This volume treats early modern song as a musical and embodied practice and considers the implications of reading song not just as lyric text, but as a musical phenomenon that is the product of the singing body. It draws on a variety of genres, from theatre to psalm translations, sonnets and lyrics, and household drama to courtly masques.
Song offers a vital case study for examining the rich interplay of music, gender, and representation in the early modern period. This collection engages with the question of how gender informed song within particular textual, social, and spatial contexts in sixteenth- and seventeenth-century England. Bringing together ongoing work in musicology, literary studies, and film studies, it elaborates an interdisciplinary consideration of the embodied and gendered facets of song, and of song’s capacity to function as a powerful-and flexible-gendered signifier. The essays in this collection draw vivid attention to song as a situated textual and musical practice, and to the gendered processes and spaces of song's circulation and reception. In so doing, they interrogate the literary and cultural significance of song for early modern readers, performers, and audiences.
Approved by the General Assembly of the United Nations in 1989, the United Nations Convention on the Rights of the Child affirms that children in all countries have fundamental rights, including rights to education. To date, 192 states are signatories to or have in some form ratified the accord. Children are still imperilled in many countries, however, and are often not made aware of their guaranteed rights. In Empowering Children, R. Brian Howe and Katherine Covell assert that educating children about their basic rights is a necessary means not only of fulfilling a country's legal obligations, but also of advancing education about democratic principles and the practice of citizenship. The authors contend that children's rights education empowers children as persons and as rights-respecting citizens in democratic societies. Such education has a 'contagion effect' that brings about a general social knowledge on human rights and social responsibility. Although there remain obstacles to the implementation of children's rights in many countries, Howe and Covell argue that reforming schools and enhancing teacher education are absolutely essential to the creation of a new culture of respect toward children as citizens. Their thorough and passionate work marks a significant advance in the field.
An amazing story of Arkansas soldiers and their struggle in the Aleutians. A must read book for those who want to learn about a forgotten part of that great war told from a soldier's point of view." -Major General James A. Ryan The Adjutant General Military Department of Arkansas
In the late nineteenth century hundreds of clubs formed across the United States devoted to the reading of Shakespeare. From Pasadena, California, to the seaside town of Camden, Maine; from the isolated farm town of Ottumwa, Iowa, to Mobile, Alabama, on the Gulf coast, Americans were reading Shakespeare in astonishing numbers and in surprising places. Composed mainly of women, these clubs offered the opportunity for members not only to read and study Shakespeare but also to participate in public and civic activities outside the home. In She Hath Been Reading, Katherine West Scheil uncovers this hidden layer of intellectual activity that flourished in American society well into the twentieth century. Shakespeare clubs were crucial for women’s intellectual development because they provided a consistent intellectual stimulus (more so than was the case with most general women’s clubs) and because women discovered a world of possibilities, both public and private, inspired by their reading of Shakespeare. Indeed, gathering to read and discuss Shakespeare often led women to actively improve their lot in life and make their society a better place. Many clubs took action on larger social issues such as women’s suffrage, philanthropy, and civil rights. At the same time, these efforts served to embed Shakespeare into American culture as a marker for learning, self-improvement, civilization, and entertainment for a broad array of populations, varying in age, race, location, and social standing. Based on extensive research in the archives of the Folger Shakespeare Library and in dozens of local archives and private collections across America, She Hath Been Reading shows the important role that literature can play in the lives of ordinary people. As testament to this fact, the book includes an appendix listing more than five hundred Shakespeare clubs across America.
This is the fifth & most comprehensive in a series of source books on leadership education for leaders in government, education, human services & business. It aims to help them stay up to date on the courses, programs & resources available on leadership education. THE SOURCE BOOK contains the following sections: NEW COURSES & PROGRAMS including 93 detailed entries on leadership majors & minors, courses & programs on college & university campuses & for nonprofit & community leadership & a cummulative list of courses & programs from 1986 to 1992; LEADERSHIP DEVELOPMENT TOOLS including instruments, exercises, simulations & games; LEADERSHIP BIBLIOGRAPHY containing annotated entries on almost 1000 books & articles; FILMS & VIDEOS describing more than 130 films & videos with runtime, format & distributors; RESOURCE PERSONS DIRECTORY containing information on 300 people who conduct research & practice in the field of leadership; RESOURCE ORGANIZATIONS DIRECTORY listing over 80 organizations with an interest in leadership education; CONFERENCE & MEETING DIRECTORY featuring information on 13 annual events on leadership education; & INDEX which includes both name & subject entries for the information included in the book.
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