DOCSLIB.ORG

Art History and Visual Studies

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Art History and Visual Studies GRADUATE SCHOOL Cover image: reproduced with kind permission of John Rylands Library. ART HISTORY AND VISUAL STUDIES POSTGRADUATE: MASTERS PROGRAMME 2015 SCHOOL OF ARTS, LANGUAGES AND CULTURES ART HISTORY AND VISUAL STUDIES www.manchester.ac.uk/alc You’re better connected at Manchester With a breadth of research activity that’s unrivalled in the UK, we work across disciplines and beyond the University, connecting the brightest minds to find innovative solutions to the world’s greatest challenges. Contents UoMSALC Our pioneering taught courses draw upon our world-leading research and our strong links Welcome to The University of Manchester 2 to global industry. You’ll quickly develop skills, I’ve been able to make good knowledge and experience that will make Art History and Visual Studies at Manchester 4 networks and connections in terms employers sit up and listen. Taught courses 6 of the work I’m doing and my future Connect with Manchester, and the world will Multidisciplinary research culture 10 career. I’ve been able to talk to some connect with you. outstanding professors and read some Specialist research areas 10 world-class journals. Manchester has Applying 10 opened my eyes. Staff research interests 12 Faith Nanyonga, School of Arts, Languages and Cultures 14 Manchester postgraduate 2014 Postgraduate skills and research training 16 Funding 16 Deadlines 16 Find out more about The University of Manchester 17 School contact details 18 POSTGRADUATE: MASTERS PROGRAMME 2015 SCHOOL OF ARTS, LANGUAGES AND CULTURES www.manchester.ac.uk/arthistoryvisualstudies 1 ART HISTORY AND VISUAL STUDIES www.manchester.ac.uk/alc We make things happen We offer much more than a degree Welcome to Our work makes an impact on real lives. We turn At Manchester, you’ll find the broadest range of enthusiasm into achievement and ground-breaking options outside of your studies for developing your theory into cutting-edge practice. That’s why we’re interests and experience, including: outstanding at the forefront of the search for solutions to some sports facilities, skills-development courses, mentoring The University of the world’s most pressing problems. Studying and programmes, community volunteering opportunities researching at Manchester gives you the chance to and dedicated support for taking part in or setting up make a difference, both during your studies and in a social enterprise. your future career. And you’ll be at the heart of the dynamic, of Manchester We work closely with organisations ranging from multicultural hub that is the city of Manchester, with government bodies to global businesses, from local events, facilities, attractions and opportunities to suit Whether you’re a committed researcher wanting health services to registered charities. From these every lifestyle, ambition and budget. links spring unique opportunities: we can deliver to further the human quest for knowledge, a courses informed by the latest expertise and research career-focused professional seeking a specialist programmes that have greater, more immediate Find out more impact and value. qualification, or a burning enthusiast for higher www.manchester.ac.uk/discover learning and understanding, a postgraduate We give you excellent prospects www.manchester.ac.uk/research degree at The University of Manchester will help Whether studying for a taught master’s or a research degree, you’ll be directly involved with cutting-edge you to realise your ambitions. research, benefiting from our continuous investment in the best facilities and a dynamic research culture that encourages innovative, cross-disciplinary collaboration. Our programmes are led by distinguished tutors and fellow researchers working at the forefront of their disciplines, ensuring that your qualification comes with a reputation that will open doors across the world. You’ll also have access to a Careers Service that really understands postgraduates, with specialist advisors, events and resources tailored to your needs. 