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Zbwleibniz-Informationszentrum
A Service of Leibniz-Informationszentrum econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible. zbw for Economics Bessière, Céline; Gollac, Sibylle Article Is social network analysis useful for studying the family economy? economic sociology_the european electronic newsletter Provided in Cooperation with: Max Planck Institute for the Study of Societies (MPIfG), Cologne Suggested Citation: Bessière, Céline; Gollac, Sibylle (2018) : Is social network analysis useful for studying the family economy?, economic sociology_the european electronic newsletter, ISSN 1871-3351, Max Planck Institute for the Study of Societies (MPIfG), Cologne, Vol. 19, Iss. 3, pp. 4-10 This Version is available at: http://hdl.handle.net/10419/181296 Standard-Nutzungsbedingungen: Terms of use: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Documents in EconStor may be saved and copied for your Zwecken und zum Privatgebrauch gespeichert und kopiert werden. personal and scholarly purposes. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle You are not to copy documents for public or commercial Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich purposes, to exhibit the documents publicly, to make them machen, vertreiben oder anderweitig nutzen. publicly available on the internet, or to distribute or otherwise use the documents in public. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, If the documents have been made available under an Open gelten abweichend von diesen Nutzungsbedingungen die in der dort Content Licence (especially Creative Commons Licences), you genannten Lizenz gewährten Nutzungsrechte. may exercise further usage rights as specified in the indicated licence. www.econstor.eu 4 demonstrate that the family is still a relevant unit of Is social analysis (Tilly & Scott, 1989 [1978]). -
African Slavery in Documentary Films Why Now?
Journal of Global Slavery 5 (2020) 1–21 brill.com/jgs African Slavery in Documentary Films Why Now? Francesca Declich University of Urbino Carlo Bo [email protected] Marie Rodet SOAS, University of London [email protected] The last two decades have witnessed much scholarly debate around discursive and non-discursive legacies of African slavery, as well as a growing interest in memories of slavery from the African continent.1 At the same time, an increas- 1 A large body of publications has emerged on slavery in the African continent, including among others: Martin A. Klein, “Studying the History of Those Who Would Rather Forget: Oral History and the Experience of Slavery,”History in Africa 16 (1989): 215; Edward A. Alpers, “Recollecting Africa: Diasporic Memory in the Indian Ocean World,”African Studies Review 43 (1) (2000): 83–99; Rosalind Shaw, Memories of the Slave Trade: Ritual and the Historical Imag- ination in Sierra Leone (Chicago: University of Chicago Press, 2002); Eric E. Hahonou and Baz Lecocq, “Introduction: Exploring Post-Slavery in Contemporary Africa,”International Journal of African Historical Studies 48, no. 2 (2015): 181–192; Alice Bellagamba, Sandra E. Greene, Martin A. Klein, African Slaves, African Masters. Politics, Memories, Social Life (Trenton NJ: Africa World Press, 2017); Alice Bellagamba. “Yesterday and today. Studying African slav- ery, the Slave Trade and their Legacies through Oral Sources,” in Alice Bellagamba, Sandra E. Greene, Martin A. Klein, eds., African Voices on Slavery and the Slave Trade. Vol 2: Sources and Methods (Cambridge: Cambridge University Press, 2016), 174–197; Alice Bellagamba. “Living in the shadows of slavery”, OPEN DEMOCRACY (2016) https://www.opendemocracy .net/beyondslavery/alice‑bellagamba/living‑in‑shadows‑of‑slavery, accessed on 10 Novem- ber 2019; Marie Rodet, “Escaping Slavery and Building Diasporic Communities in French Soudan and Senegal, ca. -
The Unforgiven Ones
The Unforgiven Ones 1 God These are the generations of Esau (that is, Edom). 2 Esau took his wives from the Canaanites: Adah the daughter of Elon the Hittite, Oholibamah the daughter of Anah the daughter of Zibeon the Hivite, 3 and Basemath, Ishmael's daughter, the sister of Nebaioth. 4 And Adah bore to Esau, Eliphaz; Basemath bore Reuel; 5 and Oholibamah bore Jeush, Jalam, and Korah. These are the sons of Esau who were born to him in the land of Canaan. 6 Then Esau took his wives, his sons, his daughters, and all the members of his household, his livestock, all his beasts, and all his property that he had acquired in the land of Canaan. He went into a land away from his brother Jacob. 7 For their possessions were too great for them to dwell together. The land of their sojournings could not support them because of their livestock. 8 So Esau settled in the hill country of Seir. (Esau is Edom.) 9 These are the generations of Esau the father of the Edomites in the hill country of Seir. 10 These are the names of Esau's sons: Eliphaz the son of Adah the wife of Esau, Reuel the son of Basemath the wife of Esau. 11 The sons of Eliphaz were Teman, Omar, Zepho, Gatam, and Kenaz. 12 (Timna was a concubine of Eliphaz, Esau's son; she bore Amalek to Eliphaz.) These are the sons of Adah, Esau's wife. 13 These are the sons of Reuel: Nahath, Zerah, Shammah, and Mizzah. -
