012), and Pied-Noir artist Nicole Guiraud who survived the same event published her diary Algérie 1962: Journal de l’Apocalypse in 2013. Nicole Simon who survived a bombing at a concert in Mostaganem, Algeria published her autobiography, La Bombe: Mostaganem, j’avais quinze ans, in 2016. In these works, the women relate in different ways how they negotiated their injured bodies at home in Algeria as well as in a tense political climate in France during and after the war. In this article I analyze survivor autobiographies to elucidate how transformed bodies impact the individual who survived the trauma but also how and why these women alternately hide their wounds to accommodate the people around them or accept and respond to the stares upon their bodies. By engaging with disability studies, I examine how the discomfort of the transformed body, for both the victims and the people who see them, exemplifies the much larger tensions surrounding the painful memory of the Algerian War.

‘May God Bless You and All at Home’: Mid-Nineteenth Century Irish Views on Italy through the Letters of Albert Delahoyde, 1860–1870

2019 ◽  
pp. 126-138
Author(s):  
Florry O’Driscoll
Keyword(s):  
Nineteenth Century ◽  
Language Learning ◽  
Papal States ◽  
Writing Identity ◽  
The Many ◽  
The Individual ◽  
At Home

This chapter explores the case-study of Dublin-born Albert Delahoyde as an instance of transnational language learning. Delahoyde was not yet eighteen years of age when he volunteered to fight with the Papal Battalion of St Patrick in 1860, in an ultimately futile attempt to maintain Pope Pius IX’s control over the Papal States. Through his letters, one can assess the individual, but also the communal significance of both the Papal Battalion and the Papal Zouaves, and the many contacts between Ireland and Italy in the mid-nineteenth century. Delahoyde provides a perfect example of practical literacy in action, as the correspondence of the Irish soldier reveals much about the links between writing, identity, and nation at the midpoint of the nineteenth century.

What’s Love Got To Do With It?

2021 ◽  
pp. 56-84
Author(s):  
Sara H. Lindheim
Keyword(s):  
Word Choice ◽  
Territorial Expansion ◽  
Roman People ◽  
The Individual ◽  
Geographical Space ◽  
At Home ◽  
Changing World

Octavian/Augustus, following in the footsteps of both Pompey and Caesar, relentlessly pursues territorial expansion abroad, while at home he presents the Roman people with the image of himself as unstoppable expansionist. In one otherwise unprepossessing poem Propertius makes a strikingly romantic assertion: Cynthia prima fuit, Cynthia finis erit (1.12.20). The word choice—finis—gives pause, especially when this particular elegy (1.12) and the ones with which Propertius surrounds it (1.8a, 1.8b, and 1.11) emphasize geographical space. To be more precise, they focus on Cynthia’s propensity to move through geographical space, away from the Propertian amator. Anxieties emerge from Propertius’ elegies when he imagines the individual faced with an infinite and ever-changing world. The Propertian amator struggles to establish and cling to the possibility of known and definable boundaries. He seeks to render Cynthia his finis and to anchor his self-definition to her.

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