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Medium 9780253011596

8: Forsyth's Students

Rachel Berenson Perry Indiana University Press ePub

FORSYTH TAUGHT HUNDREDS OF STUDENTS IN his forty-two years as an art instructor. His commitment to teaching began in 1889 with the Muncie Art School and weekend classes in Fort Wayne; moved on to Steele's Art School of Indiana; devoted years to giving private classes and organizing plein air jaunts with students; and taught drawing and painting at the Herron Art Institute from 1907 to 1933, with seven summers of classes at Winona Lake. He wanted students to be well trained and prepared for lives dedicated to Art with a capital A.

His daily teaching schedule limited time for his own work, but he gained much from the revolving legions of aspiring artists. Walter Mcbride, a fellow teacher at Herron and later director of Michigan's Grand Rapids Art Museum, wrote, “Mr. Forsyth always said he would rather be with students and young people than those of his own age. He learned from the young ones; [in Forsyth's opinion] the older people were in a ‘rut.’”1

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Medium 9781935543176

Chapter Four

Sheryl Nussbaum-Beach Solution Tree Press ePub

Chapter Four

Building a Collaborative Culture

The nature of relationships among the adults within a school has a greater influence on the character and quality of that school and on student accomplishment than anything else.

—Roland Barth, author,
consultant, and former faculty
member, Harvard Graduate
School of Education

Our Stories

Conversations within an online community of practice have led to deep, connected learning among educators throughout Ohio, Texas, and Louisiana. Consider this snapshot:

Karen: I am the director of curriculum and instruction. I believe that all children can learn and we need to get it right for them. My husband and I began building our log home 10 years ago and are still working on finishing this project. Maybe we should put the project on YouTube:)

Lani: Welcome!!! What a wonderful project!!! Hope that you'll share what has been most challenging and rewarding to this point. Do you have photos or video of all that has happened along the way?

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Medium 9780253017727

2 Nashi in Ideology and Practice: The Social Life of Sovereign Democracy

Julie Hemment Indiana University Press ePub

ONE FRIGID DECEMBER MORNING IN 2006, I STRUGGLED OUT OF bed at 5 AM to join several hundred local youth at the Tver’ railway station. I was joining a campaign organized by the pro-Kremlin youth movement Nashi (Ours). We were traveling to Moscow to meet with World War II veterans, bearing gifts and best wishes for the new year. Our train was one of many traveling from the provinces to Moscow that morning. Kirill, my Nashi activist contact (a “komissar” in the movement who had participated in our research project), explained that the campaign, entitled “A Holiday Returned,” was timed to coincide with the sixty-fifth anniversary of the Battle of Moscow – to give back to surviving veterans the New Year’s holiday celebration that had been cruelly snatched from them by the Nazis during the winter of 1941. Kirill had explained that the campaign would bring one hundred thousand young people to the capital in specially commissioned trains. Each group of one hundred was to meet with a group of veterans and present them with a New Year’s gift.

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Medium 9780253016966

1934

Colin Crisp Indiana University Press ePub

(Street without a Name)

France, 1934, 82 min (now 78 min), b&w

Dir Pierre Chenal; Asst dir Roger Blin and Louis Daquin; Prod Les Productions Pellegrin; Scr Chenal, Blin, and Marcel Aymé, from the novel by Aymé; Cinematog Joseph-Louis Mundwiller; Music Paul Devred; Art dir Roland Quignon; Sound Jacques Hawadier and A. Puff; Edit Chenal; Act Constant Rémy (Méhoul), Gabriel Gabrio (Finocle), Paul Azaïs (Manu), Enrico Glori (Cruséo), Pola Illéry (Noâ), Dagmar Gérard (La Jimbre), Fréhel (Madame Méhoul), Paule Andral (Louise Johannieu), Robert Le Vigan (Vanoël), Marcel Delaitre (Johannieu), and Pierre Larquey.

