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Relevant bibliographies by topics / 1882-1941

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Academic literature on the topic '1882-1941'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "1882-1941"

1

Dalsimer, Katherine. "Virginia Woolf (1882–1941)." American Journal of Psychiatry 161, no. 5 (May 2004): 809. http://dx.doi.org/10.1176/appi.ajp.161.5.809.

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Troitzsch, Ulrich. "Hugo Theodor Horwitz (1882–1941/42)." Technikgeschichte 76, no. 4 (2009): 346–53. http://dx.doi.org/10.5771/0040-117x-2009-4-346.

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Troitzsch, Ulrich. "Hugo Theodor Horwitz (1882–1941/42)." Technikgeschichte 76, no. 4 (2009): 347–54. http://dx.doi.org/10.5771/0040-117x-2009-4-347.

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Mesghenna, Yemane. "Italian colonialism in Eritrea 1882–1941." Scandinavian Economic History Review 37, no. 3 (September 1989): 65–72. http://dx.doi.org/10.1080/03585522.1989.10408156.

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Pequeno, Tatiana, and Jorge Knijnik. "Professions for women & other feminist sports [poetry]." FuLiA / UFMG 8, no. 3 (August 6, 2023): 220–22. http://dx.doi.org/10.35699/2526-4494.2023.47524.

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A revista FuLiA/UFMG apresenta o poema inédito de Tatiana Pequeno. O título é em alusão à compilação de ensaios Profissões para mulheres e outros artigos feministas, da modernista inglesa Virginia Woolf (1882-1941). Tatiana é autora dos livros: Réplica das urtigas (2009), Aceno (2014), Onde estão as bombas (2019) e Tocar o terror (2021).

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Pequeno, Tatiana. "Profissões para mulheres & outros esportes feministas [poesia]." FuLiA / UFMG 8, no. 2 (August 6, 2023): 242–44. http://dx.doi.org/10.35699/2526-4494.2023.47512.

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A revista FuLiA/UFMG apresenta o poema inédito de Tatiana Pequeno, cujo título faz alusão à compilação de ensaios Profissões para mulheres e outros artigos feministas, da modernista inglesa Virginia Woolf (1882-1941). Tatiana é autora dos livros: Réplica das urtigas (2009), Aceno (2014), Onde estão as bombas (2019) e Tocar o terror (2021).

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7

Ahmad, Abdussamad H., and Tekeste Negash. "Italian Colonialism in Eritrea, 1882-1941: Policies, Praxis and Impact." Canadian Journal of African Studies / Revue Canadienne des Études Africaines 24, no. 1 (1990): 132. http://dx.doi.org/10.2307/485618.

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Killion, Tom, and Tekeste Negash. "Italian Colonialism in Eritrea, 1882-1941: Policies, Praxis and Impact." International Journal of African Historical Studies 22, no. 1 (1989): 128. http://dx.doi.org/10.2307/219235.

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Cassels, Alan, and Tekeste Negash. "Italian Colonialism in Eritrea, 1882-1941: Policies, Praxis, and Impact." American Historical Review 94, no. 5 (December 1989): 1450. http://dx.doi.org/10.2307/1906500.

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Hamzić, Alija. "Osnovna škola u Koraju (Stotinu četrdeset godina od osnivanja, 1882-2022)." Bastina sjeveroistocne Bosne 14, no. 14 (November 21, 2022): 171–96. http://dx.doi.org/10.55258/2232-7665.2022.14.171.

