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UCC Library and UCC Researchers Have Made This Item Openly Available
UCC Library and UCC researchers have made this item openly available. Please let us know how this has helped you. Thanks! Title Mad Men: Dream Come True TV, edited by Gary R. Edgerton Author(s) Power, Aidan Editor(s) Murphy, Ian Publication date 2013 Original citation Power, A. (2013) Mad Men: Dream Come True TV, edited by Gary R. Edgerton. Alphaville: Journal of Film and Screen Media, 5. doi: 10.33178/alpha.5.11 Type of publication Review Link to publisher's http://www.alphavillejournal.com/Issue5/HTML/ReviewPower.html version http://dx.doi.org/10.33178/alpha.5.11 Access to the full text of the published version may require a subscription. Rights © 2013, The Author(s) https://creativecommons.org/licenses/by-nc-nd/4.0/ Item downloaded http://hdl.handle.net/10468/5784 from Downloaded on 2021-10-05T21:21:09Z 1 Mad Men: Dream Come True TV. Ed. Gary R. Edgerton. London, New York: I.B. Tauris, 2011 (258 pages). ISBN: 978-1848853799 (pb). A Review by Aidan Power, Universität Bremen In Changing Places, the first instalment of David Lodge’s timeless campus trilogy, Morris Zapp, Professor of English at Euphoria College and doyen of Jane Austen studies, announces his intention to write the definitive examination of the author’s work, a towering analysis, exhaustive in scope, that would: examine the novels from every conceivable angle, historical, biographical, rhetorical, mythical, Freudian, Jungian, existentialist, Marxist, structuralist, Christian-allegorical, ethical, exponential, linguistic, phenomenological, archetypal, you name it; so that when each commentary was written there would be simply nothing further to say about the novel in question. -
Here Is a Printable
Ryan Leach is a skateboarder who grew up in Los Angeles and Ventura County. Like Belinda Carlisle and Lorna Doom, he graduated from Newbury Park High School. With Mor Fleisher-Leach he runs Spacecase Records. Leach’s interviews are available at Bored Out (http://boredout305.tumblr.com/). Razorcake is a bi-monthly, Los Angeles-based fanzine that provides consistent coverage of do-it-yourself punk culture. We believe in positive, progressive, community-friendly DIY punk, and are the only bona fide 501(c)(3) non-profit music magazine in America. We do our part. An Oral History of The Gun Club originally appeared in Razorcake #29, released in December 2005/January 2006. Original artwork and layout by Todd Taylor. Photos by Edward Colver, Gary Leonard and Romi Mori. Cover photo by Edward Colver. Zine design by Marcos Siref. Printing courtesy of Razorcake Press, Razorcake.org he Gun Club is one of Los Angeles’s greatest bands. Lead singer, guitarist, and figurehead Jeffrey Lee Pierce fits in easily with Tthe genius songwriting of Arthur Lee (Love), Chris Hillman (Byrds), and John Doe and Exene (X). Unfortunately, neither he nor his band achieved the notoriety of his fellow luminary Angelinos. From 1979 to 1996, Jeffrey manned the Gun Club ship through thick and mostly thin. Understandably, the initial Fire of Love and Miami lineup of Ward Dotson (guitar), Rob Ritter (bass), Jeffrey Lee Pierce (vocals/ guitar) and Terry Graham (drums) remains the most beloved; setting the spooky, blues-punk template for future Gun Club releases. At the time of its release, Fire of Love was heralded by East Coast critics as one of the best albums of 1981. -
Work Family Life
WORK & FAMILY LIFE BALANCING JOB AND PERSONAL RESPONSIBILITIES NOVEMBER 2010 VOL. 24, NO. 11 Practical solutions for family, workplace and health issues what’s insidE ELDER ISSUES Alcohol and the aging process 4 PARENTING Sleepovers can be good for parents too 5 ON THE JOB How NOT to forget people’s names 6 A HEALTHY YOU On breakfast cereals, dietary salt and foods for the heart and mind The human mind develops over a lifetime—and it’s never too late to make a positive change. 7 INTERCHANGE Whose “house rules” The latest on how to keep your brain at grandparents? 3 healthy and sharp at every age RESEARCH REVIEW By Susan Ginsberg, Ed.D. example, if you used to play the piano or chess but you stopped years ago, those circuits can be revived. Another reason to turn growing body of research on how the mind ages is off your phone… encouraging. It challenges the conventional wisdom Making the heart-brain connection Happy people offer that the mind inevitably declines as we get older. It more than chit chat A The benefits of an alert, challenged brain and an active makes the connection between physical fitness and mental lifestyle can be found at every age, and the “use it or lose 3 alertness. Brain health is closely related to heart health— it” formula applies to all of us, no matter how old we are. in other words, stronger heart, sharper memory. And it Dr. Restak suggests these positive steps to help us get WE RECOMMEND shows that children’s eating and exercise habits lay the smarter and stay sharper: “The Learning Tree” groundwork for a healthy life as they grow older. -
Title IX, Sexual Assault, and the Issue of Effective Consent: Blurred Lines—When Should “Yes” Mean “No”?
