This Study Is an Ethnographic Examination of the Rank and File Recreational Boxers—Mostly White and Middle-Class Males—Who F
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Into the Breach Video Series Study Guide
Into the Breach Video Series Study Guide Faith in Action Faith Into the Breach Video Series Study Guide Copyright © Knights of Columbus, 2021. All rights reserved. Quotations from Into the Breach, An Apostolic Exhortation to Catholic Men, Copyright © 2015, are used with permission of Diocese of Phoenix. Quotations from New American Bible, Revised Edition, Copyright © 2010, are used with permission of Confraternity of Christian Doctrine, Inc., Washington, DC. Quotations from Catholic Word Book #371, Copyright © 2007, are used with permission of Knights of Columbus Supreme Council and Our Sunday Visitor, Huntington, IN 46750. Cover photograph credit: Shutterstock. Russo, Alex. Saint Michael Archangel statue on the top of Castel Sant’Angelo in Rome, Italy, used with permission. Getty Images. Trood, David. Trekking in the Austrian Alps, used with permission. No part of this booklet may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by information storage and retrieval system, without permission in writing from the publisher. Printed in the United States of America. CONTENTS INTRODUCTORY MATERIALS Introduction. 1 A Man Who Can Stand in the Breach. 2 How to Use This Study Guide . 3 How to Lead a Small Group Session . 8 INTO THE BREACH EPISODES Masculinity . 12 Brotherhood. 19 Leadership . 27 Fatherhood. 35 Family . 42 Life . 49 Prayer . 56 Suffering . 64 Sacramental Life . 72 Spiritual Warfare . 80 Evangelization . 87 The Cornerstone . 95 APPENDIX Definitions . 103 Catholic Information Service. 107 Faith in Action . 108 INTRODUCTORY MATERIALS Introduction “And I sought for a man among them who should build up the wall and stand in the breach before me for the land…” (Ezekiel 22:30) In 2015, Bishop Thomas J. -
Uncovering Marx's Yet Unpublished Writings
Uncovering Marx's Yet Unpublished Writings Kevin B. Anderson Published in Critique (Glasgow), No. 30-31 (1998), pp. 179-187 [reprinted in Marx, edited by Scott Meikle (Ashgate 2002); translated into Turkish in Insancil, Istanbul, May 1997] When Lawrence Krader published his historic transcription of Marx's Ethnological Notebooks 25 years ago, a new window was opened into Marx's thought. What in published form had become 250 pages of notes by Marx on Lewis Henry Morgan and other anthropologists which he had compiled in his last years, 1880-81, showed us as never before a Marx concerned as much with gender relations and with non-Western societies such as India, pre-Colombian Mexico, and the Australian aborigines, as well as ancient Ireland, as he was with the emancipation of the industrial proletariat. As will be shown below, to this day there are a significant number of writings by Marx on these and other issues which have never been published in any language. Why this is still the case in 1997, 114 years after Marx's death, is the subject of this essay, in which I will also take up plans now in progress in Europe to publish many of these writings for the first time. The problem really begins with Engels and continues today. While Engels labored long and hard to edit and publish what he considered to be a definitive edition of Vol. I of Capital in 1890, and brought out Vols. II and III of that work in 1885 and 1894 by carefully editing and arranging Marx's draft manuscripts, Engels did not plan or even propose the publication of the whole of Marx's writings. -
The Safety of BKB in a Modern Age
The Safety of BKB in a modern age Stu Armstrong 1 | Page The Safety of Bare Knuckle Boxing in a modern age Copyright Stu Armstrong 2015© www.stuarmstrong.com Contents Introduction ......................................................................................................................................... 3 The Author .......................................................................................................................................... 3 Why write this paper? ......................................................................................................................... 3 The Safety of BKB in a modern age ................................................................................................... 3 Pugilistic Dementia ............................................................................................................................. 4 The Marquis of Queensbury Rules’ (1867) ......................................................................................... 4 The London Prize Ring Rules (1743) ................................................................................................. 5 Summary ............................................................................................................................................. 7 Bibliography ........................................................................................................................................ 8 2 | Page The Safety of Bare Knuckle Boxing in a modern age Copyright Stu Armstrong 2015© -
Hero's Journey Narrative Unit
