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The Popular Culture Studies Journal
THE POPULAR CULTURE STUDIES JOURNAL VOLUME 6 NUMBER 1 2018 Editor NORMA JONES Liquid Flicks Media, Inc./IXMachine Managing Editor JULIA LARGENT McPherson College Assistant Editor GARRET L. CASTLEBERRY Mid-America Christian University Copy Editor Kevin Calcamp Queens University of Charlotte Reviews Editor MALYNNDA JOHNSON Indiana State University Assistant Reviews Editor JESSICA BENHAM University of Pittsburgh Please visit the PCSJ at: http://mpcaaca.org/the-popular-culture- studies-journal/ The Popular Culture Studies Journal is the official journal of the Midwest Popular and American Culture Association. Copyright © 2018 Midwest Popular and American Culture Association. All rights reserved. MPCA/ACA, 421 W. Huron St Unit 1304, Chicago, IL 60654 Cover credit: Cover Artwork: “Wrestling” by Brent Jones © 2018 Courtesy of https://openclipart.org EDITORIAL ADVISORY BOARD ANTHONY ADAH FALON DEIMLER Minnesota State University, Moorhead University of Wisconsin-Madison JESSICA AUSTIN HANNAH DODD Anglia Ruskin University The Ohio State University AARON BARLOW ASHLEY M. DONNELLY New York City College of Technology (CUNY) Ball State University Faculty Editor, Academe, the magazine of the AAUP JOSEF BENSON LEIGH H. EDWARDS University of Wisconsin Parkside Florida State University PAUL BOOTH VICTOR EVANS DePaul University Seattle University GARY BURNS JUSTIN GARCIA Northern Illinois University Millersville University KELLI S. BURNS ALEXANDRA GARNER University of South Florida Bowling Green State University ANNE M. CANAVAN MATTHEW HALE Salt Lake Community College Indiana University, Bloomington ERIN MAE CLARK NICOLE HAMMOND Saint Mary’s University of Minnesota University of California, Santa Cruz BRIAN COGAN ART HERBIG Molloy College Indiana University - Purdue University, Fort Wayne JARED JOHNSON ANDREW F. HERRMANN Thiel College East Tennessee State University JESSE KAVADLO MATTHEW NICOSIA Maryville University of St. -
Hand Gestures
L2/16-308 More hand gestures To: UTC From: Peter Edberg, Emoji Subcommittee Date: 2016-10-31 Proposed characters Tier 1: Two often-requested signs (ILY, Shaka, ILY), and three to complete the finger-counting sets for 1-3 (North American and European system). None of these are known to have offensive connotations. HAND SIGN SHAKA ● Shaka sign ● ASL sign for letter ‘Y’ ● Can signify “Aloha spirit”, surfing, “hang loose” ● On Emojipedia top requests list, but requests have dropped off ● 90°-rotated version of CALL ME HAND, but EmojiXpress has received requests for SHAKA specifically, noting that CALL ME HAND does not fulfill need HAND SIGN ILY ● ASL sign for “I love you” (combines signs for I, L, Y), has moved into mainstream use ● On Emojipedia top requests list HAND WITH THUMB AND INDEX FINGER EXTENDED ● Finger-counting 2, European style ● ASL sign for letter ‘L’ ● Sign for “loser” ● In Montenegro, sign for the Liberal party ● In Philippines, sign used by supporters of Corazon Aquino ● See Wikipedia entry HAND WITH THUMB AND FIRST TWO FINGERS EXTENDED ● Finger-counting 3, European style ● UAE: Win, victory, love = work ethic, success, love of nation (see separate proposal L2/16-071, which is the source of the information below about this gesture, and also the source of the images at left) ● Representation for Ctrl-Alt-Del on Windows systems ● Serbian “три прста” (tri prsta), symbol of Serbian identity ● Germanic “Schwurhand”, sign for swearing an oath ● Indication in sports of successful 3-point shot (basketball), 3 successive goals (soccer), etc. HAND WITH FIRST THREE FINGERS EXTENDED ● Finger-counting 3, North American style ● ASL sign for letter ‘W’ ● Scout sign (Boy/Girl Scouts) is similar, has fingers together Tier 2: Complete the finger-counting sets for 4-5, plus some less-requested hand signs. -
Traditional Latin Mass (TLM), Otherwise Known As the Extraordinary Form, Can Seem Confusing, Uncomfortable, and Even Off-Putting to Some
