DOCSLIB.ORG

Craggenmohr Cuimean Spring / Summer Alba Gu Brath! 2016

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Craggenmohr Cuimean Spring / Summer Alba Gu Brath! 2016 12 Craggenmohr Cuimean Spring / Summer 2016 Alba gu brath! Ceud mìle fàilte Alba gu brath! The Rocky Mountain Branch of Clan Cumming began in 2008. Committed to preserving the history and legacy of the Great Clan Cumming. We remain faithful to the of the American Clan Cumming Association. Find us at a festival near you Slàinte mhor! (great health) Facail bho An Cuimean or words of the Cumming “I see a whole army of my countrymen, here in defiance of tyranny! You have come to fight as free men. And free men you are. What will you do without freedom? Will you fight? Two thousand against ten? – [A soldier yells.] NO! We will RUN and LIVE! “Yes!” William Wallace shouts back. FIGHT and you might die. RUN and you may live at least awhile. And dying in your bed many years from now, would you be willing to trade all the days from this day to that for one chance, just one more chance, to come back here as young men and tell our enemies that they may take our lives but they will never take our freedom!” Braveheart The Rocky Mountain region website cummingcourage.com online in June “Lange may lum reek” “Haste ye back, we love you dearly, Call again you're welcome here. May your days be free from sorrow, And your friends be ever near. May the paths on which you wander be to you a joy each day. Haste ye back, we loo you dearly Haste back on friendship’s way Lorem Ipsum Festivals & Events Scottish Politics Business leaders have Come Make A Memory warned the UK economy is already June 17/19 – Pikes Peak Celtic Festival, Colorado Springs being damaged by June 27/28 – Colorado REN Festival Celtic Weekend uncertainty ahead of Larkspur CO next month’s June (dates TBA) Scottish Festival and Highland Games, referendum on the Thanksgiving Point, UT UK’s membership of the European Union. June 3/5 - Colorado Medieval Festival Fort Collins, CO The Confederation of British Industry (CBI) July 8/9 Payson Scottish Festival and Highland Games cut its growth forecasts Payson Memorial Park Payson, UT and said the 23 June vote July 8-10 – Colorado Irish Festival at Clement Park, is beginning to put a Littleton, CO stop to investment. The business group’s latest July 16/17 - Elizabeth Celtic Festival, Jones Park, Elizabeth, quarterly forecast CO predicts the UK will see 2 per cent GDP growth Aug 5-7 – Colorado Scottish Festival in Snowmass CO in both 2016 and 2017, Aug 26/27 – Utah REN Festival at Thanksgiving Point UT down from 2.3 per cent and 2.1 per cent Sep 8-11 - Long’s Peak Scottish-Irish Fest., Estes Park, CO respectively. Sep 17/18 – Celtic Harvest Festival in Edgewater, CO Read more: scotsman.com Nov 4-6 – Scots On the Rocks in Moab, UT breitbart.com Brexit Vote 23 June 2016 http://www.bbc.com/news/uk- politics-32810887 3 Lorem Ipsum Highland Games and the Athletics History or Hype The history versus ‘hype’ argument invariably gets debated or discussed before many Highland Games. The ‘hype’ of Scottish athletic competition gets debated because many people see the games as a show only at Highland Games at Scottish Festivals. Placing the ‘hype’ aside (it’s not only entertainment it’s a chance to compete for pride.) Let’s explore the history. The history behind Scottish Athletics goes back to the year 1057. The highland games competition held at Clan gatherings has been around for centuries. Since their inception King Malcolm Ceanmore used for early forms of the games as a means of selecting and improving his military’s skills. Hammers for the hammer throw were made by blacksmiths to drive fence posts and weigh around 22 pound hammers. The Cabers were made from Larch trees and it’s origin as a means to cross small rivers, creeks, and chasms in the landside. The Stone put or toss weighs approximately 16 to 28 lbs. for the lightweights and up to heavy weights 42-56 lbs. The Sheaf toss which is a bundle of straw thrown over a high bar. Its origin goes back to medieval times when farmers threw the sheaf with a pitchfork for competition. Kilts and Appareal (Note: Site add-ons may or may not be safe. We did not authorize any that appear.) USAKilts www.usakilts.com Scotweb www.scotweb.co.uk St.Kilda www.stkildausa.com Sportkilt www.sportkilt.com The Celtic Croft www.kilts-n-stuff.com ScotClans www.scotclans.com The Scottish Tartan Museum www.scottishtartans.org The Tartan Army www.tartanarmy.net http://www.tartanarmy.net/TA-Songs/Well-Be-Coming Contact us at [email protected] Like us on Facebook www.facebook.com/colorado.cumming Share your festival pix with us. We want to see some fun. .
