Performing Postcolonial Identity in the Democratic Republic of Congo By
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Jorge Joestar by Maijo Otaro Based on Characters Created by Araki Hirohiko for Araki Hirohiko ONE
Jorge Joestar by Maijo Otaro based on characters created by Araki Hirohiko For Araki Hirohiko ONE Tsukumojuku 九十九十九 My name is Jorge Joestar. The name was taken from my aristocratic grandfather but written the Spanish style. I asked why Mum didn't spell it George like a proper English name, but she just smiled and said, "Well, you were born in the Canary Islands, and if I named you George, we couldn't very well call you Jojo, could we?" My father – he died in a shipwreck – was named Jonathan Joestar, and had gone his whole life by the nickname Jojo; he'd died so soon after their wedding that Mum, still deeply in love with him, had her heart set on my inheriting that nickname. Sadly, only Spaniards lived on La Palma, and nobody called me Jojo; Mum and Lisa Lisa called me 'George' and everyone pronounced my name the Spanish way: 'Horhe'. Pointing this out to Mum just made her look sad, so I held my tongue. Frankly, what they called me was the least of my problems. For as long as I could remember, I was tormented by Spanish-speaking jackanapes – this very day they'd rubbed dog shit on my face on the way home from school. They'd managed to get some up my nose and no matter how much I washed my face the stink remained. But they'd been trying to make me eat it, so I guess I got off easy. Like she always did, Lisa Lisa found us and saved me before they could force the shit all the way in. -
The Kongolese Atlantic: Central African Slavery & Culture From
The Kongolese Atlantic: Central African Slavery & Culture from Mayombe to Haiti by Christina Frances Mobley Department of History Duke University Date:_______________________ Approved: ___________________________ Laurent Dubois, Supervisor ___________________________ Bruce Hall ___________________________ Janet J. Ewald ___________________________ Lisa Lindsay ___________________________ James Sweet Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History in the Graduate School of Duke University 2015 i v ABSTRACT The Kongolese Atlantic: Central African Slavery & Culture from Mayombe to Haiti by Christina Frances Mobley Department of History Duke University Date:_______________________ Approved: ___________________________ Laurent Dubois, Supervisor ___________________________ Bruce Hall ___________________________ Janet J. Ewald ___________________________ Lisa Lindsay ___________________________ James Sweet An abstract of a dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History in the Graduate School of Duke University 2015 Copyright by Christina Frances Mobley 2015 Abstract In my dissertation, “The Kongolese Atlantic: Central African Slavery & Culture from Mayombe to Haiti,” I investigate the cultural history of West Central African slavery at the height of the trans-Atlantic slave trade, the late eighteenth century. My research focuses on the Loango Coast, a region that has received -
Metallic Clothing Faux Fur Blue and White Dress Ball Gown Red Shoes
Junior Airline Pilot Jumpsuit Aviator hat and glasses Nerves of steel Platinum Gals Wig Comfortable house clothes Sharp-witted humor All american Gal Patriotic clothes Red, white and blue bling American spirit a Horse of course Brown shirt and pants Horse head Brown shoes Taste for oats Prom King Crown and cape Suit and tie Sceptor Charming personality Butterfly Wings Sparkly shoes Outfit in solid color Glitter dust A fun-loving spirit Flamenco Dancer Floral mask Dress with ruffles A love of dance here’s waldo? Red striped shirt Round glasses Winter hat Ability to hide Oktoberfest Fraulein German outfit German spirit German steins A love of October Hot under the collar Leggings Canvas shoes A love of spicy food on the Jersey Shore Big glasses and jewelry Faux fur Wig Taste for finer things in life Starry Starry night Gazer Shirt and tie Black robe Telescope A love of science Princess Earmuffs Wig White robe Belt Lightsaber Scarecrow Overalls and boots Flannel shirt Straw hat Dislike of crows Cleopatra Gold jewelry Headdress Strappy sandals Desire to rule the Inspector Trench coat Hat and pipe Notebook An eye for details Disco Gal ‘60s-inspired clothing High-heel boots Chunky jewelry A passion for disco the Big Catch Waders and hat Fishing gear A prized catch Royal Princess White dress Tiara Sparkly shoes Fancy jewelry Slumber party Robe Slippers Suitcase Teddy bear Mother of sky lizards Elaborate dress Long white hair Stuffed dragons Cowgirl Western shirt Cowgirl hat and boots Horse Roping skills Web Slinger Mask Spider-themed clothing -
