La Vie littéraire : petit magazine illustré bi-hebdomadaire

1900/10/26 (T8,SER2,N105)- (T8,SER2,N117).

La Vie littéraire : petit magazine illustré bi-hebdomadaire

1900/07/27 (T7,SER2,N79)- (T7,SER2,N91).

La Vie littéraire : petit magazine illustré bi-hebdomadaire

1899/01/10 (T4,N79)-1899/04/07 (T4,N104).

La Vie littéraire : petit magazine illustré bi-hebdomadaire

1898/07/12 (T2,N27)-1898/10/07 (T2,N52).

La Vie littéraire : petit magazine illustré bi-hebdomadaire

1899/04/11 (T5,N105)-1899/07/07 (T5,N130).

La Vie littéraire : petit magazine illustré bi-hebdomadaire

1901/09/10 (T16,SER2,N196)-1901/10/22 (T16,SER2,N208).

La Vie littéraire : petit magazine illustré bi-hebdomadaire

1901/10/25 (T17,SER2,N209)-1901/12/06 (T17,SER2,N221).

La Vie littéraire : petit magazine illustré bi-hebdomadaire

1900 (T10,SER2,N118)- (T10,SER2,N130).

La Vie littéraire : petit magazine illustré bi-hebdomadaire

1901 (T13,SER2,N157)- (T13,SER2,N169).

Documents : doctrines, archéologie, beaux-arts, ethnographie : magazine illustré paraissant dix fois par an / secrétaire général Georges Bataille

1929 (VOL1).

Documents : doctrines, archéologie, beaux-arts, ethnographie : magazine illustré paraissant dix fois par an / secrétaire général Georges Bataille

1930 (VOL2).

Memory mixed with desire : a preliminary study of philosophy and literature in the works of Friedrich Nietzsche and Milan Kundera

Memory Mixed with Desire: A preliminary study of Philosophy and Literature in the works of Friedrich Nietzsche and Milan Kundera Robert Spinelli Brock University, Department of Philosophy This thesis studies intertextuality in the works of Friedrich Nietzsche and Milan Kundera through the primary themes of memory and forgetting. The thesis starts with two introductory chapters that delineate memory according to Nietzsche and Kundera respectively. From here, I move into a discussion of Nietzsche's Ubermensch as an example of the type of forgetting that Nietzsche sees as a cure for the overabundance of memory that has led to Christian morality. Next, I explore the Kunderan concept of kitsch as the polar opposite of what Nietzsche has sought in his philosophy, finishing the chapter by tying the two thinkers together in a Kunderan critique of Nietzsche. The thesis ends with a chapter devoted to the Eternal Return beginning with an exegesis of Nietzsche's idea and ending with a similar exegesis of Kundera's treatment of this thought. What I suggest in this chapter is that the Eternal Return might itself be a form of kitsch even in its attempt to revalue existence.

Emptying the bell jar: an exploration of adolescent responses to a women's literature unit /

This study examines adolescent student responses to a women's literature unit taught within a grade 12 Writer's Craft course. Current research (Gilligan, 1989, Pipher, 1994 & Slack, 1999) suggests that there is a great under-representation of female authors in the high school literature curriculum. The use of women's literature may draw attention to important literary figures who are historically overlooked within the curriculum. It gives voice to a marginalized group and presents students with alternative subjects and heroes. It encourages students to develop a critical perspective and reevaluate assumptions about institutions, ideologies, language and culture. It also allows me, as a teacher, to reflect on my own teaching practices and explore alternate feminist pedagogical principles and teaching styles encouraging multiplicity of voices, deconstruction of power relations, and alternative assessment tools within the classroom. As an educator, it is important for me to teach curriculum that is relevant and meaningful to students and help them become critical, self-reflective thinkers. It is also important for me to assist students in their exploration of self and encourage them to expand their awareness of historical, social and global issues. Sylvia Plath's (1963) The belljar is used as the primary text taught within this unit. In this novel, the bell jar is a central image that signifies entrapment and isolation. "To the person in the bell jar, blank and stopped as a dead body, the world itself is the bad dream"(p.l 54). As a metaphor, the bell jar resonates with young readers in a variety of ways.

A conceptual analysis of research literature on teachers' ideology and literacy practices: extending the dialogue through a secondary analysis of high school English as an additional language contexts /

This thesis provides a conceptual analysis of research literature on teachers' ideology and literacy practices as well as a secondary analysis of three empirical studies and the ways in which the ideologies of the English as an Additional Language (EAL) (Street, 2005) teachers in these contexts impact the teaching of literacy in empowering/disabling ways. Several major theoretical components of Cummins (1996, 2000), Gee (1996, 2004) and Street (1995, 2001) are examined and integrated into a conceptual triad consisting of three main areas: power and ideology, validation of students ' cultural and linguistic backgrounds, and teaching that empowers. This triad provides the framework for the secondary analysis of three empirical studies on the ideologies of secondary EAL teachers. Implications of the findings from the conceptual and secondary analyses are examined in light of the research community and secondary school teachers of EAL.