2 UoMSALC 3 ART HISTORY AND VISUAL STUDIES www.manchester.ac.uk/alc image: Ancient of Days by William Blake. Courtesy of the Whitworth Art Gallery. As a Manchester student you will be able to Welcoming community work with the University’s superb collections, at Staff and postgraduates benefit greatly from the the Whitworth Gallery, John Rylands Library, and Art History and Visual coherent, close-knit and friendly atmosphere Manchester Museum. We encourage students to of our art-historical community, and from the collaborate with Manchester institutions. The city interdisciplinary research culture within the larger itself boasts a world-class Art Gallery and a dynamic School, Faculty, and University. We share intellectual Studies at Manchester contemporary art scene. interests and connections with subject areas across the humanities. We have particularly close Multidisciplinary expertise connections with the Centre for Museology, the Manchester’s Art History and Visual Studies department (AHVS) is at the Our scholars come from a wide variety of disciplinary Centre for New Writing, and the Whitworth Art leading edge of international research in the history and theory of art. backgrounds. Here you will find researchers bringing Gallery. We encourage our postgraduate students to the visual arts into dialogue with literature, philosophy help us maintain this vibrant atmosphere of research Our areas of expertise include modern architecture, early-modern European and science, raising urgent questions about the and learning, and help to make it prosper in new architecture, Renaissance science, graphic arts of the Renaissance, religious function of art in history and society. ways. clothing in Italy (1215-1545), Blake, Picasso, Surrealism, modernism and the avant-garde, photography, colour studies, sexuality studies and Access to cutting-edge research contemporary art. Please see our website for further details. Our teaching is led by our research. We have an extremely active research culture in which our cohort of postgraduate students plays a key role. You are encouraged to attend the research seminars in AHVS, where members of staff and guest lecturers present papers. We also have a lively student-run Postgraduate Forum. 4 UoMSALC 5 ART HISTORY AND VISUAL STUDIES www.manchester.ac.uk/alc Taught courses AHVS course units for the MA Issues in Art-Historical Practice Generations of Blake Prometheus Unbound: Art, Science, and Dr Charlie Miller Dr Colin Trodd Technology in the Renaissance Please note that these course units are indicative of Dr Anthony Gerbino what might be taken – we cannot guarantee that all This course unit is taken by all art history MA Generations of Blake provides an introduction to of these courses will be available in a given year. For students. The main part of the collective reading Blake criticism by engaging with key readings, Our definition of the ‘fine’ or ‘visual arts’ is a a full list of those available to you, please choose Art concentrates on influential authors, many of representations and exhibitions of Blake since around relatively recent construct. From the fifteenth to History and Visual Studies from the list of subjects on whom are outside the discipline of art history as 1830. In addition, it reviews his critical afterlife within the seventeenth century, the Latin word ars, like this web page: conventionally understood, yet who have challenging modern and contemporary culture, where he is the Greek word techne, referred essentially to ‘skill’ www.manchester.ac.uk/arts/postgraduatestudy things to say about issues fundamental to the fantasised as a critical pathfinder and incarnation of or ‘craft’ and more generally to bodies of practical discipline of art history – such as authorship, history, vital life. techniques for doing or making. Such forms of representation, visuality and space. expertise were understood to be distinct from Accordingly, this course unit explores a set of Taught course units theoretical knowledge or scientia, but historically This focus aims to help you to understand the keywords – ‘vision’, ‘imagination’, ‘freedom’, the two were often conjoined, indeed, intertwined, Our discipline is naturally located at a disciplinary foundations that support much art historical writing ‘expression’, ‘individualism’ and ‘experimentalism’ particularly as they regarded the natural world. crossroads, hence our long-standing collaborations of the past forty years. It is part of our commitment - to consider how Blake springs back to life via the with Archaeology, Museology, and other subject to enabling you to encounter first-hand 20th-century hinge problem at the centre of modern thought: that The Renaissance ‘artist’, understood in broad areas across the Faculty and University. You may take writers whose work has recently transformed our culture must preserve something that is taken to be in contemporary terms, therefore occupied a central one course unit in a subject area outside of AHVS discipline in a fundamental way. great danger - the capacity for the subject to remain place between the manual, ‘mechanical’ arts (typically (comprising 30 credits of the MA degree’s final 180 undivided. the domain of the artisan) and the intellectual Disciplines are porous and what we do in art history is credits), making it easy for you to complement your shaped and nuanced by what happens in contiguous ‘liberal’ arts of scholars and scientists. In exploring art historical research in a manner that suits your disciplines in human sciences and philosophy. this
