Art Camp free essay sample

It seemed like we had been in the car forever. I was curled up in the front, my feet on the seat because the floor was entirely jammed with maps and guidebooks, my backpack, and sweatshirts. A canvas bag overflowed with staple foods like bread, marmalade, cashews, and Chex-mix. It was a bright, clear day, and we were driving, home to Pennsylvania on the last leg of the pilgrimage all high school juniors make: the spring break college tour. We had visited campuses, had interviews, stayed with family and friends, and spent hours and hours in the close confines of our car. â€Å"This summer you should really think about teaching art at camp,† my mom said, her voice making it more of a command than a suggestion. â€Å"Yeah . . .† I said reluctantly. The number of things I â€Å"should really think about† doing was astronomical. Whatever happened to hanging around, enjoying my last official summer as a high school student? â€Å"Hey, it will look good to colleges,† she explained. We will write a custom essay sample on Art Camp or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I grimaced and squirmed inwardly at that. Lately, almost everything my mom said to me was followed by the inevitable, â€Å"It will look good for college.† Mostly, her ideas were things that spoke to my interests, like apprenticing with a painter friend, taking a ceramics course, or spending two-weeks at Penland School of Crafts. It wasn’t her ideas that rankled, it was her motivation. To my way of seeing things, the point was not to make colleges â€Å"like† me. The point was to learn, to expand, to improve at things I love and have fun doing. I wanted to spend a summer meeting new people, absorbing what they had to teach me, and using those experiences to create art and develop as a person. â€Å"Ma?† I said, â€Å"I get what you’re saying, and I’m not arguing or anything- I know it looks good on applications, but . . . I don’t do things to make people like me, I do them because they’re what I love doing, and . . . I dunno, to do what you love specifically because you’re going to get something out of it . . . just feels kind of wrong. It’s disgusting.† A rather longwinded argument followed, in which my mom belabored the point that selling yourself is often necessary, especially when you are a member of the largest class ever to graduate from high school. I am straightforward; I am honest. I do not like dressing things up or making them appear different from what they are: Mom spent half the state of New Jersey trying to convince me that selling yourself is a very large part of succeeding in the world. When I could take it no more, I exclaimed, my voice choked with frustration, â€Å"I think if you have something to offer, you should put it where people can see it, and they should do the rest. That’s the way things should be.† â€Å"Well, honey,† she sighed, sounding worn down, â€Å"it’s probably not such a bad thing. I mean, you can use that.† â€Å"Oh my God!† I howled. â€Å"You’ve just taken my idealism and turned it into a marketing point!† I huffed angrily into my hands, unsure whether to laugh or cry. â€Å"You know what?† I said, â€Å"We’re not talking about this any more.†

