scholarly journals ‘Something that makes us ponder’: A virtual book club in Central Queensland, 1928–38

2015 ◽  
Vol 22 (1) ◽  
pp. 15-29 ◽  
Author(s):  
Patrick Buckridge

When considering the question of reading provision in remote regions, Australian historians have tended to focus on the challenge of distributing books and other reading matter affordably across vast and sparsely populated areas. In the back-blocks of Western Queensland between the wars, however, the problem of distribution had been addressed with some success: by mail orders to metropolitan book retailers, subsidised postal rates, local Schools of Arts libraries, the Workers’ Educational Association and, above all, the efficient operations of the Queensland Bush Book Club, which performed extraordinary feats of remote distribution throughout the interwar period. Isolated booklovers could almost take for granted a steady — if somewhat limited and belated — supply of books to read. Two things they could not take for granted, however, were reliable, disinterested and informed advice about what books to choose (where choice was available) and — even more important — the opportunity to share their reading experiences with others. Walter Murdoch once said, ‘It is a basic fact that when you have read a book you want to talk about it.’ That may overstate the case a little, but there is no doubt that the desire to communicate the pleasures, occasional disappointments and sense of discovery in reading books — no matter how solitary the reading experience itself may have been — was and is very strong and widespread, and that single families or households did not then (and do not now) necessarily provide congenial environments for such ‘book talk’.

Author(s):  
L. S. Chumbley ◽  
M. Meyer ◽  
K. Fredrickson ◽  
F.C. Laabs

The development of a scanning electron microscope (SEM) suitable for instructional purposes has created a large number of outreach opportunities for the Materials Science and Engineering (MSE) Department at Iowa State University. Several collaborative efforts are presently underway with local schools and the Department of Curriculum and Instruction (C&I) at ISU to bring SEM technology into the classroom in a near live-time, interactive manner. The SEM laboratory is shown in Figure 1.Interactions between the laboratory and the classroom use inexpensive digital cameras and shareware called CU-SeeMe, Figure 2. Developed by Cornell University and available over the internet, CUSeeMe provides inexpensive video conferencing capabilities. The software allows video and audio signals from Quikcam™ cameras to be sent and received between computers. A reflector site has been established in the MSE department that allows eight different computers to be interconnected simultaneously. This arrangement allows us to demonstrate SEM principles in the classroom. An Apple Macintosh has been configured to allow the SEM image to be seen using CU-SeeMe.


2020 ◽  
Author(s):  
Jamie Buck ◽  
Rena Subotnik ◽  
Frank Worrell ◽  
Paula Olszewski-Kubilius ◽  
Chi Wang

2011 ◽  
Author(s):  
Beth M. Schwartz ◽  
Holly Tatum
Keyword(s):  

2011 ◽  
Vol 6 (1) ◽  
pp. 155-177
Author(s):  
Chiara Briganti ◽  
Kathy Mezei

During the interwar period, the artistic endeavour of the female interior decorator was dismissed as old-fashioned, nostalgic, and, tainted by its association with commerce; it was excluded from the rarefied circle of the higher arts of painting and sculpture and architecture; in the novels and plays of middlebrow authors of the same period, on the other hand, the female interior decorator, mocked for her edgy modernity, became a disturbing icon of urban modernity and a controversial advocate for new designs in living. This essay proposes to demonstrate how the representation in fiction and drama of the interwar period of the female interior decorator, a magnet for anxieties about changing gender roles, class distinctions, sexuality and sexual ambiguity and the ‘sanctity’ of the home, complicates the complexity and mutability of the middlebrow and its fraught relationship with modernism.


Metahumaniora ◽  
2018 ◽  
Vol 8 (3) ◽  
pp. 300
Author(s):  
Tania Intan ◽  
Trisna Gumilar

