2013 College of William and Mary _ COM _ SUPP _ 31
William-Dean-Howells
The Rise of Silas Lapham
• the core of the novel: class conflict
• one of the first American novels of manners
• one of the first novels to look at the American businessman and self-made millionaire
Major works
books of reminiscences
• Boy's Town (1890) • My Year in a Log Cabin (1893) • Impressions and Experiences (1896) • Literary Friends and Acquaintances (1900) • My Mark Twain (1910) • Years of My Youth (1916)
• he accepted the editorship of Harper's Monthly in 1886 and resigned in 1891.
Honors
• Yale, Princeton, Columbia, and Oxford all conferred honorary degrees upon him.
• he condemned novels of sentimentality and morbid self-sacrifice.
• he advocated honesty and social responsibility in literature.
• his view on realism was “ nothing more and nothing less than the truthful treatment of material.”
美国文学 作家 威廉·福克纳
Of Faulkner's literary works, four novels are masterpieces by any standards: The Sound and the Fury, Light in August, Absalom, Absalom! and Go Down, Moses. The Sound and the Fury is his acclaimed masterpiece, an account of the tragic downfall of the Compson family.
“The Sound and the Fury” : a Southern Gothic novel, which makes use of the stream of consciousness narrative technique pioneered by European authors such as James Joyce and Virginia Woolf. The novel takes place in the fictional Yoknapatawpha County and is split into four sections: the first from the viewpoint of Benjy Compson, a mentally retarded man; the second from the point of view of Quentin Compson, a depressed college student; the third from the point of view of their sardonic, embittered brother, Jason Compson; and the fourth section from a third person limited omniscient narrative point-of-view, centering on Dilsey, the Compson family's black servant, and expounding on religious faith. Benjy and Quentin's sections are written in a stream of consciousness style.
威廉玛丽学院历任名誉校长
威廉与玛丽学院（College of William & Mary, WM），简称威廉玛丽学院，创立于1693年，是全美历史第二悠久的高等院校（仅次于1636年建立的哈佛大学）。
威廉玛丽学院得名于英国国王威廉三世和玛丽二世，为一所有着“美国母校”之称的一流学府，以本科精英教育著称，自美国建国以来享有较高的名望。
该校的硬件和软件环境都属一流，更是公立常春藤名校之一，其本科教育于2014年被《美国新闻与世界报道》（U.S News & World Reportt）排在全美第二位。
2016年全美综合排名为34名。
立思辰留学360介绍，威廉玛丽学院的校友中包含三位美国总统：托马斯·杰斐逊、詹姆斯·门罗、约翰·泰勒。
乔治·华盛顿亦曾经在该校获得文凭。
此外，还有四位联邦法院大法官，以及为数众多的参议员、内阁阁员、大使均毕业于此校。
现任美国总统奥巴马内阁中也不乏该校的校友，包括美国国防部长罗伯特·盖茨，白宫经济顾问委员会主任克里斯蒂娜·罗默，联邦调查局局长詹姆斯·科米等。
威廉玛丽学院的校训为：Hark Upon the Gale （倾听呼啸的大风）。
历任名誉校长（部分）沃伦·厄尔·伯格Warren E. Burger（任期1986–1993），美国最高法院首席大法官。
玛格丽特·撒切尔 Margaret Thatcher （任期1993–2000），英国前首相，政坛铁娘子。
亨利·基辛格（任期2000–2005）美国前国务卿，曾经作为尼克松的特使访华。
桑德拉·戴·奥康纳Sandra Day O‘Connor（任期2006–2012) ：美国最高法院唯一的一名女大法官。
罗伯特·盖茨Robert Gates（任期2012至今）：美国国防部长。
【天道世界名校介绍】威廉玛丽学院college of william and mary
【天道世界名校介绍】威廉玛丽学院college of william and mary学校网址：/index.php地理位置：威廉玛丽学院坐落在美国弗吉尼亚州的威廉斯堡市区，华盛顿以南约150英里处，在里士满（弗吉尼亚州州府）到诺福克（美国最大军港）的第64洲际公路中间，这里充满了现代与学术的气息。
校园毗邻着殖民地威廉斯堡、詹姆士顿以及约克镇这三大历史保护区，格洛斯特公爵大街将威廉玛丽的校园与殖民地威廉斯堡连结在一起，为学生们提供了一条理想的慢跑长廊。
威廉斯堡气候温和、具有季节性，一年四季均适合户外运动。
夏季湿热、夜晚凉爽，年平均气温为16℃，降雪量为6英寸，降雨量为47英寸。
一年四季降雨较均衡，春季与夏季最为湿润。
弗吉尼亚州位于南北之间的过渡地带。
北方各县人口密集，具有类似首都华盛顿的大城市风貌；南部地区仍带有几个世纪以来农业生活形成的保守主义色调，许多地方都显示出美国早期的贵族传统，“弗吉尼亚绅士”也成为彬彬有礼、有高度文化素养的同义语。
学校简介：学校吉祥物：Griffin1693年成立，美国第二古老的大学，1906年成为公立大学，1967年成为综合性大学，占地1200英亩，在1200英亩的校园里覆盖着如Crim Dell池塘边一样大片的树木。
学校大部分建筑都是按照乔治亚和英荷风格建造，其中的地标建筑无疑是Christopher Wren大楼，它也是美国现存最古老的大学建筑。
Williamsburg小镇宁静而美丽，校园风景很优美，适合安心搞学术，全美最早设立honor code的大学。
学生非常重视本科教育，有LAC风格，小班教育，偏重于学生综合能力和人文素质的培养，学风很严谨，学业压力比较大，竞争很激烈，导致自杀率也较高。
学校主要以白人为主，多样性不是很高，对于该校褒贬不一，有人觉得教学质量非常高，也有学生觉得名气大于实际实力，学校属于特点很突出，个性很鲜明的学校，比较适合偏好文科的，对人文历史等感兴趣的文艺范青年。
美国威廉玛丽学院(College of William and Mary)介绍
费用数据 州内学费: 州外学费: 房租及伙食费: 书费:
1693 是 公立 Suburban Semester -
$13,570 $37,344 $9,318 $1,200
学生组成数据 全日制本科生: 在职本科生: 男性本科生: 女性本科生: 研究生总人数: 全日制研究生: 在职研究生:
电子邮箱: 网站:
aid@ /financialaid
补助/贷款
联邦助学金 机构助学金 州助学金 学生贷款 总计?
平均金额
$5,315
$11,608
$6,278 $6,712 $13,703
获助学金学生比例 11%
27%
12%
30%
55%
三、录取数据
录取总体数据 申请总人数: 男性申请者: 女性申请者: 录取总人数: 男性录取者: 女性录取者: 录取率: 录取学生入学率:?