Phrasal Verbs and Phrasal Nouns

Phrasal Verbs and Phrasal Nouns Phrasal Verbs and Phrasal Nouns Phrasal Verbs and Phrasal Nouns By Mark Nichol A phrasal verb is a verb consisting of two or more words- a verb and (usually) a preposition or a particle- that, when combined, describe an action. When formed into a closed or hyphenated compound, however, a phrasal verb is transformed into a phrasal noun, which can, alternatively, be employed as an adjective. This post explains the distinction, with examples. Forming Phrasal Verbs Take just about any basic verb, and it can likely be paired with one or more words to form a phrasal verb. (A phrasal verb is also called a compound verb, or a prepositional verb or a particle verb, depending on the function of the word following the verb, along with other names.) Consider walk, for example. One can walk in a line, out a door, through a tunnel, up a flight of stairs, down a street, on a rug, near a park, by a shop, off a cliff, or away from a fight. In many cases, however, a writer can name the action by combining the verb and the preposition or particle into a compound. Walk-in, for example, describes someone who arrives at a location without an appointment, or it serves as a truncation of â€Å"walk-in refrigerator† or functions as an adjective in â€Å"walk-in closet† or â€Å"walk-in apartment.† A walkout, by contrast, is a labor strike or an action in which a number of people leave a meeting or a location to express disapproval. (Notice the inconsistency of treatment; the former word is hyphenated, while the latter is closed.) A walk-through is an inspection or a rehearsal, and a walk-up is a building with no elevator to the upper floors. (As an adjective, the word might refer to a window where a customer can be served without entering a business location.) â€Å"Walk down† can also refer to an act of walking to help oneself recover from illness or poisoning or to wear someone down to exhaustion (â€Å"wear down† is also a phrasal verb), but- so far, at least- English-language speakers and writers have not felt a need for a corresponding phrasal noun. (That is the case with a couple of other phrasal verbs in this list.) But a walk-on is a small theatrical role (from the fact that such parts often involve an actor simply walking onstage, perhaps to deliver a message to a main character, for example) or a person who attempts to join an athletic team without an invitation or a scholarship offer. Walk-off, meanwhile, describes a final winning play in a baseball game. Note that with any of the phrasal verbs listed, at best, a sentence’s meaning will differ if the preposition or particle is omitted; at worst, it won’t make sense. One can, for example, walk a line, but that means something different than a reference to walking in a line, while â€Å"walk a door† is meaningless. However, some phrasal verbs are redundant, though they are often used colloquially. Such phrases, which often unnecessarily pair a verb with up or down, include â€Å"climb up,† â€Å"meet up,† â€Å"rest up,† â€Å"sit down,† â€Å"stand up,† and â€Å"write down.† (One may climb down, but descend is a better alternative for that phrase.) Note, though, that some of these redundant phrases can be legitimately repurposed as phrasal nouns or adjectives when hyphenated. For example, meet-up is an informal synonym for gathering, and a sit-down is a work stoppage or protest or a meeting convened to resolve a conflict or problem. (As an adjective, the term also pertains to a meal or a restaurant at which one is seated.) Meanwhile, a stand-up comic is one who performs while standing, though the term may also informally denote the quality of integrity (â€Å"He’s a real stand-up guy†) or simply refer to something literally upright. The term alone can also refer to the entertainment form or a television broadcast with a similar setup- there’s another phrasal verb transformed into a compound verb- or to the performer. â€Å"Write down† does not have a corresponding noun. However, the words write and up, though they do not form a phrasal verb (â€Å"write it up† comes close), are used, linked with a hyphen, to describe a report, review, or summary, as in â€Å"Did you see the write-up about the game in today’s paper?† Numerous other examples exist. Note, however, that as in the case of walk-in and walkout, treatment of two words with a common verb may differ: One performs a turnaround but comes up with a work-around. A blow-up is not the same as a blowout, and the compounds are not styled the same. And though hand-down is not (yet) a word- it might someday be coined to describe an edict or pronouncement- a hand-me-down is something passed on (such as an article of clothing given to a child when an older sibling outgrows it). When contemplating using a phrasal noun (or a phrasal adjective), first, use a dictionary to determine 1) whether the term exists and 2) whether the phrasal noun is hyphenated or closed. (And double-check that the adjectival form is the same as the phrasal noun. Exceptions exist, including the noun/adjective pairs castoff/cast-off and takeout/take-out.) For example, when one calls out, it is a callout, but when one logs in, it is (usually) a log-in. (Login is also employed; the correct form is the one that appears in the dictionary or style guide you consult.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Grammar Test 1Cannot or Can Not?10 Types of Hyphenation Errors