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Apstrakt: Osnivanje Osnovne škole u Koraju 1882. godine jedan je od najznačajnijih događaja u bogatoj i višestoljetnoj historiji ovoga mjesta. Uspostavom austrougarske vlasti u Bosni 1878. godine za svega nešto više od tri godine mjesni muderis Mehmed ef Abdurahmanović i načelnik općine Šaćir ef. Begić, uspjeli su isposlovati kod novih vlasti otvaranje Osnovne škole u Koraju što je za ono vrijeme značilo epohalni napredak za korajsku čaršiju i njene mještane i okolna sela sa stanovništvom pravoslavne vjere, što će, vrijeme će pokazati, biti dalekovidni prozor u svijet i trasiranje novih svjetonazora i vidika u emancipaciji lokalnog stanovništva u korak sa novim i modernim modelima i tokovima ljudske civilizacije, evropskog i svjetskog poretka. U prvoj školskoj 1882./83. godini upisano je 60 učenika, nastavu je izvodio učitelj Arif ef. Muhić, a pohađala su je i djeca iz okolnih sela sa pravoslavnim stanovništvom, Tetime (Milino Selo), Puškovca i Bobetinog Brda. Osnovna škola u Koraju dijelila je, kroz historiju svoga nastanka i rada, sudbinu svojih mještana i samog mjesta, kada je za posljednjih osamdeset godina u dva navrata, od 1941. do1945. i od 1992. do 2005., prekinula sa radom. Naime, Koraj je kao lokalna mikrosocijalna i etnička zajednica Bošnjaka u periodu od pedeset godina (1941-1992), bilo u dva navrata izložen srpskom oružanom agresivnom napadu sa namjerom uništenja i zatiranja Bošnjaka na ovom malom komadiću zemlje bosanske. Ključne riječi: Koraj, Osnovna škola, Bošnjaci, Mehmed ef. Abdurahmanović, Šaćir ef. Begić, akademik Midhat Begić, četnički zločinii 1941., zločini srpskih vojnih i paravojnih formacija 1992., obnova škole 2001.

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Dissertations / Theses on the topic "1882-1941"

1

Montera, Paola Boisson Claude. "Articulation et implicite étude contrastive des connecteurs logiques /." Lyon : Université Lumière Lyon 2, 2006. http://theses.univ-lyon2.fr/sdx/theses/lyon2/2006/montera_p.

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Pillière, Linda. "Etude linguistique de quelques propriétés du style de Virginia Woolf." Paris 4, 1997. http://www.theses.fr/1997PA040329.

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Le but de cette thèse est d'étudier le style de Virginia Woolf d'un point de vue linguistique et d'expliquer comment divers effets de style peuvent coexister chez le même auteur. A partir d'une sélection de citations trouvées chez les critiques littéraires et de ce que dit l'auteur, deux termes se dégagent : la fluidité et la fragmentation. Après avoir analysé ces deux termes, nous procédons à une étude approfondie de trois extraits des romans de Virginia Woolf : un extrait de "Jacob's room" où l'effet semble plutôt "fragmenté", un extrait de "Mrs Dalloway" (exemple du style "fluide") et un extrait de "The years" où les deux effets coexistent. Il ressort de nos analyses que certains procédés langagiers sont communs aux trois textes que nous regroupons en conclusion de cette partie. Ensuite, nous entreprenons une analyse plus fine des marqueurs grammaticaux et élargissons notre étude en comparant nos résultats avec la technique romanesque de Virginia Woolf dans d'autres romans. Nous examinons la notion de récit et comment Woolf brise la linéarité du récit par l'absence de séquence, la rupture et l'inversion, dans son désir de rendre compte de la complexité du réel. Les annexes offrent d'autres exemples de ces procédés. En conclusion, nous constatons que la remise en question de la linéarité, loin de détruire tous les liens, permet à l'auteur de tisser d'autres relations et notamment des relations paradigmatiques. De même, si les termes de fluidité et de fragmentation s'appliquent bien à des passages isoles, ils n'offrent qu'une vision partielle du style woolfien, l'effet global étant une interaction des divers éléments qui se modifient au fur et à mesure que le texte avance
This thesis aims to present a lexicogrammatical study of Virginia Woolf’s style, and to explain how apparently contradictory stylistic effects can coexist in an author's work. A survey of Woolf’s critics, and comments made by the author herself, reveal that two terms are often applied to her style : fluidity and fragmentation. After analysing these two concepts we undertake a detailed analysis of three extracts from her novels. The extract from "Jacob's room" offers an illustration of her fragmented style, the passage from "Mrs Dalloway" is an example of her fluid style and the one from "The years" illustrates the coexistence of both effects. The stylistic traits common to all three texts are studied in the third chapter, as is the predominant role of repetition. The final chapter offers a closer study of certain lexicogrammatical items present in the three extracts and other novels by Virginia Woolf. The concept of narrative and the methods used by Woolf to break the linear sequence of narrative are examined. The absence of sequence, both temporal and causal, the rupture of sequence and the inversion of sequence are each studied in turn, and the various lexicogrammatical elements pertaining to them. Other examples feature in a table at the end of the thesis. From this analysis we realise that breaking textual linearity does not necessarily lead to all cohesive ties disappearing. On the contrary, other ties and links appear within the text, notably paradigmatic relations. We conclude that an overall stylistic effect is a combination of different elements interacting and modifying each other and, while fragmentation or fluidity may exist within a passage studied in isolation, within the larger framework of Woolf's works the effect may be very different