AbstrakPenelitian ini bertujuan untuk (1) mendekripsikan tanggapan pembaca terhadap novel Le Petit Prince (2) mendeskripsikan horizon harapan pembaca terhadap novel Le Petit Prince, dan (3) mendeskripsikan faktor-faktor penyebab perbedaan tanggapan dan horizon harapan pembaca. Penelitian ini termasuk jenis penelitian deskriptif kualitatif. Data penelitian berupa teks yang memuat tanggapan pembaca novel Le Petit Princeyang terdiri dari 20 orang, sedangkan sumber datanya berupa artikel dan makalah yang dimuat di media massa cetak dan elektronik termasuk internet. Instrumen penelitian berupa seperangkat konsep tentang pembaca, tanggapan pembaca, dan horizon harapan. Teknik pengumpulan data dengan cara observasi dan data dianalisis dengan menggunakan teknik deskriptif kualitatif. Hasil penelitian yang didapat sebagai berikut. (1) Seluruh pembaca menanggapi atau menilai positif unsur tema, alur, tokoh, latar, sudut pandang, gaya bahasa, teknik penceritaan, bahasa, dan isi novel Le Petit Prince. (2) Harapan sebagian besar pembaca sebelum membaca novel Le Petit Prince sesuai dengan kenyataan ke sembilan unsur di dalam novel Le Petit Prince, sehingga pembaca dapat dengan mudah menerima dan memberikan pujian pada novel Le Petit Prince. (3) Faktor penyebab perbedaan tanggapan dan horizon harapan pembaca selain perbedaan stressing unsur yang ditanggapi juga karena perbedaan pengetahuan tentang sastra, pengetahuan tentang kehidupan, dan pengalaman membaca karya sastra.Kata kunci: tanggapan pembaca, horizon harapan, Le Petit PrinceAbstractThis study aims to (1) describe reader’s responses to the novel Le Petit Prince (2) to describe the reader's expectations horizon of Le Petit Prince's novel, and (3) to describe the factors causing differences in responses and the horizon of readers' expectations. This research is a descriptive qualitative research type. The research data consist of a set of paragraphs that contains readers' responses to Le Petit Prince's novel, while the data sources are articles and papers published in print and electronic mass media including the internet. The research instruments are a set of reader concepts, reader responses, and expectations horizon. The technique of collecting data is observation and data are analyzed by using qualitative descriptive technique. The results obtained are as follow: (1) All readers respond and valuethe theme elements,plots, characters, background, point of view, language, titles, storytelling techniques, language, and extrinsic novel Le Petit Prince positively. (2) The expectations of most readers before reading Le Petit Prince's novels are in accordance with the nine facts in Le Petit Prince's novel, so readers can easily accept and give prise to Le Petit Prince's novel. (3) Factors causing differences in responses and horizon of readers' expectations other than the stressing differences of the elements being addressed also due to the differences in knowledge of literature, knowledge of life and literary reading experience. Keywords: readers responses, expectations horizon, Le Petit Prince


2012 ◽  
Vol 53 (1) ◽  
pp. 47-61
Author(s):  
Dariusz Konrad Sikorski

Summary After 1946, ie. after embracing Christianity, Roman Brandstaetter would often point to the Biblical Jonah as a role model for both his life and his artistic endeavour. In the interwar period, when he was a columnist of Nowy Głos, a New York Polish-Jewish periodical, he used the penname Romanus. The ‘Roman’ Jew appears to have treated his columns as a form of an artistic and civic ‘investigation’ into scandalous cases of breaking the law, destruction of cultural values and violation of social norms. Although it his was hardly ‘a new voice’ with the potential to change the course of history, he did become an intransigent defender of free speech. Brought up on the Bible and the best traditions of Polish literature and culture, Brandstaetter, the self-appointed disciple of Adam Mickiewicz, could not but stand up to the challenge of anti-Semitic aggression.


Język Polski ◽  
2020 ◽  
Vol 100 (3) ◽  
pp. 100-112
Author(s):  
Jakub Bobrowski

The article explores the semantic and pragmatic evolution of the lexical unit "badylarz" (‘vegetable gardener’). The author challenges the generally accepted opinions about its history, making use of data from dictionaries, digital libraries and corpora of the Polish language. It is commonly believed that the word came into existence during the PRL era and belonged to the typical elements of the discourse of communist propaganda. An analysis of the collected data showed that the word "badylarz" existed as far back as the second half of the 19th century. Originally, it was a neutral lexeme, but in the interwar period it became one of the offensive names of class enemies, often used in left-wing newspapers. After the war, negative connotations of the word were disseminated through literature and popular culture. Nowadays, "badylarz" functions as the lexical exponent of cultural memory of communist times.


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