Criminal Liability Essay Example | Topics and Well Written Essays - 1750 words

Criminal Liability - Essay Example However, it is worth mentioning in this regard that accusing or adjourning someone to have criminal liabilities, depend on various aspects which generally includes due concentration on the age of the accused, his/her intentions and his/her personal traits, in case it signifies any kind of disability. Emphasising on this notion, the discussion henceforth will intend to develop a general perspective regarding criminal liability of any person, rendering specific ideas concerning the factors which should be considered when accusing someone as a legal offender. The idea generated through the analysis of criminal liability and its defining factors, an analysis of Donnie’s criminal liability will also be portrayed in the discussion. A General Perspective of Criminal Liability The perception of criminal liability is often described as the guilt to perform such acts which apparently harms the well-being of any individual either psychologically or physically along with inhibiting the in terests of the society by a large extent. The notion of criminal liability principally arises due to the breach of a defined code of law with the perpetration of any sort of offensive behaviour which is against the defined codes (Sistare, 1989). It has been viewed that the fundamental assumption in relation to criminal activity signifies the presence of both physical as well as psychological factors when committing the offense to treat the offender as a criminal (RSC, n.d.). Furthermore, a particular individual who commits an unlawful act is considered to be criminally liable, provided the person performs an activity which is against the legal codes being influenced by the factors such as negligence, intention to injure or damage and recklessness (USIP, n.d.). It is worth mentioning in this context that criminal liability can be classified under three distinctive concepts, namely, culpability, capacity, and responsibility. Under the classification of culpability, the crime is believ ed to be committed purposefully, where the wrong doer is found to be completely aware of the consequences. Similarly, capacity intends to verify the age or the mental state of the criminal which impose a strong influence towards committing such acts. However, responsibility intends to elaborate on the willingness of the criminal to conduct such illegal act presuming that he was not forced by any material factors, such as money, threat or similar other elements. It is worth mentioning in this regard that the criminal liability must be justified under all the three concepts to verify a â€Å"corpus delicti rule† (NCWC, 2003). A criminal offense can also be committed by a person acting recklessly i.e. not caring at all about the effects or consequences of the unlawful activities performed by them. Furthermore, by law, in the case of any criminal liability offence, the accused person should have performed any kind of voluntary or involuntary physical activity/activities. The idea of voluntary physical action denotes the fact that the happening or rather the execution of the offensive act was under the control of the accused and thereby deliberating that the person had disregarded his/her minimum responsibility to control their intention of damage.

Describe the product or service your business provides and a Essay

Describe the product or service your business provides and a description of the market it serves - Essay Example A number of football clubs (such as Manchester United, FCB Barcelona) in Europe make enormous amount of money through merchandizing. Apart from club’s official products, goods such as jerseys, hats, watches, bags, mugs etc. can also be brought at specialist sports shops in Europe. Despite a late start, Soccer has been growing its popularity in US In the past few decades. America’s better than expected international performance in the recent FIFA World Cup has lifted people’s interest in the sport. My business idea is to develop a chain of specialist sports shops deal in soccer merchandize and sports equipment. The following write-up describes the business idea in detail in terms of the overall market, anticipated growth and competition, products description and marketing plan. Soccer Market in US Over the last few decades, professional and amateur soccer has made noteworthy strides in the US. As of 2007, there were 14 million soccer players and over 2 million hou seholds having young soccer participants in the country. The following graph shows the comparison of sports popularity in different age groups implying that it is a youth-centered sport in America. Because of this, soccer has attracted the attention of advertisers from companies such as Starbucks, Addidas, Nike and other youth oriented products. Major League Soccer (MLS) and US Soccer Leagues are the two best known soccer leagues in US with over 16 member Clubs. Soccer in US gained more recognition with the arrival of foreign football stars such as David Beckham, Thierry Henry, Freddie Ljungberg and Cuauhtemoc Blanco playing for MLS clubs. The richest club in US, LA Galaxy is worth $100 million (2008). As the game has gained such wide acceptance in US, it is a great market for merchandizing business adopting the European model. Business Idea The concept behind my business idea is to build a specialist soccer outlet selling all products and goods related to soccer including soccer ge ar, equipment and related goods. Soccer Merchandise Products: The following chart gives an overview of the products that would be sold at my Soccer Specialty Store (SSS) for various clubs and leagues: Distribution Channels: In the business of sports retail, it is essential to have and efficient supplier chain and distribution channel in order to make profits. As there are number of players in the supplier chain such as team/club or league dealers or distributors, my competitive advantage will be retail locations and outreach to customers. Apart from consumer retail store, online distribution channels would help reduce inventory and administrative expenses. Marketing: The success of consumer retail sales depends on a number of factors such as retail store location, prices, promotions and consumer demand. My retail stores location will be vicinity to major universities and schools, preferably with high number of international students (as soccer is more popular abroad). The prices of the products would be competitive to other stores such as addidas etc. Personalized items would be higher priced. Since, I am targeting students and their parents as my potential customers, promotional activities such as free passes to soccer matches, group or team discounts would be given. Competition: The competition in US in the soccer merchandising industry is not intense as in Europe but is developing. Major League Soccer