Load more

Recommended publications
  • Oscar-Winning 'Slumdog Millionaire:' a Boost for India's Global Image?
    ISAS Brief No. 98 – Date: 27 February 2009 469A Bukit Timah Road #07-01, Tower Block, Singapore 259770 Tel: 6516 6179 / 6516 4239 Fax: 6776 7505 / 6314 5447 Email: [email protected] Website: www.isas.nus.edu.sg Oscar-winning ‘Slumdog Millionaire’: A Boost for India’s Global Image? Bibek Debroy∗ Culture is difficult to define. This is more so in a large and heterogeneous country like India, where there is no common language and religion. There are sub-cultures within the country. Joseph Nye’s ‘soft power’ expression draws on a country’s cross-border cultural influences and is one enunciated with the American context in mind. Almost tautologically, soft power implies the existence of a relatively large country and the term is, therefore, now also being used for China and India. In the Indian case, most instances of practice of soft power are linked to language and literature (including Indians writing in English), music, dance, cuisine, fashion, entertainment and even sport, and there is no denying that this kind of cross-border influence has been increasing over time, with some trigger provided by the diaspora. The film and television industry’s influence is no less important. In the last few years, India has produced the largest number of feature films in the world, with 1,164 films produced in 2007. The United States came second with 453, Japan third with 407 and China fourth with 402. Ticket sales are higher for Bollywood than for Hollywood, though revenue figures are much higher for the latter. Indian film production is usually equated with Hindi-language Bollywood, often described as the largest film-producing centre in the world.
    [Show full text]
  • A Study of Musical Affect in Howard Shore's Soundtrack to Lord of the Rings
    PROJECTING TOLKIEN'S MUSICAL WORLDS: A STUDY OF MUSICAL AFFECT IN HOWARD SHORE'S SOUNDTRACK TO LORD OF THE RINGS Matthew David Young A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF MUSIC IN MUSIC THEORY May 2007 Committee: Per F. Broman, Advisor Nora A. Engebretsen © 2007 Matthew David Young All Rights Reserved iii ABSTRACT Per F. Broman, Advisor In their book Ten Little Title Tunes: Towards a Musicology of the Mass Media, Philip Tagg and Bob Clarida build on Tagg’s previous efforts to define the musical affect of popular music. By breaking down a musical example into minimal units of musical meaning (called musemes), and comparing those units to other musical examples possessing sociomusical connotations, Tagg demonstrated a transfer of musical affect from the music possessing sociomusical connotations to the object of analysis. While Tagg’s studies have focused mostly on television music, this document expands his techniques in an attempt to analyze the musical affect of Howard Shore’s score to Peter Jackson’s film adaptation of The Lord of the Rings Trilogy. This thesis studies the ability of Shore’s film score not only to accompany the events occurring on-screen, but also to provide the audience with cultural and emotional information pertinent to character and story development. After a brief discussion of J.R.R. Tolkien’s description of the cultures, poetry, and music traits of the inhabitants found in Middle-earth, this document dissects the thematic material of Shore’s film score.
