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Understanding the Value of Arts & Culture | the AHRC Cultural Value
Understanding the value of arts & culture The AHRC Cultural Value Project Geoffrey Crossick & Patrycja Kaszynska 2 Understanding the value of arts & culture The AHRC Cultural Value Project Geoffrey Crossick & Patrycja Kaszynska THE AHRC CULTURAL VALUE PROJECT CONTENTS Foreword 3 4. The engaged citizen: civic agency 58 & civic engagement Executive summary 6 Preconditions for political engagement 59 Civic space and civic engagement: three case studies 61 Part 1 Introduction Creative challenge: cultural industries, digging 63 and climate change 1. Rethinking the terms of the cultural 12 Culture, conflict and post-conflict: 66 value debate a double-edged sword? The Cultural Value Project 12 Culture and art: a brief intellectual history 14 5. Communities, Regeneration and Space 71 Cultural policy and the many lives of cultural value 16 Place, identity and public art 71 Beyond dichotomies: the view from 19 Urban regeneration 74 Cultural Value Project awards Creative places, creative quarters 77 Prioritising experience and methodological diversity 21 Community arts 81 Coda: arts, culture and rural communities 83 2. Cross-cutting themes 25 Modes of cultural engagement 25 6. Economy: impact, innovation and ecology 86 Arts and culture in an unequal society 29 The economic benefits of what? 87 Digital transformations 34 Ways of counting 89 Wellbeing and capabilities 37 Agglomeration and attractiveness 91 The innovation economy 92 Part 2 Components of Cultural Value Ecologies of culture 95 3. The reflective individual 42 7. Health, ageing and wellbeing 100 Cultural engagement and the self 43 Therapeutic, clinical and environmental 101 Case study: arts, culture and the criminal 47 interventions justice system Community-based arts and health 104 Cultural engagement and the other 49 Longer-term health benefits and subjective 106 Case study: professional and informal carers 51 wellbeing Culture and international influence 54 Ageing and dementia 108 Two cultures? 110 8. -
Healing & Decolonizing
Healing & Decolonizing BRIDGING OUR COMMUNITIES TooLKIT Legacy of Hope Foundation Healing and Decolonization: Bridging Our Communities Toolkit This Toolkit profiles examples of crisis intervention, healing, and decolonization and develops a set of practical promising healing practices that can be implemented by frontline service providers, and First Nations, Inuit, and Métis communities seeking to support Survivors and their families. The Toolkit presents the promising healing practices in a manner that makes them accessible and useful and includes other resources for those working to address the legacy of Residential Schools. Reproduction in whole or in part of this document for personal use and in particular for educational purposes, is authorized, provided the following conditions are respected: non-commercial distribution; respect for the document’s integrity (no modifications or alteration of any kind); and a clear acknowledgement of its source as follows: Source: Legacy of Hope Foundation, 2011. © 2011 Legacy of Hope Foundation 75 Albert Street, Suite 801, Ottawa, Ontario K1P 5E7 T: 613-237-4806, 877-553-7177 www.legacyofhope.ca ISBN 978-0-9733520-4-7 2 HEALING AND DECOLONIZING: BRIDGING OUR COMMUNITIES TOOLKIT ACKNOWLEDGEMENTS Bridging ourCommunities Acknowledgements The Legacy of Hope Foundation extends appreciation to those communities, projects, and individuals that welcomed and accommodated Foundation staff who worked on the Bridging Our Communities Research Project. In particular, the Foundation wishes to acknowledge the contributions -
Volatile Traversal Explorations of Home and Body Bound by Recollection
VOLATILE TRAVERSAL EXPLORATIONS OF HOME AND BODY BOUND BY RECOLLECTION The San Francisco Art Institute of Interdisciplinary Studies A thesis submitted in partial satisfaction of the requirements for the degree of Master of Arts / Master of Fine Arts in History and Theory of Contemporary Art / Sculpture by COLE M. ROBBINS May 2012 The Thesis of Cole M. Robbins is approved: Robin Balliger, Ph.D. Ginger Wolfe-Suarez Terri Cohn Claire Daigle, Ph.D. Director of MA Programs iii COPYRIGHT (C) COLE M. ROBBINS, 2012. thoughtWhat I bewould most -difficult - the 94806 99516 v ACKNOWLEDGMENTS For the hours of endless conversations: I would like to dedicate this piece to everyone who has been a part of this creative adventure. Our encounters have influenced this composition significantly. Aleah Koury Salena Pritchard Thank you to the following sponsors of Strength In Courage - California to Alaska by Bicycle. Patty France Children’s Hospital & Research Center Oakland Maria Owens Go Pro Caitlin Morgan @ Signs SF Carl Hild The Pedaler Wally and Lois Willig Shebeest Carolyn Cole Outdoor PR Bill Miller Marilyn Hill In particular, I would like to dedicate this to my grandparents, Edith Nadine and Herman Max Robbins. To both of you, for your unconditional love, lessons in life and in the shop. Penny Graber To Kevin Robbins, who fought for me and taught me to do what I love. Carol Schatz To Carla Robbins, for our future of getting to know one another and forgiving the past. Amy Devereux To Ruth A. Askevold, for the life we continue to create and explore on our own map together. -
