Stuart Allan Professor and Head of School Cardiff University, School Of
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9/11 and the Visual Culture of Disaster Indiana University Press Bloomington & Indianapolis 9
9/11 and the Visual Culture of Disaster Indiana University Press Bloomington & Indianapolis 9/ and the Visual Culture of Disaster THOMAS STUBBLEFIELD This book is a publication of ∞ The paper used in this publication meets the minimum requirements of Indiana University Press the American National Standard for Office of Scholarly Publishing Information Sciences–Permanence of Herman B Wells Library 350 Paper for Printed Library Materials, 1320 East 10th Street ANSI Z39.48–1992. Bloomington, Indiana 47405 USA Manufactured in the iupress.indiana.edu United States of America Telephone 800-842-6796 Library of Congress Fax 812-855-7931 Cataloging-in-Publication Data © 2015 by Thomas Stubblefield Stubblefield, Thomas. 9/11 and the visual culture of disaster / All rights reserved Thomas Stubblefield. pages cm No part of this book may be repro- Includes bibliographical references and duced or utilized in any form or by index. any means, electronic or mechanical, ISBN 978-0-253-01549-5 (cloth : alk. including photocopying and recording, paper) – ISBN 978-0-253-01556-3 (pbk. : or by any information storage and alk. paper) – ISBN 978-0-253-01563-1 retrieval system, without permission (ebook) 1. September 11 Terrorist in writing from the publisher. The Attacks, 2001 – Influence. 2. September 11 Association of American University Terrorist Attacks, 2001, in mass media. 3. Presses’ Resolution on Permissions September 11 Terrorist Attacks, 2001, in constitutes the only exception to this art. 4. Emptiness (Philosophy) I. Title. prohibition. HV6432.7.S78 2014 973.931 – dc23 2014029044 1 2 3 4 5 20 19 18 17 16 15 For C. D. -
The Baylor Lariat Vol
ROUNDING UP CAMPUS NEWS SINCE 1900 THE BAYLOR LARIAT VOL. 110 No. 28 THURSDAY, MARCH 18, 2010 © 2010, Baylor University OPINION PAGE 2 NEWS PAGE 3 NEWS PAGE 3 “While some strides in the board’s decision French exchange Caring for the rare, old books were beneficial, some only set public Baylor’s program with a Take a look into Waco resident schools back in terms of objective French university provides Frank Jasek’s life and his career and unbiased education.” cross-cultural experiences as a book preservation specialist Faculty elect 12 senators forBY CATY HIRST Fall 2010 “I think with a new president STAFF WRITER coming in there is always a peri- od of evaluation of the values of The Faculty Senate elections the university and new policies results came in March 4, with 12 and procedures put in place,” new senators set to begin in the Claybrook said. “So this is an fall of 2010. interesting time, I think, to be a The senators were elected for part of the senate, to be a part of three-year terms and will have that process.” an orientation at the first meet- Toten Beard agrees that the ing of next year. voice of the faculty is especially “We have got the kind of rep- crucial since the naming of a resentation that we need to do new president. the work of the faculty for the “I hope to be able to help university,” said Dr. Dennis My- facilitate the change in adminis- ers, chair of the Faculty Senate. tration as we get our new presi- DeAnna Toten Beard, associ- dent,” Toten Beard said. -
Three Studies of September 11: Bearing Witness to History
Three Studies of September 11: Bearing Witness to History An Exhibition at The National Museum of American History Office of Policy and Analysis Smithsonian Institution May 2003 — i — TABLE OF CONTENTS Introduction . .iii Response to History: September 11 and the National Museum of American History Introduction . .1 The September 11 Collecting Effort . .4 Internal Perspectives on Collecting . .11 The Exhibition: September 11: Bearing Witness to History . .13 Internal Perspectives on the Exhibition Development Process . .24 Public Programs . .26 Internal Perspectives on Public Programs . .29 Web Site . .30 Internal Perspectives on the Web Site . .34 Conclusions . .35 Appendix A: September 11: Bearing Witness to History Chronology . .39 Appendix B: Public Programs associated with September 11, 2001 . .55 Interviews with Visitors to September 11, 2001: Bearing Witness to History at the National Museum of American History: A Qualitative, Ethnographic Study Introduction . .60 Findings . .62 Conclusions . .72 Appendix A: Interview Guide . .74 Appendix B: Demographic Characteristics of Interviewees . .76 Smithsonian