FOLKLORE I N the MASS MEDIA Priscilla Denby Folklore Institute Indiana University As the Accompanying Cartoon (See Appendix ) Su
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The Ethnographer's Apprentice: Trying Consumer Culture Fron1. the Outside in John F
Journal of Business Ethics (2008) 80:85-95 © Springer 2007 DOl 10.1007/s10551-007-9448-7 The Ethnographer's Apprentice: Trying Consumer Culture fron1. the Outside In John F. Sherry, Jr. ABSTRACT. Anthropologists have long wrestled with professor of marketing and an industry consultant, I their impact upon the people they study. Historically, the advise students and clients how best to accommodate discipline has served and subverted colonial agendas, but and resist this culture. I believe that an ethical views itself traditionally as an advocate for the disem approach to marketplace behavior is possible and powered and as an instrument ofpublic policy. Marketing necessary, but my grasp of such an approach more is now among the pre-eminent institutions of cultural resembles the Buddhist parable of the blind men and stability and change at work on the planet. Currently, the elephant with each recounting. Depending upon ethnography is assuming a growing importance in the marketer's effort to influence the accommodation and which horn of a dilenmu I grab, I sense a snake, a resistance of consumers to the neocolonial forces of coluom or a granary, as my (mis)understanding shifts globalization. The ethical consequences of market-ori with each new purchase. That's why I've adopted such ented ethnography are explored in this essay. a punning title for this effort. I provide a personal account, through the prism of KEY WORDS: anthropology, consumerism, ethnogra my experience as a disciplinary interloper, of phy, globalization, marketing anthropology's engagement with the marketplace. The ambivalence of my home discipline has increased, as ethnography has become a current methodological darling of the market research community. -
A Definition of Folklore: a Personal Narrative
University of Pennsylvania ScholarlyCommons Department of Near Eastern Languages and Departmental Papers (NELC) Civilizations (NELC) 2014 A Definition of olklorF e: A Personal Narrative Dan Ben-Amos University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/nelc_papers Part of the Folklore Commons, Near and Middle Eastern Studies Commons, and the Oral History Commons Recommended Citation Ben-Amos, D. (2014). A Definition of olklorF e: A Personal Narrative. Estudis de Literatura Oral Popular (Studies in Oral Folk Literature), 3 9-28. Retrieved from https://repository.upenn.edu/nelc_papers/141 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/nelc_papers/141 For more information, please contact [email protected]. A Definition of olklorF e: A Personal Narrative Abstract My definition of folklore as "artistic communication in small groups" was forged in the context of folklore studies of the 1960s, in the discontent with the definitions that were current at the time, and under the influence of anthropology, linguistics - particularly 'the ethnography of speaking' - and Russian formalism. My field esearr ch among the Edo people of Nigeria had a formative impact upon my conception of folklore, when I observed their storytellers, singers, dancers and diviners in performance. The response to the definition was initially negative, or at best ambivalent, but as time passed, it took a more positive turn. Keywords context, communication, definition, performance, -
Music for the People: the Folk Music Revival
MUSIC FOR THE PEOPLE: THE FOLK MUSIC REVIVAL AND AMERICAN IDENTITY, 1930-1970 By Rachel Clare Donaldson Dissertation Submitted to the Faculty of the Graduate School of Vanderbilt University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in History May, 2011 Nashville, Tennessee Approved Professor Gary Gerstle Professor Sarah Igo Professor David Carlton Professor Larry Isaac Professor Ronald D. Cohen Copyright© 2011 by Rachel Clare Donaldson All Rights Reserved For Mary, Laura, Gertrude, Elizabeth And Domenica ACKNOWLEDGEMENTS I would not have been able to complete this dissertation had not been for the support of many people. Historians David Carlton, Thomas Schwartz, William Caferro, and Yoshikuni Igarashi have helped me to grow academically since my first year of graduate school. From the beginning of my research through the final edits, Katherine Crawford and Sarah Igo have provided constant intellectual and professional support. Gary Gerstle has guided every stage of this project; the time and effort he devoted to reading and editing numerous drafts and his encouragement has made the project what it is today. Through his work and friendship, Ronald Cohen has been an inspiration. The intellectual and emotional help that he provided over dinners, phone calls, and email exchanges have been invaluable. I greatly appreciate Larry Isaac and Holly McCammon for their help with the sociological work in this project. I also thank Jane Anderson, Brenda Hummel, and Heidi Welch for all their help and patience over the years. I thank the staffs at the Smithsonian Center for Folklife and Cultural Heritage, the Kentucky Library and Museum, the Archives at the University of Indiana, and the American Folklife Center at the Library of Congress (particularly Todd Harvey) for their research assistance. -
