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Science Lessons from the Gulag
COMMENT BOOKS & ARTS 1930s. During the Great Terror of 1936–38 alone, some 1.5 million people were arrested and about 700,000 shot in a paroxysm of state-directed violence. In the journey to Wangenheim’s own end, the letters he sent from prison to his daughter Eleonora — just short of four years old at the time of his arrest — offer a counterpoint of hope. It was MEMORIAL/EDITIONS PAULSEN these that inspired the book. Rolin came upon Eleonora’s compila- tion of the letters in 2012, while visiting Russia. There are dozens of beautiful still- life sketches made by the meteorologist in prison — of clouds, aurorae, animals, fruit, aeroplanes, boats, leaves, trees. The colour drawings, some reproduced in the book, were partly a chronicle of life in the Gulag, but also a pedagogical tool. As Rolin notes, Wangenheim “was using plants to teach his daughter the basics of arithmetic and geometry” through riddles outlined in Alexey Wangenheim’s letters home included drawings and riddles about science and nature. accompanying text. In one, the “lobes of a leaf represented the elementary numbers, HISTORY its shape symmetry and asymmetry, while a pine cone illustrated the spiral”. The Solovki prison camp, in which Wangenheim crafted these lessons, was housed in a former Russian Orthodox mon- Science lessons astery on the Solovetsky Islands in the White Sea. Although his time there was unimagi- nably harsh — with forced labour, poor food and grossly inadequate health care — the from the Gulag prison was unusual in having a well-stocked library and access to a radio, art supplies and Asif Siddiqi examines a biography of a Soviet stationery. -
Title of Thesis: ABSTRACT CLASSIFYING BIAS
ABSTRACT Title of Thesis: CLASSIFYING BIAS IN LARGE MULTILINGUAL CORPORA VIA CROWDSOURCING AND TOPIC MODELING Team BIASES: Brianna Caljean, Katherine Calvert, Ashley Chang, Elliot Frank, Rosana Garay Jáuregui, Geoffrey Palo, Ryan Rinker, Gareth Weakly, Nicolette Wolfrey, William Zhang Thesis Directed By: Dr. David Zajic, Ph.D. Our project extends previous algorithmic approaches to finding bias in large text corpora. We used multilingual topic modeling to examine language-specific bias in the English, Spanish, and Russian versions of Wikipedia. In particular, we placed Spanish articles discussing the Cold War on a Russian-English viewpoint spectrum based on similarity in topic distribution. We then crowdsourced human annotations of Spanish Wikipedia articles for comparison to the topic model. Our hypothesis was that human annotators and topic modeling algorithms would provide correlated results for bias. However, that was not the case. Our annotators indicated that humans were more perceptive of sentiment in article text than topic distribution, which suggests that our classifier provides a different perspective on a text’s bias. CLASSIFYING BIAS IN LARGE MULTILINGUAL CORPORA VIA CROWDSOURCING AND TOPIC MODELING by Team BIASES: Brianna Caljean, Katherine Calvert, Ashley Chang, Elliot Frank, Rosana Garay Jáuregui, Geoffrey Palo, Ryan Rinker, Gareth Weakly, Nicolette Wolfrey, William Zhang Thesis submitted in partial fulfillment of the requirements of the Gemstone Honors Program, University of Maryland, 2018 Advisory Committee: Dr. David Zajic, Chair Dr. Brian Butler Dr. Marine Carpuat Dr. Melanie Kill Dr. Philip Resnik Mr. Ed Summers © Copyright by Team BIASES: Brianna Caljean, Katherine Calvert, Ashley Chang, Elliot Frank, Rosana Garay Jáuregui, Geoffrey Palo, Ryan Rinker, Gareth Weakly, Nicolette Wolfrey, William Zhang 2018 Acknowledgements We would like to express our sincerest gratitude to our mentor, Dr. -
Report of the Governor's Commission to Rebuild Texas