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3

Negash, Tekeste. "Italian colonialism in Eritrea, 1882-1941 : policies, praxis and impact /." Stockholm : Almqvist och Wiksell, 1987. http://catalogue.bnf.fr/ark:/12148/cb35512836t.

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MOSTFA, MOHAMED ALI. "Temps et personne dans les vagues de virginia woolf." Lyon 2, 1994. http://www.theses.fr/1994LYO20019.

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Le but de cette these, intitulee temps et personne dans les vagues de virginia woolf, est de proposer une lecture a ce texte a partir de quelques reflexions linguistiques. Ainsi comme le titre le suggere la premiere partie de ce travail se donne comme champ d'analyse les temps verbaux et leur repartitions dans le texte. Les analyses dans cette partie nous ont conduit a degager l'ensemble des relations qu'entretiennent ce que j'ai appele interludes at chapitres dans les vagues sur le plan temporel. La deuxieme partie traite les pronoms personnels "je" et "tu" dans les "chapitres". Cette etude nous a permis de reflechir sur les differents rapport qui existent entre les acteurs d'une part et les acteurs et leurs enonces
The aim of this thesis intitled tense and person in the waves of virginia woolf, is to propose an other way of reading to the text in the light of linguistics reflextions. The first part studies the use of the tenses and their distribution in the text. The analysis in this part helped us to distangle the differents relations that exist between what i called interludes and chapters on temporal level. The second part focuses on the use of personal pronouns i and you in the "chapters". This study leads us to think about the differents relations that take place between the characters on the one hand, and the characters and their statements on the other

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Rainville-Duech, Lorie-Anne. "James joyce : ecritures du corps dans dubliners." Paris 3, 2000. http://www.theses.fr/2000PA030152.

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Le corps en tant qu'objet litteraire offre un champ d'application riche et divers, particulierement chez joyce. Si ulysses est explicitement designe comme une epopee du corps humain, dubliners contient deja les signes d'un interet profond pour le corps, ce corps que joyce considerait comme << a new province of material >>. C'est a l'exploration de cette terra incognito, que nous convie cette etude qui fournit des clefs de lecture permettant de mettre a jour la reelle complexite de la premiere uvre en prose de joyce. L'etude du corps dans dubliners pose la question de la constitution de l'identite a partir du visage, du fonctionnement du corps lorsque l'organique se confond avec la mecanique ainsi que la question des dereglements du corps qui sont les symptomes de conflits psychiques. Ainsi, comme l'ecriture, le corps est a la fois surface et profondeur, sorte de point de rencontre ou s'exerce le jeu du langage. Ecriture avant tout insidieuse ou l'uvre dissimule une complexite derriere une facade de simplicite. Ecriture parodique ou l'uvre renvoie a sa propre ecriture : certains moments paraissent etre des reecritures d'autres moments du recueil. Ecriture minutieuse ou fourmillentles details, l'uvre cree tout un systeme de reflets et d'echos. A l'image du corps, dubliners pose donc la question des rapports entre le tout et ses parties - question fondamentale dans cette ~uvre dont l'elucidation passe par la reconnaissance de son systeme de symetrie et d'entrecroisements, meticuleusement voulu par joyce.

