Fashion Shame
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Chapter One - Sledgehammer
Chapter One - Sledgehammer. Davin Grey picked his way along a crowded footpath into a mild autumn breeze that ruffled the hair of morning commuters. The thump of a tram crunching along the tracks down Collins Street was one of those deliciously iconic sounds that reminded Davin why he had moved to Melbourne. It spoke of industry and commerce, movement and energy, urgency and connection. Here, people had purpose and direction. Here, you weren’t judged. You could blend in and get on with your life. Make your own future. A far cry, Davin thought, from the malaise of the country town he grew up in. It was a relief to escape that myopic environment and the small mindedness of the people he’d grown up with. That seemed a lifetime ago. Back then, he wasn’t Grey, he was Gaye - a family name of which his father was fiercely proud. It was, as he would remind Davin often in his formative years, of ancient Gallic lineage stretching back to the Norman Conquests in 1066. ‘It’s from an Old French word: gai’, his dad would say. ‘Means full of joy.’ And so would begin a recurrent sermon Davin would endure many times over the years. ‘There are Gayes in our family who we should never forget, Davin, Gayes who have made the ultimate sacrifice,’ he would add, nodding to a hallway lined with sepia photographs of men in uniform. ‘Your name – our name – is etched in headstones at Flanders Fields and Vietnam.’ On occasion, Mr Gaye would bring out his musty collection of Motown records. -
600 Graphic Link Words for Remembering Names and Faces
600 Graphic Link Words for Female and Male First Names and Faces by Ron White and Lew Toulmin These are names and images to be used to remember names and faces. Focus on the person whose first name you are trying to remember, select a feature (“the file”) on his/her face that is distinctive, then place the image below onto the file, “seeing” it clearly in your mind’s eye. These images are drawn from my (Lew Toulmin’s) background and interest in history, aviation and foreign travel; you may wish to develop images of your own that link to the name of the person. Many of these images come from or were modified from Ron White’s excellent “Black Belt Memory” course, which is recommended. The most popular names are marked on the right with a number sign (#) and the relevant ranking. WOMEN’S NAMES LINK WORDS (~272) Abby – A bee Abigail – A bee in a gale Adell – A Dell computer Alice – a lice Alexis – A Lexus sports car Allison – Allison radial engine Amanda – A Man – Duh! Not! Amy – Aiming Angie – Angie Dickenson, Policewoman Ann – Ant Anita – A knitter Annette – A net Annie – Little Orphan Annie April – A pill that is red Ashley – Ashes Audrey -- Audrey Hepburn’s cigarette holder in “Breakfast at Tiffany’s” Barbara – barbed wire #4 Beatrice – beat rice – this brings joy Becky – bucky horse Belinda – Bee that is beautiful (“linda” ) Bernadette – burn a debt (your mortgage) Bernice or Berenice -- burning ice Beth – bath Betty – Betty Crocker cakemix Beverly – Beverly hillbillies Billie – billy can Bobbie or Bobby – -
The Crucifix and the Christian Cross
Present Day Idols: The Crucifix and the Christian Cross Author: Pierre Dungee www.getyouranswersonline.com This article is going to be very difficult for many people to stomach and to comprehend as they have been taught over the centuries that what Jesus did on the cross was significant and that we should commemorate what he did by constantly showing Him on a cross. This is the thinking of lunatics, as you will see shortly. To really understand what is being said here, let’s take a look at what crucifixion really was, and what it really represented. So, let’s go to Wikipedia to see what it says: Crucifixion is a method of capital punishment in which the victim is tied or nailed to a large wooden beam and left to hang for several days until eventual death from exhaustion and asphyxiation. The crucifixion of Jesus is a central narrative in Christianity, and the cross (sometimes depicting Jesus nailed onto it) is the main religious symbol for many Christian churches. Crucifixion was most often performed to dissuade its witnesses from perpetrating similar (usually particularly heinous) crimes. Victims were sometimes left on display after death as a warning to any other potential criminals. Crucifixion was usually intended to provide a death that was particularly slow, painful (hence the term excruciating, literally "out of crucifying"), gruesome, humiliating, and public, using whatever means were most expedient for that goal. Crucifixion methods varied considerably with location and time period. The Greek and Latin words corresponding to "crucifixion" applied to many different forms of painful execution, including being impaled on a stake, or affixed to a tree, upright pole (a crux simplex), or (most famous now) to a combination of an upright (in Latin, stipes) and a crossbeam (in Latin, patibulum). -
Guide on Article 9 of the European Convention on Human Rights