Load more

Recommended publications
  • Trinity Sunday, Year A
    Trinity Sunday, Year A Reading Difficult Texts with the God of Love and Peace We all read Bible passages in the light of our own experiences, concerns and locations in society. It is not surprising that interpretations of the Bible which seem life-giving to some readers will be experienced by other readers as harmful or oppressive. What about these passages that are used to speak of the concept of the Trinity? This week's lectionary Bible passages: Genesis 1:1-2:4a; Psalm 8; 2 Corinthians 13:11-13; Matthew 28:16-20 Who's in the Conversation A conversation among the following scholars and pastors “Despite the desire of some Christians to marginalize those who are different, our faith calls us to embrace the diversity of our personhood created by God and celebrate it.” Bentley de Bardelaben “People often are unable to see „the goodness of all creation‟ because of our narrow view of what it means to be human and our doctrines of sin, God and humanity." Valerie Bridgeman Davis “By affirming that we, too, are part of God‟s „good creation,‟ lesbian, gay, bisexual and transgender people of faith begin to take responsibility for fostering love and peace throughout creation." Ken Stone “When we creep in the direction of believing that we absolutely know God, Christ, and the Holy Spirit, we have not only limited the Trinity, but also sown the seeds of hostility and elitism. We need to be reminded of the powerful, mysterious and surprising ways that the Trinity continues to work among all creation." Holly Toensing What's Out in the Conversation A conversation about this week's lectionary Bible passages LGBT people know that Scripture can be used for troubling purposes.
    [Show full text]
  • The Archaeology of Time Travel Represents a Particularly Significant Way to Bring Experiencing the Past the Past Back to Life in the Present
    This volume explores the relevance of time travel as a characteristic contemporary way to approach (Eds) & Holtorf Petersson the past. If reality is defined as the sum of human experiences and social practices, all reality is partly virtual, and all experienced and practised time travel is real. In that sense, time travel experiences are not necessarily purely imaginary. Time travel experiences and associated social practices have become ubiquitous and popular, increasingly Chapter 9 replacing more knowledge-orientated and critical The Archaeology approaches to the past. The papers in this book Waterworld explore various types and methods of time travel of Time Travel and seek to prove that time travel is a legitimate Bodil Petersson and timely object of study and critique because it The Archaeology of Time Travel The Archaeology represents a particularly significant way to bring Experiencing the Past the past back to life in the present. in the 21st Century Archaeopress Edited by Archaeopress Archaeology www.archaeopress.com Bodil Petersson Cornelius Holtorf Open Access Papers Cover.indd 1 24/05/2017 10:17:26 The Archaeology of Time Travel Experiencing the Past in the 21st Century Edited by Bodil Petersson Cornelius Holtorf Archaeopress Archaeology Archaeopress Publishing Ltd Gordon House 276 Banbury Road Oxford OX2 7ED www.archaeopress.com ISBN 978 1 78491 500 1 ISBN 978 1 78491 501 8 (e-Pdf) © Archaeopress and the individual authors 2017 Economic support for publishing this book has been received from The Krapperup Foundation The Hainska Foundation Cover illustrations are taken from the different texts of the book. See List of Figures for information.
    [Show full text]
  • Information to Users
    INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. ProQuest Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UNIVERSITY OF CINCINNATI 1 J93S. I hereby recommend that the thesis prepared under my supervision bu ___________________ entitled TVip Aphorisms of GeoTg Christoph Lichtenberg _______ with a Brief Life of Their Author. Materials for a _______ Biography of Lichtenberg. ______________________________________ be accepted as fulfilling this part of the requirements for the degree o f (p /fc -£^OQOTj o Approved by: <r , 6 ^ ^ FORM 660—G.S. ANO CO.—lM—7«33 Reproduced with permission of the copyright owner.