EYE OF THE STORM Report of the Governor’s Commission to Rebuild Texas John Sharp, Commissioner BOARD OF REGENTS Charles W. Schwartz, Chairman Elaine Mendoza, Vice Chairman Phil Adams Robert Albritton Anthony G. Buzbee Morris E. Foster Tim Leach William “Bill” Mahomes Cliff Thomas Ervin Bryant, Student Regent John Sharp, Chancellor NOVEMBER 2018 FOREWORD On September 1 of last year, as Hurricane Harvey began to break up, I traveled from College Station to Austin at the request of Governor Greg Abbott. The Governor asked me to become Commissioner of something he called the Governor’s Commission to Rebuild Texas. The Governor was direct about what he wanted from me and the new commission: “I want you to advocate for our communities, and make sure things get done without delay,” he said. I agreed to undertake this important assignment and set to work immediately. On September 7, the Governor issued a proclamation formally creating the commission, and soon after, the Governor and I began traveling throughout the affected areas seeing for ourselves the incredible destruction the storm inflicted Before the difficulties our communities faced on a swath of Texas larger than New Jersey. because of Harvey fade from memory, it is critical that Since then, my staff and I have worked alongside we examine what happened and how our preparation other state agencies, federal agencies and local for and response to future disasters can be improved. communities across the counties affected by Hurricane In this report, we try to create as clear a picture of Harvey to carry out the difficult process of recovery and Hurricane Harvey as possible. -
TRAINING the YOUNG ACTOR: a PHYSICAL APPROACH a Thesis
TRAINING THE YOUNG ACTOR: A PHYSICAL APPROACH A Thesis Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Master of Arts Anthony Lewis Johnson December, 2009 TRAINING THE YOUNG ACTOR: A PHYSICAL APPROACH Anthony Lewis Johnson Thesis Approved: Accepted: __________________________ __________________________ Advisor Dean of the College Mr. James Slowiak Dr. Dudley Turner __________________________ __________________________ Faculty Reader Dean of the Graduate School Mr. Durand Pope Dr. George R. Newkome __________________________ __________________________ School Director Date Mr. Neil Sapienza ii TABLE OF CONTENTS Page CHAPTER I. INTRODUCTION TO TRAINING THE YOUNG ACTOR: A PHYSICAL APPROACH...............................................................................1 II. AMERICAN INTERPRETATIONS OF STANISLAVSKI’S EARLY WORK .......5 Lee Strasberg .............................................................................................7 Stella Adler..................................................................................................8 Robert Lewis...............................................................................................9 Sanford Meisner .......................................................................................10 Uta Hagen.................................................................................................11 III. STANISLAVSKI’S LATER WORK .................................................................13 Tension -
Sculptor Nina Slobodinskaya (1898-1984)
1 de 2 SCULPTOR NINA SLOBODINSKAYA (1898-1984). LIFE AND SEARCH OF CREATIVE BOUNDARIES IN THE SOVIET EPOCH Anastasia GNEZDILOVA Dipòsit legal: Gi. 2081-2016 http://hdl.handle.net/10803/334701 http://creativecommons.org/licenses/by/4.0/deed.ca Aquesta obra està subjecta a una llicència Creative Commons Reconeixement Esta obra está bajo una licencia Creative Commons Reconocimiento This work is licensed under a Creative Commons Attribution licence TESI DOCTORAL Sculptor Nina Slobodinskaya (1898 -1984) Life and Search of Creative Boundaries in the Soviet Epoch Anastasia Gnezdilova 2015 TESI DOCTORAL Sculptor Nina Slobodinskaya (1898-1984) Life and Search of Creative Boundaries in the Soviet Epoch Anastasia Gnezdilova 2015 Programa de doctorat: Ciències humanes I de la cultura Dirigida per: Dra. Maria-Josep Balsach i Peig Memòria presentada per optar al títol de doctora per la Universitat de Girona 1 2 Acknowledgments First of all I would like to thank my scientific tutor Maria-Josep Balsach I Peig, who inspired and encouraged me to work on subject which truly interested me, but I did not dare considering to work on it, although it was most actual, despite all seeming difficulties. Her invaluable support and wise and unfailing guiadance throughthout all work periods were crucial as returned hope and belief in proper forces in moments of despair and finally to bring my study to a conclusion. My research would not be realized without constant sacrifices, enormous patience, encouragement and understanding, moral support, good advices, and faith in me of all my family: my husband Daniel, my parents Andrey and Tamara, my ount Liubov, my children Iaroslav and Maria, my parents-in-law Francesc and Maria –Antonia, and my sister-in-law Silvia. -