ISSUE 20 • DECEMBER 2009 a Periodic Newsletter of the Carnegie Hero Fund Commission
im ULSE ISSUE 20 • DECEMBER 2009 A Periodic Newsletter of the Carnegie Hero Fund Commission CARNEGIE ‘FAMILY’ AWARDS MEDALS FOR PHILANTHROPY Philanthropy is not charity. Philanthropy works to do away with the causes that necessitate charity. With those words, Vartan Gregorian, president of the Carnegie Corporation of New York, hosted the presentation of the 2009 Carnegie Medal of Philanthropy in mid-October. Established in 2001 to mark the centennial of Andrew Carnegie’s philanthropy, the award is given every two years by Carnegie’s 20-plus endowed institutions, HIS FATHER’S SON including the Hero Fund, to recognize those Although funerals for his father and grandfather were held only the day before, Chesterton, Ind., individuals and families with exceptional and High School senior John M. Thanos, No. 44, played against Valparaiso, Ind., High School on Sept. sustained records of philanthropic giving. 19 last year. Both teams circled John and his family in a pre-game moment of silence. John’s father, “Private wealth serving the Mark John Thanos (below, at right) and grandfather, John Mikel Thanos (left), died Sept. 14, 2008, public good” is the theme of the while attempting to save an 11-year-old neighbor boy from drowning in a flooded ditch near their homes Nobel-class award. The 2009 in Chesterton, and Carnegie Medals were recently awarded to their families (see p. 8 for a description of recipients helped establish and their heroic act). support non-profit organizations John’s father was a high school teacher and basketball coach and also coached John and his younger in the U.S. -
WGAE ANNOUNCES PARTNERSHIP with the BLACK LIST Guild Partners with Storied Database’S Recently Launched Paid Service Site
November 5, 2012 Contact: Jay Strell Sunshine Sachs [email protected] 212.691.2800 Franklin Leonard, The Black List [email protected] 213.280.4049 WGAE ANNOUNCES PARTNERSHIP WITH THE BLACK LIST Guild partners with storied database’s recently launched paid service site New York, NY– The Writers Guild of America, East (WGAE) has announced a partnership with The Black List (www.blcklst.com), which produces an annual list of the best unproduced screenplays in Hollywood, as chosen by industry executives. The partnership allows Guild members to receive a discount to host their work on the new Black List subscription site, which includes access to the annual Black List, the site’s new ‘real-time portal’ as well as the opportunity to register and protect their screenplays with the click of a button. WGAE and The Black List will launch an online initiative to publicize Guild agreements and services and Guild representatives will contribute to the site’s blog: http://gointothestory.blcklst.com/. The initiative will include information throughout The Black List site about Guild programs, contracts, membership and registration as well as links to WGAE.org, OnWritingOnline.org, and the WGAE iTunesU page. WGAE members will also receive a 20% discount to have The Black List’s stable of professional script readers review and offer notes on their work. “The Black List makes it possible for screenwriters to get their work read and considered by people in the industry,” said Lowell Peterson, WGAE Executive Director. “We are proud to support this extension of The Black List concept. Screenwriters will get solid evaluations of their work and broader access to decision-makers. -
Feature Films for Education Collection
COMINGSOON! in partnership with FEATURE FILMS FOR EDUCATION COLLECTION Hundreds of full-length feature films for classroom use! This high-interest collection focuses on both current • Unlimited 24/7 access with and hard-to-find titles for educational instructional no hidden fees purposes, including literary adaptations, blockbusters, • Easy-to-use search feature classics, environmental titles, foreign films, social issues, • MARC records available animation studies, Academy Award® winners, and • Same-language subtitles more. The platform is easy to use and offers full public performance rights and copyright protection • Public performance rights for curriculum classroom screenings. • Full technical support Email us—we’ll let you know when it’s available! CALL: (800) 322-8755 [email protected] FAX: (646) 349-9687 www.Infobase.com • www.Films.com 0617 in partnership with COMING SOON! FEATURE FILMS FOR EDUCATION COLLECTION Here’s a sampling of the collection highlights: 12 Rounds Cocoon A Good Year Like Mike The Other Street Kings 12 Years a Slave The Comebacks The Grand Budapest Little Miss Sunshine Our Family Wedding Stuck on You 127 Hours Commando Hotel The Lodger (1944) Out to Sea The Sun Also Rises 28 Days Later Conviction (2010) Grand Canyon Lola Versus The Ox-Bow Incident Sunrise The Grapes of Wrath 500 Days of Summer Cool Dry Place The Longest Day The Paper Chase Sunshine Great Expectations The Abyss Courage under Fire Looking for Richard Parental Guidance Suspiria The Great White Hope Adam Crazy Heart Lucas Pathfinder Taken -