Michael Warren Powellis
WELCOME to the Fifteenth Annual Last Frontier Theatre Conference. We at Prince William Sound Community College are very proud of this event, and hopefully by the end of the week you will see why. I started coming to Valdez (for the Conference) in 1995, its third year, and it became an annual pilgrimage for me. I quit jobs to make it here. I ran up credit cards. I did whatever it took for me to get to spend the week here. I crashed on the floor at the college, survived off the food at receptions, and worked on whatever anyone asked me to. No one was more important to me in those early years than Michael Warren Powell, the first coordinator of the Play Lab. I remember being in awe of how insightful the responding panel was critiquing plays that were all (in my opinion) pretty problematic. Michael and the other panelists became my idols. Which made it all the more important to me when one day I was hanging out with friends at the picnic tables in the middle of the park strip and we saw Michael walking our direction. He came up and engaged us in conversation, and we became friends. He let us know that he considered us his peers. In the late 90s, I decided that, of all the people I had met, there was no one whose life I wanted to emulate more than Michael’s. I made producing new work and nurturing playwrights my focus, and the answer to most of my questions can be found in the answer to the question “What would Michael do?” I am very excited to have him back with us this year. -
“The Newspaper for People Who Love the North”
“The news paper for people who love the north” Late May 2013 Vol. 60, No. 11 $2.50 Digital Delivery Michigan’s Conservation Sentinel Since 1953 Trust Fund Not For Dredging Page 1 Michigan Moves to Wolf Hunting Pages 1 & 8 Lake Michigan Water Levels Page 1 Ride-Along with CO Greg Patten Page 3 Mitchell’s Satyr Butterfly Habitat Page 6 mynorthwoodscall.com The First Conservationists? See pages 2 & 4 www.mynorthwoodscall.com Wolf-hunting battle Attorney general nixes use of trust fund to dredge New law thwarts voter referendum Dredging Great Lakes harbors is not a proper use Rick Snyder signed a bill that uses $21 million from Legislation to enable Michi - nents of wolf hunting to get the for the Michigan Natural Resources Trust Fund, ac - the general fund and the Michigan Waterways Fund gan’s Natural Resources Commis - question on the 2014 ballot. cording to state Attorney General Bill Schuette. to begin an emergency dredging program. Some sion (NRC) to authorize the Keep Michigan Wolves Pro - In an opinion requested by Michigan Department lawmakers also called for more money and sug - hunting of gray wolves—regard - tected has gathered more than of Natural Resources Director Keith Creagh, gested that it could be taken from the trust fund. less of whether voters say no to 250,000 petition signatures to that Schuette said the fund was created to finance spe - “The trust fund cannot be used as an ATM,” the idea in a planned 2014 refer - effect, but the NRC now has the cific environmental projects and purposes, but har - Schuette said. -
February 11Th, 2021
The Vermont Conference of the United Church of Christ Purpose (from the Gospel of Matthew): To love God with all our heart, mind, soul, and strength and our neighbor as ourselves Vision: United in Christ's love, a just world for all Mission: United in Spirit and inspired by God's grace, we welcome all, love all, and seek justice for all Weekly E-News Winter " February 11, 2021 M essage from the Conference Dear Beloved Community in the Vermont Conference, In a few short days we will enter Lent. While Lent is often a time for action – fasting, praying, service, a new spiritual practice, the longed for fruit of our forty day journey is a deepening of relationship, a turning and returning. This poem fragment by Joyce Rupp captures this for me: The cosmos dreams in me while I wait in stillness, ready to lean a little further into the heart of the Holy May we each lean a little further into the heart of the Holy. Blessings on the journey, Lynn 226th Annual Meeting of the Vermont Conference REGISTRATION OPEN!!! Find all the details and register HERE!! We absolutely cannot wait to see you! Also, if you or someone you know is a youth who identifies as BIOPOC and/or LGBTQ and would like to take part in a panel at Annual Meeting, please get in touch with Rev. Elisa Lucozzi . She would love to speak with you! GENERAL SYNOD 2021 Since 1957, when the first “uniting” General Synod gathered in 1957 in Cleveland, Ohio, to the meeting in Milwaukee, Wisconsin, in 2019, the General Synod of the United Church of Christ has faithfully convened a meeting every two years in physical locations throughout the United States. -
