Description : Textual Studies and the Common Reader collects eleven original essays by editors of literary texts and theorists concerned about the implications of what such editors do. The volume's organizing theme is textual studies, the domain of which, in one contributor’s words, is the "genesis, transmission, and editing of texts." The contributors seek to extend the discussion about textual studies beyond any narrow professional scope; thus, none of the essays assumes any training in textual studies. Also, the focus of the book is on the literary genre most familiar to most readers: the novel. Authors discussed include Willa Cather, Joseph Conrad, Theodore Dreiser, William Faulkner, D. H. Lawrence, William Makepeace Thackeray, and Mary Wollstonecraft Shelley. Many people read literary works, but few do so with a steady sense of their constructedness as texts--of the ways in which "genesis, transmission, and editing" have shaped them as conveyors of meaning. This book shows that the experience of reading is more rewarding for such awareness.
Description : Newton's Philosophiae Naturalis Principia Mathematica provides a coherent and deductive presentation of his discovery of the universal law of gravitation. It is very much more than a demonstration that 'to us it is enough that gravity really does exist and act according to the laws which we have explained and abundantly serves to account for all the motions of the celestial bodies and the sea'. It is important to us as a model of all mathematical physics. Representing a decade's work from a distinguished physicist, this is the first comprehensive analysis of Newton's Principia without recourse to secondary sources. Professor Chandrasekhar analyses some 150 propositions which form a direct chain leading to Newton's formulation of his universal law of gravitation. In each case, Newton's proofs are arranged in a linear sequence of equations and arguments, avoiding the need to unravel the necessarily convoluted style of Newton's connected prose. In almost every case, a modern version of the proofs is given to bring into sharp focus the beauty, clarity, and breath-taking economy of Newton's methods. Subrahmanyan Chandrasekhar is one of the most reknowned scientists of the twentieth century, whose career spanned over 60 years. Born in India, educated at the University of Cambridge in England, he served as Emeritus Morton D. Hull Distinguished Service Professor of Theoretical Astrophysics at the University of Chicago, where he has was based from 1937 until his deathin 1996. His early research into the evolution of stars is now a cornerstone of modern astrophysics, and earned him the Nobel Prize for Physics in 1983. Later work into gravitational interactions between stars, the properties of fluids, magnetic fields, equilibrium ellipsoids, and black holes has earned him awards throughout the world, including the Gold Medal from the Royal Astronomical Society in London (1953), the National Medal of Science in the United States (1966), and the Copley Medal from the Royal Society (1984). His many publications include Radiative transfer (1950), Hydrodynamic and hydromagnetic stability (1961), and The mathematical theory of black holes (1983), each being praised for its breadth and clarity. Newton's Principia for the common reader is the result of Professor Chandrasekhar's profound admiration for a scientist whose work he believed is unsurpassed, and unsurpassable.
Description : In 1957, Richard Altick's groundbreaking work The English Common Reader transformed the study of book history. Putting readers at the centre of literary culture, Altick anticipated-and helped produce-fifty years of scholarly inquiry into the ways and means by which the Victorians read. Now, A Return to the Common Reader asks what Altick's concept of the 'common reader' actually means in the wake of a half-century of research. Digging deep into unusual and eclectic archives and hitherto-overlooked sources, its authors give new understanding to the masses of newly literate readers who picked up books in the Victorian period. They find readers in prisons, in the barracks, and around the world, and they remind us of the power of those forgotten readers to find forbidden texts, shape new markets, and drive the production of new reading material across a century. Inspired and informed by Altick's seminal work, A Return to the Common Reader is a cutting-edge collection which dramatically reconfigures our understanding of the ordinary Victorian readers whose efforts and choices changed our literary culture forever.
Description : In this book, Emslie establishes that narrative explanations are to be preferred over non-narrative in the humanities. They are more truthful in two senses. They both correspond more closely to reality and allow inference as to normative values. This is particularly the case when aesthetics are added to the mix.