To what extent have the traditionally distinctive characteristics of Essay

To what extent have the traditionally distinctive characteristics of the French state been eroded in recent years - Essay Example s meant that belonging to the EU promotes a sense of Europeanization as the European countries have come together in order to create a collaborative force for the economy of the region. This has led to a disintegration of the traditional family style business ownership that typified the states economic base as a cultural form of identification. The family is extremely important to the French as a certain sense of homogeny is a part of the sociological identity. An observable lack of trust is part of the cultural identity of the French people, therefore the emersion of the state into an organization that is intent on making an overall European state that is unified under one policy does not culturally set well. the Algiers crisis of 1958 where The Algerian War of Independence led to great turmoil within France which was resulted in a push towards decolonization. This marked the return of Charles de Gaulle as a political leader and through which the Fifth Republic would be built. The inability of the leaders of the Fourth Republic to make decisions about decolonization was the core reason that it failed and a new constitution which marked the beginning of the Fifth Republic was put into place. The Fifth Republic Constitution was defined by the leadership of a president who was elected into office for seven years. This form of presidential system replaced the former system that was parliamentary in nature. Charles de Gaulle was the first president elected under the constitution and in 1962 promoted and succeeded in creating a change that diverted the election of the president away from the electoral college system to a direct vote by the citizens. Despite heavy opposition, de Gaulle managed to pass this proposal. In the year 2000, the length of the presidential term was changed from seven years to five years. The situation with the presidency that was developed in the Fifth Republic is that it was instituted without giving over much in the way of power. According