This is a typical instance of “the street film,” a subgenre inherited from the German cinema of the 1920s (e.g., Karl Grune, The Street, 1923; Georg-Wilhelm Pabst, The Joyless Street, 1925; Bruno Rahn, Tragedy of the Street, 1927).25 It was to flourish in 1930s France, and the titles of surviving films are indicative of the genre’s focus on harsh street life in the poorer quarters of Paris: Faubourg Montmartre (1931); Dans les rues/On the Street (1933); La Rue sans nom (1933); Jeunesse/Youth (1934); Ménilmontant (1936); La Rue sans joie/The Joyless Street (1938); and L’Enfer des anges/A Hell for Little Angels (1939). Typically this genre exploited the standard melodramatic conventions of such films as Les Misérables and Les Deux Orphelines but combined them with a raw realism often labeled “naturalism.” The teeming, seething squalor of “the street” rendered all too credible the inevitable corruption of innocent youth that was often a central theme, and aimed to evoke not pity for the vulnerable poor, as in melodramas, but rather a sort of fascinated horror.

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Medium 9781574416473

The Island of Cats

Polly Buckingham University of North Texas Press ePub

The surface of the water is the color of metal. Gray reflects gray. The canoe slips into steely water. Mud squelches under Billy's tennis shoes like weight sucking him into the shoreline. This weight feels right, normal, the slow sucking of each step, the slow and constant effort. He cannot imagine living without the weight. The weight is who he is. This boat trip is who he is. He would rather die than be anything other than who he is. He feels the weight of waking on his eyelids, and that feels right in the gray, predawn morning. The sand is pocked with small holes dug by fiddler crabs. Tiny mounds of excess mud throw hive-like shadows across the shore cut by the wavy shadows of mangrove roots. Everything will go on living. The roots will thrust themselves, with the slow weight of life, out of the mud and sand will collect around them with each wave, little as they are here on an inland curve of the Intracoastal Waterway. The stern of the canoe between his knees, he wades into the murky water. It seeps in through the cotton of his tennis shoes and hugs his feet. He stares at his pale knees poking out from tan pants ripped into shorts, his dirty tennis shoes distorted under the six inches or so of water. He studies the line between the clear, sharp edges of his calf and the permeable image of his ankle and foot. He will study this line, this distinction, all day in the horizon and imagine it into nonexistence. Mourning doves coo from the shore like tiny owls blurring the line between night and day.

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Medium 9781904658443

Appendix

Matthews, John Aeon Books ePub

Readings from the Books of the Grail

Not all of the texts relating to the Grail are easy to find or easy to read in their entirety. What follows is a brief selection of what might be called the high spots of the Quest. It ranges from the days before the Grail arrived at Camelot, to the last dim glow of vision that tells us that the mysteries are far from over

Joseph went to the Grail and knelt before it weeping, and he said, ‘Oh Lord, you wanted to consort with us because of your love for us and to save your creatures, who wished to obey you and follow your will. I saw you dead, as truly I saw you living, and after death I saw you alive and speaking to me in the tower in which I was held. There, Lord, you commanded me, when you brought me this Grail, that whenever I wanted to know your secrets, I should come before this precious Grail, which contains your glorious blood. Therefore, I ask you to advise me on the matter, for my people are starving.’

Then the voice of the Holy Spirit spoke to Joseph: Joseph, do not be dismayed; you are not to blame in this matter.’

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Medium 9780946439348

16. Sandor Ferenczi (1948)

Balint, Michael Karnac Books ePub

THE early history of psycho-analysis is full of tragic events and tragic lives. Indeed, it was the heroic age of our movement. Perhaps the most tragic, the most moving history of all is that of Sandor Ferenczi.

This is a bold statement. Neither the many friends won by his radiant, lovable personality, nor the inexhaustible wealth of his ideas, nor the unchallengeable successes of his scientific career, seem enough to justify such an opinion. Although he was Freud’s junior by seventeen years, Ferenczi became, in an incredibly short time—a matter of only a few months—perhaps the closest friend of the master, and was for many years his inseparable companion on his jealously guarded holiday journeys. Among the quickly growing host of analysts, Ferenczi attained—as a matter of course—a special place of respect, and he was loved and admired by everyone all the world over. Except for Freud, perhaps no one contributed so many and such fundamentally new ideas to our science; Ferenczi’s contributions belong, to-day more than ever, to the classical works of psycho-analysis.

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Medium 9781780648200

5: Cabbage Seedpod Weevil Management

Reddy, G.V.P. CABI PDF

5

Cabbage Seedpod Weevil

Management

Héctor A. Cárcamo* and Randall Brandt

Agriculture and Agri-Food Canada, Lethbridge Research and

Development Centre, Lethbridge, Alberta, Canada

5.1  Introduction

5.1.1  Distribution

The cabbage seedpod weevil (CSW), Ceutorhynchus obstrictus (Marsham) (Coleoptera: Curculionidae), is a European pest of several brassicaceous seed crops from the Mediterranean region to Scandinavia.