美国威廉玛丽学院(College of William and Mary)介绍
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威廉与玛丽学院(英语：The College of William and Mary，或威廉玛丽学院)是 一所位于美国维吉尼亚州威廉斯堡的著名小型公立大学，创立于 1693 年，是美国历史 第二悠久的大学，校园极具历史价值。学校的硬件和软件环境都是一流，更是公立常春 藤之一。总共有 5650 名注册大学生和 2,000 名研究生。
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威廉和玛丽学院
威廉和玛丽学院College of William and Mary学校地址PO Box 8795 Williamsburg, V A 23187所在州华盛顿Washington在校学生7569人建校时间1693年学校排名2012年U.S.News美国大学本科排名第33名学校性质公立学校网址/学校概况威廉玛丽学院College of William and Mary 学校简介：学校创办于1693年,是美国第二所历史最悠久的学院(第一为哈佛大学) 。
该学院为学生提供高等教育。
创办是主要为英皇威廉三世和女王玛丽二世。
它是一所小公立大学, 位于威廉斯堡, 维吉尼亚。
此校有极具历史价值的校园, 学术上的名誉及不少知名的校友(当中四人为总统)。
学院一共有5650名注册大学生和2,000名研究生;学生对教职员的比率是11:1, 因此,几乎所有的大学生的课堂都是由教授教。
威廉与玛丽学院是全美国第一所有皇家宪章的美国机关,因此,它必须"永远地"保留它的校名。
学校位于历史名城威廉斯堡，在华盛顿以南150英里，距州府里士满和美国最大军港诺弗克均50英里，距北美最早的英国人定居地詹姆斯敦只有几分钟的车程。
威廉玛丽学院College of William and Mary 师资力量：学校以低廉的学费提供常春藤学校的教育，被评为公立大学中最注重教学的学校。
拥有师资653人，其中94%有博士学位。
学生7709人，其中本科生5480人，有74%来自美国排名前十名的班级。
学生对教职员的比率是11:1, 因此,大多数课堂的学生都在20人以下，几乎所有的大学生的课堂都是由教授教学。
威廉玛丽学院College of William and Mary 教学宗旨：学校提供的是美国本科自由教育的精髓，与大多数综合大学所不同的是，威廉玛丽学院的学生的课程非常全面，例如某位同学进入威廉玛丽的本科准备学习生物，但除了生物都相关自然科学专业外，还需要修习一门第二外语(法语，日语，西班牙语等等)，心理学，宗教，哲学，政府管理，音乐，历史等等人文学科，同样，想学历史专业的学生，除以上共同科目外，也需要修习2门自然科学(物理化学等)和一门实验室科学。
师大附中录取名单
威斯康星大学麦迪逊分校
University of California, Los Angeles 加州大学洛杉矶分校 * University of Virginia 弗吉尼亚大学 University of Illinois at Urbana-Champaign 伊利诺伊大学香槟分校 * University College,London 英国伦敦大学学院 the University of Manchester 英国曼彻斯特大学 The University of Sheffield 英国谢菲尔德大学 University of Pennsylvania 宾夕法尼亚大学 * University of California Irvine 加州大学欧文分校 Syracuse University 雪城大学 University of California at San Diego 加州大学圣地亚哥分校
西北师大附中2011年海外大学录取名单（带*的大学为该同ቤተ መጻሕፍቲ ባይዱ现就读大学）
姓名 1 2 3 4 5 梁屹成 6 7 8 丁志沛 9 10 11 吴丞媛 12 13 李根 录取大学 * University of Notre Dame 圣母大学 University Of Washington, Seattle 华盛顿大学西雅图分校 University of Wisconsin-Madison 申请专业 Sociology 社会学 Sociology 社会学 Sociology 社会学 Electrical Engineering 电子工程 Electrical Engineering 电子工程 Electrical Engineering 电子工程 Biochemistry,chemistry focus 生物化学，化学方向 Chemistry & Medical Chemistry 化学及医药化学专业 Biochemistry 生物化学专业 Business 商科 Business 商科 Business 商科 Mechanical Engineering 机械工程 综合排名 美国排名17 美国排名41，世界排名55 美国排名45，世界排名61 美国排名25，世界排名35 美国排名25，世界排名128 美国排名47，世界排名63 英国排名4，世界排名7 世界排名26 世界排名82 美国排名第5，世界排名12 美国排名46，世界排名161 美国排名55 美国排名35，世界排名76
赴美留学：美国大学托福代码对照表
赴美留学：美国大学托福代码对照表学校名称：美国美国大学(华盛顿特区)所在位置：美国托福是赴美留学必要的成绩，为大家介绍了美国大学托福代码对照表，希望通过此文能给大家在邮寄成绩找学校的时候节省一些时间，详见下文美国大学托福代码对照表。
1.Williams College (MA) 39652.Amherst College (MA) 30033.Swarthmore College (PA) 28214.Wellesley College (MA) 39525.Carleton College (MN) 60815.Middlebury College (VT) 35267.Pomona College (CA) 46077.Bowdoin College (ME) 30899.Davidson College (NC) 515010.Haverford College (PA) 228911.Claremont McKenna College (CA) 405411.Wesleyan University (CT) 395911.Grinnell College (IA) 625211.Vassar College (NY) 295615.Harvey Mudd College (CA) 434115.Washington and Lee University (VA) 588717.Smith College (MA) 376217.Hamilton College (NY) 228617.Colgate University (NY) 208620.United States Naval Academy (MD) 580920.Oberlin College (OH) 158722.Colby College (ME) 328022.United States Military Academy (NY) 292424.Bates College (ME) 307624.Bryn Mawr College (PA) 204926.Colorado College 407226.Macalester College (MN) 639028.Scripps College (CA) 469328.Mount Holyoke College (MA) 352930.Barnard College (NY) 203830.Bucknell University (PA) 205032.Kenyon College (OH) 137033.College of the Holy Cross (MA) 328234.Trinity College (CT) 3899fayette College (PA) 236136.Occidental College (CA) 458137.Bard College (NY) 203737.Furman University (SC) 522237.Whitman College (WA) 496140.union College (NY) 292040.Franklin and Marshall College (PA) 2261 40.Sewanee—University of the South (TN) 1842 40.University of Richmond (VA) 556944.Connecticut College 328444.Centre College (KY) 110944.Dickinson College (PA) 218647.Skidmore College (NY) 281548.Gettysburg College (PA) 227549.Pitzer College (CA) 461949.DePauw University (IN) 116649.Rhodes College (TN) 173052.Wabash College (IN) 189552.Denison University (OH) 116454.St. Olaf College (MN) 663854.Reed College (OR) 465456.Wheaton College (MA) 3963wrence University (WI) 139858.St. Lawrence University (NY) 280559.Illinois Wesleyan University 132059.Wheaton College (IL) 190559.Wofford College (SC) 591259.Southwestern University (TX) 667463.Agnes Scott College (GA) 500263.Drew University (NJ) 219363.Hobart and William Smith Colleges (NY) 2294 63.Willamette University (OR) 495467.Kalamazoo College (MI) 136567.Beloit College (WI) 105969.Earlham College (IN) 119569.Ursinus College (PA) 293171.Hendrix College (AR) 627371.College of Wooster (OH) 113471.Muhlenberg College (PA) 242471.Virginia Military Institute 585875.Spelman College (GA) 562875.Berea College (KY) 106075.St. John's University (MN) 662475.Austin College (TX) 102875.Birmingham - Southern College (AL) 1046 80.Knox College (IL) 137280.Lewis and Clark College (OR) 438480.University of Puget Sound (WA) 406783.Thomas Aquinas College (CA) 482883.Sweet Briar College (VA) 563485.Principia College (IL) 163085.Allegheny College (PA) 200687.St. Mary's College of Maryland 5601lsaps College (MS) 147187.Transylvania University (KY) 180887.New College of Florida 550391.Hanover College (IN) 129091.Augustana College (IL) 102591.Goucher College (MD) 525791.Randolph College (VA) 556791.St. Mary's College (IN) 170291.Lyon College (AR) 600997.Hope College (MI) 130197.Washington College (MD) 396097.Luther College (IA) 637597.Hillsdale College (MI) 129597.Hollins University (VA) 5294ke Forest College (IL) 139297.Ohio Wesleyan University 159497.Juniata College (PA) 234197.Cornell College (IA) 6119上文便是为大家解读的美国大学托福代码对照表，计划赴美留学的同学不妨来了解一下，希望通过上文的解读，能给大家带来一定的帮助。
A History of Division 32 (Humanistic Psychology) of the American Psychological Association
Aanstoos, C. Serlin, I., & Greening, T. (2000). History of Division 32 (Humanistic Psychology) of the American Psychological Association. InD. Dewsbury (Ed.), Unification through Division: Histories of thedivisions of the American Psychological Association, Vol. V. Washington, DC: American Psychological Association.A History of Division 32 (Humanistic Psychology) of the AmericanPsychological AssociationChristopher M. Aanstoos, Ilene Serlin, Thomas Greening*Authors' note: The authors thank Carmi Harari, Myron Arons, Gloria Gottsegen, Mark Stern, Amedeo Giorgi, Stanley Krippner and Alvin Mahrer, all early leaders in Division 32s history. Their generous willingness to give their time to be interviewed greatly assisted in the research that led to the chapter. Harari's own written correspondence and other archival materials, which he kindly shared, were also indispensable. Further thanks are owed to Eleanor Criswell, David Elkins, Kirk Schneider, and Myron Arons, without whose supportive efforts the chapter could not have been completed. We also thank Donald Dewsbury, without whose patience and perseverance this chapter would not have reached a final publishable form.A History of Division 32 (Humanistic Psychology) of the AmericanPsychological AssociationChristopher M. Aanstoos, Ilene Serlin, Tom GreeningAs with most complex human endeavors, the history of APA Division 32, Humanistic Psychology, has many facets and lends itself to many narratives and interpretations. Presented here is one version, resulting from the input of three authors and many other people. Readers may wish to read between the lines or project onto the text their own versions. In humanistic psychology, in writing the Division's history, and indeed in psychology itself, there are always texts and subtexts, and multiple "stories" and interpretations. Right and left brains play their parts in the making of history, and in the recording and interpretation of it. This chapter is one history of the Division. Other fascinating chapters could be written about the people involved, the intellectual and interpersonal currents, and the creative, socially responsible, and sometimes spontaneous and chaotic events that underlay this history.Prior History: An Emergent Cultural ZeitgeistHumanistic psychology is sometimes known as the Third Force in contrast to two major orientations in American psychology, behaviorism and psychoanalysis, which, along with the biomedical model, are considered by humanistic psychologists to be reductionistic, mechanistic, and dehumanizing in regard to human beings as whole