Native Youth Count 2019 STATE of NATIVE YOUTH REPORT Native Youth Count
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2017 Fernald Caroline Dissert
UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE THE VISUALIZATION OF THE AMERICAN SOUTHWEST: ETHNOGRAPHY, TOURISM, AND AMERICAN INDIAN SOUVENIR ARTS A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY By CAROLINE JEAN FERNALD Norman, Oklahoma 2017 THE VISUALIZATION OF THE AMERICAN SOUTHWEST: ETHNOGRAPHY, TOURISM, AND AMERICAN INDIAN SOUVENIR ARTS A DISSERTATION APPROVED FOR THE SCHOOL OF VISUAL ARTS BY ______________________________ Dr. W. Jackson Rushing, III, Chair ______________________________ Mr. B. Byron Price ______________________________ Dr. Alison Fields ______________________________ Dr. Kenneth Haltman ______________________________ Dr. David Wrobel © Copyright by CAROLINE JEAN FERNALD 2017 All Rights Reserved. For James Hagerty Acknowledgements I wish to extend my most sincere appreciation to my dissertation committee. Your influence on my work is, perhaps, apparent, but I am truly grateful for the guidance you have provided over the years. Your patience and support while I balanced the weight of a museum career and the completion of my dissertation meant the world! I would certainly be remiss to not thank the staff, trustees, and volunteers at the Millicent Rogers Museum for bearing with me while I finalized my degree. Your kind words, enthusiasm, and encouragement were greatly appreciated. I know I looked dreadfully tired in the weeks prior to the completion of my dissertation and I thank you for not mentioning it. The Couse Foundation, the University of Oklahoma’s Charles M. Russell Center, and the School of Visual Arts, likewise, deserve a heartfelt thank you for introducing me to the wonderful world of Taos and supporting my research. A very special thank you is needed for Ginnie and Ernie Leavitt, Carl Jones, and Byron Price. -
Beacon Prrogram Proceedings.Psd
Table of Contents Welcome ........................................................................................................................... 4 Sponsors, Participating Member Colleges, Steering Committee Members ............................... 5 Conference Program ........................................................................................................... 6 Poster Presenters ............................................................................................................. 15 Beacon 2010 Statistics ...................................................................................................... 17 Acknowledgments ............................................................................................................ 18 Outstanding Paper by Panel American Literature “The Dissociation of Role and Character in Toni Morrison’s ‘Recitatif’” .......... 20 Heather Tremper Mentor: Shauna Gobble Northampton Community College The Arts “The Art of Protest: Mural Art as a Global Narrative of Struggles for Social Justice and Equality” ........................................................................ 27 Claire Kalala Mentor: Shweta Sen Montgomery College History “Politics, Indians, and Tippecanoe”............................................................. 48 Marilyn Miller Mentor: John M. Lawlor, Jr. Reading Area Community College Social Sciences “Debating Mayan Inclusion in the Guatemalan State” .................................. 58 Robin Harris Mentor: Jennifer Haydel Montgomery College 1 Education -
Jackson Pollock and the Indigenous American Spirit Maria S
Maine State Library Digital Maine Academic Research and Dissertations Maine State Library Special Collections 2018 Recuperating Mimêsis: Jackson Pollock and the Indigenous American Spirit Maria S. LaBrage Follow this and additional works at: https://digitalmaine.com/academic RECUPERATING MIMÊSIS: JACKSON POLLOCK AND THE INDIGENOUS AMERICAN SPIRIT Maria S. LaBarge Submitted to the faculty of The Institute for Doctoral Studies in the Visual Arts in partial fulfillment of the requirements for the degree Doctor of Philosophy April, 2018 Accepted by the faculty of the Institute for Doctoral Studies in the Visual Arts in partial fulfillment of the degree of Doctor of Philosophy. ______________________________ Christopher Yates, Ph.D. Doctoral Committee ______________________________ Simonetta Moro, Ph.D. ______________________________ Kathy Desmond, Ph.D. April 16, 2018 ii © 2018 Maria S. LaBarge ALL RIGHTS RESERVED iii My painting does not come from the easel. I hardly ever stretch my canvas before painting. I prefer to tack the unstretched canvas to the hard wall or the floor. I need the resistance of a hard surface. On the floor I am more at ease. I feel nearer, more a part of the painting, since this way I can walk around it, work from the four sides and literally be in the painting. This is akin to the method of the Indian sand painters of the West. – Jackson Pollock For Ezra, Samantha, et al. May you always trust in your creative dreams and how they connect you with something infinitely larger. iv ACKNOWLEDGEMENTS I am deeply indebted to many who have assisted and guided me along this dissertation process. -
Reducing Missing and Murdered Indigenous Women and Girls Arizona’S Statewide Study in Partnership with the HB2570 Legislative Study Committee