    [Show full text]
  • The Social Impact of the Revolution
    THE SOCIAL IMPACT OF THE REVOLUTION AMERICAN ENTERPRISE INSTITUTE'S DISTINGUISHED LECTURE SERIES Robert Nisbet, historical sociologist and intellectual historian, is Albert Schweitzer professor-elect o[ the humanities at Columbia University. ROBERTA. NISBET THE SOCIAL IMPACT OF THE REVOLUTION Distinguished Lecture Series on the Bicentennial This lecture is one in a series sponsored by the American Enterprise Institute in celebration of the Bicentennial of the United States. The views expressed are those of the lecturers and do not necessarily reflect the views of the staff,officers or trustees of AEI. All of the lectures in this series will be collected later in a single volume. revolution · continuity · promise ROBERTA. NISBET THE SOCIAL IMPACT OF THE REVOLUTION Delivered in Gaston Hall, Georgetown University, Washington, D.C. on December 13, 1973 American Enterprise Institute for Public Policy Research Washington, D.C. © 1974 by American Enterprise Institute for Public Policy Research, Washington, D.C. ISBN 0-8447-1303-1 Library of Congress Catalog Card Number L.C. 74-77313 Printed in the United States of America as there in fact an American Revolution at the end of the eighteenth century? I mean a revolu­ tion involving sudden, decisive, and irreversible changes in social institutions, groups, and traditions, in addition to the war of libera­ tion from England that we are more likely to celebrate. Clearly, this is a question that generates much controversy. There are scholars whose answer to the question is strongly nega­ tive, and others whose affirmativeanswer is equally strong. Indeed, ever since Edmund Burke's time there have been students to de­ clare that revolution in any precise sense of the word did not take place-that in substance the American Revolution was no more than a group of Englishmen fighting on distant shores for tradi­ tionally English political rights against a government that had sought to exploit and tyrannize.
    [Show full text]
  • Ttu Stc001 000054.Pdf (11.39Mb)
    SOCIAL THEORY THE LIBRARY OF SOCIAL STUDIES Edited by G. D. H. COLE SOCIAL THEORY By G. D. H. COLE, Author of "Self-Government in Industry," " Labour in the Commonwealth," etc. THE INDUSTRIAL REVOLUTION By J. L. and B. E. HAMMOND, Authors of "The Village Labourer," " The Town Labourer," etc. THE INDUSTRIAL HISTORY OP^ MODERN BRITAIN (1830-1919). By J. R. TAVI.OR, Joint-Author of "The Industrial Outlook," etc. THE FALL OF FEUDALISM IN FRANCE By SYDNEY HERBERT, Author of " Modern Europe," etc. THE FRENCH REVOLUTION IN POLITICAL THOUGHT By M. B, RECKITT, Author of "The Meaning of National Guilds," etc. THE BRITISH LABOUR MOVEMENT By C. M. LLOYD, Author of "Trade Unionism," "The Reorganisa­ tion of Local Government," etc. INDUSTRY IN THE MIDDLE AGES By G. D. H. and M. I. COLE SOCIAL THEORY BY G. D. H. COLE FELLOW OF MAGDALEN COLLEGE, OXFORD AUTHOR OF "SELF-GOVERNMENT IN INDUSTRY" "LABOUR IN THE COMMONWEALTH" ETC. METHUEN & GO. LTD. 36 ESSEX STREET W.G. LONDON First Published in ig20 CONTENTS CHAP. PAGE I. THE FORMS OF SOCIAL THEORY . I IL SOME NAMES AND THEIR MEANING . 25 III. THE PRINCIPLE OF FUNCTION . .47 IV. THE FORMS AND MOTIVES OF ASSOCIATION . 63 V. THE STATE . .81 VI. DEMOCRACY AND REPRESENTATION . 103 VII. GOVERNMENT AND LEGISLATION . .^ 117 VIII. COERCION AND CO-ORDINATION . .128 IX. THE ECONOMIC STRUCTURE OF SOCIETY . 144 X. REGIONALISM AND LOCAL GOVERNMENT . 158 XI. CHURCHES . .172 XII. LIBERTY . .180 XIII. THE ATROPHY OF INSTITUTIONS . 193 XIV. CONCLUSION . .201 INDEX -215 SOCIAL THEORY CHAPTER I THE FORMS OF SOCIAL THEORY.