Self Directed Learning in Nursing

Self Directed Learning in Nursing Introduction Self-directed learning is important for the ongoing professional education for nurses. In its broadest meaning, â€Å"self-directed learning† (SDL) Explains a process by which individuals take the initiative, with or without the assistance of others, in analyzing and identifying their learning needs, creating learning goals, recognizing human and material educational resources, choosing and implementing appropriate learning strategies and evaluating learning outcomes. (M. Knowles, Principles of Androgogy, 1972). This is the reason that positive outcome for nurses to being self-regulated. This paper will argue that motivating nurse to be self-directed, plays an essential role in improving professional self-regulation in nursing education and the positive responses to motivational factors in accordance to self-directed learning. Background Nurses within the current health profession and education need motivation to be self-directed. Students are often motivated by a wide range of factors. According to statistical data evidently shown from Julie A. Regan has stated in response to students that motivation to SDL, student responded to 19 different aspects of statements about what motivates them towards self-directed learning (refer to appendix). The most outstanding result was that 100% (a quarter of 97%) of student respondents agreed that a good lecture motivated them to direct their own learning. This level of agreement was also redirected in the focus groups but it is acknowledged that students mentioned to any form of classroom activity as a lecture. Students in the focus groups were motivated by different factors, at different times and in different areas of the curriculum. Negative responses to motivational factors in regards to table 1, indicates a low level of disagreement with the motivation identified by the foc us groups. Thirty percent of students disagreed that strict tutors motivated them, which represents the highest level of disagreement. As only a small number of students had agreed with these statements, it may be argued that most were doubtful or misunderstood. This evidence applies to the level of motivation required, especially within the health care profession. Body 1 Motivation in relevance to self-directed learning is vital to nurses in order to overcome some difficult aspects of independent self-regulation. Two studies were conducted to prove that motivation is the key for student nurses to exceed. Student nurses were seeking feedback from their teachers but were unable to get good feedback, so it became upsetting and put more stress on students. Motivation is acknowledged as one of the most significant psychological concepts in education (Julie A. Regan, 2003, p.593–599) because of its well-established relationship to learning and performance outcomes, motivation in education has become of great interest to researchers (Julie A. Regan). Student centered approaches to teaching and learning are increasingly being adopted in nurse education and there is pressure to deliver programs with reduced classroom contact (Kenny Kendall, 2001, p. 648). It considers challenges to ensure new courses accommodate these approaches, at the same time as p romoting student motivation. Student motivation needs to be more advanced if teachers are attending to students but all that is required is to attend, not necessarily to participate or interact in any way. Therefore motivating students is part of the tutor’s role if they choose to adopt student-centered approaches to teaching and learning. (Entwistle, 1998) Traditionally this has not been the case and that motivation has been thought of as the responsibility of the student. It is suggested that this was the case in nurse education when it was assumed that such a ‘vocation’ would only attract self-motivated students. If this ever was the case, it is certainly not so today. Related studies prove that although two studies were published in 2001 which examined students perspectives of SDL, neither looked specifically at motivation in relation to SDL (Lunyk-Child et al. 2001; Hewitt-Taylor 2001). However, both studies found that a lack of specific guidance and feedbac k was frustrating for students and caused anxiety and distress. Students also found the inconsistency amongst tutors regarding the level of input they were willing to give in relation to SDL frustrating (Lunyk-Child et al. 2001; Hewitt-Taylor 2001). Feelings of frustration, anger and anxiety could affect motivation. Body2 In nursing self-regulation is important because a major function of education is the development of lifelong learning skills. After graduation from high school or college, young adults must learn many important skills informally. It is emphasizing the independence as well as it can be control by the individual who displays regulates actions toward goals of information acquisition, increasing skill, and self-improvement (Zimmerman, B.J. (2008). In particular in Nursing, self-regulated learners are aware of their academic weaknesses, strengths and they have a list of strategies as well as it can be properly apply to challenge the day-to-day tackle of academic tasks. In addition these learners hold incremental beliefs about intelligence and attribute their successes or failures to factors in their control (Zimmerman, B.J. (2008).Nurses need to have beliefs about intelligence and attribute because they can apply it upon demand and relate to tasks, becoming a self-regulated learner. It is successful because nurses can control their environment. They use this control by regulating their own actions toward their learning goals. http://buddymurr.edublogs.org/files/2009/05/adlt-601-best-work.pdf Self-directed learning readiness and nursing Body 3: Self-direct learning signify a readiness to learning ways to confront solve the problem in nursing environment. The result of these studies provides details which are relevant outfits for educator in human resources workers. â€Å"Learning readiness discusses to how likely a person is to seek out knowledge and participate in behavior change. Individuals go through various stages in order to adopt or maintain anew health behavior. In the pre-contemplative stage, the person is generally not aware of a problem or not ready to act. In the contemplative stage, the person is thinking about a change, but is not yet taking action. In the action stage, the person adopts a behavior change and is practicing it. In the maintenance stage, the person retains the new behavior as a result of reinforcement. â€Å"(Nacho ben2012) Exertlea As Zimmerman, B.J. (2008) has stated there are three important characteristics of self-regulated learning a nurse should have http://www.ifeet.org/motivation_in_nursing_management.html http://buddymurr.edublogs.org/files/2009/05/adlt-601-best-work.pdf appendix Zimmerman, B.J. (2008), Motivation and Self-Regulated Learning: Theory, Research, and Application (pp. 297–314). New York, NY: Routledge.

