The censorship of Hebrew books : submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy, Columbia University /

Principal authorities: p. iv-v.

Romans à lire & romans à proscrire : essai de classification au point de vue moral des principaux romans et romanciers de notre époque, 1800-1920, avec notes et indications, pratiques /

Title on cover and spine : Romans à lire et romans à proscrire.

The Private Case : an annotated bibliography of the Private Case Erotica Collection in the British (Museum) Library /

Includes index.

Index librorum prohibitorum sanctissimi domini nostri Pii IX. pont. max. iussu editus. Editio novissima in qua libri omnes ab Apostolica sede usque ad annum 1876 proscripti suis locis recensentur.

Mode of access: Internet.

An account of the indexes, both prohibitory and expurgatory, of the Church of Rome...

Errata slip inserted.

Index librorum prohibitorum sanctissimi domini nostri Gregorii XVI pontificis maximi jussu editus.

Mode of access: Internet.

Index librorum prohibitorum a Sixto v., papa, confectus et publicatus : at verò a successoribus ejus in sede romana suppressus /

Added t.-p.: Bvlla Smi D.N. Sixti papae V. Emendatioris indicis cum suis regulis super librorum prohibitione, expurgatione, & revisione, necnon cum abrogatione cæterorum indicum hactenus editorum, & revocatione facultatis edendorum, nisi ad præscriptam harum regularum normam. Romæ, apud Paulum Bladum impressorem cameralem. M.D.XC.

Index librorum prohibitorum sanctissimi domini nostri Leonis XIII pont. max. iussu editus: Editio novissima in qua libri omnes ab Apostolica sede usque ad annum 1880 proscripti suis locis recensentur.

Mode of access: Internet.

Le commerce des livres prohibés à Paris de 1750 à 1789.

"Originally published in Paris, 1913."

Index librorum prohibitorum sanctissimi domini nostri Leonis XIII. pont. max. jussu editus,

Mode of access: Internet.

La Censura

"Publicanla el editor y socios literarios de la Biblioteca religiosa."

What is that place? Observations of the impact of environment colour through photographic analysis

Isolating the impact of a colour, or a combination of colours, is extremely difficult to achieve because it is difficult to remove other environmental elements such as sound, odours, light, and occasion from the experience of being in a place. In order to ascertain the impact of colour on how we interpret the world in day to day situations, the current study records participant responses to achromatic scenes of the built environment prior to viewing the same scene in colour. A number of environments were photographed in colour or copied from design books; and copies of the images saved as both colour and black/grey/white. An overview of the study will be introduced by firstly providing examples of studies which have linked colour to meaning and emotions. For example, yellow is said to be connected to happiness1 ; or red evokes feelings of anger2 or passion. A link between colour and the way we understand and/or feel is established however, there is a further need for knowledge of colour in context. In response to this need, the current achromatic/chromatic environmental study will be described and discussed in light of the findings. Finally, suggestions for future research are posed. Based on previous research the authors hypothesised that a shift in environmental perception by participants would occur. It was found that the impact of colour includes a shift in perception of aspects such as its atmosphere and youthfulness. Through studio-class discussions it was also noted that the predicted age of the place, the function, and in association, the potential users when colour was added (or deleted) were often challenged. It is posited that the ability of a designer (for example, interior designer, architect, or landscape architect) to design for a particular target group—user and/or clients will be enhanced through more targeted studies relating colour in situ. The importance of noting the perceptual shift for the participants in our study, who were young designers, is the realisation that colour potentially holds the power to impact on the identity of an architectural form, an interior space, and/or particular elements such as doorways, furniture settings, and the like.

Using picture books in the Secondary English classroom

This Chapter explores how teachers can use children's picture books in the Secondary English classroom.

‘Keep telling until someone listens’ : understanding prevention concepts in children’s picture books dealing with child sexual abuse

Children’s picture books dealing with the topic of child sexual abuse appeared in the 1980s with the aim of addressing the need for age-appropriate texts to teach sexual abuse prevention concepts and to provide support for young children who may be at risk of or have already experienced sexual abuse. Despite the apparent potential of children’s picture books to convey child sexual abuse prevention concepts, very few studies have addressed the topic of child sexual abuse in children’s literature. This article critically examines a selection of 15 picture books (published in the US, Canada and Australia) for children aged 3–8 years dealing with this theme. It makes use of an established set of evaluative criteria to conduct an audit of the books��� content and applies techniques of literary discourse analysis to explain how these picture books satisfy criteria for child sexual abuse prevention. The analysis is used as a way to understand the discourses available to readers, both adults and children, on the topic of child sexual abuse. Key themes in the books include children’s empowerment and agency, and the need for persistence and hope.

Colonising Shakespeare? : agency and authority in Gregory Rogers's Shakespearean picture books

“You need to be able to tell stories. Illustration is a literature, not a pure fine art. It’s the fine art of writing with pictures.” – Gregory Rogers. This paper reads two recent wordless picture books by Australian illustrator Gregory Rogers in order to consider how “Shakespeare” is produced as a complex object of consumption for the implied child reader: The Boy, The Bear, The Baron, The Bard (2004) and Midsummer Knight (2006). In these books other worlds are constructed via time-travel and travel to a fantasy world, and clearly presume reader competence in narrative temporality and structure, and cultural literacy (particularly in reference to Elizabethan London and William Shakespeare), even as they challenge normative concepts via use of the fantastic. Exploring both narrative sequences and individual images reveals a tension in the books between past and present, and real and imagined. Where children’s texts tend to privilege Shakespeare, the man and his works, as inherently valuable, Rogers’s work complicates any sense of cultural value. Even as these picture books depend on a lexicon of Shakespearean images for meaning and coherence, they represent William Shakespeare as both an enemy to children (The Boy), and a national traitor (Midsummer). The protagonists, a boy in the first book and the bear he rescues in the second, effect political change by defeating Shakespeare. However, where these texts might seem to be activating a postcolonial cultural critique, this is complicated both by presumed readerly competence in authorized cultural discourses and by repeated affirmation of monarchies as ideal political systems. Power, then, in these picture books is at once rewarded and withheld, in a dialectic of (possibly postcolonial) agency, and (arguably colonial) subjection, even as they challenge dominant valuations of “Shakespeare” they do not challenge understandings of the “Child”.