Relevant bibliographies by topics / Esteemed letters

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Academic literature on the topic 'Esteemed letters'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Esteemed letters"

1

de Jong, Stefan P. L., Elena Ketting, and Leonie van Drooge. "Highly esteemed science: An analysis of attitudes towards and perceived attributes of science in letters to the editor in two Dutch newspapers." Public Understanding of Science 29, no. 1 (October 8, 2019): 37–52. http://dx.doi.org/10.1177/0963662519878988.

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Understanding attitudes towards science is crucial to safeguard the future of science, the application of its results and the inclusivity of decision-making processes related to science and technology. Most studies focus on attributes of social groups to explain attitudes towards science. In this study, we aim to move the discussion forward by focusing on perceived attributes of science itself by analysing over 300 letters to the editor in two Dutch national newspapers. The authors of these letters express a large degree of trust in science as a source of societal progress, if research is conducted according to a specific set of rules. Yet, they believe that these rules are under attack. The interests of universities as organizations and individual academics as well as the involvement of industry and government in research are perceived as conflicting with these rules. We conclude with recommendations for further research and practice.
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Pantic, Miroslav. "Pavle Popovic." Prilozi za knjizevnost, jezik, istoriju i folklor, no. 86 (2020): 7–32. http://dx.doi.org/10.2298/pkjif2086007p.

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The article presents the opening chapter of Miroslav Pantic?s monograph on Pavle Popovic (Chapter One, which has remained unpublished). Based on a thorough study of the recorded material, the monograph is a broad overview of Pavle Popovic?s ancestry; it emphasises that Branko Radicevic was his paternal relative, while his maternal grandfather was Stefan Markovic, an esteemed writer of that period and member of The Society of Serbian Letters. All members of his nuclear family are described, especially the writer Bogdan Popovic and the diplomat Dimitrije Popovic, who later on studied Serbian diplomatic history. The years spent in second?ary school (as a student of the First Belgrade Grammar School, he was a member of the Nada student company) are described, as well as his earliest interest in science and meetings with the professors whose influence on him was visible later in his life (Ivan Djaja, Andra Nikolic and Svetislav Vulovic). The period Popovic spent as a student at the Department of History and Philology of Belgrade Higher School?s Faculty of Philosophy is described in detail, mostly on the basis of Pavle Popovic?s personal reminiscences.
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Winkler, Viktor. "Langdell's Prodigal Grandsons: On Duncan Kennedy's Critique of American Legal Education." German Law Journal 7, no. 8 (August 1, 2006): 717–28. http://dx.doi.org/10.1017/s2071832200005034.

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At a stage of life when German law students habitually prepare to finish their studies by intravenously absorbing law at commercial preparation courses, American law student Duncan Kennedy had a somewhat different notion. In a law review article he virtually pulled to pieces what he had experienced as Ivy League education at Yale Law School. In 1983, meanwhile a member of an Ivy League law school faculty, Kennedy resumed his critique in a self-published pamphlet widely known as the Little Red Book. Although being available only at the Harvard bookstore or via mail order from the author, Kennedy's statement has gained quite remarkable fame. It has been reviewed by the most esteemed law reviews, and has been quoted and widely discussed among legal scholars. Now the Little Red Book has even formally arrived in the ivory tower of legal academia: handsomely published, equipped with a fore- and afterword by the author, encompassed by thoughtful essays and, yes, gold letters engraved on the spine. The typescript of the original book however, once consciously produced in a semi-professional manner with a circulation of around 3000 copies, has been preserved. Thus readers do hold the original text in their hands, despite gold gravure.
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Stieger, Stefan, Martin Voracek, and Anton K. Formann. "How to Administer the Initial Preference Task." European Journal of Personality 26, no. 1 (January 2012): 63–78. http://dx.doi.org/10.1002/per.823.

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Individuals like their name letters more than non–name letters. This effect has been termed the Name Letter Effect (NLE) and is widely exploited to measure implicit (i.e. automatic, unconscious) self–esteem, predominantly by means of the Initial Preference Task (IPT). Methodological research on how to best administer the IPT is, however, scarce. In order to bridge this gap, the present paper assessed the advantages and disadvantages of different types of IPT administrations with two meta–analyses ( k = 49; N = 11,514) and a follow–up experiment ( N = 449). As a result, a new type of administration is recommended which (1) treats the effects of the first and the last name initials separately, (2) uses a duplicate administration for reliability reasons, (3) uses the likability as well as the attractiveness item wording and (4) exploits not only letters but also numbers (i.e. birthday number effect) to measure implicit self–esteem. Copyright © 2011 John Wiley & Sons, Ltd.
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Brownlow, Sheila, Mary F. Attea, Jill A. Makransky, and Alexander O. Lopez. "NAME LETTER MATCHING AND IMPLICIT EGOTISM: FRIENDS AS SELF-EXTENSIONS." Social Behavior and Personality: an international journal 35, no. 4 (January 1, 2007): 525–36. http://dx.doi.org/10.2224/sbp.2007.35.4.525.