In North America it was first reported from the

Vancouver area in British Columbia in 1931 (McLeod,

1962). Since then it has been reported in several jurisdictions of North America: Pacific North West and California (Hagen, 1946), Georgia (Buntin and

Raymer, 1994) and the Canadian Prairies (Butts and Byers, 1996). Laffin et al. (2005) demonstrated that the population in Quebec (Canada) stemmed from a separate accidental introduction. With the increase in global trade and transportation, this pest will likely occur in most regions where its hosts are cultivated.

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Medium 9781782204510

Chapter Seven: The Legacy of the Dead

Boechat, Walter Karnac Books ePub

“These figures are the dead, not just your dead, that is, all the images of the shapes you took in the past, which your ongoing life has left behind, but also the thronging dead of human history, the ghostly procession of the past, which is an ocean compared to the drops of your own life span”

—Liber Secundus, “Nox Secunda”

“Immortal mortals, mortal immortals, one living the others’ death and dying the others’ life”

—Heraclitus of Ephesus, “The Obscure”,
Fragment 62 (Bornheim, 2002)

The dead appear in a range of forms at various moments in The Red Book, always as part of an imaginary dialogue with Jung. In one example, the soul of a woman is anxiously seeking a talisman that will answer her questions. She reminds Jung of one of his former patients who had passed away. There are other examples, such as in the intriguing Chapter 13 of Liber Secundus, “The Sacrificial Murder”, in which Jung discovers a dead child and speaks with its soul, giving him a nearly impossible task to complete. Another important confrontation with the dead takes place in Chapter 15 of Liber Secundus, “Nox Secunda”, discussed in Chapter Five. After the librarian gives him The Imitation of Christ by the Benedictine monk Thomas à Kempis, Jung waits in the anteroom of the library. He hears the sound of voices and shadowy figures pass by. One of these looks at him with tired eyes. This man reveals his name, Ezechiel, declaring that he is an Anabaptist,1 leaving together with the throngs around him to seek truths and revelations in Jerusalem. Jung shows an interest in following him to seek these truths, but Ezechiel responds that he cannot, as he still has a body. He then declares, “We are the dead” (p. 294).

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Medium 9781576750698

6. Maintain a Healthy Balance (Manage the Workaholic Within)

Dinnocenzo, Debra Berrett-Koehler Publishers PDF

20

101 Tips for Telecommuters

• Paying personal bills

Of course, some of these distracters may be on your list of fun things to do. Great! Use them as rewards or activities during work breaks

(Tip 24). The easiest way to avoid time wasters is to be conscious of the ones that plague you. Make a commitment to yourself to use your time wisely and keep yourself focused each day (Tips 2, 3) on the essence of your work and your key accomplishments for achieving your goals. If the threat of failure isn’t enough to motivate you, be sure to give yourself other rewards (Tip 29), incentives, or consequences that keep those time wasters at bay.

� Think about and list the major time wasters that create “activity creep” in your day.

� Right now—make a commitment to yourself to eliminate (or better manage) two of them this week.

� Make your commitment visible. For example, you could make a big sign or poster on which you write the time waster with a big red circle around it and red line through it. Or make little signs with a key word or symbol to remind you of a critical work goal

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Medium 9780253007278

5 Banned, Barred, and Besieged

Gerald Sorin Indiana University Press ePub

In the year between Howard Fast’s citation for contempt of Congress in April 1946 and his conviction in June 1947, he had faced not only a plagiarism suit, but incessant harassment by the FBI and the beginning of a series of attempts to ban his books. And by late 1947, after the publication of Clarkton, he would be embattled with college administrators who tried to keep him from speaking on their campuses.

