Bibliografías temáticas / Great adventure

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Literatura académica sobre el tema "Great adventure"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 14 de febrero de 2022

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Artículos de revistas sobre el tema "Great adventure"

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Hewson, Claire. "Great potato adventure". Practical Pre-School 2015, Sup169 (febrero de 2015): 15–16. http://dx.doi.org/10.12968/prps.2015.1.sup169.15.

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Ryan, Marianne, Cynthia Kane y Kellie Meehlhause. "GTA = Great Teaching Adventure!" Reference & User Services Quarterly 54, n.º 1 (1 de septiembre de 2014): 12–16. http://dx.doi.org/10.5860/rusq.54n1.12.

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Muller, James H. "The Great Logo Adventure". Computers in the Schools 2, n.º 2-3 (31 de julio de 1985): 117–25. http://dx.doi.org/10.1300/j025v02n02_14.

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Burstyn, Joan N. "Teaching: "A Great Adventure"". Journal of Women's History 10, n.º 2 (1998): 207–16. http://dx.doi.org/10.1353/jowh.2010.0366.

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Bürgi-Oechslin, Isidor. "The Great African Veterinary Adventure". Schweizer Archiv für Tierheilkunde 156, n.º 11 (30 de octubre de 2014): 556–57. http://dx.doi.org/10.1024/0036-7281/a000648.

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Hewson, Claire. "Roma adventure". Early Years Educator 22, n.º 2 (2 de julio de 2020): S2—S3. http://dx.doi.org/10.12968/eyed.2020.22.2.s2.

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Marshall-Green, Molly. "Book Review: Faith: The Great Adventure". Review & Expositor 87, n.º 4 (diciembre de 1990): 649–50. http://dx.doi.org/10.1177/003463739008700425.

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Barrett, John. "A great adventure in cell therapy". Cytotherapy 3, n.º 5 (septiembre de 2001): 355–56. http://dx.doi.org/10.1080/146532401753277319.

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Nash, Gerald D. "The Great Adventure: Western History, 1890-1990". Western Historical Quarterly 22, n.º 1 (febrero de 1991): 4. http://dx.doi.org/10.2307/968725.

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Scheese, D. "R.M. Patterson: a Life of Great Adventure". Interdisciplinary Studies in Literature and Environment 9, n.º 1 (1 de enero de 2002): 277–78. http://dx.doi.org/10.1093/isle/9.1.277.

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Tesis sobre el tema "Great adventure"

1

Oppliger, Scott Duane. "Fostering spiritual transformation in small group members a workshop for equipping leaders of the Great Adventure curriculum /". Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.

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Bisson, Douglas Ronald. "The Merchant Adventurers and the Tudor commonwealth: the formulation of a trade policy, 1485-1565 /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487335992905996.

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Lloyd-Jones, Glyn Francis Michael. "Britain after the Romans : an interdisciplinary approach to the possibilities of an Adventus Saxonum". Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019806.

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In the fifth century, after the departure of the Romans, according to tradition, which is based on the ancient written sources, Britain was invaded by the Angles and Saxons. This view has been questioned in the last century. The size of the ‘invasion’, and indeed its very existence, have come into doubt. However, this doubting school of thought does not seem to take into account all of the evidence. An interdisciplinary, nuanced approach has been taken in this thesis. Firstly, the question of Germanic raiding has been examined, with reference to the Saxon Shore defences. It is argued that these defences, in their geographical context, point to the likelihood of raiding. Then the written sources have been re-examined, as well as physical artefacts. In addition to geography, literature and archaeology (the disciplines which are most commonly used when the coming of the Angles and Saxons is investigated), linguistic and genetic data have been examined. The fields of linguistics and genetics, which have not often both been taken into consideration with previous approaches, add a number of valuable insights. This nuanced approach yields a picture of events that rules out the ‘traditional view’ in some ways, such as the idea that the Saxons exterminated the Britons altogether, but corroborates it in other ways. There was an invasion of a kind (of Angles – not Saxons), who came in comparatively small numbers, but found in Britain a society already mixed and comprising Celtic and Germanic-speaking peoples: a society implied by Caesar and Tacitus and corroborated by linguistic and genetic data.
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Long, Kim Martin. "The American Eve: Gender, Tragedy, and the American Dream". Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc277633/.

