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All for Love
Although John Dryden the poet is best known for his alexandrine epics, John Dryden the playwright is most honored for this blank verse tragedy. The summit of Dryden's dramatic art, All for Love (1677) is a spectacle of passion as felt, feared, and disputed in the suspicious years following the English Civil War. Due to its dramatic compression and elegance, All for Love is one of the most enduring plays of the Restoration repertory. It was so successful that in the eighteenth century Dryden's tragedy drove Shakespeare's Antony and Cleopatra from the stage. The play depicts the catastrophic passion of Cleopatra and Marc Antony, who could not be conquered but by love. Fidelity to family and friends, adherence to codes of honor, national loyalties, and the rule of law compete with each other, tearing the world with violence.
Catalonia
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The Making of Modern Colombia
Colombia's status as the fourth largest nation in Latin America and third most populous—as well as its largest exporter of such disparate commodities as emeralds, books, processed cocaine, and cut flowers—makes this, the first history of Colombia written in English, a much-needed book. It tells the remarkable story of a country that has consistently defied modern Latin American stereotypes—a country where military dictators are virtually unknown, where the political left is congenitally weak, and where urbanization and industrialization have spawned no lasting populist movement. There is more to Colombia than the drug trafficking and violence that have recently gripped the world's atte...
The Dublin Core Metadata Element Set
This document defines fifteen metadata elements for resource description in a cross-disciplinary information environment.
The History of Tom Thumbe
A collection of tales reprinted from early editions.
Training for Leadership
If the needs for training for leadership are recognized as urgent, we need to ask whether the training institutes are doing the right things and question the effectiveness of training institutions. This book calls for a serious and critical reflection on the way in which we conceptualize training for leadership in the second decade of the 21st century. The different chapters reflect the ideas, theories and practices being dominant today. The thread of the contents show that something is amiss in such training. In general it does not have the expected effects and it often does not address the needs of recipients. The implication is that training for leadership in the future has to be redefine...
