In this volume, Bedell examines received ideas about sentimental art. Countering its association with trite and saccharine Victorian kitsch, she argues that major American artists--from John Trumbull and Charles Willson Peale in the eighteenth century and Asher Durand and Winslow Homer in the nineteenth to Henry Ossawa Tanner and Frank Lloyd Wright in the early twentieth--produced what was understood in their time as sentimental art: art intended to develop empathetic bonds and to express or elicit social affections, including sympathy, compassion, nostalgia, and patriotism.
An illuminating account of the interplay between science, religion, and nature in nineteenth-century landscape painting Geology was in vogue in nineteenth-century America. People crowded lecture halls to hear geologists speak, and parlor mineral cabinets signaled social respectability and intellectual engagement. This was also the heyday of the Hudson River School, and many prominent landscape painters avidly studied geology. Thomas Cole, Asher Durand, Frederic Church, John F. Kensett, William Stanley Haseltine, Thomas Moran, and other artists read scientific texts, participated in geological surveys, and carried rock hammers into the field to collect fossils and mineral specimens. As they crafted their paintings, these artists drew on their geological knowledge to shape new vocabularies of landscape elements resonant with moral, spiritual, and intellectual ideas. Rebecca Bedell contributes to current debates about the relationship among art, science, and religion by exploring this phenomenon. She shows that at a time when many geologists sought to disentangle their science from religion, American artists generally sidestepped the era's more materialist science, particularly Darwinism. They favored a conservative, Christianized geology that promoted scientific study as a way to understand God. Their art was both shaped by and sought to preserve this threatened version of the science. And, through their art, they advanced consequential social developments, including westward expansion, scenic tourism, the emergence of a therapeutic culture, and the creation of a coherent and cohesive national identity. This major study of the Hudson River School offers an unprecedented account of the role of geology in nineteenth-century landscape painting. It yields fresh insights into some of the most influential works of American art and enriches our understanding of the relationship between art and nature, and between science and religion, in the nineteenth century. It will draw a broad audience of art historians, Americanists, historians of science, and readers interested in the American natural landscape.
Geology was in vogue in nineteenth-century America. People crowded lecture halls to hear geologists speak, and parlor mineral cabinets signaled social respectability and intellectual engagement. This was also the heyday of the Hudson River School, and many prominent landscape painters avidly studied geology. Thomas Cole, Asher Durand, Frederic Church, John F. Kensett, William Stanley Haseltine, Thomas Moran, and other artists read scientific texts, participated in geological surveys, and carried rock hammers into the field to collect fossils and mineral specimens. As they crafted their paintings, these artists drew on their geological knowledge to shape new vocabularies of landscape elements resonant with moral, spiritual, and intellectual ideas. Rebecca Bedell contributes to current debates about the relationship among art, science, and religion by exploring this phenomenon. She shows that at a time when many geologists sought to disentangle their science from religion, American artists generally sidestepped the era's more materialist science, particularly Darwinism. They favored a conservative, Christianized geology that promoted scientific study as a way to understand God. Their art was both shaped by and sought to preserve this threatened version of the science. And, through their art, they advanced consequential social developments, including westward expansion, scenic tourism, the emergence of a therapeutic culture, and the creation of a coherent and cohesive national identity. This major study of the Hudson River School offers an unprecedented account of the role of geology in nineteenth-century landscape painting. It yields fresh insights into some of the most influential works of American art and enriches our understanding of the relationship between art and nature, and between science and religion, in the nineteenth century. It will draw a broad audience of art historians, Americanists, historians of science, and readers interested in the American natural landscape.
An illuminating account of the interplay between science, religion, and nature in nineteenth-century landscape painting Geology was in vogue in nineteenth-century America. People crowded lecture halls to hear geologists speak, and parlor mineral cabinets signaled social respectability and intellectual engagement. This was also the heyday of the Hudson River School, and many prominent landscape painters avidly studied geology. Thomas Cole, Asher Durand, Frederic Church, John F. Kensett, William Stanley Haseltine, Thomas Moran, and other artists read scientific texts, participated in geological surveys, and carried rock hammers into the field to collect fossils and mineral specimens. As they crafted their paintings, these artists drew on their geological knowledge to shape new vocabularies of landscape elements resonant with moral, spiritual, and intellectual ideas. Rebecca Bedell contributes to current debates about the relationship among art, science, and religion by exploring this phenomenon. She shows that at a time when many geologists sought to disentangle their science from religion, American artists generally sidestepped the era's more materialist science, particularly Darwinism. They favored a conservative, Christianized geology that promoted scientific study as a way to understand God. Their art was both shaped by and sought to preserve this threatened version of the science. And, through their art, they advanced consequential social developments, including westward expansion, scenic tourism, the emergence of a therapeutic culture, and the creation of a coherent and cohesive national identity. This major study of the Hudson River School offers an unprecedented account of the role of geology in nineteenth-century landscape painting. It yields fresh insights into some of the most influential works of American art and enriches our understanding of the relationship between art and nature, and between science and religion, in the nineteenth century. It will draw a broad audience of art historians, Americanists, historians of science, and readers interested in the American natural landscape.
