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Reconceptualizing the epic genre and opening it up to a world of storytelling, The Epic World makes a timely and bold intervention toward understanding the human propensity to aestheticize and normalize mass deployments of power and violence. The collection broadly considers three kinds of epic literature: conventional celebratory tales of conquest that glorify heroism, especially male heroism; anti-epics or stories of conquest from the perspectives of the dispossessed, the oppressed, the despised, and the murdered; and heroic stories utilized for imperialist or nationalist purposes. The Epic World illustrates global patterns of epic storytelling, such as the durability of stories tied to religious traditions and/or to peoples who have largely "stayed put"; the tendency to reimagine and retell stories in new ways over centuries; and the imbrication of epic storytelling and forms of colonialism and imperialism, especially those perpetuated and glorified by Euro-Americans over the past 500 years, resulting in unspeakable and immeasurable harms to humans, other living beings, and the planet Earth. The Epic World is a go-to volume for anyone interested in epic literature in a global framework. Engaging with powerful stories and ways of knowing beyond those of the predominantly white Global North, this field-shifting volume exposes the false premises of "Western civilization" and "Classics," and brings new questions and perspectives to epic studies.
General Simón Bolívar (1783-1830), called El Liberator, and sometimes the "George Washington" of Latin America, was the leading hero of the Latin American independence movement. His victories over Spain won independence for Bolivia, Panama, Columbia, Ecuador, Peru, and Venezuela. Bolívar became Columbia's first president in 1819. In 1822, he became dictator of Peru. Upper Peru became a separate state, which was named Bolivia in Bolívar's honor, in 1825. The constitution, which he drew up for Bolivia, is one of his most important political pronouncements. Today he is remembered throughout South America, and in Venezuela and Bolivia his birthday is a national holiday. Although Bolívar never prepared a systematic treatise, his essays, proclamations, and letters constitute some of the most eloquent writing not of the independence period alone, but of any period in Latin American history. His analysis of the region's fundamental problems, ideas on political organization and proposals for Latin American integration are relevant and widely read today, even among Latin Americans of all countries and of all political persuasions. The "Cartagena Letter," the "Jamaica Letter," and the "Angostura Address," are widely cited and reprinted.
When he was a young man, Randy Lopez left his village in northern New Mexico to seek his fortune. Since then, he has learned some of the secrets of success in the Anglo world--and even written a book called Life Among the Gringos. But something has been missing. Now he returns to Agua Bendita to reconnect with his past and to find the wisdom the Anglo world has not provided. In this allegorical account of Randy's final journey, master storyteller Rudolfo Anaya tackles life's big questions with a light touch. Randy's entry into the haunted canyon that leads to his ancestral home begins on the Day of the Dead. Reuniting with his padrinos--his godparents--and hoping to meet up with his lost love, Sofia, Randy encounters a series of spirits: coyotes, cowboys, Death, and the devil. Each one engages him in a conversation about life. It is Randy's old teacher Miss Libriana who suggests his new purpose. She gives him a book, How to Build a Bridge. Only the bridge--which is both literal and figurative, like everything else in this story--can enable Randy to complete his journey. Readers acquainted with Anaya's fiction will find themselves in familiar territory here. Randy Lopez, like all Anaya's protagonists, is on a spiritual quest. But both those new to and familiar with Anaya will recognize this philosophical meditation as part of a long literary tradition going back to Homer, Dante, and the Bible. Richly allusive and uniquely witty, Randy Lopez Goes Home presents man's quest for meaning in a touching, thought-provoking narrative that will resound with young adults and mature readers alike.
Finalist for the National Book Award • Finalist for the PEN/Jean Stein Award • Finalist for the National Book Critics Circle Award • Winner of the Los Angeles Times Book Prize • Winner of the Anisfield-Wolf Book Award • Winner of the National Jewish Book Award • Finalist for the Kingsley Tufts Poetry Award • Finalist for the T. S. Eliot Prize • Finalist for the Forward Prize for Best Collection Ilya Kaminsky’s astonishing parable in poems asks us, What is silence? Deaf Republic opens in an occupied country in a time of political unrest. When soldiers breaking up a protest kill a deaf boy, Petya, the gunshot becomes the last thing the citizens hear—they all have gone deaf, and their dissent becomes coordinated by sign language. The story follows the private lives of townspeople encircled by public violence: a newly married couple, Alfonso and Sonya, expecting a child; the brash Momma Galya, instigating the insurgency from her puppet theater; and Galya’s girls, heroically teaching signing by day and by night luring soldiers one by one to their deaths behind the curtain. At once a love story, an elegy, and an urgent plea, Ilya Kaminsky’s long-awaited Deaf Republic confronts our time’s vicious atrocities and our collective silence in the face of them.
In the "Cantigas de Santa Maria," a collection of about four hundred poems written in Galician, Alfonso X, el Sabio, king of Castile-Leon, has left us a kind of poetic biography. This volume explicates the historical circumstances surrounding the stories that the king tells about himself and his kingdom. As Mary's troubadour, he appeals to her as his advocate and consoler.
This book presents the first English introduction to the broad history of the Gothic mode in Spain. It focuses on key literary periods, such as Romanticism, the fin-de-siècle, spiritualist writings of the early-twentieth century, and the cinematic and literary booms of the 1970s and 2000s. With illustrative case studies, Aldana Reyes demonstrates how the Gothic mode has been a permanent yet ever-shifting fixture of the literary and cinematic landscape of Spain since the late-eighteenth century. He proposes that writers and filmmakers alike welcomed the Gothic as a liberating and transgressive artistic language.
