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Nuclear Discourse and Its Discontents, Or Apocalypse Now Or Never Jean Bethke Elshtain
Vietnam Generation Volume 1 Number 3 Gender and the War: Men, Women and Article 21 Vietnam 10-1989 Nuclear Discourse and its Discontents, or Apocalypse Now or Never Jean Bethke Elshtain Follow this and additional works at: http://digitalcommons.lasalle.edu/vietnamgeneration Part of the American Studies Commons Recommended Citation Elshtain, Jean Bethke (1989) "Nuclear Discourse and its Discontents, or Apocalypse Now or Never," Vietnam Generation: Vol. 1 : No. 3 , Article 21. Available at: http://digitalcommons.lasalle.edu/vietnamgeneration/vol1/iss3/21 This Article is brought to you for free and open access by La Salle University Digital Commons. It has been accepted for inclusion in Vietnam Generation by an authorized editor of La Salle University Digital Commons. For more information, please contact [email protected]. NucLear D iscourse ancI Its D iscontents, or, ApocAlypsE Now or Never Jean BEThkE ElskrAiN Human beings think most often in images; a terrible or delightful picture comes into our minds and then we seek to find words to express it, to capture it, to make it somehow manageable. Thus it is with the possibility of nuclear war. Our images are fixed. The scenes of utter destruction at Hiroshima and Nagasaki; two cities laid waste; people disappeared, remaining as shadows on cement or persisting in a terrible and painful twilight zone of lingering death from radiation. Or, even years later, moving through the world carrying within them a perceived taint, a threat to themselves and others: “I am one who has been touched in the most frightening way by the most horrible sort of weapon.” I taught a class at the University of Massachusetts/Amherst for five years called “Issues of War and Peace in a Nuclear Age.” Inevitably, we would arrive at the section of the course that required a discussion of the dropping of the atomic bombs in World War 2. -
9/5/2011-4/21/2012. Letters from a Danceaturg. Neil Baldwin to Lori Katterhenry
9/5/2011-4/21/2012. Letters from a Danceaturg. Neil Baldwin to Lori Katterhenry. No.1 - September 5, 2011 Dear Lori: I am grateful to Ryoko Kudo, Maxine Steinman and our MSU dancers for opening the doors to the studio in Life Hall last week and welcoming me to sit in on three sessions of the setting of excerpts from There is a Time (1956) by Jose Limon. They worked on “Opening Circle,” “Plant and Reap,” “Mourn,” “Laugh and Dance,” and “Hate & War.” Reviewing and editing my on-site notes, I recalled a helpful observation by Doris Humphrey in The Art of Making Dances with regard to this work. She writes, “There is a Time states its thematic material in the opening section and builds all the rest of its many parts on variations of the same movements. Unfortunately, this escapes most people; what they see is a suite form, contrasted ideas of dramatic or lyric significance. This is because the eye is not sufficiently trained to remember movement themes, and will usually miss them completely.” Indeed, the fact that the original title of There is a Time was Variations on a Theme came through powerfully during these sessions. Ryoko’s precisely-planned and at the same time intuitively- executed method was the embodiment of Limon’s preliminary concept notes for the dance, when he said that “the community…form[s] a very close circle which pulsates symbolizing an ovum or womb in travail…[T]he large circle…symbolize[s] time – the great continuity – eternal, unbroken…without hurry and without end.” I was also mindful of a point that Carla Maxwell made in an interview with The New York Times ten years ago about classic modern dance: “What's indispensable is a consistent point of view that relates to the times,'' she said. -
Columbia College Today Columbia Alumni Center First, Aid 622 W
Fall 2017 JENNY SLATE ’04 THE LANDLINE ACTRESS GOES TO HER ROOM PATRICIA KITCHER THIS YEAR’S GREAT TEACHER ON THE VALUE OF THE CORE Columbia THE BIG “C” HOW DID IT GET College THERE, ANYWAY? Today After a turn as Aaron Burr — and a moment in the hot seat — STAR Brandon Victor Dixon ’03 continues to dazzle on and POWER off Broadway 12 save the date! REUNION 2018 THURSDAY, MAY 31 – SATURDAY, JUNE 2 If your class year ends in 3 or 8, save the date for Reunion 2018, a chance to reconnect with classmates and friends on campus and throughout New York City. college.columbia.edu/alumni/reunion2018 Columbia Contents College CCT Today VOLUME 45 NUMBER 1 FALL 2017 EDITOR-IN-CHIEF Alexis Boncy SOA’11 EXECUTIVE EDITOR Lisa Palladino DEPUTY EDITOR Jill C. Shomer ASSOCIATE EDITOR 12 18 24 Anne-Ryan Heatwole JRN’09 FORUM EDITOR Rose Kernochan BC’82 ART DIRECTOR features Eson Chan 12 Published quarterly by the Columbia College Office of Alumni Affairs and Development Star Power for alumni, students, faculty, parents and friends of Columbia College. After a turn as Aaron Burr — and a moment in ASSOCIATE DEAN, the hot seat — Brandon Victor Dixon ’03 COLUMBIA COLLEGE ALUMNI RELATIONS continues to dazzle on and off Broadway. AND COMMUNICATIONS Bernice Tsai ’96 By Yelena Shuster ’09 18 ADDRESS ALL CORRESPONDENCE TO: Columbia College Today Columbia Alumni Center First, Aid 622 W. 113th St., MC 4530, 4th Fl. New York, NY 10025 Margaret Traub ’88 experiences “the best and worst humanity 212-851-7852 has to offer, side by side,” doing on-the-ground disaster relief. -