For many who have grown up in the years following the liturgical changes that followed the Second Vatican Council, the Traditional Latin Mass (TLM), otherwise known as the Extraordinary Form, can seem confusing, uncomfortable, and even off-putting to some. What I hope to do in a series of short columns in the bulletin is to explain the mass, step by step, so that if nothing else, our knowledge of the other half of the Roman Rite of which we are all a part, will increase. Also, it must be stated clearly that I, in no way, place the Extraordinary Form above the Ordinary or vice versa. Both forms of the Roman Rite are valid, beautiful celebrations of the liturgy and as such deserve the support and understanding of all who practice the Roman Rite of the Catholic Church. Before I begin with the actual parts of the mass, there are a few overarching details to cover. The reason the priest faces the same direction as the people when offering the mass is because he is offering the sacrifice on behalf of the congregation. He, as the shepherd, standing in persona Christi (in the person of Christ) leads the congregation towards God and towards heaven. Also, it’s important to note that a vast majority of what is said by the priest is directed towards God, not towards us. When the priest does address us, he turns around to face us. Another thing to point out is that the responses are always done by the server. If there is no server, the priest will say the responses himself. -
There Was a Boy Jacob N. Driedger
There Was a Boy Jacob N. Driedger Essex-Kent Mennonite Historical Association There was a Boy Jacob N. Driedger VOLUME FIVE ESSEX-KENT MENNONITE HISTORICAL SERIES The Essex-Kent Mennonite Historical Association Leamington, Ontario 2003 Published by The Essex-Kent Mennonite Historical Association 31 Pickwick Drive Leamington, Ontario N8H 4T5 International Standard Book Number 0- 9682781- 5-9 All rights reserved No part of this book may be reproduced in any manner without permission. Contents Some translations 5 He Would Not Pave The Cowpath 6 Foreword 7 Introduction 8 Preface 9 Rural life 11 Drought, Tomatoes, and Miracles 13 Dad, the Wagon Maker 15 the arm that swings the lever 18 The Disoriented Rooster 19 Racist Pigs 21 The Turkey 24 Mr. Siemens 25 Heinz Harvest 28 The Siemens’ Parental Mansion 31 Church Services at LUMC in the 1930’s 33 Dad Portrait 36 The Christmas Concert 37 Tim Hortons Worshippers 39 Of Toilets and Things 40 The Little Red Schoolhouse 42 On Eaton’s Filing for Bankruptcy Protection 45 On the Snout of a Dilemma 46 Mr. Hillman 48 The Skunk in the Animal Trap 50 Point Pelee Picnic 51 Our Trip to Waterloo 54 The Ballad of the Yereeschti Tweeback 56 First Choirs 58 An Old Church Choir Picture 61 My Grandmother 62 Memories 64 A Very Important Person 65 A Letter to Jacob Johann Thiessen 68 First Dick Family Reunion 69 Our New Home and the New Neighbour 72 Geraniums 75 Andy 76 Kunta 79 The Burial of the Mare A Bully I Knew 84 Alfie 87 Harvest 90 Track and Field 91 Molly 94 Onkel Heinrich Moves to the City 95 Would She Uphold Her Kind 98 They’re Never Over 99 Photos Front cover: The author with his bicycle, 1939 Front fly leaf: Three on the rocks, 1938 Tying cauliflower on Ruthven farm, 1934 10 Panoramic view of Ruthven farm, 1938 12 Oak St. -
Engagement: Coptic Christian Revival and the Performative Politics of Song
THE POLITICS OF (DIS)ENGAGEMENT: COPTIC CHRISTIAN REVIVAL AND THE PERFORMATIVE POLITICS OF SONG by CAROLYN M. RAMZY A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of Music University of Toronto © Copyright by Carolyn Ramzy (2014) Abstract The Performative Politics of (Dis)Engagment: Coptic Christian Revival and the Performative Politics of Song Carolyn M. Ramzy A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Faculty of Music, University of Toronto 2014 This dissertation explores Coptic Orthodox political (dis)engagement through song, particularly as it is expressed through the colloquial Arabic genre of taratil. Through ethnographic and archival research, I assess the genre's recurring tropes of martyrdom, sacrifice, willful withdrawal, and death as emerging markers of community legitimacy and agency in Egypt's political landscape before and following the January 25th uprising in 2011. Specifically, I explore how Copts actively perform as well as sing a pious and modern citizenry through negations of death and a heavenly afterlife. How do they navigate the convergences and contradictions of belonging to a nation as minority Christian citizens among a Muslim majority while feeling that they have little real civic agency? Through a number of case studies, I trace the discursive logics of “modernizing” religion into easily tangible practices of belonging to possess a heavenly as well as an earthly nation. I begin with Sunday Schools in the predominately Christian and middle-class neighborhood of Shubra where educators made the poetry of the late Coptic Patriarch, Pope Shenouda III, into taratil and drew on their potentials of death and withdrawal to reform a Christian moral interiority and to teach a modern and pious Coptic citizenry. -
