Matching Items (397)
ContributorsWard, Geoffrey Harris (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-18
Description
This thesis analyzes how several well-known biographies of popular nineteenth-century British literary figures overturned and upset the usual heroic literary biographies that typified the genre during the Victorian era. Popular public opinion in the nineteenth century was that literary biographies existed as moral guideposts--designed to instruct and edify readers. Richard D. Altick's theory of biographical conventions of reticence--which contends that ultimately literary biographies were committed to establishing or preserving an idealized image of the author--is utilized to explore the nuances of how certain radical biographies in which the biographer is forthright about the subject's private life displeased and disturbed the public. In order to illustrate this study's central argument, several literary biographies that were considered among the most radical of the late Victorian period--John Forster's Life of Charles Dickens, James Anthony Froude's Life of Carlyle, Mathilde Blind's George Eliot, and John Cordy Jeaffreson's The Real Shelley--are analyzed as case studies. These biographies of writers' lives made heroic figures appear human, vulnerable, petty, et cetera by exposing private life matters in a public biography--something that was not done in an age that called for discreet biographies of its literary icons. Victorian periodicals such as magazines and newspapers assist in ascertaining just how the British public reacted to these biographies, and the ramifications they possessed for worshipping literary idols. Additionally explored are the implications that candid literary biographies had for Victorian author-worship and the role of literature, authors, and biography in British society. This study concludes with a discussion of the implications that these candid literary biographies had into the early twentieth century with the publication of Lytton Strachey's "deflated" biography, Eminent Victorians, published in 1918, and summarizes overall findings and conclusions.
ContributorsLeTourneur-Johnson, Jessica Ann (Author) / Warren-Findley, Jannelle (Thesis advisor) / Codell, Julie F. (Committee member) / Szuter, Christine (Committee member) / Arizona State University (Publisher)
Created2011
Description
The rise of print book culture in sixteenth-century England had profound effects on understandings of identity that are reflected in the prose, poetry, and drama of the age. Drawing on assemblage and actor-network theory, this dissertation argues that models of identity constructed in relation to books in Renaissance England are neither static nor self-contained, arising instead out of a collaborative engagement with books as physical objects that tap into historically specific cultural discourses. Renaissance representations of book usage blur the boundary between human beings and their books, both as textual carriers and as physical artifacts.
The first chapter outlines the relationship between book history and assemblage theory to examine how books contribute to the assembly of the human subject in different ways for readers, owners, and authors and to lay a theoretical and historical foundation for reading cultural assemblages in later chapters. The second chapter studies how authors and sometimes printers attempt as makers of books to construct public identities through them. The chapter focuses on how Edmund Spenser’s Shepheardes Calender and Isabella Whitney’s poetry anthologies play with texts and paratexts in order to create the illusion of control over the resulting authorial persona, even while acknowledging that the book itself is a deterritorialized element of their own identities with particular agencies of its own. The third chapter investigates how Renaissance drama represents human beings using books to curate their identity assemblages both publicly and inwardly, particularly as depicted in the work of Thomas Kyd, William Shakespeare, and the author of Arden of Faversham. The successes and failures of these assemblages on the stage reflect anxieties about the book as an agentive object in an assembled identity. The fourth chapter examines the prose work of Philip Sidney, Roger Ascham, and Fulke Greville, considering the obsession with travel books and writing as a reflection of wider notions about the permeability and possible contamination by foreign influences of the self constructed through books and writings related to travel.
The first chapter outlines the relationship between book history and assemblage theory to examine how books contribute to the assembly of the human subject in different ways for readers, owners, and authors and to lay a theoretical and historical foundation for reading cultural assemblages in later chapters. The second chapter studies how authors and sometimes printers attempt as makers of books to construct public identities through them. The chapter focuses on how Edmund Spenser’s Shepheardes Calender and Isabella Whitney’s poetry anthologies play with texts and paratexts in order to create the illusion of control over the resulting authorial persona, even while acknowledging that the book itself is a deterritorialized element of their own identities with particular agencies of its own. The third chapter investigates how Renaissance drama represents human beings using books to curate their identity assemblages both publicly and inwardly, particularly as depicted in the work of Thomas Kyd, William Shakespeare, and the author of Arden of Faversham. The successes and failures of these assemblages on the stage reflect anxieties about the book as an agentive object in an assembled identity. The fourth chapter examines the prose work of Philip Sidney, Roger Ascham, and Fulke Greville, considering the obsession with travel books and writing as a reflection of wider notions about the permeability and possible contamination by foreign influences of the self constructed through books and writings related to travel.
ContributorsAdams, John Henry (Author) / Fox, Cora (Thesis advisor) / Moulton, Ian F (Committee member) / Ryner, Bradley D. (Committee member) / Irish, Bradley J. (Committee member) / Arizona State University (Publisher)
Created2015
ContributorsBolari, John (Performer) / ASU Library. Music Library (Publisher)
Created2018-10-04
Description
As part of a group project, myself and four teammates created an interactive children's storybook based off of the "Young Lady's Illustrated Primer" in Neal Stephenson's novel The Diamond Age. This electronic book is meant to be read aloud by a caregiver with their child, and is designed for reading over long distances through the use of real-time voice and video calling. While one part of the team focused on building the electronic book itself and writing the program, myself and two others wrote the story and I provided illustrations. Our Primer tells the story of a young princess named Charname (short for character name) who escapes from a tower and goes on a mission to save four companions to help her on her quest. The book is meant for reader-insertion, and teaches children problem-solving, teamwork, and critical thinking skills by presenting challenges for Princess Charname to solve. The Primer borrows techniques from modern video game design, focusing heavily on interactivity and feelings of agency through offering the child choices of how to proceed, similar to choose-your-own-adventure books. If brought to market, the medium lends itself well to expanded quests and storylines for the child to explore as they learn and grow. Additionally, resources are provided for the narrator to help create an engaging experience for the child, based off of research on parent-child cooperative reading and cooperative gameplay. The final version of the Primer included a website to run the program, a book-like computer to access the program online, and three complete story segments for the child and narrator to read together.