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Favorable evaluations of letters appearing in peoples' names were examined and found to vary according to a focus on the self versus others. Students described their personal preferences after thinking about either positive or negative qualities of themselves or a friend. Matches of consonant letters in preferences with consonants in first and last names was higher when the self-concept was challenged by an induced focus on negative personal traits, as well as when people thought about something of “theirs.” Thus, evidence of implicit egotism was seen when students thought (for good or for ill) of one of their self-chosen items, their best friend, or when they required a self-esteem boost, but not when they were focused on their own positive personal qualities. Results are discussed in terms of how name letter matching reflects a desire to keep a complimentary outlook about ourselves.
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Editor-in-Chief, Marilyn Kirshbaum,. "Welcome to Nursing Reports." Nursing Reports 1, no. 1 (March 21, 2011): 1. http://dx.doi.org/10.4081/nursrep.2011.e1.

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I am absolutely thrilled to have such an opportunity to make a unique contribution to my profession and the wider community. At heart, I have been a nurse for a very long time. I have spent many years in clinical practice and have been fortunate to have personally thrived in the pursuit of scientific inquiry, analysis, reporting and scholarship in nursing. As this is the first editorial of Nursing Reports, I would like to share my vision. An open access journal of this kind is intended, first and foremost, to provide a communication platform from which all levels of credible knowledge relative to nursing, from all reaches of the world, could be disseminated, diffused and debated. A key objective is to make rigorously conducted research accessible to the full spectrum of practicing nurses, academics, educators and interested members of the public. It will be the job of the editorial team to ensure that high academic and ethical standards for research and reporting are reached so that we can build a strong and sound reputation; we want the journal to be widely read and influential within the broad fields of nursing, health and social care. A second objective relates to the relatively new paradigm of open access journals; there is huge scope here to reach out to nurses in the world, not only those who have subscriptions or affiliated with academic or health service libraries. The focus of the journal is to present a global perspective of nursing, its advances and issues of current concern. As nurses we are committed to the health of communities – our personal contribution may be clinical, political, educative or academic. Therefore submissions on all areas relevant to nursing are requested, whether they are in the form of empirical reports, reviews of literature, conceptual analyses, debates, short reports from around the globe or open letters that are of concern to the international community. I believe that this journal could be so vibrant and dynamic! Our esteemed associate editors and editorial board currently includes experts in mental health, cancer care, aging, public health and family, acute care, palliative care, social sciences, health promotion, empowerment, disadvantaged groups and education – and statistics. A huge welcome to ALL! Now, let’s get writing and communicating!!
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Kitayama, Shinobu, and Mayumi Karasawa. "Implicit Self-Esteem in Japan: Name Letters and Birthday Numbers." Personality and Social Psychology Bulletin 23, no. 7 (July 1997): 736–42. http://dx.doi.org/10.1177/0146167297237006.

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Japanese studies have repeatedly failed to obtain any explicit tendency to enhance self-esteem. In two studies, the authors attempted an implicit assessment of positive feelings attached to Japanese selves and found evidence for such feelings. Study 1 examined preference for Japanese alphabetical letters and found that letters included in one's own name were significantly better liked than the remaining ones. Further, an especially strong preference was expressed by male respondents for the first letters of their family names, and by female respondents for the first letters of their first names. Study 2 assessed preference for numerics and showed that the numbers corresponding to both the month and the day of one's birthday were significantly better liked than the remaining numbers. Implications are discussed for theories of Japanese selves.
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Stieger, Stefan, and Etienne P. LeBel. "Name-Letter Preferences for New Last Name and Abandoned Birth Name Initials in the Context of Name-Change via Marriage." Social Psychology 43, no. 1 (January 2012): 7–13. http://dx.doi.org/10.1027/1864-9335/a000075.