Indiana Law Journal Volume 91 Issue 4 Article 7 Summer 2016 Title IX, Sexual Assault, and the Issue of Effective Consent: Blurred Lines—When Should “Yes” Mean “No”? Lori E. Shaw University of Dayton School of Law, [email protected] Follow this and additional works at: https://www.repository.law.indiana.edu/ilj Part of the Higher Education Administration Commons, and the Law and Gender Commons Recommended Citation Shaw, Lori E. (2016) "Title IX, Sexual Assault, and the Issue of Effective Consent: Blurred Lines—When Should “Yes” Mean “No”?," Indiana Law Journal: Vol. 91 : Iss. 4 , Article 7. Available at: https://www.repository.law.indiana.edu/ilj/vol91/iss4/7 This Article is brought to you for free and open access by the Law School Journals at Digital Repository @ Maurer Law. It has been accepted for inclusion in Indiana Law Journal by an authorized editor of Digital Repository @ Maurer Law. For more information, please contact [email protected]. Title IX, Sexual Assault, and the Issue of Effective Consent: Blurred Lines—When Should “Yes” Mean “No”? LORI E. SHAW* INTRODUCTION.................................................................................................... 1363 I. BLURRED LINES: COLLEGE LIFE IN 2015 ......................................................... 1371 A. MAE AND SAM SCENARIO ..................................................................... 1372 B. THE HOOKUP CULTURE ......................................................................... 1378 C. THE BINGE DRINKING ERA................................................................... -
Biggest Moments in Mad Men We Learn That Don's Girlfriend Midge Is
Biggest Moments In Mad Men We learn that Don's girlfriend Midge is in fact his mistress and he is actually married. Betty shoots the pigeons. We learn about Don's true identity Peggy and Stan get naked in the hotel Joan's room mate makes a pass at her Betty sets up her friend with the guy from the stables Don's brother Adam kills himself. We learn that Peggy is pregnant. Joan's fiancé (Greg Harris) rapes her in Don's office Roger has his first of two heart attack! Roger proposes to Jane Siegel, a secretary, and ends his marriage with Mona. Sal turns down the opportunity to sleep with Elliot. Sal is fired from SC. An unhappily and pregnant Betty has anonymous sex in a bar with a complete stranger. Freddie Rumsen pissing himself in the middle of an alcoholinduced blackout and is later fired. Don gets Roger to throw up after getting revenge for him making a pass at Betty. PPL buys out SC leaving Duck out of the deal. Betty finally gets access to Don's office drawer and learns about his true identity. Lois Sadler runs over Guy MacKendrick's foot with John Deere lawnmower in “Guy Walks Into an Advertising Agency” Betty makes the decision to file for divorced and leave Don for Henry. Bert, Roger and Don are fired by Lane and then turn around and start SCDP. Anna Draper dies of cancer. Joan becomes pregnant with Rogers child and tries to pass the child off as Gregs. Don proposes to Megan. -
The Cross-Country/Cross-Class Drives of Don Draper/Dick Whitman: Examining Mad Men’S Hobo Narrative
Journal of Working-Class Studies Volume 2 Issue 1, 2017 Forsberg The Cross-Country/Cross-Class Drives of Don Draper/Dick Whitman: Examining Mad Men’s Hobo Narrative Jennifer Hagen Forsberg, Clemson University Abstract This article examines how the critically acclaimed television show Mad Men (2007- 2015) sells romanticized working-class representations to middle-class audiences, including contemporary cable subscribers. The television drama’s lead protagonist, Don Draper, exhibits class performatively in his assumed identity as a Madison Avenue ad executive, which is in constant conflict with his hobo-driven born identity of Dick Whitman. To fully examine Draper/Whitman’s cross-class tensions, I draw on the American literary form of the hobo narrative, which issues agency to the hobo figure but overlooks the material conditions of homelessness. I argue that the hobo narrative becomes a predominant but overlooked aspect of Mad Men’s period presentation, specifically one that is used as a technique for self-making and self- marketing white masculinity in twenty-first century U.S. cultural productions. Keywords Cross-class tensions; television; working-class representations The critically acclaimed television drama Mad Men (2007-2015) ended its seventh and final season in May 2015. The series covered the cultural and historical period of March 1960 to November 1970, and followed advertising executive Don Draper and his colleagues on Madison Avenue in New York City. As a text that shows the political dynamism of the mid-century to a twenty-first century audience, Mad Men has wide-ranging interpretations across critical camps. For example, in ‘Selling Nostalgia: Mad Men, Postmodernism and Neoliberalism,’ Deborah Tudor suggests that the show offers commitments to individualism through a ‘neoliberal discourse of style’ which stages provocative constructions of reality (2012, p. -
Behind Every Mad Man There Is a Mad Woman
