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Thornton, Arland. Reading History Sideways: the Fallacy and Enduring Inpact of The
Thornton, Arland. Reading History Sideways: The Fallacy and Enduring Inpact of the Developmental Paradigm on Family Life. University of Chicago Press, Chicago, 2005. x, 312 pp.$39 By “reading history sideways,” Arland Thornton means an approach that uses information from a variety of societies at one point in time to make inferences about change over time. He attacks this method as both pervasive and pernicious, influencing scholars, past and present, as well as ordinary people and governments around the world today. A well-known demographer and sociologist, Thornton first set forth his critique to a larger audience in his 2001 presidential address to the Population Association of America (PAA). In his intellectual history of the approach, he absolves Scottish and English writers of the Enlightenment of much blame. Lacking reliable information about the distant past of their own society, authors such as John Millar, Adam Smith, and Robert Malthus seized on data pouring in from European visitors to non-European worlds as a substitute for genuine historical information. Nevertheless, they launched an enduring and fatally flawed perspective. In this book, Thornton concentrates on subjects from his areas of expertise—demographic and family studies—as he criticizes the application of the traditional-to-modern paradigm. In my opinion, Thornton’s reading of the Enlightenment founders is not so much inaccurate as it is single-minded in its emphasis and vague in its documentation. Perhaps because of his narrow, relentless focus, Thornton does not bother to cite page numbers for his sources. In my view, these writers were not principally concerned with setting forth a historical account of change over time. -
Recommended Movies and Television Programs Featuring Psychotherapy and People with Mental Disorders Timothy C
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by OpenKnowledge@NAU Recommended Movies and Television Programs Featuring Psychotherapy and People with Mental Disorders Timothy C. Thomason Abstract This paper provides a list of 200 feature films and five television programs that may be of special interest to counselors, psychologists and other mental health professionals. Many feature characters who portray psychoanalysts, psychiatrists, psychologists, counselors, or psychotherapists. Many of them also feature characters who have, or may have, mental disorders. In addition to their entertainment value, these videos can be seen as fictional case studies, and counselors can practice diagnosing the disorders of the characters and consider whether the treatments provided are appropriate. It can be both educational and entertaining for counselors, psychologists, and others to view films that portray psychotherapists and people with mental disorders. It should be noted that movies rarely depict either therapists or people with mental disorders in an accurate manner (Ramchandani, 2012). Most movies are made for entertainment value rather than educational value. For example, One Flew Over the Cuckoo’s Nest is a wonderfully entertaining Academy Award-winning film, but it contains a highly inaccurate portrayal of electroconvulsive therapy. It can be difficult or impossible for a viewer to ascertain the disorder of characters in movies, since they are not usually realistic portrayals of people with mental disorders. Likewise, depictions of mental health professionals in the movies are usually very exaggerated or distorted, and often include behaviors that would be considered violations of professional ethical standards. Even so, psychology students and psychotherapists may find some of these movies interesting as examples of what not to do. -
"Prisoners of the Caucasus: Literary Myths and Media Representations of the Chechen Conflict" by H
University of California, Berkeley Prisoners of the Caucasus: Literary Myths and Media Representations of the Chechen Conflict Harsha Ram Berkeley Program in Soviet and Post-Soviet Studies Working Paper Series This PDF document preserves the page numbering of the printed version for accuracy of citation. When viewed with Acrobat Reader, the printed page numbers will not correspond with the electronic numbering. The Berkeley Program in Soviet and Post-Soviet Studies (BPS) is a leading center for graduate training on the Soviet Union and its successor states in the United States. Founded in 1983 as part of a nationwide effort to reinvigorate the field, BPSs mission has been to train a new cohort of scholars and professionals in both cross-disciplinary social science methodology and theory as well