Description : This carefully crafted eBook: "The Common Reader0́4First Series (1925)" is formatted for your eReader with a functional and detailed table of contents.The Common Reader' is a collection of essays by Virginia Woolf, published in two series, the first in 1925 and the second in 1932. The title indicates Woolf's intention that her essays be read by the educated but non-scholarly "common reader," who examines books for personal enjoyment. Woolf outlines her literary philosophy in the introductory essay to the first series, "The Common Reader," and in the concluding essay to the second series, "How Should One Read a Book?" The first series includes essays on Geoffrey Chaucer, Michel de Montaigne, Jane Austen, George Eliot, and Joseph Conrad, as well as discussions of the Greek language and the modern essay. The second series features essays on John Donne, Daniel Defoe, Dorothy Osborne, Mary Wollstonecraft, and Thomas Hardy, among others.Table of Contents:Chapter 10́4The Common ReaderChapter 20́4The Pastons and ChaucerChapter 30́4On Not Knowing GreekChapter 40́4The Elizabethan Lumber RoomChapter 50́4Notes on an Elizabethan PlayChapter 60́4MontaigneChapter 70́4The Duchess of NewcastleChapter 80́4Rambling Round EvelynChapter 90́4DefoeChapter 100́4AddisonChapter 110́4The Lives of the ObscureChapter 120́4Jane AustenChapter 130́4Modern FictionChapter 140́4"Jane Eyre" and "Wuthering Heights"Chapter 150́4George EliotChapter 160́4The Russian Point of ViewChapter 170́4OutlinesChapter 180́4The Patron and the CrocusChapter 190́4The Modern EssayChapter 200́4Joseph ConradChapter 210́4How it Strikes a Contemporary
Description : European Contract Law unification projects have recently advanced from the Draft Common Frame of Reference (2009) to a European Commission proposal for an optional Common European Sales Law (2011) which is to facilitate cross-border marketing. This book investigates for the first time how CESL and DCFR rules would interact with various aspects of domestic law, represented by English and German law. Nineteen chapters, co-authored by British and German scholars, examine such interface issues for eg pre-contractual relationships, notions of contract, formation, interpretation, and remedies, extending to non-discrimination, third parties, transfers or rights, aspects of property law, and collective proceedings. They go beyond a critical analysis of CESL and DCFR rules by demonstrating where and how CESL rules would interact with neighbouring areas of English and German law before English and German courts, how domestic traditions might influence the application, which aspects might motivate sellers and buyers to choose or reject CESL, and which might serve as model for national legislators. The findings are summarized in the final two chapters.
Description : Implement the Common Core for ELA without all the stress A Non-Freaked Out Guide to Teaching the Common Core uses the often-neglected anchor standards to get to the heart of the Common Core State Standards (CCSS)—teaching students the skills they need to be college and career ready. Each anchor standard is broken down into its key points, and a discussion of each anchor standard's central purpose helps outline the context for each required skill. This easy-to-read guide gives educators the kind of clear explanations, examples, and strategies they need to feel comfortable teaching the CCSS, and shows how CCSS skills can be integrated into virtually any existing lesson plan. Getting a firm grasp of the anchor standards is the quickest way to start teaching the key concepts of the CCSS, and this user-friendly guide is designed to pave the way for both the first-time teacher and the experienced pro.
Description : Now in its fifth edition, this popular textbook is still the most comprehensive resource available on the oversight of literacy programs (pre-K–12). Focusing on what literacy leaders need to know and do to meet today’s mandates, experts in the field offer new insights that reflect the nation’s changing policies related to the new Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. It also addresses forthcoming assessments aligned to the common core standards, and new mandates for evaluating teachers and principals. Literacy luminaries provide specific guidelines for all levels of instruction, including selecting and using materials and new technologies, promoting writing, assessing students, evaluating teachers, providing professional development, working with linguistically diverse and struggling learners, working with parents and the community, and evaluating school-wide literacy programs. Book Features: Chapters written by experts who have years of experience working in schools. Real-life examples demonstrate how theories have been applied. Reflective questions and project assignments in each chapter allow readers to relate ideas to their own situations. Connections across chapters and directions for future considerations help summarize and synthesize information. Contributors: Moises Aguirre, Kathryn H. Au, Rita M. Bean, M. Susan Burns, Jill Castek, Patricia A. Edwards, Douglas Fisher, Elena Forzani, Nancy Frey, Jennifer L. Goeke, James V. Hoffman, Barbara Kapinus, Clint Kennedy, Julie K. Kidd, Diane Lapp, Donald J. Leu, Maryann Mraz, Jeanne R. Paratore, Taffy E. Raphael, Kristen D. Ritchey, Adrian Rodgers, Emily M. Rodgers, Misty Sailors, Elizabeth V. Strode, Jacquelyn S. Sweeney, Jo Anne L. Vacca, Richard T. Vacca, Jaime Madison Vasquez, Jean Payne Vintinner, MaryEllen Vogt “Only the most valuable of academic texts gets to a fifth edition. . . . If I were to do a column ‘What’s Hot in Literacy/Reading Texts,’ this volume would undoubtedly be at the top of the list.” —From the Foreword by Jack Cassidy, past president, International Reading Association “This fifth edition is a timely and most welcome addition to my professional library. This book is a ‘must’ in a time when it is essential for literacy leaders to keep up with the fast pace of what is happening in the field of reading. Wepner, Strickland, and Quatroche are exceptional educators and researchers who bring together some of the leading literacy experts to address issues that are so critical in this age of common core state standards. This is a ‘must-have’ book for anyone involved in overseeing literacy programs at school, district, and state levels.” —Linda Gambrell, Distinguished Professor of Education, Clemson University and co-editor of Reading Research Quarterly Shelley B. Wepner is a dean and professor in the School of Education of Manhattanville College. Dorothy S. Strickland is the Samuel DeWitt Proctor Professor of Education, emerita, at Rutgers University. Diana J. Quatroche is a professor and chair of the Department of Elementary, Early, and Special Education in the Bayh College of Education at Indiana State University.