    [Show full text]
  • Researching Memory in Early Modern Studies’
    Kate Chedgzoy, Elspeth Graham, Katharine Hodgkin, and Ramona Wray ‘Researching memory in early modern studies’. Memory Studies 11:1, 2018, 5-20 Introduction ‘Memory’, long a significant object of study for early modern scholars, has more recently become an important conceptual and interpretative tool used to explore a diverse range of sixteenth- and seventeenth-century texts, artefacts, remains and imaginations. In literary studies, critics have used memory to illuminate authorial recollections, representations of memorial acts and the relation of memory to performance practices (Hiscock, 2011; Holland, 2006). For historians, memory has offered a means of thinking about the complex processes of change and resistance that shaped early modern Britain and Ireland (Walsham, 2011; Wood, 2013). Frequently deployed to illuminate the social and affective dimensions of religious and political transformations and conflicts from the era, theorizations of memory have also been productively taken up to track the responsive formation of cultures of remembering and forgetting (Baldo, 2012; Ivic and Williams, 2004). Conversely, many of the core concerns of the cross-disciplinary field of memory studies find an echo in key themes explored in recent work on early modern cultures of memory. These include the commemoration of suffering, material objects and memory practices, memory and subjectivity, the politics of memory and the ways in which memory both makes and unmakes community identity. Scholars working on early modern memory are alert to these intellectual continuities, but adopt very different positions as to the similarities and differences between early modern and contemporary practices and concepts of memory. William E. Engel, Rory Loughnane and Grant Williams (2016), for instance, insist on the unfamiliarity of early modern memory culture in that it frames memory as orderly rather than disruptive, tied to the rational soul rather than the irrational unconscious (pp.
    [Show full text]
  • Jamming As a Curriculum of Resistance: Popular Music, Shared Intuitive Headspaces, and Rocking in the "Free" World
    Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Spring 2015 Jamming as a Curriculum of Resistance: Popular Music, Shared Intuitive Headspaces, and Rocking in the "Free" World Mike Czech Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Part of the Art Education Commons, and the Curriculum and Instruction Commons Recommended Citation Czech, Mike, "Jamming as a Curriculum of Resistance: Popular Music, Shared Intuitive Headspaces, and Rocking in the "Free" World" (2015). Electronic Theses and Dissertations. 1270. https://digitalcommons.georgiasouthern.edu/etd/1270 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. JAMMING AS A CURRICULUM OF RESISTANCE: POPULAR MUSIC, SHARED INTUITIVE HEADSPACES, AND ROCKING IN THE “FREE” WORLD by MICHAEL R. CZECH (Under the Direction of John Weaver) ABSTRACT This project opens space for looking at the world in a musical way where “jamming” with music through playing and listening to it helps one resist a more standardized and dualistic way of seeing the world. Instead of having a traditional dissertation, this project is organized like a record album where each chapter is a Track that contains an original song that parallels and plays off the subject matter being discussed to make a more encompassing, multidimensional, holistic, improvisational, and critical statement as the songs and riffs move along together to tell why an arts-based musical way of being can be a choice and alternative in our lives.
