737 resultados para Writing Narratives


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A recurrent but relatively unquestioned element in the canonisation of Adventures of Huckleberry Finn is that the novel is about securing a meaningful way forward for the American child. The sense is that the novel deserves to live and to have a future because it is about a child, and tied in with the need for the young nation to project and to determine its future. This might seem, to apply the terms of queer debate, to lend weight to ‘reproductive futurism’: the child and ‘American family values’ are to the fore, while sexual minorities and alternative social models are excluded. The present essay re-reads Huckleberry Finn and Twain’s other Huck narratives, using the coordinates of queer theory. The result is a more equivocal picture. Twain does use Huck to assert the rights of the white American family, but he also uses him to explore alternative ideas of social organisation. More fundamentally, Twain increasingly finds that the idea of the child is no longer a sufficient motive for believing in and projecting a future. Rather, his writing leads the reader towards the impossibility of the future, both for the nation and its child.

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Background: Child social anxiety is common, and predicts later emotional and academic impairment. Offspring of socially anxious mothers are at increased risk. It is important to establish whether individual vulnerability to disorder can be identified in young children. Method: The responses of 4.5 year-old children of mothers with social phobia (N = 62) and non-anxious mothers (N = 60) were compared, two months before school entry, using a Doll Play (DP) procedure focused on the social challenge of starting school. DP responses were examined in relation to teacher reports of anxious-depressed symptoms and social worries at the end of the child’s first school term. The role of earlier child behavioral inhibition and attachment, assessed at 14 months, was also considered. Results: Compared to children of non-anxious mothers, children of mothers with social phobia were significantly more likely to give anxiously negative responses in their school DP (OR = 2.57). In turn, negative DP predicted teacher reported anxious-depressed and social worry problems. There were no effects of infant behavioral inhibition or attachment. Conclusion: Vulnerability in young children at risk of anxiety can be identified using Doll Play narratives.

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An exhibition of stencil letters from the 18th century to the present day. Co-curated by Eric Kindel and Fred Smeijers, the exhibition featured a wide selection of stencil letters in the context of historical artefacts, documents and ephemera, including stencil plates and stencilling devices, specimens and catalogues and patent inventions. The exhibition also introduced a series of new stencil fonts designed by Maurice Göldner, Pierre Pané-Farré and Fred Smeijers. The design of each font made reference to and was informed by the historical material.

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The letters of early modern women demonstrate that their experience of religion was essentially social, contrary to the impression created by much modern work on diaries or meditations. The stereotypical melancholic, pious lady is far from the ideal offered by spiritual advisors, women and men, in their correspondence. Letters demonstrate how women created networks of spiritual support within and beyond their families. Letters also testify to the agency exercised by early modern women in religious matters, particularly in their assumption of the role of religious advisor and in their engagement with ecclesiastical politics. While this is far from showing that religion empowered all early modern women, it does offer a corrective to the unduly gloomy view of the role of religion in such women's lives. Letters provide indispensable testimony to the social nature of women's responses to the changing religious culture and politics of the eighteenth century.

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There has been a considerable critical interest in the representation of death in Children's Literature, with an increasingly prevalent move to read it as granting the child the status of object. Thus, for example, Judith Plotz takes it to 'increase [the] presence' of the child. Through a detailed reading of one late C19th school story, I suggest that such readings proceed through a resistance to textuality. This essay offers a reading of death as bound up with the play of the text, deferred, shifting and retrospectively constructed rather than a state of simple, recoverable objecthood.

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A second English translation of Alexander von Humboldt's account of travel to South America, the Relation historique (1814–25), was published between 1852 and 1853. Appearing some 30 years after the first seven-volume translation (1814–29) by Helen Maria Williams, this second rendering of the Personal Narrative by Thomasina Ross was an abridged version that aimed to make Humboldt's travelogue more relevant to the mid-century reader. This translation has largely been overlooked by Humboldt scholars, despite it being a far more affordable, accessible and popular edition. I discuss here how Ross's revisions can be understood within a larger process of rereading and revision that responded to critics’ assessments of the first translation. Emphasising the status of the Personal Narrative as a text in flux, I assess how Ross modernised it to meet the demands of a new readership, recasting the image that Humboldt had constructed of himself as a travelling scientist, scientific writer and member of the international scientific community.