Ohio Archivist, Spring 2014
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ARTICLE ADAPTING COPYRIGHT FOR THE MASHUP GENERATION PETER S. MENELL† Growing out of the rap and hip hop genres as well as advances in digital editing tools, music mashups have emerged as a defining genre for post-Napster generations. Yet the uncertain contours of copyright liability as well as prohibitive transaction costs have pushed this genre underground, stunting its development, limiting remix artists’ commercial channels, depriving sampled artists of fair compensation, and further alienating netizens and new artists from the copyright system. In the real world of transaction costs, subjective legal standards, and market power, no solution to the mashup problem will achieve perfection across all dimensions. The appropriate inquiry is whether an allocation mechanism achieves the best overall resolution of the trade-offs among authors’ rights, cumulative creativity, freedom of expression, and overall functioning of the copyright system. By adapting the long-standing cover license for the mashup genre, Congress can support a charismatic new genre while affording fairer compensation to owners of sampled works, engaging the next generations, and channeling disaffected music fans into authorized markets. INTRODUCTION ........................................................................ 443 I. MUSIC MASHUPS ..................................................................... 446 A. A Personal Journey ..................................................................... 447 B. The Mashup Genre .................................................................... -
Proquest Dissertations
RICE UNIVERSITY Material Fictions: Readers and Textuality in the British Novel, 1814-1852 by Duncan Ingraham Haseli A THESIS SUBMITTED EM PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE Doctor of Philosophy AppRavæD, THESIS CPMMITTEE: Robert L. Patten, Lynette S. Autrey Professor in the Humanities, Director Helena Michie, Agnes Cullen Arnold Professor in the Humanities, Professor of and Chair, English Martin Wiener, Mary Gibbs Jones Professor, History HOUSTON, TEXAS JANUARY 2009 UMI Number: 3362239 Copyright 2009 by Hasell, Duncan Ingraham INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. UMI® UMI Microform 3362239 Copyright 2009 by ProQuest LLC All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 AnnArbor, Ml 48106-1346 Copyright Duncan Ingraham Hasell 2009 ABSTRACT Material Fictions: Readers and Textuality in the British Novel, 1814-1852 by Duncan Ingraham Hasell I argue in the first chapter that the British novel's material textuality, that is the physical features of the texts that carry semantic weight and the multiple forms in which texts are created and distributed, often challenges and subverts present conceptions of the cultural roles of the novel in the nineteenth century. -
View of the Related Literature
MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Adonica Aria Jones-Parks Candidate for the Degree: Doctor of Education ____________________________________ Dr. Denise Taliaferro Baszile, Dissertation Advisor ____________________________________ Dr Sally Lloyd, Reader ____________________________________ Dr. Ray Terrell, Reader ____________________________________ Dr. Paula Saine, Graduate School Representative ABSTRACT SPEAKING HIS MIND: COUNTERSTORIES ON RACE, SCHOOLING, AND THE ALIENATION OF AFRICAN-AMERICAN MALES by Adonica Aria Jones-Parks The primary purpose of this study is to examine the counterstories of African-American males who have dropped out of school and record their experiences in their own voice of how their schooling impacted their current life circumstances. The emergent themes from their stories support the literature that four factors contribute to Black males’ dropping out of school: 1) negative teacher and administration perception of Black males; 2) labeling and sorting through the use of special