    [Show full text]
  • Helping You to Focus Better
    #1 BOOK ONE word search Helping you to focus better Crystalens® vision workbook “your road to visual rejuvenation” DUNKIN DONUTS F J N H I A F L R W X D D T Z K T P E K Y W X C S T V B Q L O D V H O O R F Y X S O T E O M G M Q R D I Q K L T H I Z B J Y T T Y H G M V C Y Y T F L E L L E H J J P L I Y C H U J Y W N C E R K F O A R I T C R O I S S A N T W F R P C N F Z I X Y N Y E Y J X L N Y F R P A I L N E O L S W Z T E F K D U O C X D C J B Y L K G N Q E T T A L V C R W D C K D Q N N S A G R U B W F N U W R H U X O M D D U Q C L K W P B R P B W B P T U M J D R T F W S L T E I M A Y Y P X G E J X C V V S C L K I L P D V M A V H S Y V Q Y W N N A T W O N I J D C U N R Y Z F I J Q O A K D K N E A D T M U A J F P V D R O U E L E G A B E V Y T E J K V G P S H D E B M M H T C R Q T G K U W V F Z W R U K P T R O I J U B Y U H J E L E E X W Q V Q F B N M G J A W M U F F I N Z E G X K A S N B P A S V P Q X A L K O D U D A Q Bagel Drive Thru Beans Hazelnut Cappuccino Iced Coffee Latte Croissant Muffin Doughnut Vanilla #1 CANDY BARS W G I X B R B U Q I U C V Q S V K O O I H Y V S W Q Q U O R C N D C T Y Z K F B O O WH M M Y A W C E J T V Y I R R P S W O U U R K A L N O O E R N X J B X M G G J O O G C U Q W C Z Q T D H V M O W O W R E Q O C M V F U I L Y E D O R A O W R D M E O S L G Q M C S A I K E K E E K A J U L D E S E E R M B W Z S S O N Y K R L J Q B Y T A S H U H Y Q S M U V A U A I M P A A U R B T M N K E H E B M C O B R E O R T M S T V T I L H E R S H E Y Y V K L N N B E K I K H I U T M J T T V K B B A B D R W K C A K M E F K A T Q B S A
    [Show full text]
  • Richards Quiz Week 22
    Round 1 - Name the films these clips came from 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 Round 2 Name the twenty states whose first letter must come from the word ‘man’ Round 3 General knowledge 1 How is the number 60 written in Roman numerals? 2 What is the least used letter in the English language? 3 How many lines does a limerick have? 4 By what name was the UK entertainer Alfred Hawthorne Hill better known? 5 Which of these wedding anniversaries would you celebrate last? Silver, Crystal or Ruby? 6 What is the only sign of the zodiac that contains none of the letters of the word `School`? 7 The peacock is the national bird of what country? 8 Which of the Great Lakes is the source of the River Niagra? 9 Which real-life Russian did Boney M sing about in 1978 10 What are the names of the Duke Of York`s two children? 11 What two drinks are used to made a `Black Velvet`? 12 A country historically known as Abyssinia, what is the modern name for it? 13 Which actress played the female lead in the film `Out Of Africa`? 14 In which country did the sport of ice-hockey originate? 15 What is a Flemish giant? 16 In the film and TV series `The Fugitive` what was the occupation of the Fugitive? 17 In which Australian city is the TV soap opera `Neighbours` set? 18 Which organ of the body is affected by Bright's Disease? 19 What colour is a custard apple? 20 Which European capital was once known as Christiania? Answers (week 22) Round 1 1 Airplane 2 Bonny & Clyde 3 Doctor Zivago 4 UP 5 Rocky 6 Braveheart 7 Slumdog Millionaire 8 Beauty
    [Show full text]
  • Downloaded from Manchesterhive.Com at 10/02/2021 09:03:16PM Via Free Access Andrew Higson
    1 5 From political power to the power of the image: contemporary ‘British’ cinema and the nation’s monarchs Andrew Higson INTRODUCTION: THE HERITAGE OF MONARCHY AND THE ROYALS ON FILM From Kenneth Branagh’s Henry V Shakespeare adaptation in 1989 to the story of the fi nal years of the former Princess of Wales, inDiana in 2013, at least twenty-six English-language feature fi lms dealt in some way with the British monarchy. 1 All of these fi lms (the dates and directors of which will be indi- cated below) retell more or less familiar stories about past and present kings and queens, princes and princesses. This is just one indication that the institution of monarchy remains one of the most enduring aspects of the British national heritage: these stories and characters, their iconic settings and their splendid mise-en-scène still play a vital role in the historical and contemporary experience and projection of British national identity and ideas of nationhood. These stories and characters are also of course endlessly recycled in the pre- sent period in other media as well as through the heritage industry. The mon- archy, its history and its present manifestation, is clearly highly marketable, whether in terms of tourism, the trade in royal memorabilia or artefacts, or images of the monarchy – in paintings, prints, fi lms, books, magazines, televi- sion programmes, on the Internet and so on. The public image of the monarchy is not consistent across the period being explored here, however, and it is worth noting that there was a waning of support for the contemporary royal family in the 1990s, not least because of how it was perceived to have treated Diana.