persons. As one critic of behaviorism put it, "American psychology first lost its soul, then its mind, and finally its consciousness, but it still behaved" (Waters, 1958, p. 278). Inregard to psychoanalysis, Freud's own words present the challenge to which humanistic psychology responded:The moment a man questions the meaning and value oflife he is sick, since objectively neither has any existence;by asking this question one is merely admitting to a storeof unsatisfied libido to which something else must havehappened, a kind of fermentation leading to sadness anddepression. (Freud, 1960, p. 436)Many psychologists were crucial in preparing the ground for what emerged as humanistic psychology's alternative, but three stand out: Abraham Maslow, Carl Rogers, and Rollo May. Maslow founded the psychology department at Brandeis University in 1951 with a strong humanistic orientation even before the movement was thus named. Originally working within experimental psychology, Maslow (1954), developed a research program and subsequent humanistic theory of motivation. He argued that people are motivated not only reactively by the "deficiency needs" with which psychology had hitherto been concerned, but also proactively by "being needs," ultimately including such motives as self-actualization.Rogers (1951) sought ways to facilitate clients' yearning for self-actualization and fully-functioning living, especially via person-centered therapy and group work. He was one of the first researchers to study psychotherapy process using tape-recordings and transcripts, and he and his students also made extensive use of Q-sorts to study self-concept and change. He explored the necessary conditions for therapeutic progress and emphasized congruence, presence, and acceptance on the part of the therapist.May, Angel, and Ellenberger (1958) built a bridge from interpersonal psychoanalysis and European existentialism and phenomenology, having been influenced by Harry Stack Sullivan, Ludwig Binswanger, and Medard Boss. May's books integrated creativity, the arts, mythology and the humanities with psychology, and encompassed the tragic view of life and the daimonic forces. Charlotte Bühler, Erich Fromm, and Viktor Frankl also contributed European perspectives to this stream, including a concern for values in psychotherapy, human development over the whole course of human life, humanistic psychoanalysis, social issues, love, transcendence of evil, and the search for meaning.In the 1960s many isolated voices began to gather momentum and form a critique of American culture and consciousness, and to form the basis of a new approach to psychology. Massive cultural changes were sweeping through America. That larger movement was an expression of a society eager to move beyond the alienating, bland conformity, embedded presuppositions, and prejudices that had characterized the 1950s return to "normalcy" after World War II. In psychology, adjustment models were challenged by visions of growth, and the human potential movement emerged. T-groups, sensitivity training, human relations training, and encounter groups became popular. The goal was greater awareness of one's own actual experience in the moment and authentic engagement with others, goals not well-served by academic psychology, clinical psychology, or the culture in general. Growth centers sprang up across the country, offering a profusion of workshops and techniques, such as transactional analysis, sensory awareness, Gestalt encounter, body work, meditation, yoga, massage therapy, and psychosynthesis. The best known of these was Esalen Institute, founded in Big Sur, California in 1964, which continues tothis day. Begun as a site for seminars, it featured not only psychologists such as Rollo May, Abraham Maslow, and Carl Rogers, but also scholars from other disciplines such as Arnold Toynbee, Paul Tillich, Gregory Bateson and Alan Watts.These developments in the culture and in "pop psychology" paralleled changes in clinical and academic domains. Existential and phenomenological trends in continental psychiatry affected the Anglo-American sphere through the work of R. D. Laing and his British colleagues. His trenchant critique of the prevailing medical model's reductionistic and pathological view of schizophrenic patients began a revisioning of even psychotic processes as meaningful growth-seeking experiencing. Various American psychiatrists also contributed to the elaboration of this alternative, most notably John Perry and Thomas Szasz. At the same time, Gestalt therapy was developed and popularized especially by Fritz Perls.Meanwhile, from the academic side a rising tide of theory and research focused attention on this nonreductive, holistic view of the person. As the 1960s unfolded, new books by Rogers (1961, 1969), Maslow (1962, 1964, 1965, 1966), and May (1967, 1969) were enormously influential in this more receptive era. May pointed out that if we are to study and understand human beings, we need a human model. He advocated a science of persons, by which he meant a theory which would enable us to understand and clarify the specific, distinguishing characteristics of human beings. Many new voices also now began to be raised. Amedeo Giorgi (later Division 32 president in 1987-1988) criticized experimental psychology's reductionism, and argued for a phenomenologically based methodology that could support a more authentically human science of psychology (Giorgi, 1965, 1966, 1970). Giorgi argued that psychology has the responsibility to investigatethe full range of behavior and experience of people in such a way that the aims of rigorous science are fulfilled, but that these aims should not be implemented primarily in terms of the criteria of the natural sciences.As an organized movement, humanistic psychology grew out of a series of meetings in the late 1950s initiated by Abraham Maslow and Clark Moustakas and including Carl Rogers, all APA members. They explored themes such as the nature of the self, self-actualization, health, creativity, being, becoming, individuation, and meaning. Building on these meetings, in 1961 an organizing committee including Anthony Sutich launched the Journal of Humanistic Psychology (JHP). Its early editorial board included many well-known scholars such as Andras Angyal, Erich Fromm, Kurt Goldstein, Rollo May, Clark Moustakas, and Lewis Mumford. Maslow had compiled a mailing list of colleagues to whom he sent his papers which conventional journals would not publish, and this was used to begin the promotion of JHP (deCarvalho, 1990).The new journal's success in coalescing a responsive subscriber base quickly convinced its founders that a professional association could also meet a need. With the assistance of James Bugental, who served as its first president pro tem, and a grant arranged by Gordon Allport, the inaugural meeting of the Association for Humanistic Psychology (AHP) was held in Philadelphia in 1963. Among the 75 attendees were many who would later play prominent leadership roles in this movement. (For a summary of this meeting see deCarvahlo, 1991, pp. 10-11.)In 1963 James Bugental published a foundational article, "Humanistic Psychology: A New Breakthrough," in the American Psychologist which was adopted by AHP as a basic statement of its own orientation. This statement was amplified in Bugental's 1964 article, "The Third Force in Psychology" inthe Journal of Humanistic Psychology and appears, in the following slightly amplified version, in each issue of JHP.Five Basic Postulates of Humanistic Psychology1. Human beings, as human, are more than merely the sum of theirparts. They cannot be reduced to component parts or functions.2. Human beings exist in a uniquely human context, as well as in acosmic ecology.3. Human beings are aware and aware of being aware—i.e., they areconscious. Human consciousness potentially includes anawareness of oneself in the context of other people and thecosmos.4. Human beings have some choice, and with that, responsibility.5. Human beings are intentional, aim at goals, are aware that theycause future events, and seek meaning, value and creativity.