education and academic tracking; 3) resistance to schooling due to the insidious practices taking place in schools; and 4) alienation from schooling because of racist, oppressive practices. This study found that the overall story of African-American males in their schooling experiences is one of absence of caring from teachers, administration, and the school system. SPEAKING HIS MIND: COUNTERSTORIES ON RACE, SCHOOLING, AND THE ALIENATION OF AFRICAN-AMERICAN MALES A DISSERTATION Submitted to the Faculty of Miami University in partial fulfillment of the requirements for the degree of Doctor of Education Department of Educational Leadership by Adonica Aria Jones-Parks Miami University Oxford, Ohio 2011 Dissertation Director: Dr. Denise Marie Taliaferro-Baszile © Adonica Aria Jones-Parks 2011 TABLE OF CONTENTS Dedication ........................................................................................................... -
Hidden Figures 2
A TEACHER’S GUIDE TO HarperAcademic.com A TEACHER’S GUIDE TO MARGOT LEE SHETTERLY’S HIDDEN FIGURES 2 Contents About the Book 3 About the Author 3 Discussion Questions 3 Chapter 1: A Door Opens 3 Chapter 2: Mobilization 3 Chapter 3: Past Is Prologue 3 Chapter 4: The Double V 4 Chapter 5: Manifest Destiny 4 Chapter 6: War Birds 4 Chapter 7: The Duration 4 Chapter 8: Those Who Move Forward 4 Chapter 9: Breaking Barriers 4 Chapter 10: Home by the Sea 5 Chapter 11: The Area Rule 5 Chapter 12: Serendipity 5 Chapter 13: Turbulence 5 Chapter 14: Angle of Attack 5 Chapter 15: Young, Gifted, and Black 6 Chapter 16: What a Difference a Day Makes 6 Chapter 17: Outer Space 6 Chapter 18: With All Deliberate Speed 6 Chapter 19: Model Behavior 6 Chapter 20: Degrees of Freedom 6 Chapter 21: Out of the Past, the Future 7 Chapter 22: America is for Everybody 7 Chapter 23: To Boldly Go 7 Writing Prompts 7 A TEACHER’S GUIDE TO MARGOT LEE SHETTERLY’S HIDDEN FIGURES 3 About the Book Katherine Goble (later, Johnson), ever-confident in her mathematical ability and intellect, told her bosses at Langley, “Tell me where you want the man to land, and I’ll tell you where to send him up.” The man in question: an astronaut; the context: the space race that overtook the imagination of a generation; some of the main players who helped achieve some of NASA’s greatest achieve- ments: a group of African American women mathematicians. -
Report Resumes
REPORT RESUMES ED 012 635 RC 000 888 EIGHTH GRADE ENGLISH CURRICULUM. UNIVERSITY CITY SCHOOL DISTRICT,MO. PUB DATE 65 EDRS PRICE MF-$0.50 HC-34.69 117P. DESCRIPTORS- *GRADE 8, *ENGLISH:*CIIRRIrUi"M GUIDES, WRITING SKILLS,.GRAMMAR, MATURITY TESTS,READING, ATTITUDES; VOCABULARY, BIBLIOGRAPHIES,POETRY, LITERATURE, *ENGLISH CURRICULUM, UNIVERSITY CITY A CURRICULUM GUIDE FOR TEACHINGEIGHTH-GRADE ENGLISH WAS DEVELOPED IN 1965 AT UNIVERSITYCITY, MISSOURI. FOUR UNITS ARE PRESENTED IN DETAILEDOUTLINE FORM.--"PAST THROUGH PROLOGUE," "GROWING UP,""WHAT IS HUMOR," AND "HEROES, REAL AND UNREAL." THREE OTHER UNITSARE SUGGESTED BUT NOT OUTLINED--"VALUE AND VALUES,""FORMING OPINIONS," AND "THE RIGHT TO BE AN INDIVIDUAL." AGENERAL BIBLIOGRAPHY IS PRESENTED.FOR THE OVERALL GUIDE,AND SPECIFIC BIBLIOGRAPHIES ARE INCLUDED FOR EACH MAJORSECTION OF THE INDIVIDUAL UNITS. (RB) . Ln re U.S. DEPARTMENT OF HEALTH, EDUCATION & WE1FARE OFFICE OF EDUCATION rI Ca) THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS LL.1 STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE Of EDUCATION POSITION OR POLICY. EIGHTH E INGLISii CURRICULUM 1965 UNIVERSITY cm PUBLIC SCHOOLS fc006Ur TABLE OF CONTENTS General Introduction General Bibliography Part 1..111141f Past Through Prologue Part IL. Growing Up' Part III. What is Humor? Part IV....... Heroes, Real and Unreal INTRODUCTION 1. The resource units and teaching plans presented in this booklet are based on the unit concepts and topics drawn up at the English curricu- lum meetings held in the spring of 1965.As teachers use these units during the year, they should keep notes on suggested improvements which might be made in the next revision of the units. -