    [Show full text]
  • Teaching World History with Major Motion Pictures
    Social Education 76(1), pp 22–28 ©2012 National Council for the Social Studies The Reel History of the World: Teaching World History with Major Motion Pictures William Benedict Russell III n today’s society, film is a part of popular culture and is relevant to students’ as well as an explanation as to why the everyday lives. Most students spend over 7 hours a day using media (over 50 class will view the film. Ihours a week).1 Nearly 50 percent of students’ media use per day is devoted to Watching the Film. When students videos (film) and television. With the popularity and availability of film, it is natural are watching the film (in its entirety that teachers attempt to engage students with such a relevant medium. In fact, in or selected clips), ensure that they are a recent study of social studies teachers, 100 percent reported using film at least aware of what they should be paying once a month to help teach content.2 In a national study of 327 teachers, 69 percent particular attention to. Pause the film reported that they use some type of film/movie to help teach Holocaust content. to pose a question, provide background, The method of using film and the method of using firsthand accounts were tied for or make a connection with an earlier les- the number one method teachers use to teach Holocaust content.3 Furthermore, a son. Interrupting a showing (at least once) national survey of social studies teachers conducted in 2006, found that 63 percent subtly reminds students that the purpose of eighth-grade teachers reported using some type of video-based activity in the of this classroom activity is not entertain- last social studies class they taught.4 ment, but critical thinking.
    [Show full text]
  • Teaching Social Studies Through Film
    Teaching Social Studies Through Film Written, Produced, and Directed by John Burkowski Jr. Xose Manuel Alvarino Social Studies Teacher Social Studies Teacher Miami-Dade County Miami-Dade County Academy for Advanced Academics at Hialeah Gardens Middle School Florida International University 11690 NW 92 Ave 11200 SW 8 St. Hialeah Gardens, FL 33018 VH130 Telephone: 305-817-0017 Miami, FL 33199 E-mail: [email protected] Telephone: 305-348-7043 E-mail: [email protected] For information concerning IMPACT II opportunities, Adapter and Disseminator grants, please contact: The Education Fund 305-892-5099, Ext. 18 E-mail: [email protected] Web site: www.educationfund.org - 1 - INTRODUCTION Students are entertained and acquire knowledge through images; Internet, television, and films are examples. Though the printed word is essential in learning, educators have been taking notice of the new visual and oratory stimuli and incorporated them into classroom teaching. The purpose of this idea packet is to further introduce teacher colleagues to this methodology and share a compilation of films which may be easily implemented in secondary social studies instruction. Though this project focuses in grades 6-12 social studies we believe that media should be infused into all K-12 subject areas, from language arts, math, and foreign languages, to science, the arts, physical education, and more. In this day and age, students have become accustomed to acquiring knowledge through mediums such as television and movies. Though books and text are essential in learning, teachers should take notice of the new visual stimuli. Films are familiar in the everyday lives of students.