Institution September 11: Bearing Witness to History: Office of Policy and Analysis Three Studies of an Exhibition at NMAH May 2003 — ii — A Quantitative Assessment of September 11: Bearing witness to History Background . .77 Attending Bearing Witness . .79 Evaluating Bearing Witness . .83 Reacting to Bearing Witness . .88 Summary . .91 Appendices Appendix A: Survey Results . .95 Appendix B: Study Methodology . .106 Appendix C: Survey Questionnaire . .108 Smithsonian Institution September 11: Bearing Witness to History: Office of Policy and Analysis Three Studies of an Exhibition at NMAH May 2003 — iii — INTRODUCTION The terrorist attacks of September 11, 2001, are widely regarded as a major catastrophe and turning point in our nation's history. -
Collapse of the World Trade Center
Not logged in Talk Contributions Create account Log in Article Talk Read View source View history Search Wikipedia Collapse of the World Trade Center From Wikipedia, the free encyclopedia Coordinates: 40°42′41.12″N 74°00′44.00″W Main page The Twin Towers of the World Trade Center open in browser PRO version Are you a developer? Try out the HTML to PDF API pdfcrowd.com Main page The Twin Towers of the World Trade Center Contents collapsed on September 11, 2001, as a result Featured content of being struck by two jet airliners hijacked by Current events 10 terrorists affiliated with al-Qaeda, during Random article the September 11 attacks.[1] Two of the four Donate to Wikipedia hijacked airliners crashed into the Twin Wikipedia store Towers, one into the North Tower (1 World Interaction Trade Center) and the other into the South Help Tower (2 World Trade Center).[2] The collapse About Wikipedia of the Twin Towers destroyed the rest of the Community portal complex, and debris from the collapsing Recent changes towers severely damaged or destroyed more Contact page than a dozen other adjacent and nearby Tools structures. The South Tower collapsed at What links here 9:59 am, less than an hour after being hit by Related changes the second hijacked airliner, and at 10:28 am Upload file the North Tower collapsed. Later that day, 7 Special pages World Trade Center collapsed at 5:21 pm Permanent link from fires that had started when the North Page information [3] Wikidata item Tower collapsed. -
EDUCATING COLLEGIATE JOURNALISTS to COVER and COPE with TRAUMATIC EVENTS Stephanie Elder Anderson
Murray State's Digital Commons Murray State Theses and Dissertations Graduate School 2017 EDUCATING COLLEGIATE JOURNALISTS TO COVER AND COPE WITH TRAUMATIC EVENTS Stephanie Elder Anderson Follow this and additional works at: https://digitalcommons.murraystate.edu/etd Part of the Curriculum and Instruction Commons, Other Film and Media Studies Commons, Radio Commons, and the Television Commons Recommended Citation Elder Anderson, Stephanie, "EDUCATING COLLEGIATE JOURNALISTS TO COVER AND COPE WITH TRAUMATIC EVENTS" (2017). Murray State Theses and Dissertations. 48. https://digitalcommons.murraystate.edu/etd/48 This Dissertation is brought to you for free and open access by the Graduate School at Murray State's Digital Commons. It has been accepted for inclusion in Murray State Theses and Dissertations by an authorized administrator of Murray State's Digital Commons. For more information, please contact [email protected]. EDUCATING COLLEGIATE JOURNALISTS ON HOW TO COVER AND COPE WITH TRAUMATIC EVENTS A Dissertation Presented to the Faculty of the College of Education and Human Services Murray State University Murray, Kentucky In Partial Fulfillment of the Requirements for the Degree of Doctor of Education by Stephanie Lynn Elder Anderson August 2017 Print Reproduction Permission Granted I hereby grant to Murray State University and its agents the non-exclusive license to archive and make accessible my manuscript in whole or in part in all forms of media in perpetuity. I retain all other ownership rights to the copyright of the manuscript. I also retain the right to use in future works (such as articles or books) all or part of this manuscript. I hereby grant permission to Murray State University to reproduce my manuscript in whole or in part. -
Projectreport.Pdf (7.443Mb)