J. Edgar Hoover never ordered the tap removed from Fast’s phone. It made little difference in any case, Fast said. After all, “what could we have talked about” that would interest the FBI.“We never did anything illegal, we never considered [doing] anything illegal.” To give a sense of it all, Fast told a story about two men, one a “spy” and the other a self-identified “Party member,” who had come to his home to sell him a map of “the newest battleship in the American fleet.” This foolishness, Fast insisted, was an attempt by the FBI to entrap him. “I immediately called the cops,” Fast said, but by the time they came, “both men were gone.” But at the World Peace Conference in Paris in 1949, Fast “saw the same FBI agent who brought the spy to me.” Howard had real enemies, of course, but with more than a touch of paranoia he added, “I knew his mission was to get me—to kill me, and I let everyone know. I accused him to his face.”1

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Medium 9781855758971

CHAPTER NINE. Giving mementos and gifts to the patient

Akhtar, Salman Karnac Books ePub

Andrew Smolar

The child knows no money apart from what is given him—no money acquired and none inherited of his own. Since his faeces are his first gift, the child easily transfers his interest from that substance to the new one [money] which he comes across as the most valuable gift in life. Those who question this derivation of gifts should consider their experience of psycho-analytic treatment, study the gifts they receive as doctors from their patients, and watch the storms of transference which a gift from them can rouse in their patients.

—Sigmund Freud (1917, p. 131, italics added)

While some papers do exist on gifts offered and/or given by an adult patient to the therapist (Smolar, 2002), gift exchange from therapist to patient has not been addressed in the adult psychoanalytic literature. For one, although concrete gift exchange in common in the child psychotherapeutic setting, it is not all that common with adults. When therapists have offered gifts to patients, they have been reluctant to report it, partly out of deference to the tradition of “abstinence,” and partly because its occurrence has suggested significant countertransference difficulties. Contemporary relationists have begun to think differently about such exchanges between therapist and patient, viewing them and other extra-verbal transactions as potentially useful. Moreover, they think carefully about their own motives—conscious and unconscious—when they give something beyond what the patient has come to expect within the therapeutic relationship. It is this kind of intervention, sometimes received by the patient as a “gift,”1 that I will also consider in this contribution, alongside the more tangible and “actual” gifts and mementoes given by the therapists to their patients.

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Medium 9781855751873

5. Searching for Bion: Cogitations, a new “Clinical Diary”?

Karnac Books ePub

Franco Borgogno & Silvio Arrigo Merciai

The analytic situation stimulates very primitive feelings, including the feelings of dependence and isolation; they are both unpleasant feelings. It is not therefore really surprising if one of the pair, and probably both, are aware that the psychoanalytic raft to which they cling in the consulting room— beautifully disguised of course with comfortable chairs and every modern convenience—is nevertheless a very precarious raft in a tumultuous sea.

W. R. Bion, Seminari Italiani (1985b), p. 18; original manuscript

One of the aims of this chapter, which is the result of long hours of study and reflection1 coupled with the experience of organizing the recent Conference, is to establish, as freely and as honestly as we can, the extent to which Bion’s thought may further influence psychoanalysis in the future.

Our central assumption is that a substantial part of the evolution of our discipline has involved and continues to involve combating the use of jargon in representing the psychoanalytic experience. Freud himself showed the way when he posited as the key element of his method the idea of starting with the process of understanding one’s own sensations and perceptions exactly as these take shape in the encounter with the other, notwithstanding the fact that they may contain ideas the very thought of which could seem disturbing or even, in Bionian terms, wild.

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Medium 9781935542001

Chapter 11 Reading With a Writer’s Eye

Timothy V Rasinski Solution Tree Press ePub

Ruth Culham

There they were: nineteen ninth graders suited up for the first home football game, squeezed awkwardly into their seats for my seventh-period English class. “Put your helmets on your desks,” I instructed, wondering how I was going to make it through the next testosterone-charged forty-five minutes. Surely the last thing on these young men’s minds was writing.

There must have been some wisdom in scheduling the entire football team into the same English class at the end of the day. I just had no idea what it was. This group was a challenge to motivate on a typical day, so it was going to take superhuman powers to pull off something good—even sorta good—on a game day.

After several unsuccessful attempts to engage students with paired readings, a routine activity for writing workshop, I grabbed a treasured book from my shelf—an autographed copy of Kavik the Wolf Dog by Walt Morey—and I asked the students to suspend their writing for the moment. “Just listen,” I said, hoping the book would do what I could not—focus and inspire my class. I began to read from chapter 1:

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Medium 9781574413205

Part V

Edited by Kenneth L. Untiedt University of North Texas Press PDF

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