Owning the Land: Four Contemporary Narratives
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Academic Podcasting
A Guide to Academic Podcasting Stacey Copeland and Hannah McGregor in conjunction with the Amplify Podcast Network www.amplifypodcastnetwork.ca The Amplify Podcast Network aims to develop a framework and community for scholarly podcasting through podcast production, peer review, network building, metadata standards, research, and open educational resources (like this!). This SSHRC-funded project is a partnership between Simon Fraser Universi- ty’s Publishing program and Digital Humanities Innovation Lab (DHIL), Wil- frid Laurier University Press (WLU Press), Wilfrid Laurier University Library (WLUL), and The Documentary Media Society. It also includes four co-applicants and three collaborators from institutions including the University of British Columbia, Thompson Rivers University, the University of Alberta, Concordia University, and Dalhousie University, in disci- plines including English, First Nations and Indigenous Studies, Open Learning, and Library and Information Studies. Much of the labour involved in creating this guidebook took place in and around Simon Fraser University, Vancouver, Canada. We respectfully acknowledge the xʷməθkʷəy̓əm (Musqueam), Sḵwxwú7mesẖ Úxwumixw (Squamish), səlilw̓ ̓ətaʔɬ (Tsleil-Waututh), qíc̓ ̓əy̓ (Katzie), kʷikʷəƛ̓ əm (Kwikwetlem), Qayqayt, Kwantlen, Semiahmoo, and Tsawwassen peoples on whose unceded traditional territories our three campuses reside. WLU Press acknowledges that Kitchener-Waterloo, Ontario, is located on the traditional territory of the Neutral, Anishnaabe, and Haudenosaunee peoples, on the Haldimand Tract. We are grateful for all the Indigenous people who continue to care for and remain interconnected with this land. This work is licensed under the Creative Commons Attribution-NonCommer- cial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/. -
Big Dreams, Small Screens: Online Video for Public Knowledge and Action
March 2007 BIG DREAMS, SMALL SCREENS: Online Video for Public Knowledge and Action By Jessica Clark A Future of Public Media Project Funded by the Ford Foundation centerforsocialmedia.org The Center for Social Media showcases and analyzes media for public knowledge and action. Directed by Prof. Pat Aufderheide, it is part of American University’s School of Communication, which is headed by Dean Larry Kirkman. The Future of Public Media Project, funded by the Ford Foundation, explores the strategies and technologies that are enabling tomorrow’s public media. Jessica Clark is a research fellow at the Center for Social Media and an editor at large at In These Times magazine. She holds an MA in social sciences from the University of Chicago and has been researching and writing about technology, media, and public issues since the early ’90s. For a PDF version of this report, for more center reports and publications, or for more information, go to centerforsocialmedia.org. BIG DREAMS, SMALL SCREENS: ONLINE VIDEO FOR PUBLIC KNOWLEDGE AND ACTION By Jessica Clark Funded by the Ford Foundation EXECUTIVE SUMMARY This study describes ways in which users are employing popular commercial online digital video platforms, such as YouTube, GoogleVideo, and MySpace, to create, exchange, and comment upon information for public knowledge and action. These new platforms provide a site to test the proposition that new publics are being created around open media spaces on the Internet. These emerging video sites are enormously popular, potentially attracting -
Podcasting in an Eighth-Grade American History Class
PODCASTING IN AN EIGHTH-GRADE AMERICAN HISTORY CLASS Patrick D. Davis, B.A., M.A., M.Ed Dissertation Prepared for the Degree of DOCTOR OF EDUCATION UNIVERSITY OF NORTH TEXAS December 2011 APPROVED: Mary Harris, Major Professor Cathleen Norris, Minor Professor Ron Wilhelm, Committee Member Nancy Nelson, Chair of the Department of Teacher Education and Administration Jerry Thomas, Dean of the College of Education James D. Meernik, Acting Dean of the Toulouse Graduate School Davis, Patrick D. Podcasting in an Eighth-Grade American History Class. Doctor of Education (Curriculum Instruction), December 2011, 211 pp., 15 tables, references, 43 titles. The purpose of this study was to see how students used podcasts in an eighth-grade American history unit and the value they placed on them as an educational tool. The 6-week study was conducted in a suburban middle school in a district that is part of a large metropolitan area in Texas. Participants included 29 students and 2 eighth-grade teachers. The research questions were the following: (1) How do students use podcasts in an eighth-grade American history class? (2) How do students perceive the impact of the podcasts on their overall learning of the subject material? and (3) Do the podcasts motivate the students to study? Quantitative data were collected through a Likert-scaled student survey and logs kept by students. Qualitative data were collected through an open-ended portion of the student survey, student focus group discussion, and a faculty interview. The treatment tools were audio podcasts in the form of vocabulary-quiz reviews, historical vignettes, lectures, and a unit test review—all on the topic of the American Revolution. -
