Dear Jean-Pierre
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Gaelic Scotland in the Colonial Imagination
Gaelic Scotland in the Colonial Imagination Gaelic Scotland in the Colonial Imagination Anglophone Writing from 1600 to 1900 Silke Stroh northwestern university press evanston, illinois Northwestern University Press www .nupress.northwestern .edu Copyright © 2017 by Northwestern University Press. Published 2017. All rights reserved. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 Library of Congress Cataloging-in-Publication data are available from the Library of Congress. Except where otherwise noted, this book is licensed under a Creative Commons At- tribution-NonCommercial-NoDerivatives 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/4.0/. In all cases attribution should include the following information: Stroh, Silke. Gaelic Scotland in the Colonial Imagination: Anglophone Writing from 1600 to 1900. Evanston, Ill.: Northwestern University Press, 2017. For permissions beyond the scope of this license, visit www.nupress.northwestern.edu An electronic version of this book is freely available, thanks to the support of libraries working with Knowledge Unlatched. KU is a collaborative initiative designed to make high-quality books open access for the public good. More information about the initiative and links to the open-access version can be found at www.knowledgeunlatched.org Contents Acknowledgments vii Introduction 3 Chapter 1 The Modern Nation- State and Its Others: Civilizing Missions at Home and Abroad, ca. 1600 to 1800 33 Chapter 2 Anglophone Literature of Civilization and the Hybridized Gaelic Subject: Martin Martin’s Travel Writings 77 Chapter 3 The Reemergence of the Primitive Other? Noble Savagery and the Romantic Age 113 Chapter 4 From Flirtations with Romantic Otherness to a More Integrated National Synthesis: “Gentleman Savages” in Walter Scott’s Novel Waverley 141 Chapter 5 Of Celts and Teutons: Racial Biology and Anti- Gaelic Discourse, ca. -
Media Culture for a Modern Nation? Theatre, Cinema and Radio in Early Twentieth-Century Scotland
Media Culture for a Modern Nation? Theatre, Cinema and Radio in Early Twentieth-Century Scotland a study © Adrienne Clare Scullion Thesis submitted for the degree of PhD to the Department of Theatre, Film and Television Studies, Faculty of Arts, University of Glasgow. March 1992 ProQuest Number: 13818929 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 13818929 Published by ProQuest LLC(2018). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 Frontispiece The Clachan, Scottish Exhibition of National History, Art and Industry, 1911. (T R Annan and Sons Ltd., Glasgow) GLASGOW UNIVERSITY library Abstract This study investigates the cultural scene in Scotland in the period from the 1880s to 1939. The project focuses on the effects in Scotland of the development of the new media of film and wireless. It addresses question as to what changes, over the first decades of the twentieth century, these two revolutionary forms of public technology effect on the established entertainment system in Scotland and on the Scottish experience of culture. The study presents a broad view of the cultural scene in Scotland over the period: discusses contemporary politics; considers established and new theatrical activity; examines the development of a film culture; and investigates the expansion of broadcast wireless and its influence on indigenous theatre. -
Representations of Scotland in Edwin Morgan's Poetry
California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 2002 Representations of Scotland in Edwin Morgan's poetry Theresa Fernandez Mendoza-Kovich Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the Literature in English, British Isles Commons Recommended Citation Mendoza-Kovich, Theresa Fernandez, "Representations of Scotland in Edwin Morgan's poetry" (2002). Theses Digitization Project. 2157. https://scholarworks.lib.csusb.edu/etd-project/2157 This Thesis is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. REPRESENTATIONS OF SCOTLAND IN EDWIN MORGAN'S POETRY A Thesis Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degree Master of Arts in English Composition by Theresa Fernandez Mendoza-Kovich September 2002 REPRESENTATIONS OF SCOTLAND IN EDWIN MORGAN'S POETRY A Thesis Presented to the Faculty of California State University, San Bernardino by Theresa Fernandez Mendoza-Kovich September 2002 Approved by: Renee PrqSon, Chair, English Date Margarep Doane Cyrrchia Cotter ABSTRACT This thesis is an examination of the poetry of Edwin Morgan. It is a cultural analysis of Morgan's poetry as representation of the Scottish people. ' Morgan's poetry represents the Scottish people as determined and persistent in dealing with life's adversities while maintaining hope in a better future This hope, according to Morgan, is largely associated with the advent of technology and the more modern landscape of his native Glasgow. -
