Shakespeare and Quotation Maxwell, Julie; Rumbold, Kate
Cambridge University Press eBooks,
04/2018
eBook
Odprti dostop
Shakespeare is the most frequently quoted English author of all time. Quotations appear everywhere, from the epigraphs of novels to the mottoes on coffee cups. But Shakespeare was also a frequent ...quoter himself - of classical and contemporary literature, of the Bible, of snatches of popular songs and proverbs. This volume brings together an international team of scholars to trace the rich history of quotation from Shakespeare's own lifetime to the present day. Exploring a wide range of media, including Romantic poetry, theatre criticism, novels by Jane Austen, Thomas Hardy and Ian McEwan, political oratory, propaganda, advertising, drama, film and digital technology, the chapters draw fresh connections between Shakespeare's own practices of creative reworking and the quotation of his work in new and traditional forms. Richly illustrated and featuring an Afterword by Margreta de Grazia, the collection tells a new story of the making and remaking of Shakespeare's plays and poems.
Reviews the conditions of schooling for English learners in California, the state with the largest population of such students, representing about 40% of U.S. English learners. Identifies seven areas ...in which students receive an education demonstrably inferior to that of English speakers. (SLD)
Introduction
Curative treatment of gastro-oesophageal cancer encompasses surgery and peri-operative chemo(radio)therapy. Oesophagectomy carries significant morbidity and mortality with an adverse ...impact upon patients’ quality of life (QoL). Advancements in oncological treatment and surgical techniques have resulted in incremental prognostic gains with increasing focus on survivorship and optimising QoL. Despite enhanced recovery pathways, patients receive no assistance to improve physical functioning and QoL in the recovery period following hospital discharge. Post-operative rehabilitation has demonstrated improvement in physical fitness and psychosocial wellbeing among other cancer subtypes. There is a need to develop rehabilitative interventions that improve and restore patients’ QoL following an oesophagectomy. The aim of the FARO (Fitness AfteR Oesophagectomy) pilot trial is to determine if a pragmatic, patient-directed rehabilitation programme following oesophagectomy improves patients’ QoL.
Methods
The FARO study is a prospective, single-centre, parallel group, open-label, two-arm pragmatic randomised controlled external pilot trial that will run over 24 months. The trial aims to recruit 60 patients undergoing oesophageal cancer surgery. Patients will be randomized to receive standard clinical care or post-operative rehabilitation (alongside standard clinical care) in a 1:1 ratio. The rehabilitation intervention encompasses a 12-week home-based programme with weekly step-count targets, completion of resistance exercises and dietary monitoring. The primary outcome is patients’ health-related quality of life (assessed by the EORTC QLQ-C30 and OG-25 questionnaires). Secondary outcomes include cardiopulmonary fitness, functional impact of sarcopenia and biochemical nutritional markers. Outcomes are measured at baseline (at discharge from hospital post-oesophagectomy), 6 weeks, 3- and 6 months post-surgery.
Discussion
This external pilot trial aims to assess if a patient-directed rehabilitation programme following oesophagectomy restores and improves patients’ HR-QOL and recovery of physical functioning. Further, the trial aims to obtain adequate pilot data to plan a future definitive UK-wide trial of perioperative rehabilitation following oesophagectomy.
Trial registration number:
ISRCTN Registry ISCRTN73024784; Pre-results
This timely and thoughtful book provides multiple perspectives on closing achievement gaps. Closing persistent gaps in educational outcomes between different groups of students has been a central ...goal of educational policy for the past forty years. The commitment to close existing achievement gaps poses an unprecedented challenge to policy makers, school leaders, and teachers alike, since the causes of those gaps are multiple and complex. For that reason, no single set of policy prescriptions--no matter how well crafted and managed--is likely to be successful. While there is no ready road map for policy makers, the press for solutions is acute. The chapters examine the conditions--both in and out of school--that lead to achievement gaps. However, this book also explores measures for addressing these gaps--measures that, individually and in concert, will prove crucial to any meaningful effort to alleviate these profound disparities.
Late sixteenth-century references to the "Ur-Hamlet" - a lost Elizabethan play that preceded Shakespeare's "Hamlet" - are well-known. This note identifies a further allusion to the play. It was ...introduced mistakenly to the printed text of the anonymous play "The Pedlar's Prophecy" (1595), evidently by a compositor who was familiar with the name. "Hamlet" is italicised incorrectly. Simply a hamlet or small rural village usually lacking a church, it is treated here as though it were a proper noun: it is the error of a compositor, on the look-out for proper nouns that require italicisation. (Quotes from original text)
Late sixteenth-century references to the Ur-Hamlet - a lost Elizabethan play that preceded Shakespeare's Hamlet - are well-known. The note identifies a further allusion to the play. Here, Maxwell ...stresses that it was introduced mistakenly to the printed text of the anonymous play The Pedlar's Prophecy , evidently by a compositor who was familiar with the name Hamlet.
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