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Chyi, Songling. "Les traductions françaises et chinoises d'Ulysses de James Joyce." Paris 3, 2005. http://www.theses.fr/2005PA030049.

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Ce travail compare les traductions françaises et chinoises d'Ulysses de James Joyce, ayant essentiellement des démarches éthiques et poétiques d'Antoine Berman pour la critique de traductions, associées à des thèses exposées dans l'article " La tâche du traducteur " de Walter Benjamin. L'étude, à partir d'une synthèse des éléments étrangers et étranges relevés dans une grille de lecture des textes original et traduits, suppose que la dynamique de l'écriture joycienne vise la pluralité, une ouverture progressive à l'altérité qui est l'enjeu de sa survie, que le désir de communication ne soit pas nécessairement la meilleure façon d'aborder la littérature. De là, peut-on encore parler d'une bonne traduction d'Ulysses par un critère absolu qu'est le " même sens " ? D'où vient la position déterminante du traducteur, si son désir d'aller vers l'Autre ne serait pas déjà refoulé par le dilemme fidélité/trahison
This research project compares French and Chinese translations of James Joyce's Ulysses, applying to the ethical and poetic approaches of Antoine Berman to translation criticism, and the arguments of Walter Benjamin in his article " The Task of the Translator ". Started with the foreign and strange elements raised in a detailed reading of Ulysses and its translations, we propose that the desire of communication is not necessarily the best way to deal with literature, since the dynamic writing of Joyce is open gradually to plurality, to otherness, which is the sign of its own survival. From that, could we still talk about a good translation of Ulysses with an absolute criterion, " the same meaning "? We see that the role of the translator is determinant if his desire to otherness is not already driven back by the dilemma of faithfulness/infidelity

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Félix, Claude-Alain. "Une étude sur la personnalité de Virginia Woolf." Montpellier 1, 1993. http://www.theses.fr/1993MON11169.

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Ungar, Andras. "The epic of the Irish nation state : history and genre in James Joyce's Ulysses." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39443.

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This study examines Ulysses as a response to the Irish Literary Revival's expectation that a native epic would crown Ireland's literary achievements and to the country's imminent independence under the Sinn Fein.
Ulysses thematizes the compositional imperatives which Virgil's Aeneid made canonical for the national epic. This perspective reconfigures the legacy of Stephen Dedalus' heroic stance in A Portrait of the Artist as a Young Man and Arthur Griffith's arguments in The Resurrection of Hungary: A Parallel for Ireland (1904) through which Sinn Fein won national prominence.
Through Stephen's encounter with Leopold Bloom, Ulysses substitutes its own account of the origin and future of the modern Irish polity. The "Telemachiad" redefines Stephen the epic poet as an epic character. Bloom's family history, including the characterization of Milly, supplants Griffith's founding myth with a more comprehensive historical vision. Through this concern with the genre and history, Ulysses reconstitutes the national epic's traditional discursive domain.

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Butts, Gerald Michael. "Between two roaring worlds : personal identity in James Joyce's Ulysses." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29770.

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When I first encountered James Joyce's Ulysses, at the age of sixteen, I was predictably unprepared for the book. Its shifts in narrative voice, extensive use of stream of consciousness, and ostensible disorder make the book a daunting task for the first time reader. Fortunately, my age allowed me to consign my lack of understanding to naivete, rather than, as did many early critics, to authorial deficiencies. In addition to my ignorance regarding Ulysses itself, I was completely unaware of the extensive critical debates surrounding its myriad aspects, from the supposed "communion" between Stephen and Bloom in "Ithaca" to the fact that the very edition I was reading (the Gabler text) was the source of considerable controversy in the Joycean community.
Having experienced frustrations common to many readers of the book, I can understand why so many readers "give up" on Ulysses. Obviously, I was drawn back to the book, but by neither its encyclopaedic nature, nor the various games it plays with literary traditions, nor any other "technical" aspect of the author's virtuosity; I was, of course, ignorant to these features. Rather, I found---and continue to find---Ulysses an extremely compelling work of art because of the manner in which it seems to be energized with "warm fullblooded life," in the words of Bloom. The impressive extent to which Joyce has successfully created ostensibly real human beings is both remarkable and often remarked upon. Less well documented are the underlying philosophical assumptions which inform Joyce's meticulous method of characterization. The present study of Ulysses aims to uncover these assumptions.