On Writing the Ocean Road
On writing The Ocean Road. Megan Clark Volume 2 Thesis submitted for the degree of Doctor of Philosophy in Creative Writing School of English University of Adelaide October 2014 Megan Clark On writing The Ocean Road i Contents as they are ordered in this book. Title Page i Contents ii Abstract iii Declaration iv Acknowledgements v Introduction 1 Aboriginal Literature 5 Myth and Time and Modernism 19 Land and the Australian Flaneur 36 Language, Lingo and Linguistics 46 Australian Perspectives 66 Conclusion 75 Biography 80 Megan Clark On writing The Ocean Road ii Abstract It is the week after the failed Australian Republic referendum, 1999 in Port Noarlunga, a working class neighbourhood south of Adelaide. Libby is on the verge of becoming a woman and her mother, writer Genevieve Smart, has just been reported a missing person. There are no clues to her mother’s disappearance; all that is left behind is a completed, but unpublished, manuscript which appears to be a family history. The Ocean Road is a contemporary literary novel which tells the story of the Smart family, a ragtag bunch of smokers and drinkers who fight too much and spend too much time together. Their story runs alongside a parallel story, the unpublished manuscript, which is set in Adelaide and Melbourne in 1938, 1972 and 1986 and which outlines the struggles and stories of people who, it might be said, are aspiring to the level of working class enjoyed by the Smart family. The story set in 1938 describes an Aboriginal couple, Jack and Margery, and what they do to try to survive. -
Waikato Journal of Education
Waikato Journal of Education Journal website: http://wje.org.nz ISSN 2382-0373 Published by the Wilf Malcolm Institute of Educational Research Volume 24, Issue 2, 2019 The ABCs of collaboration in academia Diana Amundsen, Nadine Ballam & Marg Cosgriff Editor: Noeline Wright To cite this article: Amundsen, D., Ballam, N., & Cosgriff, M. (2019). The ABCs of collaboration in academia. Waikato Journal of Education, 24(2), 39-53. https://doi.org/10.15663/wje.v%vi%i.667 To link to this article: https://doi.org/10.15663/wje.v%vi%i.667 To link to this volume: https://doi.org/10.15663/wje.v24i2 Copyright of articles Authors retain copyright of their publications. Articles are subject to the Creative commons license: https://creativecommons.org/licenses/by-nc-sa/3.0/legalcode Summary of the Creative Commons license. Author and users are free to Share—copy and redistribute the material in any medium or format Adapt—remix, transform, and build upon the material The licensor cannot revoke these freedoms as long as you follow the license terms. Under the following terms Attribution—You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use Non-Commercial—You may not use the material for commercial purposes ShareAlike—If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original No additional restrictions – You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits. -
14Th Annual Peggy Glanville-Hicks Address 2012
australian societa y fo r s music educationm e What Would Peggy Do? i ncorporated 14th Annual Peggy Glanville-Hicks Address 2012 Michael Kieran Harvey The New Music Network established the Peggy Glanville-Hicks Address in 1999 in honour of one of Australia’s great international composers. It is an annual forum for ideas relating to the creation and performance of Australian music. In the spirit of the great Australian composer Peggy Glanville-Hicks, an outstanding advocate of Australian music delivers the address each year, challenging the status quo and raising issues of importance in new music. In 2012, Michael Kieran Harvey was guest speaker presenting his Address entitled What Would Peggy Do? at the Sydney Conservatorium on 22 October and BMW Edge Fed Square in Melbourne on 2 November 2012. The transcripts are reproduced with permission by Michael Kieran Harvey and the New Music Network. http://www.newmusicnetwork.com.au/index.html Australian Journal of Music Education 2012:2,59-70 Just in case some of you are wondering about I did read an absolutely awe-inspiring Peggy what to expect from the original blurb for this Glanville-Hicks Address by Jon Rose however, address: the pie-graphs didn’t quite work out, and and I guess my views are known to the address powerpoint is so boring, don’t you agree? organisers, so, therefore, I will proceed, certain For reasons of a rare dysfunctional condition in the knowledge that I will offend many and I have called (quote) “industry allergy”, and for encourage, I hope, a valuable few. -
Bill Nicholson & Jim Poulter