My Voice Is My Weapon: Music, Nationalism, and the Poetics Of
MY VOICE IS MY WEAPON MY VOICE IS MY WEAPON Music, Nationalism, and the Poetics of Palestinian Resistance David A. McDonald Duke University Press ✹ Durham and London ✹ 2013 © 2013 Duke University Press All rights reserved Printed in the United States of America on acid- free paper ♾ Cover by Heather Hensley. Interior by Courtney Leigh Baker Typeset in Minion Pro by Tseng Information Systems, Inc. Library of Congress Cataloging- in- Publication Data McDonald, David A., 1976– My voice is my weapon : music, nationalism, and the poetics of Palestinian resistance / David A. McDonald. pages cm Includes bibliographical references and index. isbn 978-0-8223-5468-0 (cloth : alk. paper) isbn 978-0-8223-5479-6 (pbk. : alk. paper) 1. Palestinian Arabs—Music—History and criticism. 2. Music—Political aspects—Israel. 3. Music—Political aspects—Gaza Strip. 4. Music—Political aspects—West Bank. i. Title. ml3754.5.m33 2013 780.89′9274—dc23 2013012813 For Seamus Patrick McDonald Illustrations viii Note on Transliterations xi Note on Accessing Performance Videos xiii Acknowledgments xvii introduction ✹ 1 chapter 1. Nationalism, Belonging, and the Performativity of Resistance ✹ 17 chapter 2. Poets, Singers, and Songs ✹ 34 Voices in the Resistance Movement (1917–1967) chapter 3. Al- Naksa and the Emergence of Political Song (1967–1987) ✹ 78 chapter 4. The First Intifada and the Generation of Stones (1987–2000) ✹ 116 chapter 5. Revivals and New Arrivals ✹ 144 The al- Aqsa Intifada (2000–2010) CONTENTS chapter 6. “My Songs Can Reach the Whole Nation” ✹ 163 Baladna and Protest Song in Jordan chapter 7. Imprisonment and Exile ✹ 199 Negotiating Power and Resistance in Palestinian Protest Song chapter 8. -
Human Hand Anatomy-Based Prosthetic Hand
sensors Communication Human Hand Anatomy-Based Prosthetic Hand Larisa Dunai 1,* , Martin Novak 2 and Carmen García Espert 3 1 Centro de Investigación en Tecnologías Gráficas, Universitat Politècnica de València, camino de Vera s/n, 46022 Valencia, Spain 2 Faculty of Mechanical Engineering, Czech Technical University in Prague, Technická 4, Praha 6, 166 00 Prague, Czech Republic; [email protected] 3 Hospital La Fe, Avinguda de Fernando Abril Martorell, 106, 46026 Valencia, Spain; [email protected] * Correspondence: [email protected]; Tel.: +34-689-215-528 Abstract: The present paper describes the development of a prosthetic hand based on human hand anatomy. The hand phalanges are printed with 3D printing with Polylactic Acid material. One of the main contributions is the investigation on the prosthetic hand joins; the proposed design enables one to create personalized joins that provide the prosthetic hand a high level of movement by increasing the degrees of freedom of the fingers. Moreover, the driven wire tendons show a progressive grasping movement, being the friction of the tendons with the phalanges very low. Another important point is the use of force sensitive resistors (FSR) for simulating the hand touch pressure. These are used for the grasping stop simulating touch pressure of the fingers. Surface Electromyogram (EMG) sensors allow the user to control the prosthetic hand-grasping start. Their use may provide the prosthetic hand the possibility of the classification of the hand movements. The practical results included in the paper prove the importance of the soft joins for the object manipulation and to get adapted to the object surface. -
Learning to Facilitate Productive Mathematical Discussion