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Although the name-letter task is one of the most frequently used measures of implicit self-esteem, no research has examined whether the name-letter effect emerges for new last name initials and abandoned birth name initials in the context of marriage. Additionally, no systematic investigation has examined the robustness of the name-letter effect across age cohorts. In a large heterogeneous sample (N = 1,380), reliable letter preferences were found for new last name initials and for abandoned birth name initials, even after 20 years of marriage. In addition, robust name-letter effects emerged across all assessed age cohorts. Implications for the implicit self-esteem literature regarding the robustness of the name-letter task for married and nonmarried individuals of all post-pubescent ages are discussed.
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Syofyan, Donny. "ROMANTISISME INGGRIS DAN AMERIKA: PERBANDINGAN FRANKENSTEIN DAN SCARLET LETTER." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 4, no. 2 (July 1, 2011): 105. http://dx.doi.org/10.24036/ld.v4i2.1261.

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Works of literature during Romantic period are totally unrelated to love, romance or attraction between men and women as widely understood. Rather they exert stress upon sense and feeling where individual freedom is highly esteemed. While Frankenstein (1818) reveals that power of mind and reasoning skill without feeling and conscience can lead to murder and death, Scarlett Letter (1850) shows that self-reliance and a strong spirit of individualism are part and parcel of one's belief. Key Words: romantisisme, simbolisme, kebebasan individu, Puritan,
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McLean, Paul D. "Patronage, Citizenship, and the Stalled Emergence of the Modern State in Renaissance Florence." Comparative Studies in Society and History 47, no. 3 (July 2005): 638–64. http://dx.doi.org/10.1017/s0010417505000289.

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In this letter, Donato Acciaiuoli, a politically prominent but not particularly wealthy member of an esteemed Florentine family, writes to Riccardo del Bene, a richer but younger co-resident of the neighborhood of Vipera, looking for an insider's assistance in keeping his tax burden down. Donato paints his economic position bleakly, unwittingly conforming in detail with prescriptions provided in the now-famous contemporaneous memoir of Giovanni di Pagolo Morelli, written to urge his own heirs to hide their wealth and dramatize the fiscal injustices done to them:
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Books on the topic "Esteemed letters"

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Ten principles of black self-esteem: Letters of heritage, lessons of hope. Cleveland, OH: Pilgrim Press, 1999.

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Hagerup, Klaus. Markus and Diana. Asheville, N.C: Front Street, 2006.

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Jones, Barbara Barrington. Dear Barbara: Answers to the most-asked questions from teenage girls. Salt Lake City, Utah: Deseret Book Company, 1998.

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Bredekamp, Horst. Walter Benjamin’s Esteem for Carl Schmitt. Edited by Jens Meierhenrich and Oliver Simons. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199916931.013.38.

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This chapter shows why Carl Schmitt’s philosophical theories retained their fascination and conceptual force for young intellectuals in postwar Germany. Publication of a letter Walter Benjamin had written to Schmitt in 1930, which revealed his esteem for Schmitt, was a catalyst for philosophers such as Jacob Taubes, who had distanced himself from Schmitt. Taubes’s research into the two men’s relationship helped to overcome the postwar construction of a clear-cut distinction between good and bad, shedding new light on the work of both philosophers and the intellectual atmosphere of the Weimar period. Benjamin’s and Schmitt’s works convey a strong mutual influence, especially throughout the 1930s, implicitly revealed in Benjamin’s appropriation of Schmitt’s concept of the “state of exception.” The appeal of Schmitt’s theory for Benjamin lay in its suggestive force about the roles of aesthetics and avant-garde.
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Letters to a Young Sister: DeFINE Your Destiny. Penguin Publishing Group, 2009.

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Edelman, Hope. Letters from Motherless Daughters. Da Capo Lifelong Books, 2014.

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Kenneally, Miranda, and E. Kristin Anderson. Dear Teen Me: Authors Write Letters to Their Teen Selves. Lerner Publishing Group, 2012.

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Kenneally, Miranda, and E. Kristin Anderson. Dear Teen Me: Authors Write Letters to Their Teen Selves. Lerner Publishing Group, 2012.

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Kenneally, Miranda, and E. Kristin Anderson. Dear Teen Me: Authors Write Letters to Their Teen Selves. Lerner Publishing Group, 2012.

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Pressly, Thomas, and Gary D. Joiner Ph.D. Held in Highest Esteem by All: The Civil War Letters of William B. Chilvers, 95th Illinois Infantry. State House Press, 2017.