Master Dialogue for Defiance
DEFIANCE #101 - “Pilot” Votan Language Translations 6 David J. Peterson Revised 5/9/12 * 15 INT. CRASHED ARK - ENTRANCE - MOMENTS LATER 15 (s1e1sc15_1.mp3) NOLAN <money> TRANSLATION Jaja PHONETIC JA-ja money 16 INT. CRASHED ARK - ENTRANCE - MOMENTS LATER 16 (s1e1sc16_8.mp3) SPIRIT RIDERS <Very nice, very nice.> TRANSLATION Nimi kima. Nimi kima. PHONETIC NI-mi KI-ma. NI-mi KI-ma. Very nice, very nice. PLEASE NOTE: This was called in to set (used as the Spirit Riders were picking through Nolan’s belongings from the roller). ---------------------------------------------------------------------------------------------------------------- (s1e1sc16_1.mp3) (CONTINUED) DEFIANCE 101 "Pilot" Languages 6 05/09/12 2. 16 CONTINUED: 16 NOLAN <At ease, friends. We don’t want trouble.> TRANSLATION Susú, zmáányu. Naabéme eléisa tizéru. PHONETIC su-SU, ZMAA-nyu. naa-BE-me el-EI-sa · ti-ZE-ru. At ease, friends. We don't want · trouble. ---------------------------------------------------------------------------------------------------------------- (s1e1sc16_2.mp3) SUKAR <Little one. Why do you partner with this human? Why not ride with your own kind?> TRANSLATION Tihíshaa. Aalégna égra thaa hígya tishúmaa gyi nááza? Aaléme thaa thwírlaa lílaa gyi nááza? PHONETIC ti-HI-shaa. aa-LEG-na EG-ra · thaa HI-gya ti-SHU-maa · gyi NAA-za? Little one. Go riding · with this human · why? aa-LE-me · thaa THWIR-laa LI-laa · gyi NAA-za? You don't go · with your own kind · why? ---------------------------------------------------------------------------------------------------------------- (s1e1sc16_7.mp3) IRISA <shit>. TRANSLATION shtáko PHONETIC SHTA-ko Shit. ---------------------------------------------------------------------------------------------------------------- (CONTINUED) DEFIANCE 101 "Pilot" Languages 6 05/09/12 3. 16 CONTINUED: (2) 16 (s1e1sc16_4.mp3) SUKAR <Such fire. You are Irathient to be sure.> TRANSLATION Sááza sáázri. Zrááthe thaa thíri ílaa. -
Shakespeare's Romantic Comedies on Film
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 5-2010 "Not for an age, but for all time": Shakespeare's Romantic Comedies on Film Kelly A. Rivers University of Tennessee - Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Film and Media Studies Commons, and the Literature in English, British Isles Commons Recommended Citation Rivers, Kelly A., ""Not for an age, but for all time": Shakespeare's Romantic Comedies on Film. " PhD diss., University of Tennessee, 2010. https://trace.tennessee.edu/utk_graddiss/744 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Kelly A. Rivers entitled ""Not for an age, but for all time": Shakespeare's Romantic Comedies on Film." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in English. Robert E. Stillman, Major Professor We have read this dissertation and recommend its acceptance: Charles J. Maland, Heather A. Hirschfeld, H. Phillip Hamlin Accepted -
Politics of the Past: the Use and Abuse of History
Cover History and Politics:Mise en page 1 3/20/09 4:04 PM Page 1 Twenty years after the end of the Cold War and the collapse of communism the battles about the right interpretation of the twentieth century past are still being fought. In some countries even the courts have their say on what is or is not the historical truth. But primarily politicians have claimed a dominant role Politics of the Past: in these debates, often mixing history and politics in an irresponsible way. The European Parliament has become the arena where this culminates. Nevertheless, not every Member of Parliament wants to play historian. That is the The Use and Abuse of History background of Politics of the Past, in which historians take the floor to discuss the tense and ambivalent relationship between their profession and politics. Pierre Hassner: “Judges are no better placed than governments to replace