Crossroads Film and Television Program List
Crossroads Film and Television Program List This resource list will help expand your programmatic options for the Crossroads exhibition. Work with your local library, schools, and daycare centers to introduce age-appropriate books that focus on themes featured in the exhibition. Help libraries and bookstores to host book clubs, discussion programs or other learning opportunities, or develop a display with books on the subject. This list is not exhaustive or even all encompassing – it will simply get you started. Rural themes appeared in feature-length films from the beginning of silent movies. The subject matter appealed to audiences, many of whom had relatives or direct experience with life in rural America. Historian Hal Barron explores rural melodrama in “Rural America on the Silent Screen,” Agricultural History 80 (Fall 2006), pp. 383-410. Over the decades, film and television series dramatized, romanticized, sensationalized, and even trivialized rural life, landscapes and experiences. Audiences remained loyal, tuning in to series syndicated on non-network channels. Rural themes still appear in films and series, and treatments of the subject matter range from realistic to sensational. FEATURE LENGTH FILMS The following films are listed alphabetically and by Crossroads exhibit theme. Each film can be a basis for discussions of topics relevant to your state or community. Selected films are those that critics found compelling and that remain accessible. Identity Bridges of Madison County (1995) In rural Iowa in 1965, Italian war-bride Francesca Johnson begins to question her future when National Geographic photographer Robert Kincaid pulls into her farm while her husband and children are away at the state fair, asking for directions to Roseman Bridge. -
Andrew Carnegie HISTORY LAB
This document contains both information and form fields. To read information, use the Down Arrow from a form field. Andrew Carnegie Andrew Carnegie HISTORY LAB OVERVIEW In this lab students learn about the contrasting views of Andrew Carnegie. Students analyze five sources and utilize those sources to defend whether Andrew Carnegie is best described as a philanthropist or a robber baron. The lab begins with students examining a political cartoon about Carnegie and students return to that cartoon for a culminating assessment in which they use evidence from the cartoon to support their assertions. ESTIMATED TIME One to two days RELEVANT TEKS US History (23) Citizenship The student understands the importance of effective leadership in a constitutional republic. The student is expected to: (A) evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie … US History (28) Social Studies Skills The student understands how historians use historiography to interpret the past and applies critical- thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to: (A) analyze primary and secondary sources such as maps, graphs, speeches, political cartoons, and artifacts to acquire information to answer historical questions (B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, -
Pennington to Lead Student Body
PAGE 2 • NEWS PAGE 7 • ARTS PAGE 16 • FEATURES During hybrid learning, Head designer of the Check out reviews of three many teachers have sneaker shop Leaders chicken sandwiches from struggled to find a 1354, alumnus Ellen Ma around Chicago. Find balance where both in- uses her platform to out how factors such as person and distance connect Asian and Black presentation, freshness, learning students remain communities in Chicago crispiness and flavor can engaged in class. through streetwear. make or break the taste. University of Chicago Laboratory High School 1362 East 59th Street, Chicago,U-HIGH Illinois 60637 MIDWAY uhighmidway.com • Volume 97, Number 2 MAY 6, 2021 Editors Pennington to lead student body by AMANDA CASSEL With a relatively low voter EDITOR-IN-CHIEF 2021-22 Student Council turnout this year, do you think sign off This interview took place May 1, Student Council is representative President: Brent Pennington the day after the election, and was of the entire student body? Kennedi Bickham lightly edited for clarity and space. Vice President: Student Council is 23 people year of The extended version is online. Secretary: Peter Stern representing 610 students. There What is your main goal or a Treasurer: Taig Singh is no way in the world that Student couple of your main goals as all- Cultural Union President: Council is going to be able to rep- distance school president. How do you Saul Arnow resent that many people with just plan to put them into action? Cultural Union Vice President: 23 people, which is why I want to by EDITORS-IN-CHIEF My main goal as all-school pres- make sure that Student Council is Katie Baffa Dear Readers, ident is to make it so that Student open to having people who either Fourteen months ago, life Council is capable of accomplish- CLASS OF 2022 didn’t win or just didn’t run at all to changed: from classes to ing a lot and to prove to the rest of President: Zachary Gin come on Student Council and rep- clubs to sports. -
1892-1929 General