ContributorsLax, Amelia Ann Riedel (Author) / Dove-Viebahn, Aviva (Thesis director) / Wetzel, Jon (Committee member) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Popular culture tends to downplay strong female characters to favor a plethora of male figures that children look up to as heroes. This creates a gender imbalance in exposure to inspirational characters that children can look up to as role models. For our team's creative project, we chose to write and illustrate a children's book mainly targeted at young girls, ages eight to twelve that focuses on the stories of selected female figures of Norse mythology. The five stories in our collection focus on the figures Frigg, Skadi, Elli, Idunn, and Freya and are inspired by the mythology contained in the Prose Edda by Snorri Sturluson and selected medieval texts on the Germanic Lombard tribe. Through our book, Women of Norse Myth: For Little Goddesses, we wanted to introduce children to Norse mythology, a branch of myth that is often overshadowed by more popular mythologies such as Roman and Greek. Additionally, our goal was to bring light to the female figures within Norse myth that are generally given less attention than their male counterparts. Keeping in mind these goals, the stories were adapted from the original myths in a manner that would be suitable for a young audience as well as our aim for female empowerment. The final manuscript contains an introduction to Norse cosmology, introductions to the figures, a glossary of Norse terms used, and the illustrated stories themselves. Together with our combined talents, interests, and goals, Women of Norse Myth: For Little Goddesses was completed, and we hope that someday it can be published and serve as a fun and inspiring storybook for children to read and learn from.
ContributorsFarine, Brittany (Co-author) / Muth, Margaret (Co-author) / Youngjohn, Trystan (Co-author) / Alexander, John (Thesis director) / Wells, Cornelia (Committee member) / Department of English (Contributor) / Department of Psychology (Contributor) / School of Human Evolution and Social Change (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
ContributorsOftedahl, Paul (Performer) / ASU Library. Music Library (Publisher)
Created2018-09-29
Paddle With A Purpose: A Synthesis on My Perspective on Cultivating an Intentional Life of Happiness
Description
Happiness is an enormously broad topic that has recently gained momentum in the workplace, literature, media and society. There are many interconnected topics and themes contributing to the overall state of being happy. In my book, I dive into the most important topics that contribute to daily and global happiness. Each of the following topics are explored within the evidence-based literature and juxtaposed with my own life experience and perspective. First, I will explore society’s impact on happiness. Society shapes our perspective more than we realize, so it is important to debunk what rings true to us individually and what does not. Next, I’ll share with you my favorite thing in life—gratitude. Gratitude is the easiest way to transition a negative affect into a positive state of being. In chapter three I will discuss how language and perspective shape our experiences. Word choice and self-talk are extremely impactful in your relationship with yourself and your relationship with others. Chapter four is about complaining and how it serves us and inhibits us. There are many functions to complaining, like self-awareness and enhanced interpersonal relationships as well as consequences like being a draining friend to be around. Then I’ll share about the phenomenon of emotional contagion and compassion and finish it up with the final chapter about being present and practicing happiness in our daily lives. It is most important to live a life full of intentional daily actions. The tone of my book is conversational and meant to serve as an inspirational tool to aide in achieving a happier life.
ContributorsSugarman, Cedar Gaia (Author) / Hoffner, Kristin (Thesis director) / Dawes, Mary (Committee member) / Curry Hart, Rachel (Committee member) / School of Nutrition and Health Promotion (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Books are constantly changing. For this project I looked at books and how they have changed over time. Starting with just before the Gutenberg Printing Press was invented and ending with the introduction of the Internet this project tracked those changes over time and looked at how they changed how people read, who read, and what this said about the people at the time. First, I looked at how books changed physically. At the time of the Gutenberg Printing Press vellum and parchment were being used for the pages of books and illuminated manuscripts made some volumes works of art. Now with the Internet greatly influencing books, that format is radically different. Different materials allowed for books to be made more cheaply and when this happened more people were able to afford them. I also looked at aspects of books like publishing and where the books were sold and how that made a difference in how and why people read. Through all of my research I kept a blog and this allowed me to be almost part of the history and research I was doing. This blog will eventually become an eBook. Books have not only shaped history and people but have been shaped by history. Books are a vital part of helping to spread information and while they will keep changing especially with the Internet, books will never disappear.
ContributorsAdams, Kennedy Rei (Author) / Tebeau, Mark (Thesis director) / Soares, Rebecca (Committee member) / School of Historical, Philosophical and Religious Studies (Contributor) / School of Social Transformation (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Abstract The purpose of this thesis to bring awareness to children who experience symptoms of ADHD to inform them they are not alone. In the form of a book that is intended for readers between the ages of 8 and 11 years old can help them realize they are not the only ones that struggle with ADHD. Children who read this book hopefully can relate to the story of Samuel. The intent is to allow children with ADHD to know that there are children who are like them. They should not feel alone and know that with supportive family, friends, and teachers they can have successful relationships. It is important for children to realize that even though they may behave different from their peer it is acceptable to be different. When faced with bullying they should stand up for themselves or let their parents and teachers know what is going on. Children should be able to talk with their parents, and friends. When faced with change as long as children have a support system they can adjust with time to the change. Keywords: ADHD, Children, Book, Fiction
ContributorsSoto, Kristie (Author) / Lewis, Stephen (Thesis director) / Gaffney, Cynthia (Committee member) / School of Social and Behavioral Sciences (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05