    [Show full text]
  • Historical Film Reception: an Ethnographic Focus Beyond
    HISTORICAL FILM RECEPTION: AN ETHNOGRAPHIC FOCUS BEYOND ENTERTAINMENT by VINCENT J. BISSON A THESIS Presented to the Interdisciplinary Studies Program: Individualized Program and the Graduate School ofthe University ofOregon in partial fulfillment ofthe requirements for the degree of Master ofArts June 2010 11 "Ilisiorical I,'ilm Reception: An Ethnographic ,,"oeus beyond I~ntertainrnent," a thesis pn.:pared by Vincent.l. Bisson ill partial fulfillment of tile reqllircrllcnts 1'01' the Master or Arts degree in 1I11~ Inh,~l'disciplinary Studies Progl'lllll: Individualized Progralll. This thesis Date Committee in Charge: Ik Daniel Wojcik, Chair Dr. Jeffrey Hanes Dr. Bish Sen Accepted by: Dean ofthe Graduate School 111 An Abstract ofthe Thesis of Vincent J. Bisson for the degree of Master ofArts in the Interdisciplinary Studies Program: Individualized Program to be taken June 2010 Title: HISTORICAL FILM RECEPTION: AN ETHNOGRAPHIC FOCUS BEYOND ENTERTAINMENT Approved: _ Dr. Daniel Wojcik, chair Approved: -,------ _ Dr. Jeffrey Hanes Approved: _ Dr. Bish Sen Drawing upon theories from folkloristics, history, and audience studies, this thesis analyzes historical films, their reception, and the importance ofhistory and film in everyday life. Using an interdisciplinary approach, I demonstrate how a folkloric perspective may contribute to and strengthen the study ofhistorical films by emphasizing the attributes ofnarrative and beliefat the vernacular level ofreception. With an ethnographic and qualitative focus on the informal, common, and everyday film viewing habits ofspecific individuals in relation to historical belief, this project provides IV empirical evidence that is necessary for a more accurate understanding ofthe function and reception ofhistorical films. This study also re-examines the formal aspects of historical films in relation to historical re-construction, the definition and categorization ofsuch films, their reception, their function beyond entertainment, and the need for an integration ofnew research in both audience studies and folklore studies.
    [Show full text]
  • AP Human Geography Summer Assignment Mrs
    AP Human Geography Summer Assignment Mrs. Lyons [email protected] Human Geography is a unique subject to study and requires the student to look with a different perspective on the way humanity interactions with the world. The class will require students to reflect on and use their own experiences. This summer assignment is designed to give you some common experiences and knowledge. I have also included some “suggested” assignments that you might want to do to make your experience a little easier. Required Assignment: A Geographer’s Journal Required Supplies: A journal that you can write in. You will be using this throughout the year so make sure you do not get a small one. A composition notebook is a good size. You are to do five (5) of the following 16 assignments. In the journal, you must write about what you did and your observations. I want you to have fun with this so you can be as original as you would like. Be creative but also be observant. You can put pictures in this but you must also write things down. There is no “right” or “wrong”, there is only depth of your experience and observations. The only requirement is the word count. You must write at least 300 words for each assignment. You will be graded on the apparent effort you put into your journal. 1. Eat 3 traditional meals from different countries (Fast food and chain restaurants do not fit this assignment). They must be authentic meals. It would be best to have a native of the country prepare them.
    [Show full text]
  • Braveheart.Pdf
    TEACHERS NOTES The ‘Braveheart’ study guide is aimed at students of GCSE Media Studies, A’ Level Film and Communication and GNVQ Media, Communication and Production, offering teachers of these courses a means of working with mainstream film. Areas of examination within the guide are narrative structure, representation, the Star, the production, and the use of special effects. These areas are essential in the study of film and media and the guide can also be used as an example for teachers of how to approach film generally. SYNOPSIS In the late 13th century, William Wallace (Mel Gibson) returns to Scotland after living away from his homeland for many years. The King of Scotland has died without an heir and the King of England, a ruthless pagan known as Edward the Longshanks, has seized the throne. Wallace becomes the leader of a ramshackle yet courageous army determined to vanquish the greater English forces. Wallace’s courage and passion unite his people in ‘Braveheart’. Following his directorial debut, ‘The Man Without a Face’, Mel Gibson is directing, producing and starring in a film combining action, intrigue and romance to tell the story of legendary Scottish knight Sir William Wallace and the love that inspired him to fight for his country’s freedom. ‘Braveheart’, dir. Mel Gibson, Twentieth Century Fox, UK release 8 September, 1995. BACKGROUND The period from about 1150 to 1350 is often called the High Middle Ages because it was in this era when medieval civilization took its fullest form. In 1066 William the Conqueror brought feudalism to England, but the early castles of that time were only wooden stockades and looked more like a Western frontier fort than our common image of a castle.