Learning to Facilitate Productive Mathematical Discussion: Teacher candidate participation in a practice-based elementary mathematics methods course Elizabeth Sugino David A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2020 Reading Committee: Elham Kazemi, Chair Kenneth Zeichner Allison Hintz Program Authorized to Offer Degree: College of Education © Copyright 2020 Elizabeth Sugino David University of Washington Abstract Learning to Facilitate Productive Mathematical Discussion: Teacher candidate participation in a practice-based elementary mathematics methods course Elizabeth Sugino David Chair of the Supervisory Committee: Dr. Elham Kazemi College of Education A prevailing challenge in teacher education is the “problem of enactment,” a discrepancy in what teacher candidates (TCs) know or say about practice and what they can actually do or enact (Kennedy, 1999). Current practice-based teacher education research focuses on articulating pedagogies of practice and core practices to integrate theory and practice, attend to the sociocultural nature of TC learning, and support TCs to enact practices (Grossman, Compton, et al., 2009; Grossman et al., 2019; McDonald et al., 2013). While there is research on practice-based learning cycles, core practices, and pedagogies of practice, there is limited research documenting how TCs participate in these types of contexts and how they enact core practices. Purpose and Research Question. The purpose of this study was to understand TC participation: How does TC participation manifest and change in their practice-based mathematics methods course? I sought to characterize TCs’ participation around the practice of facilitating a productive mathematical discussion. Data and Methodology. Relevant data sources for this study included videotaped observations of TCs’ participation in the course, TC assessments and lesson plans, and field notes. -
A Contemporary Cairo Raqs Sharqi Ethnography a Dissertation
UNIVERSITY OF CALIFORNIA RIVERSIDE Core Connections: A Contemporary Cairo Raqs Sharqi Ethnography A Dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Critical Dance Studies by Christine M. Şahin September 2018 Dissertation Committee: Dr. Jacqueline Shea Murphy, Chairperson Dr. Sherine Hafez Dr. Anthea Kraut Copyright by Christine M. Şahin 2018 The Dissertation of Christine M. Şahin is approved: Committee Chairperson University of California, Riverside ACKNOWLEDGEMENTS Greatest thanks to God. Thank you for, and God bless, the beautiful dancing, stories, and people not only within these pages but throughout the vibrantly remarkable and resilient city of Cairo, Egypt. This dissertation has been a great collaborative effort, and there are many I wish to thank. Starting in Cairo, I owe deepest gratitude to the dancers, workers and staff, audiences, and management throughout the raqs sharqi dance industry. Additional gratitude goes to those that directly helped me as research collaborators in this project, and the transportation drivers (Mohamed and Ahmed, among many others) that made the links between my site-specific chapters so rich and insightful. Thank you Karim for being a key research partner and translator for this project, for your patience, kindness, support, and comradeship throughout my fieldwork. Thank you to Shahrzad, Vanessa, Sara Farouk Ahmed, Zara, Ramy, Khaled, Eman Zaki, Samia, Ali, Wael, Heba, and Nashwa for your generosity, assistance, and wealth of wisdom. Greatest gratitude to Sayyad Henkesh for keeping the history of music and dance on Mohamed Ali street alive and for your generosity in sharing your wealth of knowledge. Particular dancers and musicians I’d like to thank are Suzy, Julia, Amina, Randa Kamel, Camelia, Azizia and her husband Ahmed, Raqia Hassan, Farida Fahmy, Sahar Samara, Amie Sultan, Yossry el Hefni, Bossy, Mona, Donya, Aicha Babacar, Hussien Mansour, Luna, Kawakeb, Hamada, Tamra Henna, Tito Seif, Soraya, Shams, and Farah Nasri and her crew: Ahmed, Wael, Mahdy, and Salah. -
Instructions Standard Signals to Indicate Other Characteristics of the Word Or Phrase