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Book chapters on the topic "Esteemed letters"

1

Preston, Katherine K. "Introduction." In George Frederick Bristow, 1–2. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043420.003.0001.

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George Bristow’s passionate support for American musicians in an 1854 journalistic battle with two critics (Richard Storrs Willis and John Sullivan Dwight) has unduly colored his historical reputation as an old-fashioned hothead who was hostile to German music and musicians; some have even called him a Know-Nothing. Commentary and descriptions from letters and print media, however, suggest that his contemporaries considered him to be not only a highly esteemed composer, performer, and educator, but also one of the most important classical-music composers active in America during most of the second half of the nineteenth century.
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Walusinski, Olivier. "Secretary, Colleague, and Friend of Jean-Martin Charcot." In Georges Gilles de la Tourette, edited by Olivier Walusinski, 43–70. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190636036.003.0003.

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The unpublished letters presented in this chapter, from Georges Gilles de la Tourette’s teacher Jean-Martin Charcot to Gilles de la Tourette, provide insight into the daily workings of Charcot’s famous La Salpêtrière department in the famous Parisian hospital. Charcot engaged a secretary to help him in his practice, and in 1887 he selected Gilles de la Tourette for this coveted post. By providing evidence of an exchange between the teacher and his student regarding hypnotism and hysteria, these letters also elucidate the quarrel between the Nancy and Salpêtrière Schools, especially during a famous trial, the Gouffé affair. Charcot’s esteem for and trust in Gilles de la Tourette are manifest.
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"On the Nature of Implicit Self-Esteem: The Case of the Name Letter Effect." In Motivated Social Perception, 101–24. Psychology Press, 2003. http://dx.doi.org/10.4324/9781410606679-10.

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Benson, Janel E., and Elizabeth M. Lee. "Play Hard." In Geographies of Campus Inequality, 47–71. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190848156.003.0003.

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Chapter 3 focuses on first-generation students who fit a Play Hard geography. Although academic achievement is important for many Play Hard students, it is less of a driver in students’ lives than for those in other geographies. Students arrange their lives more around leisure, participating in high-status social venues of athletics and/or Greek Letter Organizations where they meet more peers from more affluent and continuing-generation families than those in other geographies. Most who entered a Play Hard geography participate in athletics and/or attended a private high school. The small percentage of first-generation students who make their way into a Play Hard geography includes the greatest variation of experience along gender and racialized lines. Students located in a Play Hard geography experience varying levels of comfort, often participating at a steep cost to their sense of self-esteem or enjoyment.
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Marschark, Marc, Harry G. Lang, and John A. Albertini. "Educating Deaf Students: An Introduction." In Educating Deaf Students. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195310702.003.0005.

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Consider this passage from a letter written by Robert H. Weitbrecht, a physicist who was born deaf and went on to change the lives of deaf people throughout the world: . . . Perhaps I was more fortunate than the average deaf child. My family had upheavals during my teens—my father passed away and we had difficult circumstances. My mother had faith in me and saw to it that I was given the best possible chance during these times. (Weitbrecht to Srnka, 1966) . . . As a young boy, Weitbrecht had difficulties learning to speak. His parents and teachers were not sure about his potential to acquire a normal education. Weitbrecht was teased by his peers because of his deafness. He did not have very positive self-esteem, and he was not happy in school. Despite the doubts and challenges, he went on to earn several academic degrees. In 1964, Weitbrecht developed a modem (“acoustic coupler”) which enabled deaf people to use the telephone via a teletypewriter (TTY). Weitbrecht’s modem was a major breakthrough in the lives of deaf and hard-of-hearing people, who had waited more than 90 years since the invention of the voice telephone by Alexander Graham Bell. It brought to them both access and independence with regard to long-distance communication. Weitbrecht’s story is one of a young deaf child with questionable abilities who went on to be successful in his chosen field. It is also a story that has often been repeated (Lang & Meath-Lang, 1995). Despite all of the hurdles which have threatened to thwart their progress, deaf people have found ways to go over, under, and around the barriers of attitude and access to distinguish themselves in many fields of endeavor. Imagine how much more they could do if society did not make it so hard for them. This book is about learning, teaching, and the education of children who are deaf or hard of hearing, but it is not intended solely for those who make their living by teaching. Rather, it is intended for parents, service providers, policymakers, and lay readers as well as teachers—anyone interested in the education of deaf children, whether or not they have a formal educational role.
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