This book explores the intersection between medicine and literature in medieval Iberian literature and culture. Its overarching argument is that thirteenth- and fourteenth-century Iberian authors revalorized the interconnection between the body, the mind, and the soul in light of the evolving epistemology of medicine. Prior to the reintroduction of classical medical treatises through Arab authors into European cultures, mental disorders and bodily diseases were primarily attributed to moral corruption, demonic influence, and superstition. The introduction of novel regimens of health as well as treatises on melancholia into academic institutions and into the cultural landscape provided the tools for newly minted authors to understand that psychosomatic illnesses stemmed from malfunctions of the body's biochemical composition. This book demonstrates that the earliest books written in the Iberian vernaculars contain the seeds that effect the shift from a theocentric worldview to a humanistic one. The volume features close readings of multiple texts, including medical treatises and religious writings, and King Alfonso X's Cantigas de Santa Maria, Juan Manuel's Conde Lucanor, and Juan Ruiz's Libro de buen amor. Even though these texts differ in literary genre, rhetorical strategy, and even purpose, this study argues that they collectively employ humoral pathology and melancholic discourses as a means of underscoring the frailty and transience of human life by showing how somatic conditions sicken the body, mind, and soul unto death.
In the Cantigas de Santa Maria, a collection of more than four hundred poems written in the language of medieval Galicia in praise of the Virgin Mary, Alfonso X, el Sabio, king of Castile-Leon, has left us a kind of poetic biography. Declaring himself Mary's troubadour, he appeals to her as his advocate and consoler as he recounts specific events in his life and that of his kingdom. As he tells us about his family, his war against the Muslims of Granada and Morocco, the treachery of the nobility, his frequent illnesses, and his fear of hellfire and damnation, he reveals much about his personality and his spirituality. This volume explicates the historical circumstances surrounding the events described in the cantigas. The Cantigas de Santa Maria is a royal biography unique in thirteenth-century Europe.
What if we could travel back in time to save our heroes from painful deaths? What if we could rewrite history to protect and reward the innocent victims of injustice? In Alfredo Véa’s daring new novel, one man does just that, taking readers on a series of remarkable journeys. Abandoned as a child, brooding and haunted as an adult, Simon Vegas, “the Mexican Flyboy,” toils for years to repair a time machine that fell into his hands in Vietnam. With the help of his friend, eccentric Hephaestus Segundo, Simon uses the device to fly through time. Wherever acts of human cruelty take place, in the past or in the present, the machine lets him lift the suffering away and deliver them to a utopian afterlife. Blending magical realism, science fiction, history, and comic-book fantasy, The Mexican Flyboy swoops readers from the jungles of Southeast Asia to the vineyards of Northern California, from Ethel Rosenberg’s execution to Joan of Arc’s pyre, in a tale of justice, trauma, regret, and redemption. The dead pass through the narrative in a parade at once heartbreaking and hopeful, among them Vincent van Gogh and Malcolm X, Ernest Hemingway and Amadou Diallo. But the living—Simon’s pregnant wife, Elena, his old friend Ezekiel Stein, prisoner Lenny Hudson—all throw doubt onto Simon’s story. Is Simon truly a “magus,” transporting martyrs to a shared community in paradise? Or is he just a man broken by loss, guilt, and the trauma of war, hopelessly lost in an illusion of his own making? Crossing genres and blending comedy with tragedy, Alfredo Véa imagines a world where we can rewrite our pasts and heal the wounds inflicted by history. Inviting comparisons to the work of James Joyce and Jorge Luis Borges, Junot Díaz and Michael Chabon, this powerful book is like nothing else you have ever read.
An eloquent and timely plea for understanding refugees. Why are young people leaving their country to walk to the United States to seek a new, safe home? Over 100,000 such children have left Central America. This book of poetry helps us to understand why and what it is like to be them. This powerful book by award-winning Salvadoran poet Jorge Argueta describes the terrible process that leads young people to undertake the extreme hardships and risks involved in the journey to what they hope will be a new life of safety and opportunity. A refugee from El Salvador’s war in the eighties, Argueta was born to explain the tragic choice confronting young Central Americans today who are saying goodbye to everything they know because they fear for their lives. This book brings home their situation and will help young people who are living in safety to understand those who are not. Compelling, timely and eloquent, this book is beautifully illustrated by master artist Alfonso Ruano who also illustrated The Composition, considered one of the 100 Greatest Books for Kids by Scholastic’s Parent and Child Magazine. Correlates to the Common Core State Standards in English Language Arts: CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. CCSS.ELA-LITERACY.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. CCSS.ELA-LITERACY.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. CCSS.ELA-LITERACY.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. CCSS.ELA-LITERACY.RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) CCSS.ELA-LITERACY.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. CCSS.ELA-LITERACY.RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. CCSS.ELA-LITERACY.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CCSS.ELA-LITERACY.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. CCSS.ELA-LITERACY.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). CCSS.ELA-LITERACY.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-LITERACY.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone CCSS.ELA-LITERACY.RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. CCSS.ELA-LITERACY.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch. CCSS.ELA-LITERACY.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.