Russian Museums Visit More Than 80 Million Visitors, 1/3 of Who Are Visitors Under 18
Moscow 4 There are more than 3000 museums (and about 72 000 museum workers) in Russian Moscow region 92 Federation, not including school and company museums. Every year Russian museums visit more than 80 million visitors, 1/3 of who are visitors under 18 There are about 650 individual and institutional members in ICOM Russia. During two last St. Petersburg 117 years ICOM Russia membership was rapidly increasing more than 20% (or about 100 new members) a year Northwestern region 160 You will find the information aboutICOM Russia members in this book. All members (individual and institutional) are divided in two big groups – Museums which are institutional members of ICOM or are represented by individual members and Organizations. All the museums in this book are distributed by regional principle. Organizations are structured in profile groups Central region 192 Volga river region 224 Many thanks to all the museums who offered their help and assistance in the making of this collection South of Russia 258 Special thanks to Urals 270 Museum creation and consulting Culture heritage security in Russia with 3M(tm)Novec(tm)1230 Siberia and Far East 284 © ICOM Russia, 2012 Organizations 322 © K. Novokhatko, A. Gnedovsky, N. Kazantseva, O. Guzewska – compiling, translation, editing, 2012 [email protected] www.icom.org.ru © Leo Tolstoy museum-estate “Yasnaya Polyana”, design, 2012 Moscow MOSCOW A. N. SCRiAbiN MEMORiAl Capital of Russia. Major political, economic, cultural, scientific, religious, financial, educational, and transportation center of Russia and the continent MUSEUM Highlights: First reference to Moscow dates from 1147 when Moscow was already a pretty big town. -
SOVIET YOUTH FILMS UNDER BREZHNEV: WATCHING BETWEEN the LINES by Olga Klimova Specialist Degree, Belarusian State University
SOVIET YOUTH FILMS UNDER BREZHNEV: WATCHING BETWEEN THE LINES by Olga Klimova Specialist degree, Belarusian State University, 2001 Master of Arts, Brock University, 2005 Master of Arts, University of Pittsburgh, 2007 Submitted to the Graduate Faculty of The Kenneth P. Dietrich School of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2013 UNIVERSITY OF PITTSBURGH THE KENNETH P. DIETRICH SCHOOL OF ARTS AND SCIENCES This dissertation was presented by Olga Klimova It was defended on May 06, 2013 and approved by David J. Birnbaum, Professor, Department of Slavic Languages and Literatures, University of Pittsburgh Lucy Fischer, Distinguished Professor, Department of English, University of Pittsburgh Vladimir Padunov, Associate Professor, Department of Slavic Languages and Literatures, University of Pittsburgh Aleksandr Prokhorov, Associate Professor, Department of Modern Languages and Literatures, College of William and Mary, Virginia Dissertation Advisor: Nancy Condee, Professor, Department of Slavic Languages and Literatures, University of Pittsburgh ii Copyright © by Olga Klimova 2013 iii SOVIET YOUTH FILMS UNDER BREZHNEV: WATCHING BETWEEN THE LINES Olga Klimova, PhD University of Pittsburgh, 2013 The central argument of my dissertation emerges from the idea that genre cinema, exemplified by youth films, became a safe outlet for Soviet filmmakers’ creative energy during the period of so-called “developed socialism.” A growing interest in youth culture and cinema at the time was ignited by a need to express dissatisfaction with the political and social order in the country under the condition of intensified censorship. I analyze different visual and narrative strategies developed by the directors of youth cinema during the Brezhnev period as mechanisms for circumventing ideological control over cultural production. -
The Role of Stanislavsky and the Moscow Art Theatre's 1923 And