Behind Every Mad Man There Is a Mad Woman On Male and Female Representations and Sexuality in AMC’s Mad Men Ana Serediuc Supervisor: Paper submitted in partial fulfilment of the Prof. dr. Gert Buelens requirements for the degree of “Master in de Taal- en letterkunde: Italiaans-Engels” 2016 – 2017 Serediuc 2 Acknowledgements When I first started watching Mad Men it had never occurred to me that one day, I would write my dissertation about the show in order to obtain my master’s degree at the University of Ghent – and yet here we are a few years later. This pop-cultural topic of my choice did not always facilitate my research nor my writing process, but it did to a large extent made me greatly enjoy this entire journey. After experiencing some difficulties in finding a suitable subject matter, it was my supervisor who pointed me in the right direction. Therefore, I would like to express my gratitude to prof. dr. Gert Buelens, who not only helped me define my subject, but who has also put a lot of work in giving me thorough and supportive feedback. Furthermore, I would like to thank my friends and family for their amazing support not only during the realization of this master thesis, but throughout the entire duration of my academic studies. A special thanks to Kessy Cottegnie and Marjolein Schollaert for being such dedicated proof-readers and supporters. Serediuc 3 Table of Contents Acknowledgements……………………………………………………………………….. 2 Table of Contents …………………………………………………..…………………….. 3 List of Figures ………………………………………………………………………….… 4 Introduction ……………………………………………………………………………... 5 I - Male and Female Roles………………………………………………………………. 10 Chapter 1 • Traditional and Modern Women ……………………………………...... -
Women and Work in Mad Men Maria Korhon
“You can’t be a man. Be a woman, it’s a powerful business when done correctly:” Women and Work in Mad Men Maria Korhonen Master’s Thesis English Philology Faculty of Humanities University of Oulu Spring 2016 Contents 1. Introduction ................................................................................................................................................... 3 1.1. History of Working Women .................................................................................................................... 5 2. Appearance .................................................................................................................................................. 10 2.1. Appearance bias ................................................................................................................................... 10 2.1.1 Weight ................................................................................................................................................ 12 2.1.2. Beauty ideals ..................................................................................................................................... 15 2.1.3. 1960s Work Attire ............................................................................................................................. 18 2.1.4. Clothing and external image in the workplace .................................................................................. 20 2.1.5. Gender and clothing ......................................................................................................................... -
Mad Men, Episode 10, "Hands & Knees" Tim Anderson Old Dominion University, [email protected]
Old Dominion University ODU Digital Commons Communication & Theatre Arts Faculty Communication & Theatre Arts Publications 9-29-2010 "Listen. Do You Want to Know a Secret?": Mad Men, Episode 10, "Hands & Knees" Tim Anderson Old Dominion University, [email protected] Follow this and additional works at: https://digitalcommons.odu.edu/communication_fac_pubs Part of the Television Commons Repository Citation Anderson, Tim, ""Listen. Do You Want to Know a Secret?": Mad Men, Episode 10, "Hands & Knees"" (2010). Communication & Theatre Arts Faculty Publications. 27. https://digitalcommons.odu.edu/communication_fac_pubs/27 Original Publication Citation Anderson, T. (2010, September 29). "Listen. Do you want to know a secret?": Mad Men, episode 10, "Hands & Knees" [Blog post]. Retrieved from http://blog.commarts.wisc.edu/2010/09/29/listen-do-you-want-to-know-a-secret-mad-men-episode-10-hands- knees/ This Blog is brought to you for free and open access by the Communication & Theatre Arts at ODU Digital Commons. It has been accepted for inclusion in Communication & Theatre Arts Faculty Publications by an authorized administrator of ODU Digital Commons. For more information, please contact [email protected]. “Listen. Do You Want to Know a Secret?”: Mad Men, Episode 10, “Hands & Knees” September 29, 2010 By Tim Anderson | The most striking use of pop music in this season of Mad Men appears at the beginning of episode eight, “The Summer Man”. Opening with a montage of Don Draper after he has begun to reclaim his life we hear The Rolling Stones 1965 summer release, “(I can’t get no) Satisfaction”. Arguably their signature song of the 1960s, the Stones’ three minutes and forty four seconds of audible discontent is layered onto a somewhat rehabilitated Draper who swims and takes on writing exercises. -