In this volume, Bedell examines received ideas about sentimental art. Countering its association with trite and saccharine Victorian kitsch, she argues that major American artists--from John Trumbull and Charles Willson Peale in the eighteenth century and Asher Durand and Winslow Homer in the nineteenth to Henry Ossawa Tanner and Frank Lloyd Wright in the early twentieth--produced what was understood in their time as sentimental art: art intended to develop empathetic bonds and to express or elicit social affections, including sympathy, compassion, nostalgia, and patriotism.
Attorney Seth Bader and his wife, Vicki, moved to New Hampshire in 1992. Three tumultuous years later, their marriage ended and left Vicki a broken woman, driven to the edge as Seth seduced their teenage son Joey into a violent plot to kill her in cold blood. What followed was one of the most bizarre and harrowing crime stories in New Hampshire history.
Many media users feel as if they are engaging in an interaction or have a personal relationship with people they see in the media. These psychological experiences, that are collectively referred to as parasocial experiences (PSEs). This Handbook offers a thorough synthesis of the fast-growing, international, and multi-disciplinary research of PSEs, celebrating the field's accomplishments to date but also outlining a blueprint for future growth. The book is organized in six sections covering: (1) theoretical, conceptual, and operational definitions of PSEs; (2) theoretical models and state-of-the-art review of research on PSEs across the lifespan; (3) the effects of PSEs on media users' self and their social life (e.g., intergroup relationships, marginalized sexual groups); (3) the effects of PSEs in various contexts such as health, politics, and marketing; and (4) identifying understudied areas of research that call for further investigation (comparative cross-cultural research, marginalized racial/ethnic identities, non-amicable PSRs). In addition to a thorough synthesis of the literature, the handbook identifies several critical theoretical questions that the PSEs research faces today. Across the thematic chapters, the authors debate several overarching critical theoretical issues in PSEs research, such as the boundaries between parasocial and social phenomena and the distinctions between PSEs and other forms of involvement with media. The book also includes a hands-on methodological chapter that provides detailed information about measurement and manipulation of PSEs"--
From 1933 when President Franklin Roosevelt established diplomatic relations with the USSR, the American ambassador has lived and entertained guests in a mansion located on Spasopeskovskaya ploshchadka, quite a mouthful for most Americans, so they shortened it to “Spaso House.” That is the locale Rebecca Matlock chose for her account of the interactions of American and Soviet people from the 1930s to 1991. She has drawn on the memoirs of diplomats and journalists and on her experience during eleven years as a diplomat’s wife in Moscow. As Spaso House hostess from 1987 to 1991, she entertained presidents, foreign ministers, diplomats of many countries, business tycoons, legislators, teachers and students, along with world-famous poets, artists and musicians. Her account of how Cold War hostility and suspicion yielded to understanding and growing cooperation contains important lessons for us today
What is a stalker? And what kind of life can a woman lead when she knows she is being followed, obsessively and perhaps dangerously, by one? This is the dilemma facing Theresa Bedell, a reporter in New York, in Rebecca Gilman's tensely fascinating new play. When Theresa goes on an awkward blind date with a friend of a friend, she sees no reason to continue the relationship--but the man, an attractive fellow named Tony, thinks otherwise. While Theresa is at first annoyed yet flattered by his continuing attention, her attitude gradually changes to one of fear and fury when he starts violently to menace her and those around her. In brilliantly delineating the kind of terror a woman in full control of her life feels when everything around her suddenly seems to be a threat, Gilman probes the dark side of relationships in the 1990s with the rich insight and compelling characterizations that have distinguished her earlier plays and made her one of the most exciting young playwrights working today.