as the history, languages, and cultures of the former Soviet Union; to carry out an innovative program of scholarly research and publication on the Soviet Union and its successor states; and to undertake an active public outreach program for the local community, other national and international academic centers, and the U.S. and other governments. Berkeley Program in Soviet and Post-Soviet Studies University of California, Berkeley Institute of Slavic, East European, and Eurasian Studies 260 Stephens Hall #2304 Berkeley, California 94720-2304 Tel: (510) 643-6737 [email protected] http://socrates.berkeley.edu/~bsp/ Prisoners of the Caucasus: Literary Myths and Media Representations of the Chechen Conflict Harsha Ram Summer 1999 Harsha Ram is an assistant professor in the Department of Slavic Languages and Literatures at UC Berkeley Edited by Anna Wertz BPS gratefully acknowledges support from the National Security Education Program for providing funding for the publication of this Working Paper . -
Gender and Ethnocentrism in Roman Accounts of Germany
Studies in Mediterranean Antiquity and Classics Volume 1 Imperial Women Issue 1 Article 6 November 2006 Primitive or Ideal? Gender and Ethnocentrism in Roman Accounts of Germany Maggie Thompson Macalester College Follow this and additional works at: https://digitalcommons.macalester.edu/classicsjournal Recommended Citation Thompson, Maggie (2006) "Primitive or Ideal? Gender and Ethnocentrism in Roman Accounts of Germany," Studies in Mediterranean Antiquity and Classics: Vol. 1 : Iss. 1 , Article 6. Available at: https://digitalcommons.macalester.edu/classicsjournal/vol1/iss1/6 This Article is brought to you for free and open access by the Classics Department at DigitalCommons@Macalester College. It has been accepted for inclusion in Studies in Mediterranean Antiquity and Classics by an authorized administrator of DigitalCommons@Macalester College. For more information, please contact [email protected]. Thompson: Gender and Ethnocentrism in Roman Accounts of Germany Primitive or Ideal? Gender and Ethnocentrism in Roman Accounts of Germany Maggie Thompson For a woman who sells her chastity there is no pardon; neither beauty nor youth, nor wealth can find her a husband. For in Germany no one laughs at vice, nor calls mutual corruption “the spirit of the age.” (Tacitus, Germania, 19) It may be tempting to use quotes such as the one above to make inferences about what life must have been like for the German women Tacitus wrote about. However, ethnographies such as the Germania are more useful in garnering information about Tacitus’ Rome than they are accurate accounts of Roman Germany. When constructing the cultural geography of the world they lived in, the Romans often defined themselves, like the Greeks before them, in contrast to a cultural “Other” or “barbarian.” This dichotomy between Roman and non-Roman, West and East, civilized and uncivilized, is a regular theme throughout Classical literature and art. -
Pyramid Volume 3 in These Issues (A Compilation of Tables of Contents and in This Issue Sections) Contents Name # Month Tools Of
Pyramid Volume 3 In These Issues (A compilation of tables of contents and In This Issue sections) Contents Name # Month Name # Month Tools of the Trade: Wizards 1 2008-11 Noir 42 2012-04 Looks Like a Job for… Superheroes 2 2008-12 Thaumatology III 43 2012-05 Venturing into the Badlands: Post- Alternate GURPS II 44 2012-06 3 2009-01 Apocalypse Monsters 45 2012-07 Magic on the Battlefield 4 2009-02 Weird Science 46 2012-08 Horror & Spies 5 2009-03 The Rogue's Life 47 2012-09 Space Colony Alpha 6 2009-04 Secret Magic 48 2012-10 Urban Fantasy [I] 7 2009-05 World-Hopping 49 2012-11 Cliffhangers 8 2009-06 Dungeon Fantasy II 50 2012-12 Space Opera 9 2009-07 Tech and Toys III 51 2013-01 Crime and Grime 10 2009-08 Low-Tech II 52 2013-02 Cinematic Locations 11 2009-09 Action [I] 53 2013-03 Tech and Toys [I] 12 2009-10 Social Engineering 54 2013-04 Thaumatology [I] 13 2009-11 Military Sci-Fi 55 2013-05 Martial Arts 14 2009-12 Prehistory 56 2013-06 Transhuman Space [I] 15 2010-01 Gunplay 57 2013-07 Historical Exploration 16 2010-02 Urban Fantasy II 58 2013-08 Modern Exploration 17 2010-03 Conspiracies 59 2013-09 Space Exploration 18 2010-04 Dungeon Fantasy III 60 2013-10 Tools of the Trade: Clerics 19 2010-05 Way of the Warrior 61 2013-11 Infinite Worlds [I] 20 2010-06 Transhuman Space II 62 2013-12 Cyberpunk 21 2010-07 Infinite Worlds II 63 2014-01 Banestorm 22 2010-08 Pirates and Swashbucklers 64 2014-02 Action Adventures 23 2010-09 Alternate GURPS III 65 2014-03 Bio-Tech 24 2010-10 The Laws of Magic 66 2014-04 Epic Magic 25 2010-11 Tools of the -
Cecil B. Demille's Greatest Authenticity Lapse?