My Antonia Essay: Antonia and Jim -- My Antonia Essays

Antonia and Jim of My Antonia  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚         In Willa Cather's My Antonia a special bond is formed, shattered, mended, and eventually secured between the main characters, Antonia Shimerda and Jim Burden. Jim and Antonia seem to be destined to affect each other's lives dramatically, from the beginning of the novel.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Starting at a young age, the main characters lives are intertwined. They form a special bond, which have both positive and negative affects on their relationship. At the time when Jim and Antonia are growing up, a rigid social structure exists in Nebraska. This social difference contributed to the creation and alteration of their friendship; in part, it is responsible for their behavior toward one another.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  The reader may discover a social distinction in the way the Shimerdas and the Burdens live. The Shimerdas are a family of immigrants who come to Nebraska with nothing but the hope of building a better life. They have no knowledge of this new world that they are about to enter, except the image of their neighbor's lives. In Black Hawk the Shimerdas are not even on the social scale. The Burdens, on the other hand, are clearly part of a higher social order. They have impressive possesions and are even considered very wealthy by their new Bohemian neighbors.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, despite the social order, Jim and Antonia, immediately become friends. Their friendship is sparked when Jim teaches Antonia how to read and speak English. This is one of the first times the reader sees a division in their educational and social status. It affects them positively by bringing them closer together.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As the novel progresses, the two young people remain fair... ... Randolph. "Review of My Antonia." Murphy's Critical Essays 145-147. Cather, Willa. The Norton Anthology of American Literature, 5th edition, Vol 2. New York:W.W. Norton & Company, Inc. 1998, Pgs 937-1070. Dyck, Reginald. "The Feminist Critique of Willa Cather's Fiction: A Review Essay." Women's Studies 22 (1993): 263-279. Ferguson, Mary Anne. "My Antonia in Women's Studies: Pioneer Women and Men-- The Myth and the Reality." Rosowski's Approaches to Teaching 95-100. Helmick, Evelyn. "The Mysteries of Antonia." Bloom's Willa Cather's . . . , 109-119. Rosowski, Susan J., ed. Approaches to Teaching Cather's My Antonia. New York: The Modern Language Association of America. 1989. Trilling, Lionel. "Willa Cather." Bloom's Modern Critical Views 7-15. Woodress, James. Willa Cather: Her Life and Art. Lincoln: University of Nebraska Press. 1970. My Antonia Essay: Antonia and Jim -- My Antonia Essays Antonia and Jim of My Antonia  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚         In Willa Cather's My Antonia a special bond is formed, shattered, mended, and eventually secured between the main characters, Antonia Shimerda and Jim Burden. Jim and Antonia seem to be destined to affect each other's lives dramatically, from the beginning of the novel.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Starting at a young age, the main characters lives are intertwined. They form a special bond, which have both positive and negative affects on their relationship. At the time when Jim and Antonia are growing up, a rigid social structure exists in Nebraska. This social difference contributed to the creation and alteration of their friendship; in part, it is responsible for their behavior toward one another.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  The reader may discover a social distinction in the way the Shimerdas and the Burdens live. The Shimerdas are a family of immigrants who come to Nebraska with nothing but the hope of building a better life. They have no knowledge of this new world that they are about to enter, except the image of their neighbor's lives. In Black Hawk the Shimerdas are not even on the social scale. The Burdens, on the other hand, are clearly part of a higher social order. They have impressive possesions and are even considered very wealthy by their new Bohemian neighbors.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, despite the social order, Jim and Antonia, immediately become friends. Their friendship is sparked when Jim teaches Antonia how to read and speak English. This is one of the first times the reader sees a division in their educational and social status. It affects them positively by bringing them closer together.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As the novel progresses, the two young people remain fair... ... Randolph. "Review of My Antonia." Murphy's Critical Essays 145-147. Cather, Willa. The Norton Anthology of American Literature, 5th edition, Vol 2. New York:W.W. Norton & Company, Inc. 1998, Pgs 937-1070. Dyck, Reginald. "The Feminist Critique of Willa Cather's Fiction: A Review Essay." Women's Studies 22 (1993): 263-279. Ferguson, Mary Anne. "My Antonia in Women's Studies: Pioneer Women and Men-- The Myth and the Reality." Rosowski's Approaches to Teaching 95-100. Helmick, Evelyn. "The Mysteries of Antonia." Bloom's Willa Cather's . . . , 109-119. Rosowski, Susan J., ed. Approaches to Teaching Cather's My Antonia. New York: The Modern Language Association of America. 1989. Trilling, Lionel. "Willa Cather." Bloom's Modern Critical Views 7-15. Woodress, James. Willa Cather: Her Life and Art. Lincoln: University of Nebraska Press. 1970.