Rudolf Laban in the 21St Century: a Brazilian Perspective
DOCTORAL THESIS Rudolf Laban in the 21st Century: A Brazilian Perspective Scialom, Melina Award date: 2015 General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 30. Sep. 2021 Rudolf Laban in the 21st Century: A Brazilian Perspective By Melina Scialom BA, MRes Thesis submitted in partial fulfilment of the requirements for the degree of PhD Department of Dance University of Roehampton 2015 Abstract This thesis is a practitioner’s perspective on the field of movement studies initiated by the European artist-researcher Rudolf Laban (1879-1958) and its particular context in Brazil. Not only does it examine the field of knowledge that Laban proposed alongside his collaborators, but it considers the voices of Laban practitioners in Brazil as evidence of the contemporary practices developed in the field. As a modernist artist and researcher Rudolf Laban initiated a heritage of movement studies focussed on investigating the artistic expression of human beings, which still reverberates in the work of artists and scholars around the world. -
Translation Studies As a Transforming Model for the Humanities
TRANSLATION STUDIES AS A TRANSFORMING MODEL FOR THE HUMANITIES Lynn Hoggard Dennis M. Kratz Midwestern State University (U.S.A.) The University of Texas at Dallas (U.S.A.) [email protected] [email protected] Rainer Schulte The University of Texas at Dallas (U.S.A.) [email protected] Abstract: The digital revolution that began in the twentieth century and continues today has profound and surprising implications for the role of the humanities in higher education. Three prominent characteristics of the twenty-first century — ubiquitous technology, global interaction, and relentless change — require a new approach to the education that fosters technological expertise, communication across boundaries of language and culture, and creative response to new challenges and opportunities. This situation creates new opportunities for a revitalized role of the humanities in education that combines critical with creative thought and emphasizes communication in a world connected by interactive technology. Literary translation can be a key contributor to the development and implementation of a humanities curriculum for the modern world designed to educate technologically sophisticated, innovative “citizens of the world.” This paper has two sections. The first section sets a conceptual framework; the second suggests ways to apply translation to achieve this 1 goal: both employing translation in a traditional manner and attempting to expand its meaning and implications. Key Words: translation; interpretation; creativity; humanities; education 1. PART ONE: EDUCATION IN THE DIGITAL WORLD The digital revolution that began in the twentieth century and continues today has profound and perhaps surprising implications for the role of the humanities in higher education. Despite superficial differences, from a wide range of sources — among them educators, economists, psychologists, and futurists — there has emerged a consensus of three essential characteristics of our brave new world. -
Andrzej Kopacki Laudatory Speech for Martin Pollack Good Evening
Andrzej Kopacki Laudatory Speech for Martin Pollack Good evening, Martin. Good evening, ladies and gentlemen. Just what does it mean to be a translator? That’s a tricky question and one that has become suspiciously relevant these days. I say “suspiciously relevant” because passing fads and short-lived cultural trends are dodgy by definition. Literary translation has become fashionable. It’s a staple focus of conferences and seminars, symposiums and workshops nowadays. The good old translator, once the wallflower in the ballroom of literature, has suddenly been asked to dance. But the music is not very pleasant because the orchestra seems to be playing—literally—out of tune. It does not seem to know the score, but only abstract concepts hatched in the theory of translation, cultural studies and linguistics. These abstract concepts are apparently needed for the “transcultural” world to reflect on its own globality. Passing fads should not be overestimated; between one ballroom and another, the translator puts on the overalls of a pipefitter of literary works. Things are supposed to be fast and neat. The payment will be made according to the rate set by the works dealer. The name of the man or woman in the overalls, with a black case full of nuts and bolts, seems unimportant. There is no space for it on the website. The face? Who remembers the face of a pipefitter? Yet translators have always been with us. Let’s face it: the vast majority of literary works would have never been known to us had it not been for translators. -