A CONTENT ANALYSIS OF COVERING NEPAL: HOW REPORTING DIFFERS BETWEEN INTERNATIONAL JOURNALISTS AND LOCAL JOURNALISTS _______________________________________ A Professional Project presented to the Faculty of the Graduate School at the University of Missouri-Columbia _______________________________________________________ In Partial Fulfillment of the Requirements for the Degree Master of Arts _____________________________________________________ by LAKSHNA MEHTA Beverly Horvit, Committee Chair DECEMBER 2016 ACKNOWLEDGEMENTS Thank you to my mother and my friends, Zivile and Jinghong, who patiently heard my rants while working on this project, and tolerated my talking- out-loud moments. Thank you to the chocolate company, Patchi, for their delicious chocolate that was both comfort food and fuel for all the nights I stayed up. Thank you to my committee for their time and sticking with me through this semester. !ii TABLE OF CONTENTS Acknowledgements.................................................................................................. ii List of Tables ...........................................................................................................iv List of Figures ..........................................................................................................v List of Illustrations ..................................................................................................vi Chapter one: Introduction ........................................................................................1 Chapter two: -
Tributes to Fallen Journalists: the Evolution of the Hero Myth in Journalistic Practice
ABSTRACT Title of Dissertation: TRIBUTES TO FALLEN JOURNALISTS: THE EVOLUTION OF THE HERO MYTH IN JOURNALISTIC PRACTICE Raymond McCaffrey, Doctor of Philosophy, 2013 Dissertation directed by: Associate Dean Ira Chinoy Philip Merrill College of Journalism This dissertation explores a hero mythology in newspaper tributes to fallen journalists and examines whether these stories implicitly or explicitly encouraged risk- taking by reporters and discouraged them from acknowledging the psychological consequences of that behavior. This historical case study uses qualitative methods to analyze New York Times tributes to U.S. journalists who died from 1854 to 2012 and whose names appeared on the Journalists Memorial at the Newseum in Washington, D.C. This study finds that the Times wrote about 274 of the 362 fallen journalists and depicted one in four in heroic terms, with their stories invoking themes often found in classic hero myths. Eighty percent of these hero journalists were on foreign assignments that typically involved covering war. Virtually all of these hero journalists killed in the United States were targeted because of their journalistic work. These journalists were seen as answering a call and giving their lives in service to a greater cause often tied to normative journalistic values, such as pursuing the truth. The tributes for 27 percent of these journalists mentioned qualities associated with risk-taking, such as courage. One in ten of these journalists embodied a type of stoicism that involved them downplaying personal hardship. A central finding of this study suggests that this hero mythology emerged in the mid-1920s, immediately after the adoption of state and national journalism ethics codes and the opening of the first journalism schools in the United States. -
Kodak Moments, Flashbulb Memories
Kodak Moments, Flashbulb Memories Reflections on 9/11 Barbara Kirshenblatt-Gimblett At a banquet given by a nobleman of Thessaly named Scopas, the poet Simonides of Ceos chanted a lyric poem in honour of his host but including a passage in praise of Castor and Pollux. Scopas meanly told the poet that he would only pay him half the sum agreed upon for the panegyric and that he must obtain the rest from the twin gods to whom he had devoted half the poem. A little later, a message was brought in to Simonides that two young men were waiting outside who wished to see him. He rose from the banquet and went out but could find no one. During his absence the roof of the banqueting hall fell in, crushing Scopas and all the guests to death beneath the ruins; the corpses were so mangled that the relatives who came to take them away for burial were unable to identify them. But Simonides remembered the places at which they had been sitting at the table and was therefore able to indicate to the relatives which were their dead. [...] This experience suggested to the poet the principles of the art of memory of which he is said to be the inventor. Noting that it was through his memory of the places at which the guests had been sitting that he had been able to identify the bodies, he realized that orderly arrangement is essential for good memory. —Cicero (in Yates 1996:1–2)1 The catastrophe has transformed life in New York City.