Hero’s Journey Narrative Unit English 1-2 Curriculum Guide Version 1.0: September 2009 Table of Contents: Hero’s Journey Narrative Unit Activity Page # Introduction to Unit 3 Unit Template with Learning Plan 4 Student Progress Monitoring 7 Academic Vocabulary 9 Pre-assessment 10 Reflection on Pre-Assessment 12 Quickwrites 14 Rites of Passage/Transitional Moments 16 Defining a Hero 18 Hero’s Journey through Film 19 Literature Circles (or Jig Saw) with Short Stories 28 Elements of an Effective Narrative 31 Additional Text Options 32 Introduction to Personal Narrative through “Mapping” 33 Culminating Assessment: Writing a Hero’s Journey 34 Narrative Scoring Guide for Narrative 37 Differentiation 40 Resources 41 2 Introduction This unit attempts to lay the groundwork for the quest narrative model to give ninth graders more comprehensive knowledge of an important literary style that they will—and have already—encountered often during the course of their English literature studies. The unit plan begins by covering and studying basic elements of the quest narrative model, and culminates with the students writing a personal narrative piece in the model of a quest narrative. In the middle of the unit, we have left the day-to-day lesson planning very open- ended. Since this unit does not contain a central text, it is up to the discretion of the instructor to choose a text (or texts) that can be used with this unit plan. The text(s) that you choose will depend on a couple of factors: how long you want to spend on this unit, and what texts you want your students to read. -
Boxing Lessons Download Apple App Boxing Lessons Download Apple App
boxing lessons download apple app Boxing lessons download apple app. Completing the CAPTCHA proves you are a human and gives you temporary access to the web property. What can I do to prevent this in the future? If you are on a personal connection, like at home, you can run an anti-virus scan on your device to make sure it is not infected with malware. If you are at an office or shared network, you can ask the network administrator to run a scan across the network looking for misconfigured or infected devices. Another way to prevent getting this page in the future is to use Privacy Pass. You may need to download version 2.0 now from the Chrome Web Store. Cloudflare Ray ID: 67d94de379b815dc • Your IP : 188.246.226.140 • Performance & security by Cloudflare. Best boxing training apps for Android and iOS. Boxing is one of the most popular sports. If you’ve purchased a punching bag recently or you’re a wannabe boxer, you can learn the sport of boxing from the comfort of your home without spending a dime with the following applications: Best boxing training apps for Android and iOS Kickboxing Fitness Trainer Boxhitt – Boxing / Kickboxing workouts and more Boxtastic: Bag / Shadow Boxing Home HIIT Workouts Boxing Trainer Boxing Round Interval Timer Boxing Training – Offline Videos. Best boxing training apps for Android and iOS. Kickboxing Fitness Trainer. This application teaches kickboxing to its users for free by making them go through various challenges. The challenges are designed for amateur as well as experienced boxers. -
Pugilistic Death and the Intricacies of Fighting Identity
Copyright By Omar Gonzalez 2019 A History of Violence, Masculinity, and Nationalism: Pugilistic Death and the Intricacies of Fighting Identity By Omar Gonzalez, B.A. A Thesis Submitted to the Department of History California State University Bakersfield In Partial Fulfillment for the Degree of Master of Arts in History 2019 A Historyof Violence, Masculinity, and Nationalism: Pugilistic Death and the Intricacies of Fighting Identity By Omar Gonzalez This thesishas beenacce ted on behalf of theDepartment of History by their supervisory CommitteeChair 6 Kate Mulry, PhD Cliona Murphy, PhD DEDICATION To my wife Berenice Luna Gonzalez, for her love and patience. To my family, my mother Belen and father Jose who have given me the love and support I needed during my academic career. Their efforts to raise a good man motivates me every day. To my sister Diana, who has grown to be a smart and incredible young woman. To my brother Mario, whose kindness reaches the highest peaks of the Sierra Nevada and who has been an inspiration in my life. And to my twin brother Miguel, his incredible support, his wisdom, and his kindness have not only guided my life but have inspired my journey as a historian. i ACKNOWLEDGMENTS This thesis is a result of over two years of research during my time at CSU Bakersfield. First and foremost, I owe my appreciation to Dr. Stephen D. Allen, who has guided me through my challenging years as a graduate student. Since our first encounter in the fall of 2016, his knowledge of history, including Mexican boxing, has enhanced my understanding of Latin American History, especially Modern Mexico. -
Clases Sociales Y Estado En El Pensamiento Marxista: Cuestiones De Método