ALUMNI NEWSLETTER 42062Bk R1 1/29/07 11:37 AM Page 2
42062bk_r1 1/29/07 11:37 AM Page 1 2007 C APE C OD S EA C AMPS Monomoy - Wono A Family Camp You Are Cordially Invited By Berry Richardson Nancy Garran And Rick Francis To The 85th Anniversary Cape Cod Sea Camps –Monomoy and Wono 2007 Reunion Weekend and Grant W. Koch Fundraiser From Friday August 3rd thru Sunday August 5th ALUMNI NEWSLETTER 42062bk_r1 1/29/07 11:37 AM Page 2 2 CAPE COD SEA CAMPS 2007 ALUMNI NEWSLETTER CCSC Berry D. Richardson Berry’s letter It is an absolutely beautiful fall day as I write this letter to you. The leaves have changed, the air is crisp, and the sun is warm as it streams through my window. I watch a lot of the world go by in its ever changing seasons from my chair and I must say that I feel happy and blessed. Of course, it is hard for me to get up to camp and see all that is going on, but I do manage to get to “colors” and some other larger events. I have had the joy of watching my granddaughters grow up at camp with Kanchan now entering her AC year. Maya, cute little button that she is, is coming full season next summer as a JC I and I can’t wait. However, it just doesn’t seem possible that they have moved along through camp so quickly. They bring me much interesting news of the goings on at camp during the summer. Right after the summer, I attended the wonderful wedding of my sister Frances’ grandson Garran to Christie Cepetelli. -
Special Libraries, October 1982
San Jose State University SJSU ScholarWorks Special Libraries, 1982 Special Libraries, 1980s 10-1-1982 Special Libraries, October 1982 Special Libraries Association Follow this and additional works at: https://scholarworks.sjsu.edu/sla_sl_1982 Part of the Cataloging and Metadata Commons, Collection Development and Management Commons, Information Literacy Commons, and the Scholarly Communication Commons Recommended Citation Special Libraries Association, "Special Libraries, October 1982" (1982). Special Libraries, 1982. 4. https://scholarworks.sjsu.edu/sla_sl_1982/4 This Magazine is brought to you for free and open access by the Special Libraries, 1980s at SJSU ScholarWorks. It has been accepted for inclusion in Special Libraries, 1982 by an authorized administrator of SJSU ScholarWorks. For more information, please contact [email protected]. lnformation on information... INFORMATION INDUSTRY MARKET PLACE 1983 An International Directory of lnformation Products and Services IlMP 1983 keeps up with the rapldly changing Industry wlth listings of new addresses. new phone numbers, new products, 6ersonnel telephone address and product~servicesInfor- mation worldwide for more than 1000 database publishers online vendors information brokers telecommunications networks l~brarynetworks and consortia terminal manufac- turers consultants and many other related flrms and ser- vices The slngle place to go for lnformatlon There is no other reference as complete as this -Mass Medfa Book- notes Published as Informat~onTrade Dfrectory outside the $39 -
Jerry Garcia Song Book – Ver
JERRY GARCIA SONG BOOK – VER. 9 1. After Midnight 46. Chimes of Freedom 92. Freight Train 137. It Must Have Been The 2. Aiko-Aiko 47. blank page 93. Friend of the Devil Roses 3. Alabama Getaway 48. China Cat Sunflower 94. Georgia on My Mind 138. It Takes a lot to Laugh, It 4. All Along the 49. I Know You Rider 95. Get Back Takes a Train to Cry Watchtower 50. China Doll 96. Get Out of My Life 139. It's a Long, Long Way to 5. Alligator 51. Cold Rain and Snow 97. Gimme Some Lovin' the Top of the World 6. Althea 52. Comes A Time 98. Gloria 140. It's All Over Now 7. Amazing Grace 53. Corina 99. Goin' Down the Road 141. It's All Over Now Baby 8. And It Stoned Me 54. Cosmic Charlie Feelin' Bad Blue 9. Arkansas Traveler 55. Crazy Fingers 100. Golden Road 142. It's No Use 10. Around and Around 56. Crazy Love 101. Gomorrah 143. It's Too Late 11. Attics of My Life 57. Cumberland Blues 102. Gone Home 144. I've Been All Around This 12. Baba O’Riley --> 58. Dancing in the Streets 103. Good Lovin' World Tomorrow Never Knows 59. Dark Hollow 104. Good Morning Little 145. Jack-A-Roe 13. Ballad of a Thin Man 60. Dark Star Schoolgirl 146. Jack Straw 14. Beat it on Down The Line 61. Dawg’s Waltz 105. Good Time Blues 147. Jenny Jenkins 15. Believe It Or Not 62. Day Job 106. -
Storytelling
