999 resultados para Gay, John, 1685-1732


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I. Alcibiades. Don Carlos, prince of Spain. Titus and Berenice. The cheats of Scapin. Friendship in fashion. The soldier's fortune.--II. The atheist; or, The second part of The soldier's fortune. The orphan. The history and fall of Caius Marius. Venice preserved. Poems and letters.

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First edition, London, 1800, published under title: Letters from His Excellency George Washington ... to Sir John Sinclair ... The present edition includes "A true and beautiful portrait of the character of General Washington, by ... George Channing" (p.[64]-67

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v.16. Epistolary correspondence. Letters from August 1714, to September 1724.--v.17. Epistolary correspondence. Letters from September 1725 to May 1732.--v.18. Epistolary correspondence. Letters from May 19, 1732, to October 23, 1736.--v.19. Epistolary corresondence. Letters from October 30, 1736, to February 14, 1750. Appendix to the original correspondence between Dean Swift and his friends. Correspondence between Swift and Miss Vanhomrigh. Index.

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"The selection has been mostly confined to the orders which were issued by General Washington ... The division brigade, and regimental orders ... have been generally excluded."

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This paper focuses on the questions which heterosexual trainees ask about lesbian, gay and bisexual (LGB) experience within diversity training about LGB issues. Drawing on a data corpus of 162 questions asked by trainees in 13 tape-recorded training sessions, questions were coded into six categories: (1) general understanding questions; (2) questions about the trainer's life, experience and practices; (3) professional practice questions; (4) questions about lesbian and gay related legislation, policies and procedures; (5) questions about specific people and projects and (6) questions about the meanings, derivations and correct use of terms and symbols. Real questions are compared with the decontexualized questions (and answers to them) that are provided in training manuals and it is demonstrated that these questions differ markedly from how questions actually get asked and how they actually get answered. Recommendations are provided for improving training and the argument made for turning towards analyses of the real world in action, especially when considering intergroup relations. Copyright © 2008 John Wiley & Sons, Ltd.