Cecil B. DeMille’s Greatest Authenticity Lapse? By Anton Karl Kozlovic Spring 2003 Issue of KINEMA THE PLAINSMAN (1937): CECIL B. DeMILLE’S GREATEST AUTHENTICITY LAPSE? Cecil B. Demille was a seminal founder of Hollywood whose films were frequently denigrated by critics for lacking historical verisimilitude. For example, Pauline Kael claimed that DeMille had ”falsified history more than anybody else” (Reed 1971: 367). Others argued that he never let ”historical fact stand in the way of a good yarn” (Hogg 1998: 39) and that ”historical authenticity usually took second place to delirious spectacle” (Andrew 1989: 74). Indeed, most ”film historians regard De Mille with disdain” (Bowers 1982: 689)and tended to turn away in embarrassment because ”De Mille had pretensions of being a historian” (Thomas 1975: 266). Even Cecil’s niece Agnes de Mille (1990: 185) diplomatically referred to his approach as ”liberal.” Dates, sequences, geography, and character bent to his needs.” Likewise, James Card (1994: 215) claimed that: ”DeMille was famous for using historical fact only when it suited his purposes. When history didn’t make a good scene, he threw it out.” This DeMillean fact-of-life was also verified by gossip columnist Louella Parsons (1961: 58) who observed that DeMille ”spent thousands of dollars to research his films to give them authenticity. Then he would disregard all the research for the sake of a scene or a shot that appealed to him as better movie-making.” As Charles Hopkins (1980: 357, 360) succinctly put it: ”De Mille did not hesitate -
Visual Ethnography of Everyday Life (01:070:373) Tuesday 2:15-5:15Pm BIO 205 -- 3 Credits Pilar K
Visual Ethnography of Everyday Life (01:070:373) Tuesday 2:15-5:15pm BIO 205 -- 3 credits Pilar K. Rau – [email protected] Office: RAB 308 Office hours: Tuesday 1:00-2:00pm or by appointment Course Description This course explores the poetics and politics of producing ethnographic images using commonly-owned digital media. Students will analyze ethnographic, documentary, vernacular and fine art media and gain competence in the aesthetic and technical dimensions of digital image production. The course explores narrative, observational and anti-narrative experimental shooting and editing, as well as the ethical, political, ethnographic, semiotic, and philosophical concerns such decisions entail Learning Outcomes Students will be able to: • Analyze the relationship of innovations in film and digital media on the production of vernacular, documentary and ethnographic visual representations • Identify and critically analyze different approaches to creating visual representations of cultural difference • Critically asses ethical, political, semiotic and philosophical consequences of technological, formal, and aesthetic choices in ethnographic image production • Learn basic technical skills of film and video production that are applicable to a variety of media • Produce short ethnographic videos Department Learning Goals - http://anthro.rutgers.edu/undergrad-program/department-learning-goals 1. Students gain knowledge that will allow them to identify, explain, and historically contextualize the primary objectives, fundamental concepts, modes of analysis, and central questions in Cultural and Visual Anthropology and demonstrate proficiency in their use of this knowledge 2. Students are able to demonstrate proficiency in the use of critical thinking skills 3. Students are able to demonstrate proficiency using current methods in Cultural and Visual anthropology, including library research skills 4. -
The Wandering Caveman