Please do not remove this page Storytelling Anderson, Katie Elson https://scholarship.libraries.rutgers.edu/discovery/delivery/01RUT_INST:ResearchRepository/12643385580004646?l#13643502170004646 Anderson, K. E. (2010). Storytelling. SAGE. https://doi.org/10.7282/T35T3HSK This work is protected by copyright. You are free to use this resource, with proper attribution, for research and educational purposes. Other uses, such as reproduction or publication, may require the permission of the copyright holder. Downloaded On 2021/09/24 13:02:38 -0400 Chapter 28- 21st Century Anthropology: A Reference Handbook Edited by H. James Birx Storytelling Katie Elson Anderson, Rutgers University. Once upon a time before words were written, before cultures and societies were observed and analyzed there was storytelling. Storytelling has been a part of humanity since people were able to communicate and respond to the basic biological urge to explain, educate and enlighten. Cave drawings, traditional dances, poems, songs, and chants are all examples of early storytelling. Stories pass on historical, cultural, and moral information and provide escape and relief from the everyday struggle to survive. Storytelling takes place in all cultures in a variety of different forms. Studying these forms requires an interdisciplinary approach involving anthropology, psychology, linguistics, history, library science, theater, media studies and other related disciplines. New technologies and new approaches have brought about a renewed interest in the varied aspects and elements of storytelling, broadening our understanding and appreciation of its complexity. What is Storytelling? Defining storytelling is not a simple matter. Scholars from a variety of disciplines, professional and amateur storytellers, and members of the communities where the stories dwell have not come to a consensus on what defines storytelling. -
California Folklore Miscellany Index
Topics: A - Mass Vol Page Topics: Mast - Z Vol Page Abbreviations 19 264 Mast, Blanche & Family 36 127-29 Abernathy 16 13 Mathematics 24 62 Abominable Snowman in the Trinity 26 262-3 Mattole 4 295 Alps Abortion 1 261 Mauk, Frank 34 89 Abortion 22 143 Mauldin, Henry 23 378-89 Abscess 1 226 Maxwell, Mrs. Vest Peak 9 343 Absent-Minded Professor 35 109 May Day 21 56 Absher Family History 38 152-59 May Day (Kentfield) 7 56 AC Spark Plug 16 44 Mayor of White's Hill 10 67 Accidents 20 38 Maze, The Mystic 17 210-16 Accidents 24 61, 74 McCool,Finn 23 256 Ace of Spades 5 347-348 McCoy, Bob (Wyoming character) 27 93 Acorn Acres Ranch 5 347-348 McCoy, Capt. Bill 23 123 Acorn dance 36 286 McDonal House Ghost 37 108-11 Acorn mush 4 189 McGettigan, Louis 9 346 Acorn, Black 24 32 McGuire, J. I. 9 349 Acorns 17 39 McKiernan,Charles 23 276-8 Actress 20 198-9 McKinley 22 32 Adair, Bethena Owens 34 143 McKinleyville 2 82 Adobe 22 230 McLean, Dan 9 190 Adobe 23 236 McLean, Dan 9 190 Adobe 24 147 McNear's Point 8 8 Adobe house 17 265, 314 McNeil, Dan 3 336 Adobe Hut, Old 19 116, 120 Meade, Ed (Actor) 34 154 Adobe, Petaluma 11 176-178 Meals 17 266 Adventure of Tom Wood 9 323 Measles 1 238 Afghan 1 288 Measles 20 28 Agriculture 20 20 Meat smoking, storing 28 96 Agriculture (Loleta) 10 135 Meat, Salting and Smoking 15 76 Agwiworld---WWII, Richfield Tank 38 4 Meats 1 161 Aimee McPherson Poe 29 217 Medcalf, Donald 28 203-07 Ainu 16 139 Medical Myths 15 68 Airline folklore 29 219-50 Medical Students 21 302 Airline Lore 34 190-203 Medicinal plants 24 182 Airplane -
WCOLA Chain Letter, May 2017
Visit our web site www.wcola.org Add your items to The Chain Letter it by sending to Mark Miner, [email protected] of the LETTER FROM OUR PRESIDENT WCOLA President’s musings May 2017 Here’s hoping for another wonderful summer at the lake here in the North Land. I am so looking forward to lots of time on and in the crystal clear waters of the Wabana Chain of Lakes. I might even get some fishing in this year. WCOLA again sent out a letter in January describing what we are and do as an organization and encouraging all of our lake people to join the association. The letter has apparently had some success as our membership increased last year considerably. We included a survey in this year’s package, hoping to get a better understanding of what the lake property owners and Dedicated to the care and preservation of our lakes, for the association members want/expect from WCOLA. We enjoyment and safety of all. did get a good response to the survey and I will describe the results later in this newsletter. One thing I will May 2017 mention now is the overwhelmingly favorable response to our activities regarding the protection and Volume 20, Issue 2 monitoring of the waters. Thank you to all those who responded to the survey and all those who have WCOLA – OFFICERS joined/rejoined this year. President: James Olijnek The MPCA has completed their water sampling for 2016 326-2431 [email protected] Vice President: Roger Linder and published their findings on their web site 326-2266 [email protected] www.dnr.state.mn.us/lakefind/index.html. -