    [Show full text]
  • Local Industrial Strategy
    Greater Manchester Local Industrial Strategy June 2019 1 Industrial Strategy Good Work Plan Contents Foreword 04 Executive summary 07 Introduction 18 Greater Manchester’s Industrial Strategy 20 The Independent Prosperity Review 24 Strengths and opportunities 31 The five foundations of productivity Ideas 59 People 62 Infrastructure 68 Business environment 76 Places 84 Implementation 92 2 3 Industrial Strategy Greater Manchester Local Industrial Strategy Foreword “ We can see only a short distance ahead but we can see plenty that And it seeks to raise productivity And digital transformation has needs to be done”. - Alan Turing, Manchester, 1950. and pay in the foundational sectors the potential to create better of the economy - including in large quality, future-facing jobs in all Alan Turing’s words have as much Greater Manchester has a proud history sectors such as retail, hospitality sectors of the economy. relevance today as they did then. of innovation, from the world’s first and tourism, and social care. Written in Manchester when he passenger railway, to the world’s first Led by a partnership including the was pioneering work that led to the stored program electronic computer, Crucially, the strategy builds on Greater Greater Manchester Mayor, the Greater modern computing revolution, he to the Nobel Prize winning isolation Manchester’s best asset - its people - to Manchester Combined Authority, the inspired technologies across the of graphene in our own time. Greater continue to drive social progress. It sets Greater Manchester Local Enterprise world which are transforming the way Manchester’s economic leadership out a plan for communities across the Partnership, and national government, we live our lives as workers, citizens has gone hand in hand with social cities and towns of Greater Manchester the Greater Manchester Local and consumers.
    [Show full text]
  • Human Rights and the Rule of Law in Renaissance England Sir John Baker
    Northwestern Journal of International Human Rights Volume 2 | Issue 1 Article 3 Spring 2004 Human Rights and the Rule of Law in Renaissance England Sir John Baker Follow this and additional works at: http://scholarlycommons.law.northwestern.edu/njihr Recommended Citation Sir John Baker, Human Rights and the Rule of Law in Renaissance England, 2 Nw. J. Int'l Hum. Rts. 1 (2004). http://scholarlycommons.law.northwestern.edu/njihr/vol2/iss1/3 This Article is brought to you for free and open access by Northwestern University School of Law Scholarly Commons. It has been accepted for inclusion in Northwestern Journal of International Human Rights by an authorized administrator of Northwestern University School of Law Scholarly Commons. Copyright 2004 by Northwestern University School of Law Volume 2 (Spring 2004) Northwestern Journal of International Human Rights HUMAN RIGHTS AND THE RULE OF LAW IN RENAISSANCE ENGLAND * Sir John Baker ¶ 1 The topic of human rights may seem fa r removed from the territory of the early- modern legal historian. Everyone knows that the United Kingdom did not formally subscribe to human rights until 2001, and the general reaction to the title of this paper has been one of incredulity. Surely there were no human rights in the time of Henry VIII or Bloody Mary? Could anyone in their right mind reconcile the “Henrician despotism” with the rule of law? Your topic, Professor Baker, should not occupy us for many minutes. Well, it depends on whether we regard such concepts as descriptive or normative. It is perfectly possible to find early-modern assertions of many, perhaps most, of the standards or aspirations which have been relabelled in our own time using the terminology of universal human rights.