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America has adopted as its own the Eden myth, which has provided the mythology of the American dream. This New Garden of America, consequently, has been a masculine garden because of its dependence on the myth of the Fall. Implied in the American dream is the idea of a garden without Eve, or at least without Eve's sin, traditionally associated with sexuality. Our canonical literature has reflected these attitudes of devaluing feminine power or making it a negative force: The Scarlet Letter, Moby-Dick, Adventures of Huckleberry Finn, The Great Gatsby, and The Sound and the Fury. To recreate the Garden myth, Americans have had to reimagine Eve as the idealized virgin, earth mother and life-giver, or as Adam's loyal helpmeet, the silent figurehead. But Eve resists her new roles: Hester Prynne embellishes her scarlet letter and does not leave Boston; the feminine forces in Moby-Dick defeat the monomaniacal masculinity of Ahab; Miss Watson, the Widow Douglas, and Aunt Sally's threat of civilization chase Huck off to the territory despite the beckoning of the feminine river; Daisy retreats unscathed into her "white palace" after Gatsby's death; and Caddy tours Europe on the arm of a Nazi officer long after Quentin's suicide, Benjy's betrayal, and Jason's condemnation. Each of these male writers--Hawthorne, Melville, Twain, Fitzgerald, and Faulkner--deals with the American dream differently; however, in each case the dream fails because Eve will not go away, refusing to be the Other, the scapegoat, or the muse to man's dreams. These works all deal in some way with the notion of the masculine American dream of perfection in the Garden at the expense of a fully realized feminine presence. This failure of the American dream accounts for the decidedly tragic tone of these culturally significant American novels.
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Madill, A. y Paul W. Sullivan. "Medical training as adventure-wonder and adventure-ordeal: a dialogical analysis of affect-laden pedagogy". 2010. http://hdl.handle.net/10454/6075.

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Our purpose is to examine the possibilities of Bakhtinian dialogical analysis for understanding students' experiences of medical training. Twenty-three interviews were conducted with eleven British medical students intercalating in psychology. Forty emotionally resonant key moments were identified for analysis. Our analysis illustrates students' use of the professional genre to present their training as emotionally neutral. However, we show how medical training can be framed in more unofficial and affective-laden ways in which threshold moments of crisis are presented as space-time breaches characteristic of the genres of adventure-wonder and adventure-ordeal. This affect was often depotentiated in the narratives through brief allusion to the professional genre. This cycling between genres suggests that the students were searching for an appropriate way in which to frame their experiences, a central dilemma being the extent to which medical training makes sense within an immediate and affect-laden, or future-orientated and affect-neutral, pedagogy. Finally, we identify how consultants are an important aspect of the affective experience of medical training who, at their best, offer inspiring exemplars of flexible movement between official and unofficial ways of being a doctor. In conclusion, we demonstrate the potential of genres to make sense, and to organize the experience, of medical training spatially in terms of moving between personal and impersonal contact, temporally in terms of moving between the extraordinary and routine, and affectively in terms of moving between potent and neutral affect. Learning to use the professional genre is part of enculturation as a doctor and can be helpful in providing a framework restoring coherence and composure through engaging with, and reformulating, difficult experiences. However, it is important to take seriously the resistance many of the students demonstrated to the professional genre as a possible barometer of its acceptability to the general public.
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Nishimura, Shelley N. "The unbearable greatness of adventure narrative visions of empire for Victorian boys and men /". Thesis, 2004. http://proquest.umi.com/pqdweb?index=0&did=813773641&SrchMode=2&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233793611&clientId=23440.

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Evans, Katherine. "The Alice books - an imaginative testimony to a child's experiences of socio-cultural norms of the late Victorian age". Thesis, 2004. http://hdl.handle.net/10413/2598.