Now in its second edition, Teaching and Researching Language Learning Strategies: Self-Regulation in Context charts the field systematically and coherently for the benefit of language learning practitioners, students, and researchers. This volume carries on the author's tradition of linking theoretical insights with readability and practical utility and offers an enhanced Strategic Self-Regulation Model. It is enriched by many new features, such as the first-ever major content analysis of published learning strategy definitions, leading to a long-awaited, encompassing strategy definition that, to a significant degree, brings order out of chaos in the strategy field. Rebecca L. Oxford provides an intensive discussion of self-regulation, agency, and related factors as the "soul of learning strategies." She ushers the strategy field into the twenty-first century with the first in-depth treatment of strategies and complexity theory. A major section is devoted to applications of learning strategies in all language skill areas and in grammar and vocabulary. The last chapter presents innovations for strategy instruction, such as ways to deepen and differentiate strategy instruction to meet individual needs; a useful, scenario-based emotion regulation questionnaire; insights on new research methods; and results of two strategy instruction meta-analyses. This revised edition includes in-depth questions, tasks, and projects for readers in every chapter. This is the ideal textbook for upper-level undergraduate and graduate courses in TESOL, ELT, education, linguistics, and psychology.
Where do most of the former members of Congress go after leaving office? This book is a chronicle of where former members are living, what they are doing, how they happened to leave Congress--voluntarily or not--and what they see for themselves in the future. Rebecca Borders and C. C. Dockery examine a focus group consisting of 350 former members of the United States House of Representatives and United States Senate who left office from 1984 through 1993. They provide a look into the lives of the former members without regard to party or ideology. It is an attempt to answer some of the personal, historical, and ethical questions that arise when a member of Congress leaves office. They also present in-depth interviews with several former members including Dick Cheney, Lindy Boggs, Roy Dyson, and William Proximire. Also included is a directory of their current activities. Copublished with The Center for Public Integrity.
In 1916, when Rebecca West was not yet twenty-five years old, George Bernard Shaw wrote: 'Rebecca can handle a pen as brilliantly as ever I could and much more savagely.' These early writings, collected ehre for the first time, established Rebecca West's reputation as a brilliant journalist and a dedicated yet undogmatic feminist and socialist. From the age of nineteen, writing articles for The Freewoman, and later the Clarion, she displayed her characteristic fierce intelligence, her passion and her biting wit in articles on women's suffrage, imperialism, the Labour Party, and trade unionism as well as literature, religion, domesticity, men and crime. Whether reviewing the latest novel by H.G. Wells ('the sex obsession that lay clotted on Ann Veronica... like cold white sauce'), describing police brutality against suffragettes ('An Orgy of Disorder and Cruelty'), or arguing for better conditions for working women ('Women ought to understand that in submitting themselves to this swindle of underpayment, they are not only insulting themselves, but doing a deadly injury to the community'), she demonstrated again and again a characteristic fearlessness and a formidable grasp of events. Including a short story, 'Indissoluble Matrimony', which appeared in the historic first issue of Blast, and a biographical essay of great psychological penetration on the suffragette Emmeline Pankhurst, this exhilerating collection introduces the early work of one of the most distinguished writers of our time and provides a portrait of a fascinating and turbulent period of British political and literary history.
Elder Law in Context integrates cases, statutory materials, forms, policy and ethics to provide a well-rounded and comprehensive study of Elder Law. The book demonstrates that the law of any given practice area in reality isn't made up of discrete doctrinal areas but rather consists of interrelated and overlapping areas, and covers legal doctrine in contracts, agency, ethics, torts, constitutional law, administrative law, public law, criminal law and more, as they relate to Elder Law. This approach provides both an excellent and practical vehicle for learning Elder Law, but, by reviewing core doctrine from earlier and more foundational law school courses, it helps to prepare upper level students for the bar exam. The book provides ample opportunities for students to apply lessons, through the various problems and exercises throughout.
New to the regarded Applied Linguistics in Action series, this accessible and informative book redraws the language learning strategy landscape. In this book Rebecca Oxford offers practical, innovative suggestions for assessing, teaching, and researching language learning strategies, she provides examples of strategies and tactics from all levels, from beginners to distinguished-level learners, as well as a new taxonomy of strategies for language learning.