THE PROPOSAL FOR A REFERENDUM TO ENSHRINE TWO BASIC PRINCIPLES IN OUR CONSTITUTION The use of the word multiculturalism is well-intentioned and meant to convey that Australia is a diverse, inclusive and tolerant society, which we are. We are one of the most egalitarian cultures in the world, and our national values of ‘mateship and the right to a fair go’ clearly attest to that. What other country in the world takes their equality so seriously that they routinely refer to their Prime Minister by their first name? These core national values therefore bind us together as a society through a common belief in equality, justice and, above all, fairness. This innate sense of fairness is in reality the foundation of our tolerance and inclusiveness as a society. However the word multiculturalism does not do us justice as a descriptor of our society and culture. It is a word that does not have any real depth of meaning as a theory of society. In reality is just a popular and rather vacuous buzz-word. There are four serious problems attaching to the indiscriminate application of the word multiculturalism. First, multiculturalism implies that cultural or ethnic background is the prime determinant of our individual identity. As some well known Australians such as Noel Pearson and Stan Grant have said, our identities are multi-layed. We are therefore defined by the totality of these layers, not just our claimed or percieved ethnicity. In a plural multi-group society such as Australia, we freely associate with others on the basis of common interest. -
A Preface to Peterson's Venus Envy
ISSN 1751-8229 Volume Thirteen, Number Two The Epidemic of Academic Post-Modern Ideology: A Preface to Peterson’s Venus Envy Vicky Panossian, English Dept., Lebanese American University Abstract: In this manuscript, I analyze Slavoj Žižek’s debate with Canadian clinical psychologist Jordan Peterson. The terms "Venus envy" and "academic inferiority complex" are used based on classical psychoanalytic jargon. Jordan Peterson and Slavoj Žižek are interpreted as the representatives of the opposing ends of our contemporary academic postmodern spectrum. Žižek demonstrates the unchained Marxist, and Peterson embodies the persona of the capitalist educator. This article is a gateway to the demonstration of the decaying core of post-modern ideology in contemporary academic discourse. Keywords: Žižek, Peterson, Academia, Postmodernism, Ideology, Inferiority Complex In 1971 the world of philosophy trespassed a new milestone with the Chomsky and Foucault debate. The two disciples of different schools of thought clashed into one another, offering the future generation of intellectuals a popcorn-demanding hour of intense introspection. 48 years had gallantly passed when another edition of this debate took the philosophical world by surprise. As continental philosopher and Marxist theorist, Slavoj Žižek sat opposite to clinical psychologist Jordan Peterson. In less than 3 consecutive hours humanity was given a new framework. I argue that the debate became a portrayal of not only contradicting ideologies, but also the paradoxical projection of a conundrum that has flooded academia for the past century. I entitle this epiphenomenal indication as the “Academic Inferiority Complex” based on Sigmund Freud’s initial analysis of the predominant social subordination that psychologically manifests itself.1 In literary analysis, this occurrence is entitled the “cultural cringe,”2 where the colonized are indoctrinated to believe that they are subordinates to the colonizer’s culture. -
PDF Download Intercultural Communication for Global
INTERCULTURAL COMMUNICATION FOR GLOBAL ENGAGEMENT 1ST EDITION PDF, EPUB, EBOOK Regina Williams Davis | 9781465277664 | | | | | Intercultural Communication for Global Engagement 1st edition PDF Book Resilience, on the other hand, includes having an internal locus of control, persistence, tolerance for ambiguity, and resourcefulness. This textbook is suitable for the following courses: Communication and Intercultural Communication. Along with these attributes, verbal communication is also accompanied with non-verbal cues. Create lists, bibliographies and reviews: or. Linked Data More info about Linked Data. A critical analysis of intercultural communication in engineering education". Cross-cultural business communication is very helpful in building cultural intelligence through coaching and training in cross-cultural communication management and facilitation, cross-cultural negotiation, multicultural conflict resolution, customer service, business and organizational communication. September Lewis Value personal and cultural. Inquiry, as the first step of the Intercultural Praxis Model, is an overall interest in learning about and understanding individuals with different cultural backgrounds and world- views, while challenging one's own perceptions. Need assistance in supplementing your quizzes and tests? However, when the receiver of the message is a person from a different culture, the receiver uses information from his or her culture to interpret the message. Acculturation Cultural appropriation Cultural area Cultural artifact Cultural -