2019 STAAR Grade 6 Reading Rationales Item# Rationale
2019 STAAR Grade 6 Reading Rationales Item# Rationale 1 Option C is correct A simile is a figure of speech in which two objects are compared using the word “like” or “as.” In line 14, the author contrasts Zach’s normal behavior—“as active as a fly in a doughnut shop”—with his current behavior—“on his stomach sleeping quietly.” The simile is included to help the reader understand how much energy Zach typically has. Option A is incorrect Although the author does contrast Zach sleeping with his normal, active behavior, this is not meant to suggest that Zach has trouble falling asleep. Option B is incorrect The author compares Zach to “a fly in a doughnut shop” to emphasize how much energy Zach typically has; Zach did not actually eat any doughnuts. Option D is incorrect In paragraph 14, the author describes Michelle waking up “earlier than usual” and then taking a picture of her younger brother, so there is no evidence that Zach is sleeping late. 2 Option F is correct The theme of the story is that recognizing an unexpected opportunity can have surprising results. Throughout the story, Michelle is trying to capture the perfect picture of a sunset for the photo contest she has entered. However, she unexpectedly loves the photograph she takes of her sleeping brother and ends up submitting it for the contest. Option G is incorrect Michelle clearly enjoys taking photographs, but she is also interested in winning the photography contest, so this is not the story’s theme. Option H is incorrect Michelle is kind and patient toward her younger brother Zach, but the siblings’ relationship is not a central focus of the story and not significant to the theme. -
Days & Hours for Social Distance Walking Visitor Guidelines Lynden
53 22 D 4 21 8 48 9 38 NORTH 41 3 C 33 34 E 32 46 47 24 45 26 28 14 52 37 12 25 11 19 7 36 20 10 35 2 PARKING 40 39 50 6 5 51 15 17 27 1 44 13 30 18 G 29 16 43 23 PARKING F GARDEN 31 EXIT ENTRANCE BROWN DEER ROAD Lynden Sculpture Garden Visitor Guidelines NO CLIMBING ON SCULPTURE 2145 W. Brown Deer Rd. Do not climb on the sculptures. They are works of art, just as you would find in an indoor art Milwaukee, WI 53217 museum, and are subject to the same issues of deterioration – and they endure the vagaries of our harsh climate. Many of the works have already spent nearly half a century outdoors 414-446-8794 and are quite fragile. Please be gentle with our art. LAKES & POND There is no wading, swimming or fishing allowed in the lakes or pond. Please do not throw For virtual tours of the anything into these bodies of water. VEGETATION & WILDLIFE sculpture collection and Please do not pick our flowers, fruits, or grasses, or climb the trees. We want every visitor to be able to enjoy the same views you have experienced. Protect our wildlife: do not feed, temporary installations, chase or touch fish, ducks, geese, frogs, turtles or other wildlife. visit: lynden.tours WEATHER All visitors must come inside immediately if there is any sign of lightning. PETS Pets are not allowed in the Lynden Sculpture Garden except on designated dog days. -
DYNAMIC SOARING UAV GLIDERS by Jeffrey H. Koessler
Dynamic Soaring UAV Gliders Item Type text; Electronic Dissertation Authors Koessler, Jeffrey H. Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 07/10/2021 13:32:45 Link to Item http://hdl.handle.net/10150/627980 DYNAMIC SOARING UAV GLIDERS by Jeffrey H. Koessler __________________________ Copyright © Jeffrey H. Koessler 2018 A Dissertation Submitted to the Faculty of the DEPARTMENT OF AEROSPACE & MECHANICAL ENGINEERING In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY WITH A MAJOR IN AEROSPACE ENGINEERING In the Graduate College THE UNIVERSITY OF ARIZONA 2018 THEUNIVERSITY OF ARIZONA GRADUATE COLLEGE Date: 01 May 2018 RIZONA 2 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of the requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that an accurate acknowledgement of the source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED: Jeffrey H. Koessler 3 Acknowledgments This network of mentors, colleagues, friends, and family is simply amazing! Many thanks to... ...My advisor Prof. Fasel for enduring my arguments and crazy ideas about the dynamics of soaring. -
