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Full-Text Articles in Entire DC Network
A Prosaic People? Literature, Propaganda, And National Identity In Second World War Britain, William L. Maines
A Prosaic People? Literature, Propaganda, And National Identity In Second World War Britain, William L. Maines
Honors Theses
During the early years of the Second World War, a typically unofficial and loose coalition of British newspapers, publishers, propagandists, and booksellers mobilized Britain’s imagined literary past and present as a part of the war effort. They defined the nation through its imagined literary proclivities— its penchant for literary production and consumption, and its “unique” attitude toward literary freedom— and in opposition to the literary tyranny of Nazi Germany. Marshaling the nation’s mythological literary heritage, they enlisted Shakespeare and Milton in the war effort, portraying them as temperate and civilian English heroes. While the rhetoric of “British bookishness” hardly went …
Propaganda Y Progreso: El Rol Paradójico De La Magia En La España Premoderna, Alexander K. Rhodes
Propaganda Y Progreso: El Rol Paradójico De La Magia En La España Premoderna, Alexander K. Rhodes
Honors Theses
La magia tiene varios roles diferentes en la literatura española premoderna. A causa de las connotaciones pecaminosas de la magia, frecuentemente se usa para discriminar contra un grupo subalterno, como en la obra de teatro El niño inocente de La Guardia de Lope de Vega. Se ve que esta forma de discriminación difunde y apoya la anxiety of sameness definida por Christina Lee. La anxiety of sameness es el temor de los nobles de ser infiltrados por los no nobles, incluyendo a los judíos, los moriscos y los de la clase baja. Pero, como se ve en esta tesis, la …
“¿Qué Coño Es Esto?”: Exploración De Identidad De Género Y De Orientación Sexual En La Mucama De Omicunlé, Vianny C. Lugo Aracena
“¿Qué Coño Es Esto?”: Exploración De Identidad De Género Y De Orientación Sexual En La Mucama De Omicunlé, Vianny C. Lugo Aracena
Honors Theses
La mucama de Omicunlé (2015) es una novela escrita por la autora dominicana Rita Indiana, que lidia con temas que son considerados tabúes dentro de la sociedad dominicana: sexualidad, identidad de género, y espiritualidad afrodescendiente. Indiana utiliza la espiritualidad afrodescendiente para facilitar la exploración de las respectivas identidades de género y de orientación sexual en los personajes principales, Acilde y Argenis. El utilizar la espiritualidad afrodescendiente también permite ver a la novela como un texto literario que utiliza el patakí, una narración que contiene conocimientos afrodescendientes, como elemento estructural principal. Los temas que normalmente caracterizan a los patakíes son abundantes …
Expanding The Literary Enterprise: How We Experience The Texts Of The Advanced Placement English Literature And Composition Curriculum, Molly Ostrow
Honors Theses
How we read the texts of the Advanced Placement English Literature and Composition curriculum.
Scripture And Fiction: An Aesthetic Approach To The Little Pilgrim, Brian Russo
Scripture And Fiction: An Aesthetic Approach To The Little Pilgrim, Brian Russo
Honors Theses
The Little Pilgrim is written by Korean author Ko Un and was translated into English by Brother Anthony of Taizé. This text, a fictional rendering of the Gandavyuha Sutra, is an instant classic of contemporary Buddhist literature. The Gandavyuha Sutra comprises one-third of the fifteen hundred page Avatamsaka (Flower Garland) Sutra. The Avatamsaka has been described as the epitome of Buddhist thought, Buddhist sentiment, and Buddhist experience and is popular with all schools of Mahayana Buddhism, in particular, The Pure Land and Zen. The Avatamsaka Sutra is the longest sutra of the Buddhist canon and one of the oldest, dating …
Wrlting And Illustrating Childrens' Literature, Mark Richard Serdjenian
Wrlting And Illustrating Childrens' Literature, Mark Richard Serdjenian
Senior Scholar Papers
Miss Murphy's fifth grade students at Pleasant Street School enjoyed working on science projects which dealt with their favorite animals. It was suggested that the students bring in live animals, but after checking with the principal’s office Miss Murphy explained that th.1s was against the rules. The rest of the afternoon was uneventful. except that the teacher announced that she would not be in school the next day. After school, the students plotted to sneak in their pets the next day and trick the substitute teacher. Everything went smoothly, and each child told the class about his pet. The animals …