Guide on Article 9 of the European Convention on Human Rights Freedom of thought, Conscience and religion Updated on 30 April 2021 This Guide has been prepared by the Registry and does not bind the Court. Guide on Article 9 of the Convention – Freedom of thought, conscience and religion Publishers or organisations wishing to translate and/or reproduce all or part of this report in the form of a printed or electronic publication are invited to contact [email protected] for information on the authorisation procedure. If you wish to know which translations of the Case-Law Guides are currently under way, please see Pending translations. This Guide was originally drafted in French. It is updated regularly and, most recently, on 30 April 2021. It may be subject to editorial revision. The Case-Law Guides are available for downloading at www.echr.coe.int (Case-law – Case-law analysis – Case-law guides). For publication updates please follow the Court’s Twitter account at https://twitter.com/ECHR_CEDH. © Council of Europe/European Court of Human Rights, 2021 European Court of Human Rights 2/99 Last update: 30.04.2021 Guide on Article 9 of the Convention – Freedom of thought, conscience and religion Table of contents Note to readers .............................................................................................. 5 Introduction ................................................................................................... 6 I. General principles and applicability ........................................................... 8 A. The importance of Article 9 of the Convention in a democratic society and the locus standi of religious bodies ............................................................................................................ 8 B. Convictions protected under Article 9 ........................................................................................ 8 C. The right to hold a belief and the right to manifest it .............................................................. 11 D. -
Slaves of the State: Black Incarceration from the Chain Gang
• CHAPTER 2 • “Except as Punishment for a Crime” The Thirteenth Amendment and the Rebirth of Chattel Imprisonment Slavery was both the wet nurse and bastard offspring of liberty. — Saidiya Hartman, Scenes of Subjection It is true, that slavery cannot exist without law . — Joseph Bradley, The Civil Rights Cases nyone perusing the advertisements section of local newspapers such as the Annapolis Gazette in Maryland, during December 1866, wouldA have come across the following notices: Public Sale— The undersigned will sell at the Court House Door in the city of Annapolis at 12 o’clock M., on Saturday 8th December, 1866, A Negro man named Richard Harris, for six months, convicted at the October term, 1866, of the Anne Arundel County Circuit Court for larceny and sentenced by the court to be sold as a slave. Terms of sale— cash. WM. Bryan, Sheriff Anne Arundel County. Dec. 8, 1866 Public Sale— The undersigned will offer for Sale, at the Court House Door, in the city of Annapolis, at eleven O’Clock A.M., on Saturday, 22d of December, a negro [sic] man named John Johnson, aged about Forty years. The said negro was convicted the October Term, 1866, of the Circuit Court for Anne Arundel county, for; • 57 • This content downloaded from 71.114.106.89 on Sun, 23 Aug 2020 20:24:23 UTC All use subject to https://about.jstor.org/terms Childs.indd 57 17/12/2014 12:56:10 PM 58 “EXCEPT AS PUNISHMENT FOR A CRIME” Larceny, and sentenced to be sold, in the State, for the term of one year, from the 12th of December, 1866. -
Slaves, Servants, and Motives in Early Virginia
Wright State University CORE Scholar Browse all Theses and Dissertations Theses and Dissertations 2012 Misrepresenting Misery: Slaves, Servants, and Motives in Early Virginia Jamin P. Riley Wright State University Follow this and additional works at: https://corescholar.libraries.wright.edu/etd_all Part of the History Commons Repository Citation Riley, Jamin P., "Misrepresenting Misery: Slaves, Servants, and Motives in Early Virginia" (2012). Browse all Theses and Dissertations. 537. https://corescholar.libraries.wright.edu/etd_all/537 This Thesis is brought to you for free and open access by the Theses and Dissertations at CORE Scholar. It has been accepted for inclusion in Browse all Theses and Dissertations by an authorized administrator of CORE Scholar. For more information, please contact [email protected]. Misrepresenting Misery: Slaves, Servants, and Motives in Early Virginia A thesis submitted in partial fulfillment of the requirements for the degree of Masters of Arts By JAMIN PAUL RILEY B. A., Hampden-Sydney College, 2010 2012 Wright State University March 9, 2012 WRIGHT STATE UNIVERSITY GRADUATE SCHOOL I HEREBY RECOMMEND THAT THE THESIS PREPARED UNDER MY SUPERVISION BY Jamin Paul Riley ENTITLED Misrepresenting Misery: Slaves, Servants, and Motives in Early Virginia BE ACCEPTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF Masters of Arts . ____________________________ Noeleen McIlvenna, Ph. D. Thesis Director ____________________________ Carol Herringer, Ph. D. Chair, Department of History Committee on Final Examination _________________________ Noeleen McIlvenna, Ph. D. _________________________ Edward Haas, Ph. D. _________________________ Nancy Garner, Ph. D. _________________________ Andrew Hsu, Ph. D. Dean, Graduate School iii ABSTRACT Riley, Jamin Paul. M.A., Department of History, Wright State University 2012 Misrepresenting Misery: Slaves, Servants, and Motives in Early Virginia Violence has frequently been connected to the history of slavery. -