(Bugental, 1964, pp. 19-25)The second AHP meeting took place in Los Angeles in September 1964, with about 200 attendees. As Bugental observed, this group already included the four major subgroups that have characterized and sometimes strained the association ever since: therapists, social/political activists, academic theorists and researchers, and "touchy feely" personal growth seekers (deCarvalho, 1991, 1992).To develop the philosophy, themes and direction of the Association for Humanistic Psychology and humanistic psychology theory, The Old Saybrook Conference was convened in 1964 at a Connecticut country inn. It was an invitational conference sponsored by AHP, financed by the Hazen Foundation, and hosted by Wesleyan University under the chairmanship of Robert Knapp. Leading figures in the psychology of personality and in the humanisticdisciplines participated: Gordon Allport, George Kelly, Clark Moustakas, Gardner Murphy, Henry Murray, and Robert White of the founding generation; Charlotte Bühler, representing a European tradition of research labeled "life-span development," Jacques Barzun and Rene Dubos as humanists from literature and biological science, and James Bugental, Abraham Maslow, Rollo May, and Carl Rogers, who became the intellectual leaders of the movement. These founders did not intend to neglect scientific aspirations; rather, they sought to influence and correct the positivistic bias of psychological science as it then stood. The titles of some of the papers indicate the focus of the conference: "Some Thoughts Regarding the Current Philosophy of the Behavioral Sciences" by Carl Rogers, "Intentionality, the Heart of Human Will" by Rollo May, "Psychology: Natural Science or Humanistic Discipline?" by Edward Joseph Shoben, and "Humanistic Science and Transcendent Experiences" by Abraham Maslow.In addition to the Journal of Humanistic Psychology, the Association for Humanistic Psychology, and the Old Saybrook Conference, the subsequent years also saw the founding of graduate programs in humanistic psychology. Masters' programs in humanistic psychology were begun in 1966 at Sonoma State University (then Sonoma State College), and in 1969 at the State University of West Georgia (then West Georgia College). An M.A. program in existential-phenomenological psychology was created at Duquesne University in 1959, and a Ph.D. program was added in 1962. Several free-standing institutes also initiated humanistic graduate programs. John F. Kennedy University and the Union Institute, both begun in 1964, and the California Institute of Integral Studies in 1968 were among the first. In 1971 the Association for Humanistic Psychology created the Humanistic Psychology Institute (now known as Saybrook Graduate School, named afterthe famous conference). These early programs, still continuing, have since been joined by many others. Thirty-seven are listed in the current Directory of Graduate Programs in Humanistic-Transpersonal Psychology in North America (Arons, 1996). Some of these have focused on synthesizing humanistic scholarship with eastern philosophies such as Hinduism and Buddhism (the best known of these are the California Institute for Integral Studies, John F. Kennedy University, the Institute for Transpersonal Psychology, and Naropa Institute). Faculty members from these graduate programs have been active in Division 32 and many, especially from State University of West Georgia and Saybrook Graduate School, have served as its president.The Founding of Division 32: Ambivalence and Collaboration During the 1960s the primary organizational forum for the burgeoning humanistic movement was the Association for Humanistic Psychology (AHP), which had become an organization of 6,600 thousand members. As a protest movement against the mainstream approaches in psychology, this alternative venue outside of APA seemed most appropriate. However, as the momentum of change during the 1960s continued, the mainstream also began to open up to much of this new thinking. Abraham Maslow was elected president of the American Psychological Association in 1968. (Rogers had been president in 1947, and later Stanley Graham and Brewster Smith, two Division 32 presidents, also served as APA presidents.) Eventually, a group of psychologists within APA decided to pursue the organization of an APA division devoted to humanistic psychology.This effort was spearheaded by Don Gibbons, then a faculty member at West Georgia College. In order to propose a new division, the signatureson a petition to APA of 1% of APA's existing membership were required (approximately 275 at that time). In January 1971, Gibbons wrote to John Levy, the executive director of AHP, seeking his support in soliciting these signatories from APA members who belonged to AHP. Many members of AHP were also members of APA, so it was evident that the two groups would have a significant overlapping membership. As Gibbons wrote in that January 12, 1971 letter: "We would like to see it set up in such a way as to facilitate communication between the A.P.A. and all areas of the humanistic movement. In particular, we would like to see the new division maintain the closest possible degree of collaboration with A.H.P." In the end, 374 members of APA petitioned for the proposed division. As a result, the APA Council of Representatives, after hearing receiving affirmation from the existing divisions of APA, confirmed and made official the new Division of Humanistic Psychology.This prospect of another humanistic organization raised concern on the part of some that it would dilute the movement (Arons, personal communication, June 6, 1998). The proponents of the proposed division, however, were in any case determined to proceed, and viewed the eventual formation of a Division of Humanistic Psychology within the APA as inevitable, given the continuing rapid growth of humanistic psychology at that time. Though still wary, previously opposed members of AHP who also belonged to APA chose to help make the proposed division the best it could be, and gathered at the official organizational meeting scheduled by Gibbons during the 1971 APA convention (Harari, personal communication, June 26, 1998). For unknown reasons, Gibbons himself did not attend the meeting. Spontaneously, a group of individuals occupied the dais and took charge of the meeting.Several people presented the case for a new division. Albert Ellis spoke eloquently for its value in giving a voice within APA to humanistic psychology. Fred Massarik indicated that he had been originally opposed to the proposed division, but now supported it. It was proposed that a steering committee of 11 be elected who would constitute an acting executive board during the coming year, to establish by-laws and a statement of purpose.As Harari described this first meeting in his letter to the new division's members:On Saturday, September 4, 1971 an organizing meeting washeld for the Division of Humanistic Psychology of APA during therecent APA meetings held in Washington, D.C. Fifty-sevenpersons attended the organizing meeting and together withoriginal petitioners for the formation of the new Division, as wellas other interested members and fellows, became the chartermembers of the new Division. In the absence of the originallyscheduled chairperson, Don Gibbons of West Georgia College,Albert Ellis was appointed Chairman of the meeting and CarmiHarari was appointed Recording Secretary....Several signers ofthe original petition were present in the room and assisted in theconduct of the meeting, together with the expert consultingassistance of Jane Hildreth, representing APA CentralOffice....Serving as Presiding Officers for the organizing meetingwere Albert Ellis, Stanley Graham, Carmi Harari, Fred Massarik,Denis O'Donovan and Everett Shostrom. (Harari, 1971)The first meeting of the acting executive board took place immediately following the organizational meeting of the new division. Officers were elected, with Harari chosen as acting president, Graham as acting treasurer,Ellis as acting council representative, and Shostrom and Massarik as co-chairs of the next convention's program. Three other decisions, all of which would be subsequently challenged and changed, were made: the first program would be on an invitational basis; dues were set at $3.00; and Fellows, Members, and Associates of APA would be eligible for division membership on an equal basis with no classes of membership in the division.The Early Years: Growth and InnovationThe following year, 1972, saw the usual development and application of those processes by which