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Clissold, Bradley. "Author--Ulysses--readers : seduction in the gaps." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22575.

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The purpose of this study is to investigate how the prose style of James Joyce's Ulysses provides seductive gaps which by design prompt readers to become co-producers of the text. Joyce strategically creates opportunities for readers to engage actively with the text through response-inviting gaps in the prose. The various types of gaps in the text place demands on readers and, inevitably, upon the author. The more reader-friendly gaps are overdetermined gaps which, by definition, are obvious and point to their own completion. These gaps when filled are, more often than not, confirmed by related references throughout the text. Ulysses, however, also abounds with gaps of indeterminacy. The ambiguous nature of these gaps generates anxiety for readers by undermining the expectations established by overdetermined gaps. Joyce's prose arrangements continually call on readers to play roles and adapt these roles to the linguistic movements of the text. This project endeavours to analyse how different gaps function and the degree to which they work in conjunction to seduce readers and the author into the dual roles of co-production and co-consumption of Ulysses.

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Books on the topic "1882-1941"

1

Maggie, Gee, and British Council, eds. Virginia Woolf, 1882-1941. [London]: British Council, 1991.

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Yowhānes, Zamehrat, and Zamehrat Yowhānes. ʼIṭālyāwi magzāʼeti ʼāb ʼÉretrā, 1882-1941. ʼĀsmarā: ʼĀḥtamti Ḥedri, 2010.

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Yowhānes, Zamehrat. ʼIṭālyāwi magzāʼeti ʼāb ʼÉretrā, 1882-1941. ʼĀsmarā: ʼĀḥtamti Ḥedri, 2010.

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Hills, S. J. Virginia Woolf 1882-1941: An exhibition. [Cambridge]: Cambridge University Library, 1991.

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Blades, John. James Joyce, A portrait of the artist as a young man. London, England: Penguin Books, 1991.

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Harold, Bloom, ed. James Joyce's Dubliners. New York: Chelsea House, 1988.

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Derek, Attridge, ed. The Cambridge companion to James Joyce. Cambridge: Cambridge University Press, 1997.

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Kumar, Udaya. The Joycean labyrinth: Repetition, time, and tradition in Ulysses. Oxford: Clarendon Press, 1991.

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Gifford, Don. Ulysses annotated: Notes for James Joyce's Ulysses. 2nd ed. Berkeley: University of California Press, 1988.

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Hayman, David. The "Wake" in transit. Ithaca: Cornell University Press, 1990.

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Book chapters on the topic "1882-1941"

1

Amrain, Susanne. "Virginia Woolf (1882–1941)." In Frauenliebe Männerliebe, 488–92. Stuttgart: J.B. Metzler, 1997. http://dx.doi.org/10.1007/978-3-476-03666-7_109.

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Sellers, Susan. "Virginia Woolf (1882–1941)." In Fifty-One Key Feminist Thinkers, 252–56. Abingdon, Oxon; New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315558806-50.

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McEwan, Neil. "Virginia Woolf 1882–1941." In The Twentieth Century (1900–present), 257–68. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-20151-8_23.

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McEwan, Neil. "James Joyce 1882–1941." In The Twentieth Century (1900–present), 269–90. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-20151-8_24.

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McGiff, Shilo. "Virginia Woolf (1882–1941)." In The Routledge Anthology of Women's Theatre Theory and Dramatic Criticism, 229–37. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003006923-35.