HEADING RELATED YEAR EVENT VOL PAGE ABOUKIR BAY Details of HM connections 1928/112 112 ABOUKIR BAY Action of 12th March Vol 1/112 112 ABUKLEA AND ABUKRU RM with Guards Camel Regiment Vol 1/73 73 ACCIDENTS Marine killed by falling on bayonet, Chatham, 1860 1911/141 141 RMB1 marker killed by Volunteer on Plumstead ACCIDENTS Common, 1861 191286, 107 85, 107 ACCIDENTS Flying, Captain RISK, RMLI 1913/91 91 ACCIDENTS Stokes Mortar Bomb Explosion, Deal, 1918 1918/98 98 ACRE, SORTIE FROM (1799) Death of Major Oldfield Vol 1/111 111 ACRE, SORTIE FROM (1799) Turkish Medal awarded to C/Sgt W Healey 1901/122 122 ACRE, SORTIE FROM (1799) Ball at Plymouth in 1804 to commemorate 1905/126 126 ACRE, SORTIE FROM (1799) Death of a Veteran 1907/83 83 ACRE, SORTIE FROM (1799) Correspondence 1928/119 119 ACRE, SORTIE FROM (1799) Correspondence 1929/177 177 ACRE, SORTIE FROM (1799) 1930/336 336 ACRE, SORTIE FROM (1799) Syllabus for Examination, RMLI, 1893 Vol 1/193 193 ACRE, SORTIE FROM (1799) of Auxiliary forces to be Captains with more than 3 years Vol 3/73 73 ACTON, MIDDLESEX Ex RM as Mayor, 1923 1923/178 178 ADEN HMS Effingham in 1927 1928/32 32 See also COMMANDANT GENERAL AND GENERAL ADJUTANT GENERAL OFFICER COMMANDING of the Channel Fleet, 1800 1905/87 87 ADJUTANT GENERAL Change of title from DAGRM to ACRM, 1914 1914/33 33 ADJUTANT GENERAL Appointment of Brigadier General Mercer, 1916 1916/77 77 ADJUTANTS "An Unbroken Line" - eight RMA Adjutants, 1914 1914/60, 61 60, 61 ADMIRAL'S REGIMENT First Colonels - Correspondence from Lt. -
Harry Potter and the Unforgivable Curses: Norm- Formation, Inconsistency, and the Rule of Law in the Wizarding World Aaron Schwabach Thomas Jefferson School of Law
Roger Williams University Law Review Volume 11 | Issue 2 Article 2 Winter 2006 Harry Potter and the Unforgivable Curses: Norm- formation, Inconsistency, and the Rule of Law in the Wizarding World Aaron Schwabach Thomas Jefferson School of Law Follow this and additional works at: http://docs.rwu.edu/rwu_LR Recommended Citation Schwabach, Aaron (2006) "Harry Potter and the Unforgivable Curses: Norm-formation, Inconsistency, and the Rule of Law in the Wizarding World," Roger Williams University Law Review: Vol. 11: Iss. 2, Article 2. Available at: http://docs.rwu.edu/rwu_LR/vol11/iss2/2 This Article is brought to you for free and open access by the Journals at DOCS@RWU. It has been accepted for inclusion in Roger Williams University Law Review by an authorized administrator of DOCS@RWU. For more information, please contact [email protected]. Articles Harry Potter and the Unforgivable Curses: Norm-formation, Inconsistency, and the Rule of Law in the Wizarding World Aaron Schwabacht I. INTRODUCTION The Big Thing in popular literature in the 1980s and the early 1990s was cyberpunk, and academics loved it:1 Neuromancer2 was dark. It was serious. It dripped Weltschmerz from every page. But the essential nihilism of the genre, so delightful to cultural scholars, offered little for lawyers. No one could have predicted, back then, that the Next Big t Professor of Law, Thomas Jefferson School of Law. J.D., 1989, Boalt Hall; B.A., 1985, Antioch College, [email protected]. I'd like to thank my daughters Veronica and Jessica Schwabach, my sisters Karen and Jennifer Schwabach, and my wife Qienyuan Zhou for their patience with this project and many long discussions on arcane points of Potter lore, and I'd especially like to thank Jeffrey Thomas for coming up with the whole mad scheme in the first place and seeing it through. -
History of Rocky Hill: 1650 - 2018 Robert Campbell Herron October 2017
History of Rocky Hill: 1650 - 2018 Robert Campbell Herron October 2017 Bring Us Your History ........................................................................................................ 4 Acknowledgements ............................................................................................................. 4 Origins: 250,000,000 BCE to 1730 CE .............................................................................. 4 Dinosaurs ........................................................................................................................ 4 Pre-European History...................................................................................................... 5 The Europeans Arrive ..................................................................................................... 5 The Settlement of the Town ............................................................................................ 6 Maritime Rocky Hill ........................................................................................................... 6 The Ferry ......................................................................................................................... 7 The River and Seafaring ................................................................................................. 7 Rocky Hill and Slavery ..................................................................................................... 10 Slaves in Rocky Hill ....................................................................................................