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Introduction: Alice in Wonderland is perhaps the most renowned fantasy book for children. Over and above this though, it has relevance for adults. People too often dismiss it as purely escapist reading, a means to escape from the monotony of everyday realism by delving into the realms of fantasy. Many critics propose that it operates on more than one level and I would have to agree - it is a pioneer of children's literature as well as a product and critique of the Victorian age. It is a story that has captured the world's imagination, with vivid characters and exciting adventures. The sequel, Through the Looking-Glass, although not as well known, equally offers an insight into the late nineteenth-century. I intend to explore the many layers found in these stories, and hope to expose them as being more than mere narratives, but as pieces of literature that thrive because they are so cleverly constructed Perhaps also their success lies in that they deal with the universal theme (for children and adults alike) of making sense of the seemingly nonsensical aspects of life and society. The stories, as well as the strange characters and happenings, are reminiscent of the Absurdist genre in drama, in which the objective is to turn the world upside down, so to speak, in order to understand people and society. My dissertation will begin by exploring the literary trends of children's books prior to 1865, in other words, before Alice in Wonderland was published. I intend to present an overview of Victorian and pre-Victorian children's fiction, tracing the development of the story for teaching and religious instruction, up until the time when the story was liberated to be simply the vehicle for pleasurable recreational purposes. Thus my opening chapter is an exploration of the didactic children's literature that dominated the early nineteenth century, examining the educationalists that helped expand the genre of children's literature. Next, I will include a brief biography of Lewis Carroll. It is important to my overall theme in that a biography sums up, in one human centre, the forces at play in Victorian sensibility. As a modern audience, we seem to seize upon the idea of his 'character', desperately attempting to understand what motivated him to write such tour de force stories. The interest for me at this point is to examine how academics have portrayed Carroll's 'character'. The motive behind this section is to beg the question of whether his complex personality affects our reading of the texts, or whether they can be seen as entirely separate from a life to which some scandal has been attributed. In the remainder of my dissertation, I shall focus on how the texts are a reflection of a typical Victorian child's experiences, and discuss how Alice 'grows' as a character, and what she reveals about her society in the process of discovering how she should define herself. Alice is the vehicle for Carroll's subversive commentary about his society, and her experiences in Wonderland and Looking-Glass land are often rooted in the undermining of conventional behaviour and traditions. Lastly, I will examine Carroll's stylistic organization of the narratives, paying particular attention to his treatment of time, dreams and language in the texts. I will discuss what his intentions are in creating 'nonsense that makes sense', as well as what this 'nonsense' discloses about the society he lived in and the values he seems to object to.
Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.
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Libros sobre el tema "Great adventure"

1

ill, Grayson Rick, ed. Barney's great adventure. [Allen, TX]: [Lyrick], 1998.

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Mairza, Sheryll Ann. Roxanne's great adventure. [S.l.]: S.A. Mairza, 1996.

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ill, Goodridge Lawrence, ed. Snuggles' great adventure. Cincinnati, Ohio: Standard Pub. Co., 1987.

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Davies, Aled Lloyd. The great adventure. [Mold]: Clwyd Centre for Education Technology, 1987.

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Doney, Meryl. Whisker's great adventure. Grand Rapids, Mich: W.B. Eerdmans, 1996.

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Bernthal, Mark. Barney's great adventure. [Allen, TX]: Barney Pub., 1998.

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1936-, Geldart William, ed. Whisker's great adventure. London: Hodder and Stoughton, 1994.

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Bindloss, Harold. Lister's great adventure. Toronto: G.J. Mcleod, 1996.

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Mayberry, Florence. The great adventure. Manotick, Ont: Nine Pines Pub., 1994.

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Pellowski, Michael. Professor Possum's great adventure. Mahwah, N.J: Troll Associates, 1989.

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Capítulos de libros sobre el tema "Great adventure"

1

Thompson, J. Lee. "The Great Adventure Begins". En Theodore Roosevelt Abroad, 27–52. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230106475_2.

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Phillips, Robert W. "A Great New Adventure". En Grappling with Gravity, 3–13. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-6899-9_1.

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Cannan, May, Katherine Mansfield, Ellen La Motte y Mary Borden. "‘The Magic of Adventure’". En The Great War and Women’s Consciousness, 75–102. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-20454-0_4.

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Walters, Lori C., Darin E. Hughes, Manuel Gértrudix Barrio y Charles E. Hughes. "ChronoLeap: The Great World’s Fair Adventure". En Virtual, Augmented and Mixed Reality. Systems and Applications, 426–35. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39420-1_45.

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Mathers, Kathryn. "Back to Nature: Americans’ Great African Adventure". En Travel, Humanitarianism, and Becoming American in Africa, 61–88. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230115583_4.

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Seedhouse, Erik. "The next great adventure: The route to commercializing low Earth orbit". En SpaceX, 151–67. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-5514-1_9.

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Rakus-Andersson, Elisabeth. "The Meeting with Fuzzy Mathematics as the Great Adventure of My Life". En On Fuzziness, 567–72. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35644-5_20.

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Sapio, Francesco, Lauren S. Ferro y Massimo Mecella. "Gaeta: The Great Adventure - A Cultural Heritage Game about the History of Gaeta". En HCI International 2021 - Posters, 179–87. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78645-8_23.

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Taivalsaari, Antero y Tommi Mikkonen. "Return of the Great Spaghetti Monster: Learnings from a Twelve-Year Adventure in Web Software Development". En Lecture Notes in Business Information Processing, 21–44. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93527-0_2.

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Belzer, Allison Scardino. "Adventurers". En Women and the Great War, 93–121. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230113619_6.

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