Spring Concert 2017 Costume Parent Info
2017 MCDA Spring Concert Costume Information DANCER NAME:_______________________ DANCER’S CLASS:_______________________ Included in this bag is your class costume and concert gift, your MCDA t-shirt. Instructors have checked for desired fit. Please be aware that a safety pin may be needed to tighten straps or waist bands. When you receive your costume please hang it up to allow it to settle into place. For stiffer ballet skirts or tutus it's recommended to hang in a steamy bathroom to help the skirt relax. Please do not allow your dancer to wear the costume until after the performance is complete. We are unable to fix or reorder costumes if something happens to them prior to the performance. Included with this note, and in the MCDA hallway is a complete list of costume items for each class. Items provided by the dancer (such as ballet shoes, undergarments and tights) are labeled with a * You are invited to your MCDA t-shirt right away, including in all jazz, tap, contemporary and hip hop classes. Concert Hair: Unless specified otherwise with instructor performers hair should be in a mid height ponytail. Hair should be slicked back with gel and/or hairspray. Blond, brown or black hair elastics, clips and bobby pins are encouraged. Dancers with short hair should pull or clip hair away from the face. Concert Makeup: A light application of blush and tinted chapstick is encouraged for our younger dancers. This accentuates their features and prevents their faces from being “washed out” by the stage lights. Older dancers (8+) are encouraged to wear blush, lipstick, eyeshadow and mascara. -
Lessons from the History of the Congo Free State
BLOCHER &G ULATI IN PRINTER FINAL (DO NOT DELETE) 2/16/2020 7:11 PM Duke Law Journal VOLUME 69 MARCH 2020 NUMBER 6 TRANSFERABLE SOVEREIGNTY: LESSONS FROM THE HISTORY OF THE CONGO FREE STATE JOSEPH BLOCHER & MITU GULATI† ABSTRACT In November 1908, the international community tried to buy its way out of the century’s first recognized humanitarian crisis: King Leopold II’s exploitation and abuse of the Congo Free State. And although the oppression of Leopold’s reign is by now well recognized, little attention has been paid to the mechanism that ended it—a purchased transfer of sovereign control. Scholars have explored Leopold’s exploitative acquisition and ownership of the Congo and their implications for international law and practice. But it was also an economic transaction that brought the abuse to an end. The forced sale of the Congo Free State is our starting point for asking whether there is, or should be, an exception to the absolutist conception of territorial integrity that dominates traditional international law. In particular, we ask whether oppressed regions should have a right to exit—albeit perhaps at a price—before the relationship between the sovereign and the region deteriorates to the level of genocide. Copyright © 2020 Joseph Blocher & Mitu Gulati. † Faculty, Duke Law School. For helpful comments and criticism, we thank Tony Anghie, Stuart Benjamin, Jamie Boyle, Curt Bradley, George Christie, Walter Dellinger, Deborah DeMott, Laurence Helfer, Tim Lovelace, Ralf Michaels, Darrell Miller, Shitong Qiao, Steve Sachs, Alex Tsesis, and Michael Wolfe. Rina Plotkin provided invaluable research and linguistic support, Jennifer Behrens helped us track down innumerable difficult sources, and the editors of the Duke Law Journal delivered exemplary edits and suggestions. -
An Examination of the Instability and Exploitation in Congo from King Leopold II's Free State to the 2Nd Congo War
CORE Metadata, citation and similar papers at core.ac.uk Provided by University of Central Florida (UCF): STARS (Showcase of Text, Archives, Research & Scholarship) University of Central Florida STARS HIM 1990-2015 2014 An Examination of the Instability and Exploitation in Congo From King Leopold II's Free State to the 2nd Congo War Baldwin Beal University of Central Florida Part of the History Commons Find similar works at: https://stars.library.ucf.edu/honorstheses1990-2015 University of Central Florida Libraries http://library.ucf.edu This Open Access is brought to you for free and open access by STARS. It has been accepted for inclusion in HIM 1990-2015 by an authorized administrator of STARS. For more information, please contact [email protected]. Recommended Citation Beal, Baldwin, "An Examination of the Instability and Exploitation in Congo From King Leopold II's Free State to the 2nd Congo War" (2014). HIM 1990-2015. 1655. https://stars.library.ucf.edu/honorstheses1990-2015/1655 AN EXAMINATION OF THE INSTABILITY AND EXPLOITATION IN CONGO FROM KING LEOPOLD II’S FREE STATE TO THE 2ND CONGO WAR by BALDWIN J. BEAL A thesis submitted in partial fulfillment of the requirements for the Honors in the Major Program in History in the College of Arts and Humanities and in The Burnett Honors College at the University of Central Florida Orlando, Florida Fall Term 2014 Thesis Chair: Dr. Ezekiel Walker Abstract This thesis will analyze the Congo from King Leopold II’s Free State to the 2nd Congo War. After a thorough investigation of the colonial period, this thesis will analyze the modern period. -