Object of the game Playing the Game Playing Picture Charades Players must perform and guess a whole host of fun charades that will The following section is for Kids Charades, Family Charades, Animal Party, Beside each charade is a number which indicates how long the actor has Picture Charades are designed for children who are still too young to have everyone laughing out loud. The team with the most points after Hollywood, and Time Capsule. If you are playing Picture Charades, skip this to perform the charade. Any player on an opposing team flips over the read. It is all about being imaginative and having fun. For this reason, we 12 rounds wins the game! section, and move ahead to the section entitled Playing Picture Charades. sand-timer, and the actor now has 30 seconds to act the charade for his/her do not recommend playing Picture Charades with a sand-timer, nor do we teammates. For 60 seconds, flip the sand-timer over again, and once again recommend playing for points. Everyone should play together on the SAME Team ONE selects one member to be the first actor (this role must rotate for 90 seconds. If the “ALL THREE” was spun, the actor has 90 seconds to team. between all players on the team - every team member must be an actor act all three charades on the card – irrespective of what is written beside before the first player can take on this role again). each charade. The oldest player is the first actor. The role of actor must rotate between all Before you start players on the team - every team member must be an actor before the first Each card has three charades. -
Copyright by Hanan Hassan Hammad 2009
Copyright by Hanan Hassan Hammad 2009 The Dissertation Committee for Hanan Hassan Hammad Certifies that this is the approved version of the following dissertation: Mechanizing People, Localizing Modernity Industrialization and Social Transformation in Modern Egypt: al-Mahalla al-Kubra 1910- 1958 Committee: Kamran Scott Aghaie Abraham Marcus Denise Spellberg Kamran Asdar Ali Mohammad Reza Ghanoonparvar Mechanizing People, Localizing Modernity Industrialization and Social Transformation in Modern Egypt: al-Mahalla al-Kubra 1910- 1958 by Hanan Hassan Hammad, B.S; M.A Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin August, 2009 Dedication To my parents, Layla Abu ‘Ammu and Rif‘at Hammad, and their people; men and women of al-Mahalla Acknowledgements Completing this dissertation, and my entire graduate studies program, would have been impossible without the guidance and support of my advisor Kamran Aghaie. I’d like to thank Kamran for his patience and faith in me even in my lowest moments. From the inception of this dissertation to finishing it, Professor Abraham Marcus has been always there for training, coaching, and encouraging me. His works and passion for the social history of the Arab people have been a great source of inspiration. I particularly appreciate his and Professor Denise Spellberg’s invaluable comments on this dissertation. For years, Spellberg has provided me and my family with incredible moral and academic support. I appreciate her insistence on not letting me research modern Egypt before she was sure about my competence in medieval history. -
The General Instruction of the Roman Missal
The Roman Missal The General Instruction of the Roman Missal Excerpts from the English translation of The Roman Missal © 2010, International Liturgy Commission on English in the Liturgy Corporation. All rights reserved. O f f i c e This edition was prepared by the Liturgy Office of the Bishops’ Conference and includes particular adaptations for England and Wales © 2011 Catholic Bishops’ E N G L A N D Conference of England and Wales. www.romanmissal.org.uk & W A L E S Contents iii Contents Introduction 1 Testimony of an Unaltered Faith 1 Uninterrupted Tradition 2 Accommodation to New Conditions 3 1. The Importance and Dignity of the Celebration of the Eucharist 6 2. The Structure of the Mass, Its Elements and Its Parts 8 I. The General Structure of the Mass 8 II. The Different Elements of the Mass 8 Reading and Explaining the Word of God 8 The Prayers and Other Parts Pertaining to the Priest 8 Other Formulae Occurring during the Celebration 9 The Manner of Pronouncing the Different Texts 9 The Importance of Singing 10 Gestures and Bodily Posture 10 Silence 11 III. The Individual Parts of the Mass 11 A. The Introductory Rites 11 The Entrance 12 Reverence to the Altar and Greeting of the Assembled People 12 The Penitential Act 12 The Kyrie Eleison 12 The Gloria in Excelsis 13 The Collect 13 B. The Liturgy of the Word 13 Silence 14 The Biblical Readings 14 The Responsorial Psalm 14 The Acclamation before the Gospel 15 The Homily 15 The Profession of Faith 16 The Universal Prayer 16 C.