The Four (or Five?... or Six?... or Seven?...) Children’s Books of Graham Greene     

Brian Alderson 《Children‘s Literature in Education》2005,36(4):325-342

An account of the publishing history of four picturebooks with texts by the major 20th century British author, Graham Greene, and illustrations by Dorothy Craigie and, later, by Edward Ardizzone. concluding section questions whether the texts of three other books, nominally by Dorothy—or “David”—Craigie, ought more accurately to be ascribed to Graham Greene. Brian Alderson is a distinguished critic, bibliographer and author of children's books. He has curated many exhibitions and is involved in sundry organisations, such as the Beatrix Potter Society and the Children's Books History Society. He is children's book consultant to The Times Newspaper. He lives in Richmond, North Yorkshire, in the United Kingdom.  相似文献   

Binary Opposition of the Characterization of David in Bible     

游伟 《海外英语》2013,(8)

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White Innocence Heroes: Recovery,Reversals, Paternalism,and David Duke     

《Journal of International and Intercultural Communication》2013,6(3):206-227

Abstract

For over a decade, critical scholars have exposed antiracist white heroes in popular discourse who reproduce white innocence, superiority, and privilege. This essay exposes claims of antiracist white heroics by former Klansman and Nazi sympathizer, David Duke. Critical analysis of Duke's letter to the editor, published 11 days before his Louisiana State Senate victory in 1989, reveals that Duke used implicit whiteness strategies of mythic recovery to justify his infamous civil rights reversals and white paternalism to rescue blacks from welfare and whites from affirmative action by restoring rugged individualism. Duke's rhetoric models ways for whites to sanitize personal and cultural histories of white supremacy, while reproducing white privilege. The recovery of white masculine heroes and rugged individualism myths is also found in the 2008 McCain-Palin presidential campaign. Critical analysis of such rhetoric challenges our scholarly knowledge about whiteness and exposes persistent constructions of white innocence.  相似文献   

站在巨人的肩上——浅析《圣经》在《哈姆雷特》中的折射     

孙晓云  石云龙 《临沧师范高等专科学校学报》2006,(4)

《哈姆雷特》是莎剧中璀璨的明珠,总是吸引众多评论家的注意,并被认为是莎剧人物典型塑造中的最高成就。文章试图从《哈姆雷特》与旧约中所述大卫王事迹的情节和思想意念方面的相似之处作为切入点来探讨《圣经》在莎士比亚戏剧中的折射,从而阐述《圣经》是莎士比亚戏剧创作的深厚的创作来源。  相似文献   

如何按照医生的学习类型来驱动继续教育的设计     

梁进 《复旦教育论坛》2006,4(3):87-90

本文介绍了科尔比的经验学习理论和他的学习类型量表,设计了以经验学习理论为基础的具体课程规划框架,认为在继续医学教育中可以应用经验学习理论,循序渐进地运用学习类型量表中的四种学习模式,通过反思和实践促进学生的主动学习。  相似文献   

Historical perspective—weaving the lives of Florence Nightingale and Florence Nightingale David into the statistics classroom     

Samuel Luke Tunstall 《Teaching Statistics》2016,38(3):83-86

This paper describes an activity to celebrate the lives of Florence Nightingale and Florence Nightingale David in statistics classrooms.  相似文献   

Purism and the category of ‘the aesthetic’: the drama argument     

Leon Culbertson 《体育哲学杂志》2017,44(1):1-14

This paper examines one component of Stephen Mumford’s case for the claim that we should regard sport, art and the aesthetic as more closely connected than has tended to be the case, under the influence of the work of David Best, in recent years. Mumford’s rejection of what I call ‘the drama argument’ is examined in detail and it is argued that all but one element of his case fails to do the job he envisages.  相似文献   

Structuring academic conflicts between majority and minority students: Hindrance or help to integration     

David W. Johnson  Roger Johnson  Margaret Tiffany 《Contemporary educational psychology》1984,9(1):61-73

The effects of two types of structured academic conflict, controversy and debate, were compared with individual study in a study on desegregation. Seventy-two sixth grade students were assigned to conditions on a stratified random basis controlling for sex, reading ability, and ethnic membership. In all three conditions students studied a controversial issue with materials representing both pro and con views. In the controversy condition each learning group was divided into two pairs representing the pro and con sides. In the debate condition each member of a learning group was assigned a pro or con position to represent in a debate with the other three members. In the individualistic condition subjects were told to learn the material without interacting with other students and each student was given all the pro and con materials. The results indicate that controversy promotes the most cross-ethnic verbal rehearsal and exchange of the assigned material, the most concern that all students master the assigned material, the most active search for more information about the topic being studied, the most reevaluation of one's position and incorporation of opponents' arguments, the most liking for the subject matter and the instructional experience, the highest self-esteem, and the most accepting and supportive relationships among minority and majority students. The debate condition generated higher levels of these dependent variables than did individualistic study.  相似文献   

站在巨人的肩上——浅析《圣经》在《哈姆雷特》中的折射     

孙晓云  石云龙 《临沧教育学院学报》2006,15(4):28-30

《哈姆雷特》是莎剧中璀璨的明珠，总是吸引众多评论家的注意，并被认为是莎剧人物典型塑造中的最高成就。文章试图从《哈姆雷特》与旧约中所述大卫王事迹的情节和思想意念方面的相似之处作为切人点来探讨《圣经》在莎士比亚戏剧中的折射．从而阐述《圣经》是莎士比亚戏剧创作的深厚的创作来源。  相似文献   

解读戴维·洛奇作品中的二元结构与文化冲突   总被引：2，自引：0，他引：2  

桑迪欢  涂苏琴 《江西教育学院学报》2005,26(4):89-92

洛奇的校园小说《换位》、《小世界》和《美好的工作》均存在两条平行开展的叙事线索,也即“二元结构”,这种结构方式的利用有利于表现其作品的文化冲突主题。文章正是以小说采用的二元结构为契入点,从文化角度分析了洛奇作品中所展现的各种文化冲突与融合,从而挖掘其作品的更深层的意义。  相似文献