Democratic Republic of Congo: Background and U.S. Relations
Democratic Republic of Congo: Background and U.S. Relations Updated April 30, 2019 Congressional Research Service https://crsreports.congress.gov R43166 Democratic Republic of Congo: Background and U.S. Relations Summary The United States and other donors have focused substantial resources on stabilizing the Democratic Republic of Congo (DRC) since the early 2000s, when “Africa’s World War”—a conflict that drew in multiple neighboring countries and reportedly caused millions of deaths— drew to a close. DRC hosts the world’s largest U.N. peacekeeping operation and is a major recipient of donor aid. Conflict has nonetheless persisted in eastern DRC, prolonging instability and an enduring humanitarian crisis in Africa’s Great Lakes region. New unrest erupted as elections were repeatedly delayed past 2016, their scheduled date, leaving widely unpopular President Joseph Kabila in office. Security forces brutally cracked down on protests, while new conflicts emerged in previously stable regions, possibly fueled by political interference. An ongoing Ebola outbreak in the east has added to DRC’s challenges. In April 2019, the Islamic State organization claimed responsibility for an attack on local soldiers in the Ebola-affected area, an apparent effort to rebrand a local armed group known as the Allied Democratic Forces. National elections were ultimately held on December 30, 2018, following intense domestic and regional pressure. Opposition figure Felix Tshisekedi unexpectedly won the presidential contest, though his ability to assert a popular mandate may be undermined by allegations that the official results were rigged to deny victory to a more hardline opposition rival. Many Congolese nonetheless reacted to the outcome with relief and/or enthusiasm, noting that Kabila would step down and that voters had soundly defeated his stated choice of successor, a former Interior Minister. -
The Commodification of Culture in the Postcolonial Anglophone
Consuming the Other: The Commodification of Culture in the Postcolonial Anglophone World by José Sebastián Terneus A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Approved April 2018 by the Graduate Supervisory Committee: J. Edward Mallot, Chair Lee Bebout Gregory Castle ARIZONA STATE UNIVERSITY May 2018 ABSTRACT This project examines different modes of cultural production from the postcolonial Anglophone world to identify how marginal populations have either been subjugated or empowered by various forms of consumerism. Four case studies specifically follow the flow of products, resources, and labor either in the colonies or London. In doing so, these investigations reveal how neocolonial systems both radiate from old imperial centers and occupy postcolonial countries. Using this method corroborates contemporary postcolonial theory positing that modern “Empire” is now amorphous and stateless rather than constrained to the metropole and colony. The temporal progression of each chapter traces how commodification and resource exploitation has evolved from colonial to contemporary periods. Each section of this study consequently considers geography and time to show how consumer culture grew via imperialism, yet also supported and challenged the progression of colonial conquest. Accordingly, as empire and consumerism have transformed alongside each other, so too have the tools that marginal groups use to fight against economic and cultural subjugation. Novels remain as one traditional format – and consumer product – that can resist the effects of colonization. Other contemporary postcolonial artists, however, use different forms of media to subvert or challenge modes of neocolonial oppression. Texts such as screenplays, low-budget films, memoirs, fashion subcultures, music videos, and advertisements illuminate how postcolonial groups represent themselves. -
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CMS Frozen Jr Costume Plot Costumes Must Be Ready for a Costume Parade on Friday, March 20