Claiming Your Place at the Fire: Living the Second Half of Your Life on Purpose
An Excerpt From Claiming Your Place at the Fire: Living the Second Half of Your Life on Purpose by Richard J. Leider and David A. Shapiro Published by Berrett-Koehler Publishers Contents Invitation to the Fire vii Prologue At the Fireside: The New Elder ix Introduction The Four Flames of Vital Aging 1 Chapter 1 The Flame of Identity: Recalling Our Stories 13 Chapter 2 The Flame of Community: Refinding Our Place 47 Chapter 3 The Flame of Passion: Renewing Our Calling 67 Chapter 4 The Flame of Meaning: Reclaiming Our Purpose 103 Epilogue Keeping the Fire Alive 127 Notes 141 Index 143 About the Authors 151 v Chapter 1 The Flame of Identity Recalling Our Stories New Elder Richard Strozzi Heckler u At an age when most of his contemporaries were wonder- ing what to do with themselves after retirement,Richard Strozzi Heckler embarked on a new and exciting journey uncommon to men at any stage of life. The words of the Swiss psychoanalyst Carl Jung seemed to have been written just for him: “Wholly unpre- pared,we embark upon the second half of life ...we take the step into the afternoon of life; worse still,we take this step with the false assumption that our truths and ideals will serve us as before.But we cannot live the afternoons of life according to the program of life’s morning—for what was great in the morning will be little in the evening, and what in the morning was true will at evening have become a lie.” We cannot tell if we have entered the second half of life solely by counting the candles on our birthday cake. -
Antigo Schools Are Ready to Open a New Chapter
Antigo schools are ready to open a new chapter By JOE HERMOLIN Langlade County Historical Society When schools closed for the summer this spring, preparations were already in place to open next fall under a different structure. Over the years many changes have taken place in the school system as we adapt to changing economics, technologies, demographics and demands. Changes have not been without controversy. When the public school reopens in the fall elementary grades will be housed Antigo’s first elementary school was a 12 x 17 foot log cabin located at Superior Street and Third Avenue. before the area around Antigo and toes under control. The building school opened in the fall of 1883 that is where the first schools were was primitive but typical of a pio- with a student body of 41. located. The first elementary neer school: a log cabin with two or As Antigo grew in population, school, near Elton was built in two and a half windows, a floor of became incorporated as a city, and 1873 and was a roughly thrown mixed scraps of boards, and bench- became designated as the county together log cabin. The teacher, es of split basswood logs. seat, the need for an improved Addie Westcott, came from Antigo soon outgrew its first school system became evident and Shawano and she managed to pro- school and, for a brief while, by the late 1880s ward schools for cure a blackboard, also from looked for a more permanent elementary school students were Antigo’s first high school Shawano, for the school. -
Title Page Copyright Page Preface
Title Page Copyright Page Preface Patterns, a Course in Communicative English, focuses on reading, writing and communicative aspects of English language to ensure holistic training. The aim of the series is to enhance the students’ language skills and enable them to use the language with ease and confidence both inside and outside the boundaries of the classroom. The teacher plays the most significant role in this process. Therefore the books contain exhaustive Teacher’s Notes providing certain guidelines and suggestions about the way the lessons can be approached and made interesting as well as beneficial to the students. The Teacher’s Handbooks (1-8) contain answers to the exercises which accompany the chapters. The primary purpose of these books is to diminish the workload of the teachers and facilitate the teaching and learning processes. Apart from definite answers, they also contain suggestions which the teachers may follow while teaching a chapter. Answers to some analytical questions are not given since it is in the best interest of the students to let them think and answer those questions based on their understanding of the topics. The exercises on Writing Skills and Enrichment activities can be conducted by the teacher following the guidelines given as part of the exercise. The teacher should encourage students to answer the open-ended questions depending on their reading of the chapter. We sincerely hope that the teachers find these books useful and the Handbooks contribute substantially to the process of learning. Contents Course book 1. The Story of the Socks 1 2. Sun 2 3. Kiki Talks 2 4.