    [Show full text]
  • Senate Bill to Require Humane Treatment of Experi- Bill Identical to S
    A IO AIMA WEAE ISIUE 22 EAS th SEE, EW YOK, . Y. 000 January-February, 1965 l. 4, . SEAOS CAK, AE, Y, COMAIO I IOUCE Y MUSKIE A YOUG SOSO COGESSMA CEEA UMAE EAME I Congressman James C. Cleveland (R., N.H.) introduced Senator Joseph S. Clark of Pennsylvania, chief sponsor in the U.S. House of Representatives on March second a of the Senate bill to require humane treatment of experi- bill identical to S. 0. The number of Congressman mental animals in the Eighty-Eighth and Eighty-Ninth Cleveland's bill is H.R. 64. In introducing it he said: Congresses, reintroduced his bill on February ninth. He "Humane protection for laboratory animals is a proper was-joined by Senator E. L. Bartlett of Alaska, Senator concern for any civilized society. I have studied many Harry F. Byrd of Virginia, Senator Edmund S. Muskie of proposals and am convinced my bill will provide standards Maine, and Senator Stephen M. Young of Ohio. The bill, of humane treatment without impairing legitimate research. S. 1071, would provide humane treatment for all animals It follows closely the guidelines established in England used in experiments and tests by the Federal Government in 86. That law is still in force today and has the ap- and by institutions receiving grants from the Federal Gov- proval of the overwhelming majority of responsible British ernment. scientists. (For the full text of Senator Clark's remarks, see page 4.) (Continued on page 2 The following editorial published by the Ann Arbor, EW EIIO O "ASIC CAE Mich, News, March 6, 1965 expresses clearly the need for O EEIMEA AIMAS" immediate passage of S.
    [Show full text]
  • Love Your Neighbor As Yourself. Concrete Way to Express That Through Our Lives and Ministry Programs
    Introduction From time to time, the United Church Board has established a theme for its upcoming year of ministry and mission. In mid 2015, it began discussing how it might provide a positive Christian witness for a world being torn apart by fear and separation resulting in the development of an increasingly segregated society. The Board spent time considering a number of proposals over these months, using criteria for their sort that include: speaking and acting from an authentic base of Christian faithfulness; offering an inclusive approach rather than focusing on one group or need; being positive and affirming, rather than shaping our message around negative or "anti-" sentiments; and providing adequate time for congregational education and opportunities to be heard and included. Further, while offering a positive Christian witness often includes forms of political activity –such as voting, letter-writing, and other actions, the Board seeks to be respectful of all people and points of view and does not presume to identify singular or only-appropriate faithful individual responses in any arena. Through its leadership, the Board strives to encourage us all to find ways to rise above the shifting sands of party politics, by reminding us of our common ground of Christian faith, compassion, service, tolerance and generosity which have long characterized UCF's ministry. It is from that solid ground that we move into the future together. To those ends, the Board, on the recommendation of the Outreach Committee, identified the text "Love your neighbor as yourself" as the theme for a year in our life together.
    [Show full text]
  • Liam Ward [S3225671] "Do Nothing and Do It Well"
    Do Nothing and Do It Well: Making Radical Activist Historical Documentaries A project submitted in fulfilment of the requirements for the degree of Doctor of Philosophy. Liam Boswell Ward BSc, BA (Hons), MA (Deakin) School of Media and Communication, College of Design and Social Context RMIT University March 2017 The Australian News for Home Readers, 28 March 1867 Declaration I certify that except where due acknowledgement has been made, the work is that of the author alone; the work has not been submitted previously, in whole or in part, to qualify for any other academic award; the content of project is the result of work which has been carried out since the official commencement date of the approved research program; any editorial work, paid or unpaid, carried out by a third party is acknowledged; and, ethics procedures and guidelines have been followed. I acknowledge the support I have received for my research through the provision of an Australian Government Research Training Program Scholarship. Liam Boswell Ward 3rd March 2017 ii Acknowledgements My supervisors David Carlin and Cathy Greenfield offered honest critique and intellectual support, and they even made sure this whole project finally found the finish line. Notwithstanding their valuable help, it should go without saying that all opinions, errors and outlandish claims that might pepper these pages are my fault alone. Thanks to Maria Stratford for the provision of useful source material from her own family, and to Peter Kemp for talking me through my early ideas of the film’s form and offering much- appreciated collegial dialogue. Special thanks to all my colleagues in the RMIT Media program, especially Rachel Wilson, Paul Ritchard and Lisa French.
    [Show full text]