CULTURAL EXCHANGE: THE ROLE OF STANISLAVSKY AND THE MOSCOW ART THEATRE’S 1923 AND1924 AMERICAN TOURS Cassandra M. Brooks, B.A. Thesis Prepared for the Degree of MASTER OF ARTS UNIVERSITY OF NORTH TEXAS August 2014 APPROVED: Olga Velikanova, Major Professor Richard Golden, Committee Member Guy Chet, Committee Member Richard B. McCaslin, Chair of the Department of History Mark Wardell, Dean of the Toulouse Graduate School Brooks, Cassandra M. Cultural Exchange: The Role of Stanislavsky and the Moscow Art Theatre’s 1923 and 1924 American Tours. Master of Arts (History), August 2014, 105 pp., bibliography, 43 titles. The following is a historical analysis on the Moscow Art Theatre’s (MAT) tours to the United States in 1923 and 1924, and the developments and changes that occurred in Russian and American theatre cultures as a result of those visits. Konstantin Stanislavsky, the MAT’s co-founder and director, developed the System as a new tool used to help train actors—it provided techniques employed to develop their craft and get into character. This would drastically change modern acting in Russia, the United States and throughout the world. The MAT’s first (January 2, 1923 – June 7, 1923) and second (November 23, 1923 – May 24, 1924) tours provided a vehicle for the transmission of the System. In addition, the tour itself impacted the culture of the countries involved. Thus far, the implications of the 1923 and 1924 tours have been ignored by the historians, and have mostly been briefly discussed by the theatre professionals. This thesis fills the gap in historical knowledge. -
RUSS 385: Russian Drama Lyudmila Parts 1 Fall 2021
RUSS 385: Russian Drama Lyudmila Parts 1 Fall 2021 RUSS 385 Prof. Lyudmila Parts 688 Sherbrooke, #332 email: [email protected] T/TH 1:05-2:25. Notice different classrooms: Tuesday SH 688, # 491 Thursday SH 688, # 391 Office hours: Tuesday 2:30-3:30 and by appointment on Zoom Russian Drama from Pushkin to Chekhov. Major topics: • The development of Russian Drama in the 19th century. Formation of dramatic canon. • Theories of drama and theater. Dramatic conventions and radical experiments with the form. • European influence and Russian context. Texts on MyCourses to be printed out by you: 1. Alexander Griboedov, The Trouble with Reason 2-5. Alexander Pushkin, Boris Godunov; Little Tragedies (3): Miserly Knight, Mozart and Salieri, The Stone Guest 6. Mikhail Lermontov, Masquerade 7. Nikolai Gogol, The Inspector General 8. Ivan Turgenev, A Month in the Country 9-10. Alexander Ostrovsky, The Storm; The Dowerless Girl 11. Maxim Gorky, The Lower Depth 12. Leo Tolstoy, The Fruits of Enlightenment 13-14. Anton Chekhov, The Seagull; Three Sisters 15. Mikhail Bulgakov, The Days of the Turbins. Requirements: Short paper (3-4 pages) - a close reading of a passage or an exploration of a theme. Topics will be posted in advance on MyCourses. Final paper (5-6 pages) - on the topic dealing with a period, author, work, theme, cultural problem, and/or theoretical issue discussed in the course. Group projects (two): I will divide the class into small groups and assign the topics for presentation and plays for performance. See MyCourses for details. For both projects, each student submits individual report and receives an individual grade. -
Visualizing the Past: Perestroika Documentary Memory Of
VISUALIZING THE PAST: PERESTROIKA DOCUMENTARY MEMORY OF STALIN-ERA TRAUMA by Erin Rebecca Alpert B.A. in Global Studies, College of William and Mary, 2007 M.A. in Slavic Languages and Literatures, University of Pittsburgh, 2009 Submitted to the Graduate Faculty of the Kenneth P. Dietrich School of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2014 UNIVERSITY OF PITTSBURGH Kenneth P. Dietrich School of Arts and Sciences This dissertation was presented by Erin Alpert It was defended on May 12, 2014 and approved by Nancy Condee, Professor, University of Pittsburgh, Department of Slavic Languages and Literatures David Birnbaum, Professor, University of Pittsburgh, Department of Slavic Languages and Literatures Jeremy Hicks, Reader, Queen Mary University of London, Department of Russian Dissertation Advisor: Vladimir Padunov, Associate Professor, University of Pittsburgh, Department of Slavic Languages and Literatures ii Copyright © by Erin Alpert 2014 iii VISUALIZING THE PAST: PERESTROIKA DOCUMENTARY MEMORY OF STALIN-ERA TRAUMA Erin Alpert, PhD University of Pittsburgh, 2014 The main goal of this dissertation is to look at how, during perestroika, documentary breaks away from the traditional notions of the genre in order to reexamine and redefine traumatic events from the Stalinist period. The first chapter examines the nuances of three critical terms: “documentary,” “collective memory,” and “cultural trauma.” I then turn to a historical approach, exploring how political culture and technology affected the content, production, and screening of documentaries, first discussing the time leading up to perestroika and then the massive changes during the glasnost era. In the final chapters, I argue that there are three primary approaches the films examined in this project take to understanding the past. -