CMS Frozen Jr Costume plot Costumes must be ready for a costume parade on Friday, March 20 Lead/Featured Roles Please do not buy or rent any costume until a photo has been submitted for approval. Sources: amazon.com, partycity.com, The Costumer.com, ebay.com, rubies.com, Halloweencostumes.com, Costume America Thecostumer.com is a great resource to view photos of standard Frozen Jr costumes. All costumes are listed by show name for easy viewing. Ensemble Groups Most of the ensemble costumes can be put together with a bit of imagination, effort and creativity. Thrift stores, Goodwill, The Salvation Army and Savers are great resources for theatrical costuming. Don't forget to look in your closets/basements – you'd be surprised at what you can find! All performers must have dark colored non-descriptive shoes or boots All Performers must have an opening number (towns person) costume. Keep it simple by layering over your featured/lead costume. All Snow Chorus must have light color ballet slippers or jazz shoes Townspeople: traditional Norwegian dress (bunads) Girls: vibrant and colorful calf length peasant skirt, white long sleeve blouse, a colorful/pattern vest or long apron, white or nude tights Boys: solid colored pants or knickers, bright colored long sleeve shirt, tunic vest, knee socks if wearing knickers OR Boys: Bavarian style Lederhosen costume Snow Chorus: *Please coordinate so all dancers are identical white long sleeve leotard, silver flowing dance skirt, white tights, white faux fur headband (can be found on Amazon) OR silver flowing -
High Fashion, Lower Class of La Sape in Congo
Africa: History and Culture, 2019, 4(1) Copyright © 2019 by Academic Publishing House Researcher s.r.o. Published in the Slovak Republic Africa: History and Culture Has been issued since 2016. E-ISSN: 2500-3771 2019, 4(1): 4-11 DOI: 10.13187/ahc.2019.1.4 www.ejournal48.com Articles and Statements “Hey! Who is that Dandy?”: High Fashion, Lower Class of La Sape in Congo Shuan Lin a , * a National Changhua University of Education, Taiwan Abstract Vestments transmit a sense of identity, status, and occasion. The vested body thus provides an ideal medium for investigating changing identities at the intersection of consumption and social status. This paper examines the vested body in the la Sape movement in Congo, Central Africa, by applying the model of ‘conspicuous consumption’ put forward by Thorstein Veblen. In so doing, the model of ‘conspicuous consumption’ illuminates how la Sape is more than an appropriation of western fashion, but rather a medium by which fashion is invested as a site for identity transformation in order to distinguish itself from the rest of the society. The analysis focuses particularly the development of this appropriation of western clothes from the pre-colonial era to the 1970s with the intention of illustrating the proliferation of la Sape with the expanding popularity of Congolese music at its fullest magnitude, and the complex consumption on clothing. Keywords: Congo, Conspicuous Consumption, la Sape, Papa Wemba, Vested Body, Vestments. 1. Introduction “I saved up to buy these shoes. It took me almost two years. If I hadn’t bought this pair, I’d have bought a plot of land,” he said proudly, adding that it’s the designer logo that adds to his “dignity” and “self-esteem.” “I had to buy them,” he said. -
Warm Aviator Hat Love®, Art
Finished Head Circumference: needle to left, passing yarn to the back 18 (20, 22)" [46, (51, 56) cm] between the needles, then slipping that stitch back to right needle (first NOTES stitch wrapped)—80 (90,100) stitches. Pattern is written in three sizes. Small - Place Stitch Marker to mark beginning 18" [46 cm], Medium - 20" [51 cm] and of round and slip first stitch to Left- Large - 22" [56 cm]. Medium and Large Hand needle to join, and begin sizes are in parenthesis. Sample shown working in the round (knit every is made in size Large - 22" [56 cm]. round) until hat measures 4 (5, 6)" KNIT [10 (13, 15) cm] from cast on edge. SKILL LEVEL EASY SPECIAL STITCHES K2tog = Knit 2 stitches together. Insert the right needle into two stitches SHAPE CROWN at the same time and Knit. This will (As number of stitches decreases, Designed by Lorna Miser result in a decrease of one stitch. change to Double-Pointed Needles). M1 = Make 1 (Increase). Lift strand Round 1 (decrease round): *K8, What you will need: between needles to left-hand needle k2tog*; repeat from * to end of and knit strand through the back round — 72, (82, 92) sts. RED HEART® With Love®: 1 ball 1321 Chocolate A loop, twisting it to prevent a hole. Round 2: Knit. RED HEART® Fur™: 1 ball 9370 Sl 1 = Slip 1 stitch. Round 3 (decrease round): *K7, Mink B k2tog*; repeat from * to end of round — 64, (74, 84) sts. Susan Bates® Circular Knitting Needles: EARFLAPS (Make 2) Round 4: Knit.