TTHHEE MMYYSSTTEERRYY OOFF TTHHEE WWAANNDDEERRIINNGG CCAAVVEEMMAANN M. V. Carey 1 | P a g e Chapter 1 The Stranger in the Fog “ARE YOU ALL RIGHT ?” said a woman’s voice. Jupiter Jones stood still and listened. The afternoon was thick with fog. Fog muffled the noise of the traffic on the Pacific Coast Highway. It hung like a curtain between The Jones Salvage Yard and the houses across the street. It seemed to press in on Jupe. He felt cold and lonely, as if he were the only person in all the world. But someone had spoken, and now there were footsteps. Outside, just beyond the gates of the salvage yard, someone was walking. Then a man spoke, and two people appeared, moving like shadows in the grey light. The man was bent over, and as he walked his feet made slow, scuffling noises on the pavement. The woman was girlish and thin, with long, fair hair that hung straight about her face. “Here’s a bench,” she said, and she guided the man to a seat near the office. “You rest a minute. You should have let me drive. It was too much for you.” “Can I help?” Jupe moved closer to the pair. The man put a hand to his head and looked around in a dazed fashion. “We’re looking for . for . .” He caught at the young woman’s hand. “You do it,” he said. “Find out where we . where we . .” “Harbourview Lane,” said the young woman to Jupe. “We have to go to Harbour- view Lane.” “It’s down the highway and off Sunset,” said Jupe. -
A Mass Media-Centered Approach to Teaching the Course in Family Communication. INSTITUTION National Communication Association, Annandale, VA
DOCUMENT RESUME ED 439 463 CS 510 274 AUTHOR Mackey-Kallis, Susan; Kirk-Elfenbein, Sharon TITLE A Mass Media-Centered Approach to Teaching the Course in Family Communication. INSTITUTION National Communication Association, Annandale, VA. PUB DATE 1997-00-00 NOTE 17p. AVAILABLE FROM For full text: http://www.natcom.org/ctronline2/96-97mas.htm. PUB TYPE Opinion Papers (120) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Family Relationship; *Family (Sociological Unit); *Films; Higher Education; Mass Media Effects; Mass Media Role; Programming (Broadcast); *Television IDENTIFIERS *Family Communication ABSTRACT Teaching family communication is unique. However, unlike courses in small group and interpersonal communication, which illustrates communication processes in experiential settings, family communication courses cannot create "families" in the classroom. As such, film and television depictions of the family become all the more important in their ability to illustrate key concepts of family communication theory while providing common experiences for classroom discussion. Accordingly, this paper has two purposes:(1) to inform and affirm the ways in which films and television programming can be used to illustrate significant family concepts, relationships, and issues in family communication courses; and (2) to demonstrate how the examination of media families helps students to learn more about culture's representation of this most important social institution. After exploring the impact of mass media portrayals of families, the paper discusses ways in which such films as "Ordinary People," "Terms of Endearment," "On Golden Pond," and "Frances" can be used to teach various family communication concepts and topics. The use of films' and television shows' depictions of the family in a course stimulates students to take a closer look at their own families and themselves, and to understand how mass mediated images of the family shape their own expectations of family life. -
Warriors As the Feminised Other
Warriors as the Feminised Other The study of male heroes in Chinese action cinema from 2000 to 2009 A thesis submitted in partial fulfilment of the requirements for the Degree of Doctor of Philosophy in Chinese Studies at the University of Canterbury by Yunxiang Chen University of Canterbury 2011 i Abstract ―Flowery boys‖ (花样少年) – when this phrase is applied to attractive young men it is now often considered as a compliment. This research sets out to study the feminisation phenomena in the representation of warriors in Chinese language films from Hong Kong, Taiwan and Mainland China made in the first decade of the new millennium (2000-2009), as these three regions are now often packaged together as a pan-unity of the Chinese cultural realm. The foci of this study are on the investigations of the warriors as the feminised Other from two aspects: their bodies as spectacles and the manifestation of feminine characteristics in the male warriors. This study aims to detect what lies underneath the beautiful masquerade of the warriors as the Other through comprehensive analyses of the representations of feminised warriors and comparison with their female counterparts. It aims to test the hypothesis that gender identities are inventory categories transformed by and with changing historical context. Simultaneously, it is a project to study how Chinese traditional values and postmodern metrosexual culture interacted to formulate Chinese contemporary masculinity. It is also a project to search for a cultural nationalism presented in these films with the examination of gender politics hidden in these feminisation phenomena. With Laura Mulvey‘s theory of the gaze as a starting point, this research reconsiders the power relationship between the viewing subject and the spectacle to study the possibility of multiple gaze as well as the power of spectacle. -