a new organization becomes normalized including membership, governance, programs, and publications.. What was reflective of the spirit of Division 32, however, was the open, explorative approach to these features, which were handled in innovative ways. MembershipA highly successful recruitment of new members, by Barton Knapp as acting membership chair, brought in about 300 new applications during the Division's first year, almost doubling the membership total. By January 1, 1973, the total was 647; in 1974 it was 784. By 1975, it topped 900, and by 1976 it was more than a thousand. In 1977 it reached 1150, the highest level where it then stabilized for the next few years.During the 1973-74 year, the membership chair, Nora Weckler, conducted a survey of members, and itemized their major fields of involvement. Most heavily represented was counseling psychology. Clinical and educational psychologists were also strongly represented, followed by psychotherapy, experimental, social, industrial, and developmental psychologists. Smaller numbers included: engineering, environmental,perception, rehabilitation, and philosophical psychologists. Weckler also noted that the Division's first international members came from Venezuela, Japan, and India. She also itemized reasons given for joining the Division. These included:to have closer contact with others of similar interests; to learnmore about the humanistic approach....a desire for personal andprofessional growth and training....to learn how psychology canhelp people lead a more fulfilling life....to support the philosophyof Division 32....because of dissatisfaction with AHP's anti-intellectual and anti-scientific attitude....an appreciation of theblending of both art and science....a desire to learn more of whatthe Division was doing....an interest in the unresolved theoreticaland philosophical problems of humanistic psychology....with thehope that the Division will further develop theory and researchfollowing an existential-phenomenological approach. (NoraWeckler, Membership Chair Report, 1971)In the following year's membership survey (1974-75), Weckler turned up mostly continuations of these trends. Members now also came from Great Britain, Canada, Guam, and Puerto Rico. Interest areas covered almost every subfield of psychology, with clinical psychology being the most heavily represented, counseling a close second, and educational psychology third. Social psychology, developmental psychology, rehabilitation psychology, speech and communication psychology, and pastoral psychology were also prominently mentioned.At that point in its history, Division 32 defined its mission as follows in an undated statement:Humanistic psychology aims to be faithful to the full range of humanexperience. Its foundations include philosophical humanism,existentialism, and phenomenology. In the science and profession ofpsychology, humanistic psychology seeks to develop systematic andrigorous methods of studying human beings, and to heal thefragmentary character of contemporary psychology through an evermore comprehensive and integrative approach. Humanisticpsychologists are particularly sensitive to uniquely human dimensions, such as experiences of creativity and transcendence, and to the quality of human welfare. Accordingly, humanistic psychology aims especially at contributing to psychotherapy, education, theory, philosophy ofpsychology, research methodology, organization and management and social responsibility and change.GovernanceIn early 1972 drafts of the new Division's by-laws were circulated to John Levy, the executive director at AHP, to Jane Hildreth at APA Central Office, and to the Division 32 members for their comments. The purpose of the Division, as stated in these first by-laws, was to apply the concepts, theories, and philosophy of humanistic psychology to research, education, and professional applications of scientific psychology.Only two aspects of the draft by-laws were seen as problematic. Levy pointed out that requiring decisions to be approved at the annual business meeting might result in a small turnout producing unrepresentative results. Mail-in balloting was then also included as a decision-making tool. Levy also questioned the unwieldy large size of the executive board, which included nine at-large members. (This number was later reduced to six.) Hildreth, at APA, noted (in her letter to Gloria Gottsegen, March 7, 1972) that theDivision's desire to have only one class of members, while laudable, conflicted with APA by-laws that prohibit a person from holding higher member status in a division than he/she does in APA. In the case of APA's three classes of membership (Fellow, Member, and Associate), it would be no problem to consider APA Fellows to be Members of Division 32, but Associates in APA could not be promoted to Member status in the Division. This dilemma was resolved, however, by allowing APA Associates to enjoy full membership status in the Division as members who could vote and hold office on an equal basis, with the sole exception that they could not vote for the Council Representative position (as that voting eligibility is part of APA's own by-laws). Division elections would henceforth require the Division secretary to count the ballots of Division members who, as Associates in APA, were not eligible to vote in APA elections, and whose ballots would therefore not be sent to APA. This added complication was seen as well worthwhile, to be able to establish a more egalitarian collegium of members, of whom about 20% were only Associate members of APA.As a result of the initial rapid growth in membership, along with a very positive response to Harari's first appeal of support in the APA apportionment balloting, the new Division was awarded two seats on APA's Council of Representatives. Following a call for nominations, the Division's first election was held, in 1972, to select its first actual (rather than acting) officers. Carmi Harari was elected president, Everett Shostrom president-elect, Gloria Gottsegen secretary, Barry Crown treasurer, Fred Massarik and Albert Ellis council representatives. Members-at-large of the executive board were also elected, to serve staggered terms. These included: David Bakan, Elizabeth Mintz, Joen Fagen, Robert Strom, Leonard Blank, Lawrence LeShan, James Klee, Janette Rainwater and Barton Knapp.When Shostrom became president he presented the executive board with a silver oil can engraved with the inscription, "APA Division 32 President's Actualizing Oil Can" on which he had inscribed the names of the first two division presidents (Harari and Shostrom). He recounted the story of the Wizard of Oz. The straw man, the tin man and the cowardly lion were seeking from an outside authority qualities they already possessed within themselves. Opening to these inner qualities is a prime message of humanistic psychology. The oil can used by the tin man to lubricate his joints became a ritual reminder of this message as it passes, each name added, from outgoing to incoming presidents.Beginning with the first elected executive board meeting, in 1972 during the APA convention in Honolulu, innovations and changes were typical. Convention programming was changed from being exclusively invitational. It was decided to allot only 50% to invited symposia and 50% to proposals solicited from members. A newsletter was inaugurated, with Alvin Manaster appointed as its first editor, and a Social Responsibility Committee was formed with James Klee as its first chair. A proposal by Robert Strom to hold a mid-year executive board meeting was also accepted. It was also decided to include a regular column about Division 32 in AHP's newsletter, so as to continue the hoped-for collaboration between the two groups.The election of 1974 featured a problem and creative resolution. The balloting for the position of president-elect resulted in a tie vote between Myron Arons and Stanley Graham. With the concurrence of the two candidates, President Shostrom flipped a coin to determine the results. It was agreed that, since Stanley Graham won the toss, he would function as President-elect for the 1974-1975 term and that he would function as。
William_jennings_bryan全文
The second time(1900) :approved anti-imperialism(反帝国主义) McKinley won the electoral college with a count of 292 votes compared to Bryan's 155.