Disclosing Newsgathering in Investigative
TAKE US WITH YOU: DISCLOSING NEWSGATHERING IN INVESTIGATIVE PODCASTS _______________________________________________________ A Project Presented to the FAculty of the Graduate School At the University of Missouri-ColumbiA ____________________________________ In PArtiAl Fulfillment of the Requirements for the Degree MAsters of Arts _______________________________ by ROSEMARY BELSON Lynda Kraxberger, Project Supervisor NOVEMBER 2019 ACKNOWLEDGMENTS First and foremost, I would like to thank the members of my committee for their guidance during this project. I am so appreciAtive of the support and patience provided by Lynda Kraxberger, Ryan FAmuliner, and Alison Young. Lynda Kraxberger edited my first convergence story and doled out constructive criticism during the two yeArs I sAt in on the Convergence grading sessions. Through example, she tAught me how to deconstruct a package with an editoriAl eye and news judgement while offering suggestions on how to adapt reporting to improve the outcome for next time. Ryan FAmuliner is an endless weAlth of support not only for myself, but for Any student who comes into KBIA’s newsroom. He, and the wonderful KBIAers, tAught me pretty much everything I know when it comes to audio reporting, production and creAtive storytelling - while providing opportunities At KBIA that challenged me both AcAdemicAlly and personally. Alison Young has been a wonderful guide and support during the professional project. She has provided our seminar clAss invaluable knowledge And experiences during the semester in WAshington D.C. that will inform and impact my professional decisions for yeArs to come. I’d also like to thank all of the professors and editors who guided me during my undergraduate and mAster’s at the Missouri School of Journalism. -
Congressional Record United States Th of America PROCEEDINGS and DEBATES of the 104 CONGRESS, SECOND SESSION
E PL UR UM IB N U U S Congressional Record United States th of America PROCEEDINGS AND DEBATES OF THE 104 CONGRESS, SECOND SESSION Vol. 142 WASHINGTON, FRIDAY, JULY 12, 1996 No. 103 House of Representatives The House met at 9 a.m. and was TON] come forward and lead the House subject to civil or criminal liability arising called to order by the Speaker pro tem- in the Pledge of Allegiance. from the nature, age, packaging, or condi- tion of apparently wholesome food or an ap- pore [Mr. TAYLOR of North Carolina]. Mr. SKELTON led the Pledge of Alle- parently fit grocery product that the non- f giance as follows: profit organization received as a donation in I pledge allegiance to the Flag of the DESIGNATION OF THE SPEAKER good faith from a person or gleaner for ulti- United States of America, and to the Repub- mate distribution to needy individuals.''; and PRO TEMPORE lic for which it stands, one nation under God, (iv) by striking ``except that this para- The SPEAKER pro tempore laid be- indivisible, with liberty and justice for all. graph'' and inserting the following: fore the House the following commu- f ``(3) EXCEPTION.ÐParagraphs (1) and (2)''. (b) TRANSFER TO CHILD NUTRITION ACT OF nication from the Speaker: BILL EMERSON GOOD SAMARITAN 1966.ÐSection 402 of the National and Com- WASHINGTON, DC, FOOD DONATION ACT munity Service Act of 1990 (42 U.S.C. 12672) July 12, 1996. (as amended by subsection (a))Ð I hereby designate the Honorable CHARLES Mr. GOODLING. Mr. Speaker, pursu- (1) is transferred from the National and H. -
Seeing the Middle Ages Through Transnational Lenses in American Comics and Graphic Novels
PALACKÝ UNIVERSITY IN OLOMOUC FACULTY OF ARTS DEPARTMENT OF ENGLISH AND AMERICAN STUDIES SEEING THE MIDDLE AGES THROUGH TRANSNATIONAL LENSES IN AMERICAN COMICS AND GRAPHIC NOVELS DISSERTATION BY ELIZABETH ALLYN WOOCK SUPERVISED BY PROF. PHDR. MARCEL ARBEIT, DR. OLOMOUC, CZECH REPUBLIC MARCH 2020 1 I, Elizabeth Allyn Woock declare that this dissertation and the work presented in it are my own and have been generated by me as the result of my own original research. I confirm that where I have consulted and quoted from the published work of others, this is always clearly attributed. I have acknowledged all sources of help in bibliography. Part of the research for this dissertation was funded by two grant projects: IGA_FF_2019_037 “Youth literature in British and American culture: criteria, forms, and genres (Literatura pro dospívající mládež v anglické a americké kultuře: kritéria, formy, žánry) in 2019, and IGA_FF_2018_037 “From literature to film, television series and comics: new forms of British and American literary” (Od literatury k filmu, televizní sérii a komiksu: nové podoby děl anglické a americké literatury) in 2018. Signed: ___________________________ Date: ___________________________ 2 CONTENTS Contents .............................................................................................................................. 3 Abstract ............................................................................................................................... 5 Acknowledgments.............................................................................................................. -