Stoneback Thesis.Pdf
“Women Usually Want to Please”: A Linguistic Analysis of Femininity and Power in Mad Men by Stephanie Stoneback A thesis presented for the B.A. degree with Honors in The Department of English University of Michigan Winter 2019 © 2019 Stephanie Christine Stoneback To my mom. Acknowledgments First of all, I would like to thank my thesis advisor, Anne Curzan, for her unwavering support, guidance, and understanding throughout this process. Anne, without your encouragement, listening ear, criticism, and patience, I would have never been able to produce such exciting analysis that I am proud of. To me, you embody what it means to be a powerful woman and you are such an inspiration as I complete my undergraduate work and enter a new phase of life. Thank you so much for that. Next, I must thank our program director, Adela Pinch, for her helpful tips and constant reminders that everything was going to be okay. Adela, in many ways, you have shaped my education as an English major at the University of Michigan—you taught me the Introduction to Literary Studies course, a course on Jane Austen, and both semesters of Thesis Writing. Thank you so much for the years of engaged learning, critical thinking, and community building. I would also like to thank some of the staff members of the New England Literature Program, who helped instill in me a confidence in my writing and in my self that I never knew I was capable of. Aric Knuth, Ryan Babbitt, Mark Gindi, Maya West, and Kristin Gilger, each of you had a distinct and lasting impact on me, in some unspoken and perhaps sacred ways. -
Matthew Weiner's Mad
EXHIBITION FACT SHEET Matthew Weiner’s Mad Men March 14–September 6, 2015 (third-floor changing exhibitions gallery) Overview This new exhibition, about the creative process behind the television series Mad Men, features large-scale sets, memorable costumes, hundreds of props, advertising art used in the production of the series, and personal notes and research material from Matthew Weiner, the show’s creator, head writer, and executive producer. The exhibition offers unique insight into the series’ origins, and how its exceptional storytelling and remarkable attention to period detail resulted in a vivid portrait of an era and the characters who lived through it. Matthew Weiner’s Mad Men marks the first time objects relating to the production of the series will be shown in public on this scale. The exhibition was accompanied by a film series, Required Viewing: Mad Men’s Movie Influences, which featured ten films selected by Matthew Weiner that inspired the show. It ran March 14 through April 26, 2015. The exhibition coincides with the series’ final seven episodes, which aired on AMC from April 5–May 17, 2015. Highlights include: Two large-scale sets, including Don Draper’s SC&P office and the Draper family kitchen from their Ossining home. These sets were transported from Los Angeles where Mad Men was shot, and installed at the Museum using the original props from the show. Ellen Freund, who served as property master on Mad Men for seasons four through seven, dressed the sets for the Museum’s installation. A recreation of the writers’ room where Weiner and his team crafted story ideas and scripts for the series, complete with story notes for the first half of season seven listed on a white board, and index cards, research material, and other elements created and used by Mad Men’s writers. -
ENG 1131: Writing About American Prestige TV (Sec 4841)
ENG 1131: Writing About American Prestige TV (sec 4841) Milt Moise MWF/R: Period 4: 10:40-11:30; E1-E3: 7:20-10:10 Classroom: WEIL 408E Office Hours: W, R Per. 7-8, or by appointment, TUR 4342 Course Website: CANVAS Instructor Email: [email protected] Twitter account: @milt_moise Course Description, Objectives, and Outcomes: This course examines the emergence of what is now called “prestige TV,” and the discourse surrounding it. Former FCC chairman Newton N. Minow, in a 1961 speech, once called TV “a vast wasteland” of violence, formulaic entertainment, and commercials. Television has come a long way since then, and critics such as Andy Greenwald now call our current moment of television production “the golden age of TV.” While television shows containing the elements Minow decried decades ago still exist, alongside them we now find television characterized by complex plots, moral ambiguity, excellent production value, and outstanding writing and acting performances. In this class, our discussions will center around, but not be limited to the aesthetics of prestige TV, and how AMC’s Mad Men and TBS’s Search Party conform to or subvert this framework. Students will learn to visually analyze a television show, and develop their critical reading and writing skills. By the end of the semester, students will be able to make substantiated arguments about the television show they have seen, and place it into greater social and historical context. They will also learn how to conduct formal research through the use of secondary sources and other relevant material to support their theses, analyses and arguments.