Universidad Nacional Autónoma de México Programa de Posgrado en Estudios Latinoamericanos Taller de investigación: clases sociales y Estado en el pensamiento marxista: cuestiones de método Profesor: Matari Pierre Email: [email protected] Semestre 2021-1 (septiembre-diciembre 2020) 15 sesiones de 4 horas (jueves 16 a 20 horas) Objetivo general El análisis de las clases sociales y de las formas de Estado estructura el pensamiento social y político marxista. Sin embargo, estos conceptos no fueron claramente definidos ni por Marx ni por Engels. Los comentarios posteriores se apoyan en algún aspecto o aforismo de sus obras. De suerte que ambas nociones entrañan problemas de teoría y de método que tensan el marxismo desde sus orígenes: el determinismo económico del proceso histórico; la antropología subyacente a las definiciones de las clases y de sus relaciones recíprocas; la naturaleza específica de lo político y de las formas de Estado. El taller propone introducir y discutir estas tres cuestiones a partir de una selección de textos de representantes, comentaristas y críticos del pensamiento social y político marxista del siglo XX. El programa está organizado en dos grandes partes divididas en tres secciones cada una. Introducción (dos sesiones) Lecturas obligatorias: Eric J. Hobsbawm, “La contribución de Karl Marx a la historiografía”. Shlomo Avineri, El pensamiento social y político de Marx (capítulo I “Reconsideración de la filosofía política de Hegel). Jean-Paul Sartre, Cuestiones de método (primera parte “Marxismo y existencialismo”). Lecturas complementarias: Raymond Aron, Las etapas del pensamiento sociológico (“los equívocos de la sociología 1 marxista” extracto del capítulo 3). Tom Bottomore y Maximilien Rubel, “La sociología y la filosofía social de Marx”. -
On Modernity, Identity and White-Collar Boxing. Phd
From Rookie to Rocky? On Modernity, Identity and White-Collar Boxing Edward John Wright, BA (Hons), MSc, MA Thesis submitted to the University of Nottingham for the degree of Doctor of Philosophy. September, 2017 Abstract This thesis is the first sociological examination of white-collar boxing in the UK; a form of the sport particular to late modernity. Given this, the first research question asked is: what is white-collar boxing in this context? Further research questions pertain to social divisions and identity. White- collar boxing originally takes its name from the high social class of its practitioners in the USA, something which is not found in this study. White- collar boxing in and through this research is identified as a practice with a highly misleading title, given that those involved are not primarily from white-collar backgrounds. Rather than signifying the social class of practitioner, white-collar boxing is understood to pertain to a form of the sport in which complete beginners participate in an eight-week boxing course, in order to compete in a publicly-held, full-contact boxing match in a glamorous location in front of a large crowd. It is, thus, a condensed reproduction of the long-term career of the professional boxer, commodified for consumption by others. These courses are understood by those involved to be free in monetary terms, and undertaken to raise money for charity. As is evidenced in this research, neither is straightforwardly the case, and white-collar boxing can, instead, be understood as a philanthrocapitalist arrangement. The study involves ethnographic observation and interviews at a boxing club in the Midlands, as well as public weigh-ins and fight nights, to explore the complex interrelationships amongst class, gender and ethnicity to reveal the negotiation of identity in late modernity. -
College Credit for Heroes Report to the Texas Legislature and Governor Greg Abbott
COLLEGE CREDIT FOR HEROES REPORT TO THE TEXAS LEGISLATURE AND GOVERNOR GREG ABBOTT 05640-070 (1217) Texas Workforce Commission Mission: To promote and support a workforce system that creates value and offers employers, individuals, and communities the opportunity to achieve and sustain economic prosperity. Table of Contents Introduction . 2 History . 2 Program Design . 2 Web Portal . 2 Network of College Credit for Heroes Partner Schools . .. 2 Acceleration Curricula . 2 Phase I . .. 3 Phase II . .. 3 Phase III . .. 4 Phase IV . .. 5 Phase V . .. 6 Phase VI . .. 6 Lessons Learned—Phases I, II, and III . .. 6 Best Practices . 7 Workforce Best Practices . 8 Accreditation and Certification Best Practices . 8 Military-Related Best Practices . 8 Education Best Practices. 8 Recommendations: Additional Measures Needed . 10 Attachments . .. 13 List of College Credit for Heroes Partner Schools .. 13 Curricula Developed under College Credit for Heroes . .. 14 Senate Bill 1736 . .. 18 Senate Bill 806. 19 House Bill 493 . .. 20 College Credit for Heroes 2017 Annual Report 1 Introduction Web Portal In April 2012, Central Texas College launched www . CollegeCreditforHeroes .org, an online application and History database through which veterans and service members Senate Bill (SB) 1736, passed by the 82nd Texas Legislature can receive an official evaluation of credit to be used in 2011, authorized the College Credit for Heroes at colleges and universities throughout the state . program to identify, develop, and support methods to As of August 1, 2017, the website has received over maximize college credit awarded to veterans and military 187,000 visits, with 94,543 veteran and service member service members for their military experience, education, account holders who have requested more than 32,900 and training . -
Approved Electronically Generated Thesis/Dissertation Cover-Page