Scotland in the World – Learning Journey
How others see us in film Scotland in the world – learning journey Introduction This social studies project uses cinema to explore how Scotland’s identity can be understood, not only in terms of the nation but also in terms of the identities which variously overlap it. Overall, these identities, sometimes called ‘transnational’, are various and varied. In cinema, they include expressions of ‘Scottishness’ constructed in the USA, Canada, England, France, India, Hong Kong (amongst others), which indicate the complexity of Scotland’s position in the world’s imagination. Exploring such films, the discourses that surround them, and how they intertwine with the global flows of people into and out of Scotland, enables students to consider how global citizenship ‘starts at home’. Social studies significant aspects of learning understanding the place, history, heritage and culture of Scotland and appreciating local and national heritage within the world becoming aware of change, cause and effect, sequence and chronology locating, exploring and linking periods, people, events and features in time and place Social studies experiences and outcomes I can make links between my current and previous studies, and show my understanding of how people and events have contributed to the development of the Scottish nation. SOC 3-02a I have developed a sense of my heritage and identity as a British, European or global citizen and can present arguments about the importance of respecting the heritage and identity of others. SOC 4-02a Responsibility of all areas that could be addressed in this learning journey: To help me develop an informed view, I am exploring the techniques used to influence my opinion. -
Projecting the Nation: Constructions of Scotland in Film Since 1979
Projecting the Nation: Constructions of Scotland in Film Since 1979 Emily Torricelli PhD University of York Theatre, Film and Television January 2016 Abstract This thesis examines questions of the continued significance of national cinemas and identities, focussing on the case of Scottish cinema. As a small, devolved nation with relative autonomy from the United Kingdom, Scotland presents an interesting case for how films are labelled with a national identity, as Scottish films can also often be understood in a British, European, and even global context. Rather than attempting to construct a working model of Scottish cinema based on representation or production context, I ask how films have been constructed as Scottish. I approach the concepts of Scotland and Scottish film as sets of meanings that are subject to change over time and in different contexts. This facilitates a perspective which asks in what ways Scotland and Scottishness is constructed in film. I examine how multiple identities are balanced in the filmic construction of Scotland first by considering how Scottish films—both those made in and which are about Scotland—from the early 1980s to the present construct Scottish identities. I will consider the way these films explored ‘traditional’ Scottish identities in the 1980s, Scottish masculinity in the 1990s, and Scottish identities based on ethnicity and gender in the 2000s and 2010s. Second, I look at how these films are received as Scottish by examining reviews and other press materials to determine how the Scottishness -
Are Country and Cultural Values Interchangeable?: a Case Example Using Occupational Stress and Coping
CORE Metadata, citation and similar papers at core.ac.uk Provided by CURVE/open Are country and cultural values interchangeable?: A case example using occupational stress and coping Sawang, S, Goh, YW & Oei, T Author post-print (accepted) deposited by Coventry University’s Repository Original citation & hyperlink: Sawang, S, Goh, YW & Oei, T 2006, 'Are country and cultural values interchangeable?: A case example using occupational stress and coping' International Journal of Cross Cultural Management, vol 6, no. 2, pp. 205-219 https://dx.doi.org/10.1177/1470595806066330 DOI 10.1177/1470595806066330 ISSN 1470-5958 ESSN 1741-2838 Publisher: SAGE Publications Copyright © and Moral Rights are retained by the author(s) and/ or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. This document is the author’s post-print version, incorporating any revisions agreed during the peer-review process. Some differences between the published version and this version may remain and you are advised to consult the published version if you wish to cite from it. Sawang, Oei & Goh Occupational Stress and Culture 1 Sawang, Sukanlaya and Goh, Yong Wah and Oei, Tian (2006) Are country and cultural values interchangeable? : A case example using occupational stress and coping. International Journal of Cross Cultural Management, 6(2).