25Th GENERAL REPORT of the CPT 25 Th GENERAL REPORT of the CPT
25th GENERAL REPORT OF THE CPT 25 th GENERAL REPORT OF THE CPT THE OF REPORT GENERAL European Committee for the Prevention of Torture and Inhuman or Degrading Treatment or Punishment 1 January - 31 December 2015 French edition: 25e rapport général du Comité européen pour la prévention de la torture et des peines ou traitements inhumains ou dégradants (CPT) All requests concerning the reproduction or translation of all or part of this document should be addressed to the Directorate of Communication (F-67075 Strasbourg Cedex or [email protected]). All other correspondence concerning this document should be addressed to the Secretariat of the CPT (European Committee for the Prevention of Torture and Inhuman or Degrading Treatment or Punishment) Cover and layout: Document and Publications Production Department (SPDP), Council of Europe Photographs : © Council of Europe CPT/Inf (2016) 10 © Council of Europe, April 2016 Printed at the Council of Europe Contents ACTIVITIES DURING THE PERIOD 1 JANUARY TO 31 DECEMBER 2015 5 Visits 5 Public statements 7 High-level talks with national authorities 8 Plenary meetings and activities of subgroups 9 Contacts with other bodies 10 Conference “The CPT at 25: taking stock and moving forward” 12 PUBLICATION HIGHLIGHTS 15 Introduction 15 Selected publications 16 SITUATION OF LIFE-SENTENCED PRISONERS 33 LIVING SPACE PER PRISONER IN PRISON ESTABLISHMENTS 43 ORGANISATIONAL MATTERS 47 CPT membership 47 Bureau of the CPT 48 Secretariat of the CPT 48 APPENDICES 51 1. The CPT’s mandate and modus operandi 51 2. Signatures and ratifications of the Convention establishing the CPT 52 3. The CPT’s field of operations 53 4. -
Obessions and Promiscuities
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2003 Obessions and Promiscuities Azita Osanloo The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Osanloo, Azita, "Obessions and Promiscuities" (2003). Graduate Student Theses, Dissertations, & Professional Papers. 3112. https://scholarworks.umt.edu/etd/3112 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. Maureen and Mike MANSFIELD LIBRARY The University of Montana Permission is granted by the author to reproduce this material in its entirety, provided that this material is used for scholarly purposes and is properly cited in published works and reports. **Please check "Yes" or "No" and provide signature / Yes, I grant permission " No, I do not grant permission Author's Signature: / A Date: 3 Any copying for commercial purposes or financial gain may be undertaken only with the author's explicit consent. 8/98 OBSESSIONS AND PROMISCUITIES By Azita Osanloo B.A. Oberlin College, 2000 presented in partial fulfillment of the requirements for the degree of Master of Fine Arts The University of Montana August 2 003 Approved by; c: rperson Dean, Graduate School • 3f, Date I ' UMI Number: EP35142 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. -
Relationships Between Racial Slavery, Incarceration, and Policing, Part I THOM GEHRING
Journal of Prison Education and Reentry Vol. 6 No. 3, 2020 FEATURE–HISTORICAL VIGNETTE Relationships Between Racial Slavery, Incarceration, and Policing, Part I THOM GEHRING The brutal death of George Floyd on May 25, 2020, while in police custody in Minne- apolis, Minnesota, focused attention in the U.S. on the problem of racism. Black Lives Matter and other organizations helped frame subsequent protests around the relationships between racial slavery, incarceration, and policing. Our task as prison educators is to stretch toward clarity. There is a strong parallel between the dehumanization of slaves and the dehumanization of prisoners. One way this dehumanization has been enacted was by blaming individuals for their plight with no consideration for historical context. Genocide against Indigenous Amer- icans, racial slavery, and penitentiaries all began during the British watch, before American independence. Just as slaves were perceived as lazy and incapable, prisoners were reported to be inclined toward “universal riot and debauchery” (Freedman, E. 1981. Their sister’s keepers: Women’s prison reform in America, 1830-1930. Ann Arbor: University of Michigan Press, p. 47). Prisons had a long history, but they were places where torture and executions took place, mostly for political prisoners. This is particularly evident in American prisons: “The penitentiary was seen as an American invention” (Hughes, R. 1987. The fatal shore. New York: Alfred A. Knopf, p. 426). In 1773, Philadelphia’s Walnut Street Jail was established for everyday criminals, by Quakers who advocated it as a holding facility, to replace harsh punishments such as mutilation, staggering fines, and public humiliation (Carney, L.P. -