Eastern Europe, Literature, Postimperial Difference
Form and Instability 8flashpoints The FlashPoints series is devoted to books that consider literature beyond strictly national and disciplinary frameworks, and that are distinguished both by their historical grounding and by their theoretical and conceptual strength. Our books engage theory without losing touch with history and work historically without falling into uncritical positivism. FlashPoints aims for a broad audience within the humanities and the social sciences concerned with moments of cultural emergence and transformation. In a Benjaminian mode, FlashPoints is interested in how literature contributes to forming new constellations of culture and history and in how such formations function critically and politically in the present. Series titles are available online at http://escholarship.org/uc/flashpoints. series editors: Ali Behdad (Comparative Literature and English, UCLA), Founding Editor; Judith Butler (Rhetoric and Comparative Literature, UC Berkeley), Founding Editor; Michelle Clayton (Hispanic Studies and Comparative Literature, Brown University); Edward Dimendberg (Film and Media Studies, Visual Studies, and European Languages and Studies, UC Irvine), Coordinator; Catherine Gallagher (English, UC Berkeley), Founding Editor; Nouri Gana (Comparative Literature and Near Eastern Languages and Cultures, UCLA); Susan Gillman (Literature, UC Santa Cruz); Jody Greene (Literature, UC Santa Cruz); Richard Terdiman (Literature, UC Santa Cruz) A complete list of titles is on page 222. Form and Instability Eastern Europe, Literature, Postimperial Difference Anita Starosta northwestern university press ❘ evanston, illinois THIS BOOK IS MADE POSSIBLE BY A COLLABORATIVE GRANT FROM THE ANDREW W. MELLON FOUNDATION. Northwestern University Press www.nupress.northwestern.edu Copyright © 2016 by Northwestern University Press. Published 2016. All rights reserved. Digital Printing isbn 978-0-8101-3202-3 paper isbn 978-0-8101-3259-7 cloth Library of Congress Cataloging-in-Publication data are available from the Library of Congress. -
The Other Review
Ryszard Kapu ści ński, The Other (Verso, 2008). Ryszard Kapu ści ński was a Polish correspondent. Victoria Brittain writes in his 2007 obituary for The Guardian : ‘journalism was a mission, not a career, and he spent much of his life, happily, in uncomfortable and obscure places, many of them in Africa, trying to convey their essence to a continent far away.’ 1 She continues that wartime atrocities deeply affected the author’s psyche and this early experiences taught him about helplessness and how language could fail the resonance of events. Nonetheless he became a prize-winning author with books translated into forty languages. Towards the end of his life Kapu ści ński made lecture tours in Mexico with South American author Gabriel García Márquez who gave him the epithet: ‘The true master of journalism’2 But his literary style is a matter of some controversy. This edition of The Other was translated in 2008 by Antonia Lloyd Jones. The flyleaf touts the book as ‘a distillation of reflections from a lifetime of travel’ and suggests that it ‘takes a fresh look at the Western idea of the Other.’ A slim volume at 20,000 words, the book contains four lectures, eleven footnotes and a useful index of terms and names. Kapu ści ński’s work traces how the West has understood the non- European from classical times to the present day but goes further to suggest that even in the twenty-first century Europeans treat those from the Global South as aliens and inferior partners in sharing responsibility for the fate of mankind. -
Model Student Essays
Model Student Essays A Collection of Essays Written Primarily in Introductory Level College Courses 9th Edition, Summer 2002 The Writing Center @ Franklin and Marshall College Lancaster, PA 17604-3003 717.291.3866 P r e f a c e We learn about writing by studying models. Sometimes nothing helps the novice writer so much as the chance to observe the technique of a more skilled one. But even the student who has been successful at writing in one mode may have trouble with another. One student may write exceptional literary analyses, but has not mastered anthropology papers; the student who excels at a laboratory report may struggle with a paper assignment in a TDF class. In all these situations, model essays can perform great instructional service. The “eureka!” moment—“So that’s a specific thesis!” or “That’s how you use and explain supporting evidence!”—is often all it takes to help students begin to raise the quality of their own work. Model Student Essays is intended for the entire Franklin and Marshall College community. Faculty may use it during an in-class workshop or an individual conference to illustrate a principle of effective writing. Writing Center tutors will find these essays helpful in coaching their tutees about the writing process. And, because faculty members have submitted these essays as examples of the best work they received during the past academic year, students can turn to this booklet to gain an understanding of the qualities of writing we value here at F&M. A new feature this year, we have included, wherever possible, a description of the assignment to which the student responded as well as a brief comment from the professor highlighting the exemplary qualities of the student’s writing. -