    [Show full text]
  • Representing History
    Representing History The Pianist To Kill A King Why use film? History is currently `in vogue’ with the media. Documentaries cover the five terrestrial channels, historical non-fiction tops the best selling charts and Simon Schama, Michael Wood and David Starkey are now superstar presenters. Time Team and Restoration positively encourage us to take a `hands on’ approach – we can now affect what happens to our heritage directly. Historical films are also as popular as ever, with Pirates of the Caribbean currently topping the UK Box Office (although historians may argue exactly which historical period it is from!) and there are still many costume drama classics that draw in audiences across the world. Films that attempt to show history are sometimes derided by historians and critics for their lack of accuracy and sometimes hilariously bad casting - John Wayne as Genghis Khan anyone? However, if we view historical films as documents to begin an investigation, and if we look at how the film itself works, as well as examining how it purports to tell us about the past, the result can be a rewarding and enjoyable journey. A film can capture a feeling for a time; can create a mood and a picture of the past that perhaps, with further historical research and examination of the other contemporary art forms (drama, literature, painting, music etc.) can make that world come to life. © Film Education 2003 1 Curriculum Links The case study films below have been chosen both for their specific links to historical topics but also because of their filmic interest, either as a new take on a particular subject or an innovative way of telling a story.
    [Show full text]
  • 31295012428586.Pdf (7.498Mb)
    THE RE-MAKING OF A MYTHIC HERO: SCOTTISH NATIONALISM IN BRAVEHEART by KENNETH CARR HAWLEY, B.A. A THESIS IN ENGLISH Submitted to the Graduate Faculty of Texas Tech University in Partial FulfiUment of the Requirements for the Degree of MASTER OF ARTS Approved May, 1998 'JOI r3 ACKNOWLEDGMENTS <^ % / /\)o • ' For their continued care and support, I thank my parents, Dan and Byrdic C oP- ^ Hawley, and my in-laws, Odell and LaVonne Farr. For her enduring afrecrion and encouragement, I thank my wife, Deborah. For their patient guidance and instruction, I thank the members of my thesis committee, Dr. Michael Schoencckc and Dr. Heather Barkley. Without my family, I would have floundered; without my wife, I would ha\c faltered; and without my committee, I would have failed. 11 TABLE OF CONTENTS ACKNOWLEDGEMENTS . 11 CHAPTER I. MYTHMAKING, NATIONAL IDENTFFY, AND SCOTTISH HISTORIOGRAPHY . 1 Bisset and Historiography 2 The Declaration of Arbroath and National Identity 5 Blind Harry the Minstrel and Mythmaking . 8 Braveheart and Historiography 12 n. ELicrriNG ANTLENGLISH SENTIMENT 16 Edward I .... 16 Smythe ..... 31 m. ELicrriNG ANTI-COLONIAL SENTIMENT 37 Irishmen ..... 38 Scottish Nobles .... 44 Bruce the Leper .... 58 IV. ELICITING PRO-INDEPENDENCE SENTIMENT 67 Malcolm Wallace 68 Campbell .... 73 Scotland and Robert Bruce 78 V. MODIFYING THE MYTHIC HERO 90 Murron .... 90 Edward II . 99 Isabella .... 104 VI. RE-MAKING THE MYTHIC HERO 113 William Wallace 113 VII. BRAVEHEARTS IDEOLOGICAL PROJECT 132 SELE(rrED BIBLIOGRAPHY .... 136 111 CHAPTER I MYTHMAKING, NATIONAL n:)ENTrrY, AND SCOTTISH HISTORIOGRAPHY Nationalistic sentiment looks to the past to legitimate the present and secure the friture; it re-makes history, appropriaring mythic legends as it forges a narional identirs'.
    [Show full text]