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Pavlović, Aleksandar, and Aleksandra Ilić Rajković. "‘Fierce Warriors’ or ‘Bloodthirsty Savages’: Albanians in Serbian Textbooks (1882–1941)." In Myths and Mythical Spaces, 225–36. Göttingen: V&R unipress, 2017. http://dx.doi.org/10.14220/9783737008112.225.

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Faux, R. B. "James Joyce 1882–1941." In Encyclopedia of Creativity, 10–13. Elsevier, 2011. http://dx.doi.org/10.1016/b978-0-12-375038-9.00129-1.

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"Virginia Woolf 1882–1941." In The Routledge Dictionary of Twentieth-Century Political Thinkers, 352–56. Routledge, 2002. http://dx.doi.org/10.4324/9780203209462-19.

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Davison, Claire. "Virginia Woolf (1882–1941)." In The Edinburgh Edition of the Collected Letters of Katherine Mansfield, Volume 2, 743–74. Edinburgh University Press, 2022. http://dx.doi.org/10.1515/9781399504027-063.

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Ippolito, M. F. "Virginia (Stephen) Woolf 1882–1941." In Encyclopedia of Creativity, e100-e103. Elsevier, 2011. http://dx.doi.org/10.1016/b978-0-12-375038-9.00234-x.

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Conference papers on the topic "1882-1941"

1

Tomassoni, Rosella, Francesco Spilabotte, and Monica Alina Lungu. "PSYCHOLOGY AND LITERATURE: SOME PSYCHOLOGICAL REFLECTIONS ABOUT EVELYNE BY JOYCE." In 10th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscah.2023/s28.08.

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The purpose of this study is to conduct a careful psychological investigation into the thought of one of the most important 20th century Irish writers, James Joyce (1882- 1941). The main focus of the analysis consists of some of the short stories contained in one of Joyce�s most famous works, Dubliners, with particular reference to Evelyne and at the same time examining some of the themes present and recurring in the Irish writer�s books. This work aims to demonstrate how in Joyce there is a strong interest in the realisation and psychological analysis of his complex characters present in the work as well as in Evelyne and who will be examined as expressions and fulfilments of his creativity. The study was conducted through the discipline of the Psychology of Art and Literature. Some of the themes and characteristics of the characters in the stories will be presented, in which the individual, with his inner conflicts, emotions, feelings and sensations will come to the fore, with particular attention to the central theme of the work, namely paralysis in which he sees the city and its inhabitants immersed. Paralysis and escape are the central elements of Dubliners. One will understand how the city and the characters are seen by Joyce as the centre of the historical, social and psychological �paralysis� that conditions the lives of its inhabitants and does not allow them to grow as human beings.

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Tomassoni, Rosella, Francesco Spilabotte, and Monica Alina Lungu. "PSYCHOLOGY AND LITERATURE: SOME PSYCHOLOGICAL REFLECTIONS ABOUT EVELYNE BY JOYCE." In 10th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscah.2023/s10.08.

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The purpose of this study is to conduct a careful psychological investigation into the thought of one of the most important 20th century Irish writers, James Joyce (1882- 1941). The main focus of the analysis consists of some of the short stories contained in one of Joyce�s most famous works, Dubliners, with particular reference to Evelyne and at the same time examining some of the themes present and recurring in the Irish writer�s books. This work aims to demonstrate how in Joyce there is a strong interest in the realisation and psychological analysis of his complex characters present in the work as well as in Evelyne and who will be examined as expressions and fulfilments of his creativity. The study was conducted through the discipline of the Psychology of Art and Literature. Some of the themes and characteristics of the characters in the stories will be presented, in which the individual, with his inner conflicts, emotions, feelings and sensations will come to the fore, with particular attention to the central theme of the work, namely paralysis in which he sees the city and its inhabitants immersed. Paralysis and escape are the central elements of Dubliners. One will understand how the city and the characters are seen by Joyce as the centre of the historical, social and psychological �paralysis� that conditions the lives of its inhabitants and does not allow them to grow as human beings.

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