Senate Section
E PL UR UM IB N U U S Congressional Record United States th of America PROCEEDINGS AND DEBATES OF THE 104 CONGRESS, FIRST SESSION Vol. 141 WASHINGTON, MONDAY, JUNE 26, 1995 No. 105 Senate (Legislative day of Monday, June 19, 1995) The Senate met at 11 a.m., on the ex- Mr. DOLE. Thank you, Mr. President. the rest of us. They come to the floor piration of the recess, and was called to f and parade around in political harness order by the President pro tempore SCHEDULE day after day complaining mostly [Mr. THURMOND]. about the President’s budget or the Mr. DOLE. Mr. President, leader time lack of it. But more generally, they has been reserved, and there will be PRAYER complain about anything they think morning business until 12 noon. The Chaplain, Dr. Lloyd John they can blame on Democrats—spring At 12 noon we will resume S. 240, the Ogilvie, offered the following prayer: rains, high winds, new diseases, cul- securities litigation bill. There will be Almighty God, the Divine Sovereign tural disorders. debate throughout the afternoon, and of this land and Lord of our lives, You And we have been patient in recent have told us in the Scriptures that, votes start at 5:15 today. The first vote is on a Bryan amendment regarding weeks while watching all of this and ‘‘Righteousness exalts a nation’’ (Prov. have been polite enough not to ask 14:34) and ‘‘when the righteous are in the statute of limitations; second, a Sarbanes amendment concerning pro- those who come to the floor, ‘‘Where is authority, the people rejoice’’ (Prov. -
Innovative Strategies for Natural Resource Management and Control Greg Dicum
Yale University EliScholar – A Digital Platform for Scholarly Publishing at Yale Yale School of Forestry & Environmental Studies School of Forestry and Environmental Studies Bulletin Series 1995 Local Heritage in the Changing Tropics: Innovative Strategies for Natural Resource Management and Control Greg Dicum Follow this and additional works at: https://elischolar.library.yale.edu/yale_fes_bulletin Part of the Environmental Sciences Commons, and the Forest Sciences Commons Recommended Citation Dicum, Greg, "Local Heritage in the Changing Tropics: Innovative Strategies for Natural Resource Management and Control" (1995). Yale School of Forestry & Environmental Studies Bulletin Series. 102. https://elischolar.library.yale.edu/yale_fes_bulletin/102 This Book is brought to you for free and open access by the School of Forestry and Environmental Studies at EliScholar – A Digital Platform for Scholarly Publishing at Yale. It has been accepted for inclusion in Yale School of Forestry & Environmental Studies Bulletin Series by an authorized administrator of EliScholar – A Digital Platform for Scholarly Publishing at Yale. For more information, please contact [email protected]. Bulletin Series Yale School of Forestry and Environmental Studies ₉₈ Local Heritage in the Changing Tropics: Innovative Strategies for Natural Resource Management and Control Greg Dicum, Editor Yale University New Haven, C o n nec t ic u t • 1995 The Yale School of Forestry and Environmental Studies Bulletin Series, begun in 1912, issues faculty and student mono graphs, symposia and workshop proceedings, and other reports on an occasional basis. To order copies of this or other Yale F&ES Bulletins, contact: Publications Yale School of Forestry and Environmental Studies Sage Hall 205 Prospect Street New Haven CT 06511 USA Volume Editor Greg Dicum Bulletin Editor Joseph Miller Director of Communications Jane Coppock Design R. -
Anna Lindh Foundation
ANNA LINDH FOUNDATION www.euromedalex.org FOR EUROMED BLOGGERS Anna Lindh Foundation is co-funded by the European Union 1 2 Content How to use this Tool-Kit ............................................................................................................................................ 2 Part I: Getting to Know Us ......................................................................................................................................... 4 Part II: Bloggers in the EuroMed .............................................................................................................................. 8 Part III: Introduction to Intercultural Dialogue ................................................................................................... 14 Part IV: How to Train bloggers on Intercultural Dialogue .............................................................................. 24 Part V: Best Practices .................................................................................................................................................... 62 Part VI: Annexes ............................................................................................................................................................. 68 How to use this Tool-Kit? •For Whom? This resource targets civil society organisations, training institutions and multipliers who are working on intercultural dialogue and willing to train bloggers on the importance of advocating for a common future between the people of the EuroMed region.