On-The-Waterfront-Study-Guide
On the Waterfront Study Guide Acknowledgements Writer: Susan Bye Education Programmer Australian Centre for the Moving Image Susan’s primary role at the Australian Centre for the Moving Image is to support the teaching of film as text to secondary school students. Initially trained as an English teacher, she studied and taught film and media at La Trobe University before joining ACMI in 2009. Study Guide > On the Waterfront 2 On the Waterfront: difficult choices in an uncertain world The purpose of this guide is to provide an introduction to On the Waterfront (PG, Elia Kazan, 103 mins, USA, 1954), an overview of the commentary and debate that the film has generated and some ideas that will help you form your own interpretation of this challenging film. Studying and Interpreting On the Waterfront On the Waterfront is a film that is as problematic as it is extraordinary. It carries with it an interesting history which has, over the years, affected the way people have responded to the film. On the Waterfront encourages different and conflicting interpretations, with its controversial ending being a particular source of debate. This study guide is intended as an informative resource, providing background information and a number of different ways of thinking about the film. One of the most exciting and satisfying aspects of the film is its capacity to invite and sustain different and multifaceted interpretations. On the Waterfront focuses on life’s uncertainty and confusion, depicting both Father Barry’s dogmatic certainty and Johnny Friendly’s egotistical self-confidence as dangerously blinkered. For some viewers, Father Barry’s vision of collective action and Terry Malloy’s confused struggle to be a better man belong in two different films; however, the contrast between these two ways of looking at, and responding to, life’s challenges highlights the limitations of each of these perspectives. -
July 4, 2021 the Fourteenth Sunday in Ordinary Time Parish Office
July 4, 2021 The Fourteenth Sunday in Ordinary Time Parish Office Pastor 6673 West Chatfield Avenue • Littleton, CO 80128 Rev. John Paul Leyba www.sfcparish.org Parochial Vicars 303-979-7688 Parish Office Rev. Israel Gonsalves, O.C.D. Open: Monday-Friday, 8:30am-5:00pm Rev. Ron Sequeira, O.C.D. (closed 12:00 noon-1:00pm daily) 303-979-7688 Voice mail access after 5:00pm 303-953-7777 Youth Office (Jr. & Sr. High, Young Adult) Deacons 303-972-8566 Fax Line Rev. Mr. Chet Ubowski 303-979-7688 SACRAMENTAL EMERGENCIES Rev. Mr. Marc Nestorick 24 hrs/day Rev. Mr. Brian Kerby St. Frances303-953-7770 Cabrini Weather/Emergency Hotline Rev. Mr. Spencer Thornber (for schedule changes due to inclement Rev. Mr. Paul Grimm (retired) weather/emergency situations) Rev. Mr. Witold Engel (retired) Welcome to Our Parish! We are glad you are here! If you are a visitor and would like to join our parish family, please pick up a registration form in the gathering space, visit the parish office during the week or you may visit our website to register. Sacramental Information Mass Schedule Infant Baptism: Please contact Deacon Chet at 303-953-7783. Weekend ... Saturday (Anticipatory) 4:15 pm; Sunday 7:15, 9:15, 11:15am & 5:15pm Marriage Preparation: Please contact Trudy at 303-953-7769 at Weekday .............. Monday-Friday 9:00 am; least 9-12 months prior to your wedding to make arrangements. Mon., Tues., Thurs., Fri. 6:30am RCIA: Interested in becoming Catholic or questions about the faith? First Saturday .............................. 10:00am Call Deacon Chet at 303-953-7783.