Reducing Missing and Murdered Indigenous Women and Girls Arizona’s Statewide Study in Partnership with the HB2570 Legislative Study Committee November 2020 Reducing Missing and Murdered Indigenous Women and Girls: Arizona’s Statewide Study in Partnership with the HB2570 Legislative Study Committee November 2020 Kathleen A. Fox, PhD Christopher Sharp, MSW (Colorado River Indian Tribes) Turquoise Devereaux, MSW (Salish/Blackfeet) Kayleigh Stanek, MS Sara Julian, MSW Michelle Hovel (Navajo Nation) Cheston Dalangyawma (Hopi Tribe) Valaura Imus-Nahsonhoya (Hopi Tribe) Traci Morris, PhD (Chickasaw Nation of Oklahoma) Jacob Moore, MBA (Tohono O’odham Nation, Akimel O’odham, Lakota, Dakota) Hallie Bongar White, JD Dominique Roe-Sepowitz, PhD Mak Mars (Oneida Nation of Wisconsin and Fond Du Lac Ojibwe) Hilary Edwards (Swinomish Indian Tribal Community) Morgan Eaton Suggested citation: Kathleen A. Fox, Christopher Sharp, Turquoise Devereaux, Kayleigh Stanek, Sara Julian, Michelle Hovel, Cheston Dalangyawma, Valaura Imus-Nahsonhoya, Traci Morris, Jacob Moore, Akimel O’odham, Hallie Bongar White, Dominique Roe-Sepowitz, Mak Mars, Hilary Edwards, and Morgan Eaton (2020). Reducing missing and murdered Indigenous women and girls: Arizona’s statewide study in partnership with the HB2570 legislative study committee COVER ARTWORK CREDIT: Artist: Abel Ochoa (Pascua Yaqui), “Spirit flows“ I ARTWORK CREDIT: “ Resilience, and heart strength “ 20” x 40 “ canvas, Artist: Yaqui), Abel Ochoa (Pascua “Our matriarchs in our communities are disempowered. They’re the -
Heroes of the Old West an Educator’S Guide
F. Remington, Captured (detail) 1899 Heroes of the Old West An Educator’s Guide Mary Burke, Sid Richardson Museum, with Diane McClure, Art Specialist Design by Laura Fenley, Sid Richardson Museum Intern © 2004 Sid Richardson Museum, Third Edition © 2009 Heroes09_10_2010.indd 1 9/10/2010 1:51:36 PM Heroes of the Old West Page numbers for each section are listed below. Online version – click on the content title below to link directly to the first page of each section. For an overview of the artworks included in this booklet, see Select a Lesson – Image List, page 30. Contents Introduction to Heroes of the Old West 4 Sid W. Richardson 6 The Museum 10 Frederic S. Remington 12 Charles M. Russell 14 Timeline (Artists, Texas, U.S. History) 16 Select a Lesson – Image List 30 Lesson Plans 32 Student Activities 56 Teacher Resources 70 2 Heroes of the Old West Sid Richardson Museum Heroes09_10_2010.indd 2 9/10/2010 1:51:37 PM Sid W. RichardsonSid W. The Museum The Artists About the Educator’s Guide This Educator’s Guide is a resource for viewing and dialogue containing questions to direct classroom interpreting works of art from the Sid Richardson Museum discussion and engage students in their exploration of in the classroom environment. The images included in the the artworks, background information about the artists Guide have been selected to serve as a point of departure and the works of art, vocabulary, and suggestions for for an exploration of the theme of heroism. extension activities • Student Activities – activities that can be used to The background materials (timelines, biographies, complement classroom discussion about these (or bibliography and resources) are appropriate for educators other) artworks of all levels. -
Missing and Murdered Indigenous Women and Girls in the United States
Union College Union | Digital Works Honors Theses Student Work 6-2021 "Gone, but Never Forgotten:" Missing and Murdered Indigenous Women and Girls in the United States Julianna Kramer Follow this and additional works at: https://digitalworks.union.edu/theses Part of the Indigenous Studies Commons, Jurisdiction Commons, Other Feminist, Gender, and Sexuality Studies Commons, United States History Commons, and the Women's History Commons Recommended Citation Kramer, Julianna, ""Gone, but Never Forgotten:" Missing and Murdered Indigenous Women and Girls in the United States" (2021). Honors Theses. 2429. https://digitalworks.union.edu/theses/2429 This Open Access is brought to you for free and open access by the Student Work at Union | Digital Works. It has been accepted for inclusion in Honors Theses by an authorized administrator of Union | Digital Works. For more information, please contact [email protected]. “Gone, but Never Forgotten:” Missing and Murdered Indigenous Women and Girls in the United States By Julianna Kramer * * * * * * * * * Submitted in Partial Fulfillment of the Requirements for Honors in the Department of History UNION COLLEGE March 2021 Contents Abstract ................................................................................................................. iii-iv Foreword .....................................................................................................................v Introduction .......................................................................................................... -
Bread for the Moon
Bread for the moon by Jennie Elizabeth VerSteeg A Thesis Submitted to the Graduate Faculty in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS Major: English Iowa State University Ames, Iowa 1989 ii TABLE OF CONTENTS Page DEDICATION iv It Will Rain 1939 2 Words That Have To Do With Him 3 Emmaline 8 Wartime 10 Perfect Milk 11 Sue And Her Gun 13 Mama Dolls and Candy 15 Gone, That So-Hot Babe 17 Solid Gone 19 A Witch, Five Years Barren, to Her Husband 20 Wires 22 Spotting 23 One of Those Things 25 Hurry 27 Londa Says "So Long" (Episode 16) 28 Spell 29 Time Travel 32 A Story About Your Mother 34 Playing the Violin 36 Bad Girls ••• 39 Like Bread 42 iii Central Line 44a Cardiac 45 K-tel Records 47 We' 11 Miss You 58 Colors 64 About The Not-Knowing 73 Where Are All The Crossing Guards? 87 Ghosts 93 Labor Day 100 (Hold On) 107 Americanization 113 Keeping Up in America 119 Bread for the Moon 129 iv DEDICATION For the Joyous Abigail, my mother, and to the memory of my maternal grandmother, Marguerite Elizabeth Graham Cook 1890-1934 ·apnr ·~s 'noA ~ueql A It Will Rain A thunderstorm is trundling in along the interstate. The sky is the color of pondwater, filled with clouds, pink with dust, sliding, colliding, gathering in rows like abacus beads. The air is full of seasalt, and sweatsalt, and lightning riding dry. Crackling leaves as big as my fist skate along my path.