A Short History of the Wearing of Clerical Collars in the Presbyterian Tradition
A Short History of the Wearing of Clerical Collars in the Presbyterian Tradition Introduction There does not seem to have been any distinctive everyday dress for Christian pastors up until the 6th century or so. Clergy simply wore what was common, yet muted, modest, and tasteful, in keeping with their office. In time, however, the dress of pastors remained rather conservative, as it is want to do, while the dress of lay people changed more rapidly. The result was that the dress of Christian pastors became distinct from the laity and thus that clothing began to be invested (no pun intended) with meaning. Skipping ahead, due to the increasing acceptance of lay scholars in the new universities, the Fourth Lateran council (1215) mandated a distinctive dress for clergy so that they could be distinguished when about town. This attire became known as the vestis talaris or the cassock. Lay academics would wear an open front robe with a lirripium or hood. It is interesting to note that both modern day academic and clerical garb stems from the same Medieval origin. Councils of the Roman Catholic church after the time of the Reformation stipulated that the common everyday attire for priests should be the cassock. Up until the middle of the 20th century, this was the common street clothes attire for Roman Catholic priests. The origin of the clerical collar does not stem from the attire of Roman priests. It’s genesis is of protestant origin. The Origin of Reformed Clerical Dress In the time of the Reformation, many of the Reformed wanted to distance themselves from what was perceived as Roman clerical attire. -
The Junior Classics, Volume 1
The Junior Classics, Volume 1 Willam Patten The Junior Classics, Volume 1 Table of Contents The Junior Classics, Volume 1.................................................................................................................................1 Willam Patten.................................................................................................................................................2 INTRODUCTION.........................................................................................................................................5 PREFACE......................................................................................................................................................7 MANABOZHO, THE MISCHIEF−MAKER................................................................................................9 WHY THE WOODPECKER HAS RED HEAD FEATHERS...................................................................12 WHY THE DIVER DUCK HAS SO FEW TAIL FEATHERS..................................................................14 MANAIBOZHO IS CHANGED INTO A WOLF......................................................................................15 MANABOZHO IS ROBBED BY THE WOLVES.....................................................................................17 MANABOZHO AND THE WOODPECKERS..........................................................................................18 THE BOY AND THE WOLVES................................................................................................................20 -
Teaching American Literature: a Journal of Theory and Practice Fall 2017 (9:2)
Teaching American Literature: A Journal of Theory and Practice Fall 2017 (9:2) Ascending the Scaffold: Knowing and Judging in Hawthorne's The Scarlet Letter David Rampton, University of Ottawa, Canada Abstract: Reminding students that Hawthorne's The Scarlet Letter begins with an exercise in public shaming helps them relate to the novel. It is set in the mid-17th century, a long time ago, yet the continuities persist. Hester Prynne is forced to mount the scaffold and expose herself and her child to the citizens of Boston, who want to see her degraded and to learn the name of her partner in moral crime. Today convicted criminals in the American justice system are routinely required to make a similar sort of public display. The desire to know how the battle between good and evil is going in Puritan Boston, Hawthorne says, is something that binds the community together and threatens to tear it apart. Knowing can mean sympathy and compassion, but it can also involve a pernicious desire to trespass in the interior of another's heart. Our exercises in close reading reveal that the desire to "know" someone, as the novel's slow motion "whodunit" clearly shows, can lead to deeper intimacy, or a denial of their quintessential humanity. Analyzing the shaming scenes that organize the narrative means helping students to see more clearly the structure of the novel, the issues at stake in it, and the ambiguities of guilt and innocence that dominate in our meditations on our own lives. Teaching The Scarlet Letter is one of the great experiences in the career of any teacher, for reasons that are not far to seek: it is arguably the most widely read 19th-century American novel; its subject, adultery, still has a magnetic attractiveness for us; and the story it narrates is firmly inscribed in the history of America and its culture.