Draining the English Channel': the European Revolution in Three Kingdoms & Three Keynotes (By Simon Stephens, David Lan & Edward Bond)
©Draining the English Channel©: The European Revolution in three kingdoms & three keynotes (by Simon Stephens, David Lan & Edward Bond) Article (Accepted Version) Fowler, Benjamin (2016) 'Draining the English Channel': The European Revolution in three kingdoms & three keynotes (by Simon Stephens, David Lan & Edward Bond). Contemporary Theatre Review, 26 (3). pp. 328-336. ISSN 1048-6801 This version is available from Sussex Research Online: http://sro.sussex.ac.uk/id/eprint/61989/ This document is made available in accordance with publisher policies and may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher’s version. Please see the URL above for details on accessing the published version. Copyright and reuse: Sussex Research Online is a digital repository of the research output of the University. Copyright and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable, the material made available in SRO has been checked for eligibility before being made available. Copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content -
Table of Contents English I-IV
TABLE OF CONTENTS ENGLISH I–IV Literacy From a New Perspective It is important to understand that learning is different in the 21st century than it was in the 20th century. For many of us educated in the 20th century, our learning modalities are closer to Gutenberg than Zuckerberg! Learning changes as technologies change. We’re moving from what would have been a receptive learning ecology to an interactive and productive one. The 21st century is about producing knowledge. It’s a century where students need to develop unique and powerful voices plurally and consider the following questions: How do I speak to different audiences? How do I understand the rhetorical situation? How do I know what my audience needs to hear from me? How do I meet them where they are? There’s not just one generic academic voice; there are multiple voices. It’s also about learning to consider and engage diverse perspectives. —Dr. Ernest Morrell, myPerspectives Texas Author ERNEST MORRELL, Ph.D., Coyle Professor and the Literacy Education Director at the University of Notre Dame 2 Table of Contents myPerspectives Texas provides a rich survey of American, British, and world literature. It ensures that students read and understand a variety of complex texts across multiple genres such as poetry, myths, realistic fiction, historical fiction, speeches, dramas, literary criticism, letters, speeches, articles, short stories, and more. These varied texts allow students to encounter new perspectives, rethink ideas, and deepen their knowledge of contemporary, traditional, and classic literature. STUDENT EDITION THEMATIC UNITS English I. .6 English II . .11 English III. -
Midwest Magic Midwest Magic
Inside: David Tisherman on Excavation Design • Engineering • Construction Volume 9 Number 7 July 2007 Midwest $6.00 Magic A Missouri designer brings unique passion to the Heartland Fountains Afloat AA looklook atat aa buoyantbuoyant watershapingwatershaping specialtyspecialty Plus: A guide to stone types, colors and characteristics Circle 49 on Postage Free Card Circle 3 on Postage Free Card contents July features 32 Passion in the Heartland By Robert Bledsoe Introducing the exotic to a Midwest clientele 40 48 A Stone Primer Floating Fascination By Joe Nolan By Richard J. Van Seters An expert’s guide to types, Exploring a buoyant colors and characteristics watershaping specialty 4 WATERsHAPES ⅐ JULY 2007 Volume 9 • Number 7 • July 2007 columns 10 6 Structures By Eric Herman Setting the record straight 10 Aqua Culture By Brian Van Bower Avoiding the hazards of stereotyping clients 16 Natural Companions By Stephanie Rose A good, long run draws to a close 20 Detail #78 By David Tisherman Using common sense 16 in approaching excavation 66 Book Notes By Mike Farley Learning the ins and outs of marketing ourselves 20 departments 8 In This Issue 58 Advertiser Index 58 Of Interest Index 60 Of Interest On the cover: Photo courtesy Robert Bledsoe, Cripple Creek Rock Co./Cripple Creek Construction, Gladstone, Mo. WATERSHAPES (ISSN 1522-6581) is published monthly by McCloskey Communications, Inc. 6119 Lockhurst Dr., Woodland Hills, CA 91367. A controlled circulation publication, WaterShapes is distributed without charge to qualified subscribers. Non-qualified subscription rates in the U.S., $30 per year; Canada and Mexico $48 per year; all other coun- tries $64 per year, payable in U.S.