THE UNIVERSITY OF MANCHESTER - APPROVED ELECTRONICALLY GENERATED THESIS/DISSERTATION COVER-PAGE Electronic identifier: 14183 Date of electronic submission: 05/01/2015 The University of Manchester makes unrestricted examined electronic theses and dissertations freely available for download and reading online via Manchester eScholar at http://www.manchester.ac.uk/escholar. This print version of my thesis/dissertation is a TRUE and ACCURATE REPRESENTATION of the electronic version submitted to the University of Manchester's institutional repository, Manchester eScholar. Approved electronically generated cover-page version 1.0 Fighting for Change: Narrative accounts on the appeal and desistance potential of boxing A thesis submitted to the University of Manchester for the degree of Doctor of Philosophy in the Faculty of Humanities 2014 Deborah Louise Jump School of Law Contents Diagrams list……………………………………………………………………….. 8 Abstract…………………………………………………………………………….. 9 Declaration…………………………………………………………………………. 10 Copyright Statement……………………………………………………………….. 10 Dedication………………………………………………………………………….. 11 Acknowledgements……………………………………………………………….... 11 Chapter 1: Introduction…………………………………………………………….. 12 1.1. Origins of Thesis…………………………………………………………….. 12 1.2. Why Boxing?………………………………………………………………... 13 1.3. The Boxing Gym and Site of This Research……………………………....... 14 1.4. Boxing: What’s the Appeal?............................................................................ 15 1.5. Boxing and its Relationship to Desistance from Crime……………………... 16 1.6. -
Wittgenstein, Marx, and Language Criticism the Philosophies of Self-Conciousness
Wittgenstein, Marx, and Language Criticism The Philosophies of Self-Conciousness NORBERTO ABREU E SILVA NETO Preliminarily I must say this paper results from researches belonging to a larger project of study on Karl Marx’s philosophy I am carrying out, and that the bringing of Wittgenstein and Marx together here presented does not have the aim of trying to prove or to suggest Marx exerted upon Wittgenstein’s philosophy some kind of indirect or second hand influence. My idea is that since they developed their work in dialogue with the same philosophical traditions this fact would make it possible to find out ways of establishing continuity between their philosophies. So, in this work I will bring out some connections I am working on with the aim of trying to read Wittgenstein as a materialist philosopher. 1. The uses of philosophy During twenty years (1839-1859) Marx dedicated himself to systematic philosophical research and to meditation. In the Preface to his Criticism of Political Economy,1 he exposes an assessment he made of his intellectual development during this period. He declares that through his studies and the essays and other works written during these years he did not have the aim of outlining a new system of thought or a new philosophy, but that he simply was only searching for the conducting thread of his studies; and that the works he wrote were not for printing, but for his personal edification. And, particularly, about the writing of The German Ideology, he reports that, when he and Engels decided to write this book, they aimed at developing their common conception in opposition to the ideological views of German 1 Marx 1963, 271, 274. -
Becoming an Orientation Leader: a Catalyst For
BECOMING AN ORIENTATION LEADER: A CATALYST FOR SELF-AUTHORSHIP DEVELOPMENT A Dissertation Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Christopher J. Tankersley May, 2013 BECOMING AN ORIENTATION LEADER: A CATALYST FOR SELF-AUTHORSHIP DEVELOPMENT Christopher J. Tankersley Dissertation Approved: Accepted: _______________________________ ______________________________ Advisor Interim Department Chair Dr. Denise Stuart Dr. Evonn Welton _______________________________ ______________________________ Committee Member/Methodologist Associate Dean of the College Dr. Susan Kushner Benson Dr. Susan Olson _______________________________ ______________________________ Committee Member Dean of the Graduate School Dr. Sandra Coyner Dr. George R. Newkome _______________________________ ______________________________ Committee Member Date Dr. Harold Foster _______________________________ Committee Member Dr. Lynne Pachnowski ii ABSTRACT Orientation Leaders (OLs) are current college students charged with helping to facilitate the college transition process for new students. This role has the potential to affect OLs, particularly as it relates to how they self-author. The purpose of this study was to explore the ways that serving as an OL affects self-authorship development and in particular, what aspects of the experience serve as a catalyst for self-authorship. This qualitative study investigated the experiences of four selected OLs working at the same institution during the same period of time. Data was collected from three sources, including individual interviews, field observations, and training course journals. The data were analyzed using a constant comparative process resulting in seven themes being identified. These themes included: understanding and respect for diversity, leadership and decision making, interdependence of the OLs, personal development and growth, training becomes real, community among the OLs, and purposeful experiences.