Everyday Stalinism Ordinary Life in Extraordinary Times Soviet Russia in the 1930S Sheila Fitzpatrick
Everyday Stalinism Ordinary Life in Extraordinary Times Soviet Russia in the 1930s Sheila Fitzpatrick Sheila Fitzpatrick is an Australian-American historian. She is Honorary Professor at the University of Sydney with her primary speciality being the history of modern Russia. Her recent work has focused on Soviet social and cultural history in the Stalin period, particularly everyday practices and social identity. From the archives of the website The Master and Margarita http://www.masterandmargarita.eu Webmaster Jan Vanhellemont Klein Begijnhof 6 B-3000 Leuven +3216583866 +32475260793 Everyday Stalinism Ordinary Life in Extraordinary Times Soviet Russia in the 1930s Sheila Fitzpatrick Copyright © 1999 by Oxford University Press, Inc. First published by Oxford University Press, Inc., 1999 To My Students Table of Contents Contents Acknowledgments Introduction Milestones Stories A Note on Class 1. “The Party Is Always Right” Revolutionary Warriors Stalin’s Signals Bureaucrats and Bosses A Girl with Character 2. Hard Times Shortages Miseries of Urban Life Shopping as a Survival Skill Contacts and Connections 3. Palaces on Monday Building a New World Heroes The Remaking of Man Mastering Culture 4. The Magic Tablecloth Images of Abundance Privilege Marks of Status Patrons and Clients 5. Insulted and Injured Outcasts Deportation and Exile Renouncing the Past Wearing the Mask 6. Family Problems Absconding Husbands The Abortion Law The Wives’ Movement 7. Conversations and Listeners Listening In Writing to the Government Public Talk Talking Back 8. A Time of Troubles The Year 1937 Scapegoats and “The Usual Suspects” Spreading the Plague Living Through the Great Purges Conclusion Notes Bibliography Contents This book has been a long time in the making - almost twenty years, if one goes back to its first incarnation; ten years in its present form. -
1. Coversheet Thesis
Eleanor Rees The Kino-Khudozhnik and the Material Environment in Early Russian and Soviet Fiction Cinema, c. 1907-1930. January 2020 Submitted for the degree of Doctor of Philosophy School of Slavonic and East European Studies University College London Supervisors: Dr. Rachel Morley and Dr. Philip Cavendish !1 I, Eleanor Rees confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. Word Count: 94,990 (including footnotes and references, but excluding contents, abstract, impact statement, acknowledgements, filmography and bibliography). ELEANOR REES 2 Contents Abstract 5 Impact Statement 6 Acknowledgments 8 Note on Transliteration and Translation 10 List of Illustrations 11 Introduction 17 I. Aims II. Literature Review III. Approach and Scope IV. Thesis Structure Chapter One: Early Russian and Soviet Kino-khudozhniki: 35 Professional Backgrounds and Working Practices I. The Artistic Training and Pre-cinema Affiliations of Kino-khudozhniki II. Kino-khudozhniki and the Russian and Soviet Studio System III. Collaborative Relationships IV. Roles and Responsibilities Chapter Two: The Rural Environment 74 I. Authenticity, the Russian Landscape and the Search for a Native Cinema II. Ethnographic and Psychological Realism III. Transforming the Rural Environment: The Enchantment of Infrastructure and Technology in Early-Soviet Fiction Films IV. Conclusion Chapter Three: The Domestic Interior 114 I. The House as Entrapment: The Domestic Interiors of Boris Mikhin and Evgenii Bauer II. The House as Ornament: Excess and Visual Expressivity III. The House as Shelter: Representations of Material and Psychological Comfort in 1920s Soviet Cinema IV.