open Edited by dialogue between historians, between historians and public opinion, between citizens and within and between democratic societies. That is why this book is Hannes Swoboda and such an important initiative.” Jan Marinus Wiersma Politics of the Past: The Use and Abuse of History The of the Past: Politics Cover picture: Reporters/AP 5 7 2 6 2 3 2 8 2 9 ISBN 92-823-2627-5 8 7 QA-80-09-552-EN-C ISBN 978-92-823-2627-5 9 Politics of the Past: The Use and Abuse of History Edited by Hannes Swoboda and Jan Marinus Wiersma Dedicated to Bronisław Geremek Bronisław Geremek, historian, former political dissident and our dear colleague, was one of the speakers at the event which we organized in Prague to commemorate the Spring of 1968. -
O'connell Dissertation
IN THE STRUGGLE: PEDAGOGIES OF POLITICALLY ENGAGED SCHOLARSHIP IN THE SAN JOAQUIN VALLEY OF CALIFORNIA A Dissertation Presented to the Faculty of the Graduate School of Cornell University In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy by Daniel Joseph O’Connell August 2011 i © 2011 Daniel Joseph O’Connell ii IN THE STRUGGLE: PEDAGOGIES OF POLITICALLY ENGAGED SCHOLARSHIP IN THE SAN JOAQUIN VALLEY OF CALIFORNIA Daniel Joseph O’Connell, Ph. D. Cornell University 2011 A handful of scholars conducted research and advocated for change in the San Joaquin Valley of California during twentieth century. Six social scientists, who I refer to as “politically engaged scholars,” engaged in struggles for social justice, economic equity and democratic governance, both as scholars who produced knowledge and constructed theory and as political actors who aimed to advance particular interests and ends. In the Valley’s adversarial contexts, they varied their roles as scholars by leading strikes, organizing underserved communities, founding community development programs, creating non-profit institutions, in addition to working as traditional social scientists. Their intellectual work illustrated the political dimensions of social science and the educational praxis of engaged scholarship as the scholars deviated from the conventional role of detached observers into active participants in highly charged debates. The concept of pedagogy frames my research because it allows an alternative understanding of these scholars who entered research settings as change agents and openly admitted values into their scholarship. Since social scientists produce knowledge for cultural and professional consumption, and sometimes explicitly for public purposes, their work occupies an educational nexus between the academy and the broader society where research findings and academic knowledge are produced, iii disseminated and represented in particular ways. -
NUMBER 1 G Lobal S Hakespearesin W Orld M Arketsand a Rchives
11/21/2019 Borrowers and Lenders: The Journal of Shakespeare and Appropriation ISSN 1554-6985 V O L U M E X I · N U M B E R (/current) 1 F A L L 2 0 1 7 (/previous) G l o b a l S h a k e s p e a r e s i n (/about) W o r l d M a r k e t s a n d A r c h i v e s (/archive) E D I T E D B Y A l e x a A l i c e J o u b i n C O N T E N T S Global Shakespeares in World Markets and Archives: An Alexa Alice Introduction to the Special Issue (/783688/show) (pdf) Joubin (/783688/pdf) The Past is a Foreign Country: World Musics Signifying Kendra Preston History in/and Elizabethan Drama (/783573/show) (pdf) Leonard (/783573/pdf) Race, Post-Race, Shakespeare, and South Africa Adele Seeff (/783544/show) (pdf) (/783544/pdf) Beds, Handkerchiefs, and Moving Objects in Othello Sujata Iyengar (/783651/show) (pdf) (/783651/pdf) Comrade Fortinbras and Bourgeois Hamlet: Global Leftist Jeffrey Butcher Hamletism (/783633/show) (pdf) (/783633/pdf) Reading Madness in the Archive: Shakespeare's Unread Richard Burt "Letters" (/783684/show) (pdf) (/783684/pdf) The Art of Curation: Searching for Global Shakespeares in the Christy Desmet Digital Archives (/783934/show) (pdf) (/783934/pdf) A P P R O P R I A T I O N S I N P E R F O R M A N C E www.borrowers.uga.edu/7167/toc 1/2 11/21/2019 Borrowers and Lenders: The Journal of Shakespeare and Appropriation Jennifer Drouin Five Kings: Adapting Welles Adapting Shakespeare in Québec and Fiona (/783936/show) (pdf) (/783936/pdf) Ritchie "Thou Art Translated": Peter Sellars's Midsummer Chamber Carol Mejia Play (/783685/show) (pdf) -