Russomania: Russian Culture and the Creation of British Modernism provides a new account of modernist literature's emergence in Britain. British writers played a central role in the dissemination of Russian literature and culture during the early twentieth century, and their writing was transformed by the encounter. This study restores the thick history of that moment, by analyzing networks of dissemination and reception to recover the role of neglected as well as canonical figures, and institutions as well as individuals. The dominant account of British modernism privileges a Francophile genealogy, but the turn-of-the century debate about the future of British writing was a triangular debate, a debate not only between French and English models, but between French, English, and Russian models. Francophile modernists associated Russian literature, especially the Tolstoyan novel, with an uncritical immersion in 'life' at the expense of a mastery of style, and while individual works might be admired, Russian literature as a whole was represented as a dangerous model for British writing. This supposed danger was closely bound up with the politics of the period, and this book investigates how Russian culture was deployed in the close relationships between writers, editors, and politicians who made up the early twentieth-century intellectual class—the British intelligentsia. Russomania argues that the most significant impact of Russian culture is not to be found in stylistic borrowings between canonical authors, but in the shaping of the major intellectual questions of the period: the relation between language and action, writer and audience, and the work of art and lived experience. The resulting account brings an occluded genealogy of early modernism to the fore, with a different arrangement of protagonists, different critical values, and stronger lines of connection to the realist experiments of the Victorian past, and the anti-formalism and revived romanticism of the 1930s and 1940s future.
Discover 25 women who shattered the glass ceiling, each in their own way. In politics, government, the business world, and more, these women show us that ambition, perserverance, and hard work go a long way.
Octopuses have captivated people's imagination for centuries. Young readers will be intrigued to discover how these tentacled animals move through water, how they hunt, how they use camouflage and other protection measures, and why octopuses are importance in oceans around the world.
This easy-to-read new book introduces children to the diverse continent of Asia-the largest continent on Earth! Full-color photographs and detailed maps highlight Asia's major regions, bodies of water, landforms, forests, steppes, and deserts.
An introduction to Africa, a continent of fifty-four countries, discussing Africa's climate, waterways, landforms, forests, grasslands, deserts, rural and urban areas, resources, and culture, and looking at popular sites in Africa.
Most people don’t realize that during the war in Europe in the 1940s, it took an average of six support soldiers to make the work of four combat soldiers possible. Most of what’s available in the literature tends toward combat narratives, and yet the support soldiers had complex and unique experiences as well. This book is based on personal correspondence, and it is primarily a memoir that creates a picture of the day-to-day realities of an individual soldier told in his own words [as much as he could tell under the wartime rules of censorship, that is] as well as giving insight into what it was actually like to be an American soldier during WWII. It explores the experiences of a non-combat Army utilities engineer working in a combat zone during the war in Europe and takes the protagonist from basic training through various overseas assignments—in this case to England, North Africa, and Italy as a support soldier under Eisenhower and his successors at Allied Force Headquarters. It also includes some reflections about his life after returning to Oregon when the war was over. The soldier involved is Captain Harold Alec Daniels [OSU, Class of 1939, ROTC] and most of the letters were written to his wife, Mary Daniels [attended U of O in the late 1930s]. They are the author's parents, and she inherited the letter collection, photos, and all other primary source materials after her mother’s death in 2006.
The grasslands of Africa are home to some of the most interesting plants and animals. This book features animals that graze on the grasses, how they hunt, as well as how animals find food, water, and shelter on the savanna.
Rebecca Harrington leaves no cabbage soup unstirred in I'll Have What She's Having, her wickedly funny, wildly absurd quest to diet like the stars. Elizabeth Taylor mixed cottage cheese and sour cream; Madonna subsisted on 'sea vegetables' and Marilyn Monroe drank raw eggs whipped with warm milk. Where there is a Hollywood starlet offering nutritional advice, there is a diet Rebecca Harrington is willing to try. Facing a harrowing mix of fainting spells, pimples and salmonella, Harrington tracks down illegal haggis to imitate Pippa Middleton, paces her apartment until the wee hours drinking ten Diet Cokes ? la Karl Lagerfeld, and attempts something forbiddingly known as the 'Salt Water Flush' to channel her inner Beyonc?. Rebecca Harrington risks kitchen fires and mysterious face rashes, all in the name of diet journalism. Taking cues from noted beauty icons like Posh Spice (alkaline!), Sophia Loren (pasta!) and Cameron Diaz (savory oatmeal!), I'll Have What She's Having is completely surprising, occasionally unappetising, and always outrageously funny.
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