The third time (1913):He lost the electoral college 321 to 162, his worst defeat yet.
Fundamentalism :a religious movement of conservative Protestants in the U.S.A. in the early 1920s;
Its purpose : to maintain the traditional Christian view of the Bible and to assert the literal interpretation of the Biblical narrative
Three times of Presidential election
In1896,at the age of 36, Bryan became (and still remains) the youngest presidential nominee of a major party in American history.
politician—democrat， the 41st United States Secretary of State
one of the best known orators
a Presbyterian(长老教会员)t(禁酒主义者)
威廉华兹华斯 William_Wordsworth
revolutionary principle. These three poets were often
called as the younger poets. They did a wonderful work in shaping verse. Rebellious and aggressive So these three poets were called “the Satanic School” by
Older group: (Negative Romanticism)
The so-called Lake School of English poets (William Wordsworth, Samuel Taylor Coleridge, Robert Southey.) expressed new theories as to the subject-matter and
Wordsworth’s poetry were
principles stated in
of the
Preface to the Lyrical Ballads,
which served as the manifesto
of the English Romantic
Movement in poetry.
The later romanticists (George Gordon Bryon, Percy Bysshe Shelley, John Keats) were poets of revolt who, unlike the Lake School, never recanted their
Wordsworth’s writing style
威廉·华兹华斯_最终版
In 1842,Wordsworth received a government pension ,and in the following year he succeeded Southey as Poet Laureate. In 1850,Wordsworth died by aggravating a case of pleurisy.
In 1802 Wordsworth married Mary Hutchinson ,a childhood friend ,who is portrayed in the charming lyric as “a Phantom of Delight.” In 1813,Wordsworth moved to Rydal Mount ,a few kilometers from Dove Cottage ,and there the poet spent the remainder of his life ,except for periodic travels .In his later years ,his position as a great poet was firmly established.
All good poetry is the spontaneous overflow of pth
The second of five children born to John Wordsworth and Ann Cookson, William Wordsworth was born on 7 April 1770 in Cockermouth in Cumberland — part of the scenic region in northwest England, the Lake District. Wordsworth made his debut as a writer in 1787 when he published a sonnet in The European Magazine. That same year he began attending St John's College, Cambridge, he developed a keen love of nature as a youth. and received his B.A. degree in 1791 . He returned to Hawkshead for his first two summer holidays, and often spent later holidays on walking tours, visiting places famous for the beauty of their landscape. In 1790, he took a walking tour of Europe, during which he toured the Alps extensively, and also visited nearby areas of France, Switzerland, and Italy.
成就动机理论的大师-麦克利兰
成就动机理论的大师：麦克利兰进入管理学领域的心理学家相当多，麦克利兰就是其中十分杰出的一位。
他对人类动机和激励问题进行了长期研究，提出了成就需要、亲和需要、权力需要三种需要并存的学说。
在这一基础上，他运用主题统觉测验方法，归纳出成就需要引发的动机因素，形成了测定“杰出”和“平庸”差别的量化标准。
在领导问题上，他对权力需要的个人化和社会化两种表现作了入木三分的刻画。
在胜任素质研究上，他的贡献最大，形成了标准化的通用素质测评体系，影响遍及全世界，在人力资源管理上产生了无可替代的效应。
他的许多观点，至今还在管理现实中振聋发聩。
作为成就动机理论的集大成者，麦克利兰与马斯洛、斯金纳等人并列，在管理学的发展中起到了重要的历史作用。
成就动机理论的奠基人在管理学领域，戴维·麦克利兰（David Clarence McClelland，1917－1998）与马斯洛等心理学家齐名。
他在心理学领域耕耘达57年之久，其研究涉及到需要和动机、权力和领导、激励和成就等多个方面。
麦克利兰于1917年5月20日出生在美国纽约州的弗农山庄（Mt. Vernon）。
他的父亲是一位卫理公会教派的牧师，曾在伊利诺伊州杰克逊维尔市（Jacksonville）的女子学校麦克默瑞学院（McMurray College）担任校长。
麦克利兰兄弟五人，他排行老二。
在父亲的影响下以及家庭环境的熏陶下，麦克利兰从小学习就非常刻苦且成绩优异。
1933年，麦克利兰中学毕业。
1935年，他进入韦斯利昂大学（Wesleyan University）学习心理学，1938年获得学士学位。
同年7月，麦克利兰与夏普莱丝（Mary Sharpless）结婚，次年获得密苏里大学（University of Missouri）的心理学硕士学位。
此后，麦克利兰又用两年的时间在美国著名学府耶鲁大学（Yale University）继续深造，并且在24岁时就获得心理学博士学位。
college tradition i know 英文作文
college tradition i know 英文作文college life traditionThomas Jefferson enrolled in the College of William & Mary on March 25,1760,at the age of sixteen.He had received his early education from tutors at home and,later,as a boarder in schools taught by Anglican clergymen.By the time he came to Williamsburg,the young scholar was proficient in the classics and able to read Greek and Latin authors in the original,a practice he continued throughout his life.In addition to the philosophy school—the collegiate course in which Jefferson enrolled—the College of William & Mary included a grammar school for boys about twelve to fifteen years of age; the divinity school,where young men who had completed their studies in the philosophy school would be prepared for ordination in the Church of England; and the Indian School,founded for the education and Christianizing of Indian boys.Jefferson lodged and boarded at the College in the building known today as the Sir Christopher Wren Building,attending communal meals in the Great Hall and morning and evening prayers in the Chapel.He was instructed in natural philosophy (physics,metaphysics,and mathematics) and moral philosophy (rhetoric,logic,and ethics).A keen and diligent student,he displayed an avid curiosity in all fields and,according to family tradition,he frequently studied fifteen hours a day.His closest college friend,John Page of Rosewell,reported that Jefferson "could tear himself away from hisdearest friends,to fly to his studies."At William & Mary,Jefferson was taught by William Small.A Scotsman who had been educated at Marischal College,Aberdeen,Small had been appointed professor of natural philosophy in 1758.Soon after Jefferson's arrival,Small also assumed the duties of teaching moral philosophy when that chair was left vacant by the departure of Jacob