Unlocking Opportunity for African American Girls
UNLOCKING OPPORTUNITY FOR AFRICAN AMERICAN GIRLS A Call to Action for Educational Equity 1 To obtain a copy of the report, please contact: LDF Communications Department 40 Rector Street, 5th Floor New York, NY 10006 E-mail requests for hard copies of the report to [email protected] To download a copy, please visit: www.naacpldf.org or www.nwlc.org ©2014 The NAACP Legal Defense and Educational Fund, Inc. (LDF) The National Women’s Law Center (NWLC) The NAACP Legal Defense and Educational Fund, Inc. Since 1972, the Center has expanded the (LDF) is the first and foremost civil and human rights possibilities for women and girls in this country. We law firm in the United States. Founded in 1940 under have succeeded in getting new laws on the books the leadership of Thurgood Marshall, LDF’s mission and enforced; litigating ground-breaking cases all the has always been transformative – to achieve racial way to the Supreme Court, and educating the public justice, equality, and an inclusive society. LDF’s victories about ways to make laws and public policies work established the foundations for the civil rights that all for women and their families. Today, an experienced Americans enjoy today. In its first two decades, LDF staff of nearly 60 continues to advance the issues undertook a coordinated legal assault against officially that cut to the core of women’s lives in education, enforced public school segregation. This campaign employment, family and economic security, and culminated in Brown v. Board of Education, the case that health and reproductive rights—with special attention led to the unanimous landmark Supreme Court decision given to the needs of low-income women and their in 1954 that outlawed legalized racial segregation families. -
Crude Awakenings
CRUDE AWAKENINGS: Could an Exxon Valdez Oil Spill Happen in Southern California? A Project of the Santa Monica BayKeeper and Environment Now By Kristina Haddad AUGUST, 2000 By Kristina Haddad AUGUST, The Santa Monica BayKeeper is a non-profit organization dedicated to protecting and preserving the Santa Monica Bay, San Pedro Bay and adjacent coastal waters. Environment Now is a private foundation dedicated to protecting, preserving and restoring the environment of California. For more information, contact Kristina Haddad at 310-820-2322 or Steve Fleischli at 310-305-9645. “The excitement of the season had just begun, and then, we heard the news, oil in the water, lots of oil killing lots of water. It is too shocking to understand. Never in the millennium of our tradition have we thought it possible for the water to die, but it is true.” Chief Walter Meganack, Port Graham, 1989 Following the Spill of the Exxon Valdez Table Of Contents 1. Introduction and Overview 1 ◗ Oil Spill Doomsday Clock 3 2. Local and National Response to Valdez: Turning Back the Clock 4 ◗ Federal Government Response 5 ◗ The California State Government Response 6 ◗ The Oil Industry 8 3. What’ s Missing Today? 12 A. Inadequate Agency Resources and Overlapping Agency Jurisdictions 12 ◗ Agency Risk 1: Insufficient Staffing of Marine Facilities Division 13 ◗ Agency Risk 2: Vessel Traffic Service (VTS) 13 ◗ Agency Risk 3: Pipeline Safety 19 ◗ Agency Risk 4: Frequency of Drills/Method Used for Drills 22 ◗ Agency Risk 5: Regulation of Navy Vessels 25 ◗ Agency Risk 6: Second Pilot Channel 25 B. Inadequate Oil Industry Commitment 26 ◗ Industry Risk 1: Lack of Pre-Booming & Slow Spill Response Time 27 ◗ Industry Risk 2: Job Cutbacks/Automation 30 ◗ Industry Risk 3: Single Hull Tankers 32 C.