This simple introduction to the history of the German language seeks to provide students who have some knowledge of modern German, but no knowledge either of its development or of linguistic theories, with a short account of the essential factors – chronological, geographical and linguistic – and their interrelation. The material is arranged in three parts. The first traces the history of the German language from its origins in Indo-European through the pre-documentary Germanic period and the Middle Ages to the present day. In the second part the development of the German vocabulary is described, including word formation, borrowing, and change in meaning; and the book concludes with a section on changes in sounds, grammatical forms, and syntax. Emphasis is placed on the development of the standard literary language in its historical and social context, while such topics as dialects and the relationship of German to other Germanic and European languages are treated very briefly as the need arises. The inclusion of maps, some specimen passages of German its early stages, suggestions for further reading after each chapter, and an extensive classified bibliography also contribute to making this a useful introduction to the subject and a reliable foundation for more advanced work.
This second volume continues this non-academic author's ground-breaking word-by-word analysis of James Joyce's Finnegans Wake, Joyce's last blessing on mankind. In chapters 1.3 and 1.4, which are covered by this volume, the Kabbalah-based analysis peers into the darkness of the Egyptian Land of the Dead and corresponding Book of the Dead. These chapters are joined at the hip by Egyptian death-obsessed theosophy and increase the font on Joyce s principal subject matter the loss of human potential to fear and dependency. Joyce finds Kabbalah-cursed paralysis in ancient Egyptian religion as part of his effort to show the same paralysis in nearly all religions and to champion the independent individual. In these chapters, the search for meaning in the god/mankind relationship serves up several father and son stories. This selection is based on the fundamental importance in Egyptian religion of the story of father Osiris and son Horus, and the corresponding importance in Christian religion of Jesus as the son of god and the second person in the Trinity. These father and son stories include Attackler and Adversary, a tale framed by a dependency- demanding father god betraying the independent son god on the cross. The story of Abelbody is based on the premise that the real son of the god of this world was the arbitrary and violent Cain. Joyce s masterful synergism of style and content continues. In these two chapters sentences are wrapped up like mummies in parenthesis and parenthesis within parenthesis and slowed down by flow-interrupting dependent clauses. By contrast, the sentences at the end of chapter 1.4 display a new spirit. The unification aspect of the female psyche shows in long and open compound sentences joining many independent elements (much like Molly s soliloquy in Ulysses). In addition, the transition at the end of chapter 1.4 to the female in chapter 1.5 (covered in volume 3) is made by poetry at first doggerel and then dignified poetry. Like the aspect of female mentality that Joyce focuses on, poetry is based on partial connection and unification of the sounds, words and thoughts. Joyce's closing words nurture each other. The author's plan is to cover all of Finnegans Wake in subsequent volumes.
Public education is often viewed as dominated by an emphasis on test scores and narrowly defined parameters of performance and achievement. By contrast, John P. Miller's Whole Child Education fosters relationships between various forms of thinking, links body and mind, and recognizes the inner life of the child. Addressing issues of teaching, curriculum, the school, and teacher wellness, Miller presents three basic approaches (transmission, transaction, and transformation) that facilitate a connection with the whole student. Practical examples from teachers who have incorporated Miller's ideas into their own classrooms and description of Toronto's Whole Child School (founded in 2009) illustrate how the 'Whole Curriculum' can be implemented on both the small and large scale. Inspired by the powerful vision of Martin Luther King and his concept of the Beloved Community, Whole Child Education is a vehicle for building community through holistic education.
Philip Webb (1831-1915) was a British architect known as a founder of the Arts and Crafts movement and also a key member of the Pre-Raphaelite circle. He was an important figure in the literary and artistic world of the late-nineteenth century. Webb had a long association, both professionally and personally, with William Morris and his family as well as becoming treasurer of Morris's revolutionary Socialist League. They first met as trainees in the same architect's practice and remained collaborators throughout their lifetimes. Webb was responsible for the design of the hugely influential Red House, the Morris's first home. It was through Morris that Webb became connected with Dante Gabriel Rossetti and Edward Burne-Jones, amongst others. Webb and Morris were also joint founders of the Society for the Protection of Ancient Buildings (SPAB), the first organization to promote conservation rather than intrusive restoration. This comprehensive selection from Webb's surviving letters includes many important and previously unpublished letters to some of his closest associates. They reveal the wide range of his professional and personal interests. These four volumes will be of interest to art and architecture historians, scholars of Victorian history in general and of William Morris and the wider Pre-Raphaelite and Arts and Crafts movements in particular.
This is the first course guide that has been developed for students of policing. It identifies the core themes and additional source material, providing an essential overview for students and a reference point for use throughout their studies. The Policing Course Companion is designed to complement and work alongside existing literature. It provides: " Easy access to the key themes in policing " Helpful summaries of the approach taken by the main course textbooks " Guidance on the essential study skills required to pass the course " Help with developing critical thinking " Taking it Further sections that suggest how readers can extent their thinking beyond the "received wisdom" " Pointers to success in course exams and written assessment exercises The SAGE Course Companion in Policing is much more than a revision guide for undergraduates; it is an essential tool that will help readers take their course understanding to new levels and help them achieve success in their undergraduate course. John Grieve is a former Director of Intelligence for the Metropolitan Police, where he also held a number of other senior roles. He is now Chair of the John Grieve Centre for Policing and Community Safety and Emeritus Professor at London Metropolitan University. Clive Harfield is a former police Inspector and is now the Deputy Director of the John Grieve Centre for Policing and Community Safety, London Metropolitan University. Allyson MacVean is Founder and Director of the John Grieve Centre for Policing and Community Safety, London Metropolitan University.
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