Rowe.Small introduced Jefferson to the writings of Locke,Bacon,and Newton,and awakened an interest in science in the enthusiastic young student.It was a turbulent time in the history of the College,a period characterized by politicalturmoil,declining discipline,and tension between the faculty and the Board of Visitors.Nevertheless,Jefferson thrived under the tutelage of Small.He later wrote:"It was my great fortune,and what probably fixed the destinies of my life that Dr.William Small of Scotland was then professor of mathematics,a man profound in most of the useful branches of science,with a happy talent of communication,correct and gentlemanly manners and an enlarged and liberal mind."Jefferson's course of study at the College lasted for two years,and he then went on to read law for the next five years under George Wythe,the distinguished jurist who was to become the first professor of law at William & Mary in 1779.Jefferson referred to Wythe as "my earliest and best friend," adding that "to him I am indebted for first impressions which have had the most salutary influence on the course of my life."。
Humanitiesandsocialsciences
Section Row Seat Bachelor of ArtsDramaBriauna Chariece Perry __L____ __I____ _ 15___ Bachelor of ArtsEnglishDeshan Jamel Axson __L____ __I____ _ 14___ Whitney Sharee Gooden __L____ __I____ _ 13___ Tia Shavonne LaBoard-Brown __L____ __I____ _ 12___ India Natavia Lowry __L____ __I____ _ 11___ Kiara Darlyce Marshall __L____ __I____ _ 10___ Anitia Monique Martin __L____ __I____ _ 9___ Ashleigh Elizabeth Martin __L____ __I____ _ 8___ Lakeya Deanna McDaniel __L____ __I____ _ 7___ Lakeisha Rose Miller __L____ __I____ _ 6___ Jasmine Ariell Mitchell __L____ __I____ _ 5___ Kenneth Olando Sass __L____ __I____ _ 4___ Eric William Shattuck __L____ __I____ _ 3___ Verbenna Iona Soodoo __L____ __I____ _ 2___ Stephanie Denice Wilson __L____ __I____ _ 1___Bachelor of ArtsEnglish EducationEden C. Muller __L____ __J____ _ 20___Bachelor of ArtsHistoryTiffany Michelle Atwater __L____ __J____ _ 19___ Larry James Frazier, II __L____ __J____ _ 18___ Iris Ekua Quarshie __L____ __J____ _ 17___Bachelor of ArtsMusic IndustryQuenton Lamar Atterberry __L____ __J____ _ 16___ Shyrli Jané Harmon __L____ __J____ _ 15___Bachelor of ArtsPolitical ScienceCourtney Denise Brunson __L____ __J____ _ 14___ Dominique Mancini Cheatham __L____ __J____ _ 13___ Shaquana Monique Shanay Cuttino __L____ __J____ _ 12___ Austin Bernard Floyd, Jr. __L____ __J____ _ 11___ Eileena Trell Fowler __L____ __J____ _ 10___ Janique Nayo Sara Francis __L____ __J____ _ 9___ Corey Lamar Frasier __L____ __J____ _ 8___ Shandease Francesca Haygood __L____ __J____ _ 7___ Shemeika Monai Hudson __L____ __J____ _ 6___ Abraham Limus Hutchinson __L____ __J____ _ 5___ Roanna Lalmansingh __L____ __J____ _ 4___ A’Janéé D’Lynn Landingham __L____ __J____ _ 3___Brittney Nicole McDaniel __L____ __J____ _ 2___ Angel Kayla McMillan __L____ __J____ _ 1___ Krystal Angelica Kantrell Roberts __L____ __K___ _ 20___ Deon Terrell Tedder __L____ __K___ _ 19___ Azrielle Done’t Washington __L____ __K___ _ 18___ Larry Douglas Williams, II __L____ __K___ _ 17___Bachelor of ArtsSocial Studies EducationMara Jené Thomas __L____ __K___ _ 16___Bachelor of ArtsSociologySolomon Gerome Addison __L____ __K___ _ 15___ Katrina Latasha Robinson __L____ __K___ _ 14___ Jeffrey S. Stroman __L____ __K___ _ 13___ Brendell Studnicka __L____ __K___ _ 12___ John David Ontrelle Washington, III __L____ __K___ _ 11___Bachelor of ArtsStudio ArtKendrick Eugene Clark __L____ __K___ _ 10___ Branden Alphonso Fabers-Rouse __L____ __K___ _ 9___ Andrew Federick, Jr. __L____ __K___ _ 8___ Robin Michelle Govan __L____ __K___ _ 7___Brittney La’Dawn Williams __L____ __K___ _ 6___ Bachelor of ScienceArt EducationHarriett Eades Hilton __L____ __K___ _ 5___ Bachelor of ScienceBusiness EducationJentifer Berna Smith __L____ __K___ _ 4___ Bachelor of ScienceCriminal JusticeAdriana Curecia Allen __L____ __K___ _ 3___ Sharlene Michelle Summers Anderson __L____ __K___ _ 2___ Gerald Shaquan Bynum __L____ __K___ _ 1___ Thaddeus Jerome Coe, Jr. __L____ __L___ _ 20___ Mondele Candacy Collins __L____ __L___ _ 19___ Christen Ashley Cox __L____ __L___ _ 18___ Ashton Dravie Farmer __L____ __L___ _ 17___ Reginald Sterling Garvin, Jr. __L____ __L___ _ 16___ Destiny Unique Hamilton __L____ __L___ _ 15___ Antuanne Jermaine Kerr __L____ __L___ _ 14___ Danielle Denise McCray __L____ __L___ _ 13___ Jazzmen Cadeezea McCrea __L____ __L___ _ 12___ Tanisia Racquel Salley __L____ __L___ _ 11___ Whitney Nichole Sanders __L____ __L___ _ 10___Tiffany LaShae Sims __L____ __L___ _ 9___ Jasmine Latisha Temple __L____ __L___ _ 8___ Xavier Jonté Thompson __L____ __L___ _ 7___ Crystal Dawnyale Wallace __L____ __L___ _ 6___ LaQuanda Shamon Washington __L____ __L___ _ 5___Bachelor of ScienceEarly Childhood EducationJasmine Shanae Brown __L____ __L___ _ 4___ Ketara Renee Daniels __L____ __L___ _ 3___ Ivy Robin Jones __L____ __L___ _ 2___ Patrice Yvette McRae __L____ __L___ _ 1___ Rodney Dwight Watters, Jr. __L____ __M___ _ 20___Bachelor of ScienceElementary EducationFaith Maria Jones __L____ __M___ _ 19___ Jake Jason Lee __L____ __M___ _ 18___ Kendra Dalicia Lingard __L____ __M___ _ 17___Bachelor of ScienceMathematics EducationLyndasha Johnise Brittian __L____ __M___ _ 16___ Lee Belton Tobin __L____ __M___ _ 15___ William Ramon Whitehurst __L____ __M___ _ 14___Brittany Gerrelle Wright __L____ __M___ _ 13___ Bachelor of ScienceMiddle Level EducationChantal De’Anne Johnson __L____ __M___ _ 12___ Traci Shauntia Williams __L____ __M___ _ 11___Bachelor of ScienceMusic EducationBrittany JaNay Salley __R____ __A___ _ 20___ Bachelor of SciencePhysical EducationLenard Sarge Hudnal, Jr. __R____ __A___ _ 19___ Bachelor of SciencePsychologyShontavis Sherese Barnette __R____ __A___ _ 18___ Kiah Nicole Bouie __R____ __A___ _ 17___ Caleb Brown __R____ __A___ _ 16___ Kimberly Nicole Brown __R____ __A___ _ 15___ Henderson Henry J. Charley __R____ __A___ _ 14___ Darius O’Neal Daniels __R____ __A___ _ 13___ Kyla Marie Davidson __R____ __A___ _ 12___ Felicia Shanika Davis __R____ __A___ _ 11___ Tracey Michele Goldson __R____ __A___ _ 10___Breanna LaTeya Gore __R____ __A___ _ 9___ Courtney Lorraine Graham __R____ __A___ _ 8___ De’Shawn C.H. Heyward __R____ __A___ _ 7___ Dejaneé Seymone Hooks __R____ __A___ _ 6___ Danielle Ayashe Jack-James __R____ __A___ _ 5___ Raven Simone Johnson __R____ __A___ _ 4___ Destiny Chanell Kirkland __R____ __A___ _ 3___ Larry Donald Lee __R____ __A___ _ 2___ Shawanda T. Mack __R____ __A___ _ 1___ Tabitha Renee Morris __R____ __B___ _ 20___ Amy Nicole Ramírez __R____ __B___ _ 19___ Natalie Nicole Rennie __R____ __B___ _ 18___ Edwin James Riley __R____ __B___ _ 17___ Nikia Cymone Robinson __R____ __B___ _ 16___ Alexandria Simone Samuels __R____ __B___ _ 15___ Tracy Simmons __R____ __B___ _ 14___ Kenneth Donnell Smith __R____ __B___ _ 13___ Vianca Chanele Smith __R____ __B___ _ 12___ Brittani Sherrika Stokes __R____ __B___ _ 11___ Brooke Dominic Thomas __R____ __B___ _ 10___ Rasia Dior Williamson-Steadman __R____ __B___ _ 9___Bachelor of Social WorkBailey Simone Adams __R____ __B___ _ 8___ Jessica Taressah Akewright __R____ __B___ _ 7___ Nicholas Charles Hamberg Artis __R____ __B___ _ 6___ Kenyetta Montana Barnes __R____ __B___ _ 5___ Shalisa R. Blocker __R____ __B___ _ 4___ Mileya Triciá Brown __R____ __B___ _ 3___ Bryant O.E Bynum __R____ __B___ _ 2___ Judy Elizabeth Christian __R____ __B___ _ 1___ Tamara Genise Cobin __R____ __C___ _ 20___ Tacarra Jenise Cook __R____ __C___ _ 19___ Tonnita Antoinette Daniels __R____ __C___ _ 18___ Terrance A. Eaddy __R____ __C___ _ 17___ Tiffany Re’Nia Frazier __R____ __C___ _ 16___ Brittany Patrice Graham __R____ __C___ _ 15___ Maurice Larnelle Hunter __R____ __C___ _ 14___ Brittany Tierra Ivy-Portis __R____ __C___ _ 13___ Miriam LaRena James __R____ __C___ _ 12___ Tiara Venise Knotts __R____ __C___ _ 11___ Kitera Shavone Linen __R____ __C___ _ 10___ Indiah Eu’Nicee McConnell __R____ __C___ _ 9___ Shakeima G. McCray __R____ __C___ _ 8___ Candace Nicole McDaniel __R____ __C___ _ 7___ Desaré Karel McDowell __R____ __C___ _ 6___Joshua-Donnell Capers McGrier __R____ __C___ _ 5___ Tiffany Kristin McMillan __R____ __C___ _ 4___ Unika La’Sha Milhouse __R____ __C___ _ 3___ Cartiá Sharmonique Mitchell __R____ __C___ _ 2___ Belinda Tana Moore __R____ __C___ _ 1___ Quentin Jamal Morrison __R___ ___D___ _ 20___ Melanie Miranda Moseley __R____ __D___ _ 19___ Antoinette Shanae Nipper __R____ __D___ _ 18___ Kierra Shadē Richburg __R____ __D___ _ 17___ Sharia Kristina Rivers __R____ __D___ _ 16___ DeAndra A. Shaw __R____ __D___ _ 15___ Alisha Necole Sims __R____ __D___ _ 14___ Stella Mae Gladden Smalls __R____ __D___ _ 13___ Lakisha Yolanda Stuart __R____ __D___ _ 12___ Leah Ashley Taylor __R____ __D___ _ 11___ Shannon Vernay Tedder __R____ __D___ _ 10___ Jasmine Victoria Williams __R____ __D___ _ 9___。
8 全套美国文学精心整理的各个时期作家作品简介William Cullen Bryant
Theme?
Live and enjoy life fully before arriving at the final destination Calmly accept and embrace death (sweet dreams) ...
Form?
Blank verse Iambic pentameter
“To a Waterfowl” -- Background Information
Composed by Bryant after a walk from Cummington to Plainfield, (Massachusetts) at the close of a day of self-doubt and despair in Dec,1815. Two burdens in Bryant’s mind
adoctorandlaterastatelegislatorml?maternalancestrytracesbacktopassengersonthemayflower?paternalancestrytracesbacktotheearlycolonistsbkh州立法委员?educationandworkingexperience?spenttwoyearsinwilliamscollege?begantostudylawandwasadmittedtothebarin1815?turnedtojournalismin1825andbecameaneditorfornykeipt18271877newyorkeveningpost18271877?developedaninterestinpoetryearlyinlifestartingtowritepoemsat14?duringhislateyearshetranslatedhomersiliadandodysseybiographicalintroduction2williamscollege?aprivateliberalartscollegelocatedinwilliamstownmassachusetts?thanatopsis18111812?mostfamouspoem?influencedbythegraveyardschoolpoetsinenglandmajorworks?toawaterfowl1821?thepeakofhisworkbestlyricpoem?calledbymatthewarnoldasthemostperfectbriefpoeminthelanguage为了帮助保护您的隐私powerpoint禁止自动下载此外部图片
William Wordsworth 介绍 英文
The two poets quickly developed a close friendship. In 1797 Wordsworth
and his sister Dorothy moved to
Alfoxton House, Somerset, just a few
miles away from Coleridge's home in
and died in 1805 when the ship of which he
was captain, the Earl of Abergavenny, was
wrecked off the south coast of England; and
Christopher, the youngest, who entered the
A
8
Marriage and children
? John Wordsworth (18 June 1803
– 1875). Married four times:
1.Isabella Curwen (d. 1848) had six children: Jane, Henry, William,
During the harsh winter of 1798
–99 Wordsworth lived with Dorothy in
Goslar,
and, despite extreme stress and loneliness, began work on the autobiographical
particular set him to commit to memory large
portions of verse, including works by Milton,