STAR V3,4 December-1910.Pdf (14.15Mb)
r 1 1 1 1 1 Il She Houghton Star. 4 Volume III, No. 4. December 1910. +0 1.1 1 L 10 L L 1 iester 011 0 Whiel'¥ 6ryi 1%*airtimeill, 9........ 'rtmant, The Theolo Luckey, A. Presic s Dtells, 11 eater 00 r, GoddE «614 66 32.-r-U 06 he 9rince of 9eace D. S. BEDFORD No more popular title has ever been apparel still produce unfair social applied to our Lord Jesus than the distinctions. The cause is still in last of those found in Isa. 9: 6. This individual selfishness. The Christ title is vastly more significant than child of Bethlehem came to destroy is sometimes realized. Earthly peace cast, for he fits into all the needs of must somehow be associated with the every social 'ircle. How the rich coming of Jesus, for a part of the Ingy rejoice in the message of Christ- announcement by the angel was, mas that tLey are privileged to lay "Peace on earth." This announcement their gifts at the feet of Jesus as was prophetic. It is also a present re did the wise men of the East. The ality. Universal peace is not as yet poor also are comforted because in a fact, but we wish for the dawn. the stable picture they see God In the meantime we herald Jesus as himself accepting a cradle in the the Prince of Peace in individual life. lap of poverty. We herald the Son "For he is our Peace." Through him of Mary as the Prince of Social as a mediator we have access into Peace. -
Go West Young Man!
Go West Young Man! Grade Level: Second Grade Written by: Pamela Lee, Margaret Davenport, Karen Paris, Hawthorne Community School, San Antonio, Texas Length of Unit: 7 lessons I. ABSTRACT In this unit students will follow the pioneers as they travel westward from the original thirteen colonies into Texas and the Oregon Territory. They will learn songs from the time period, map the route of the pioneers, read and reflect on Tall Tales, and build a covered wagon. Students will also study the injustices brought about by fear and lack of understanding of different cultures as evidenced by the Trail of Tears. Assessments include rubrics and a multiple-choice test. II. OVERVIEW A. Concept Objectives 1. Students will develop an awareness of the injustices brought about by fear and lack of understanding of different cultures. 2. Students will develop an awareness of the hardships the pioneers faced. B. Content from the Core Knowledge Sequence 1. New means of travel Robert Fulton, invention of the steamboat Erie Canal Railroads: the Transcontinental Railroad 2. Routes west: wagon trains on the Oregon Trail 3. The Pony Express 4. Sequoyah and the Cherokee alphabet 5. Forced removal to reservations: the “Trail of Tears” 6. Some Native Americans displaced from their homes and ways of life by railroads (the “iron horse”) 7. Effect of near extermination of buffalo on Plains Indians C. Skill Objectives 1. Students write for a variety of audiences and purposes and in various forms (English Language Arts and Reading TEK 110.4 2.14 A, B, D) 2. Students will show an understanding of how historical figures helped to shape our community, state, and nation (Social Studies TEK 113.4 2.4 B) 3. -
Teaching Skills with Children's Literature As Mentor Text Presented at TLA 2012
Teaching Skills with Children's Literature as Mentor Text Presented at TLA 2012 List compiled by: Michelle Faught, Aldine ISD, Sheri McDonald, Conroe ISD, Sally Rasch, Aldine ISD, Jessica Scheller, Aldine ISD. April 2012 2 Enhancing the Curriculum with Children’s Literature Children’s literature is valuable in the classroom for numerous instructional purposes across grade levels and subject areas. The purpose of this bibliography is to assist educators in selecting books for students or teachers that meet a variety of curriculum needs. In creating this handout, book titles have been listed under a skill category most representative of the picture book’s story line and the author’s strengths. Many times books will meet the requirements of additional objectives of subject areas. Summaries have been included to describe the stories, and often were taken directly from the CIP information. Please note that you may find some of these titles out of print or difficult to locate. The handout is a guide that will hopefully help all libraries/schools with current and/or dated collections. To assist in your lesson planning, a subjective rating system was given for each book: “A” for all ages, “Y for younger students, and “O” for older students. Choose books from the list that you will feel comfortable reading to your students. Remember that not every story time needs to be a teachable moment, so you may choose to use some of the books listed for pure enjoyment. The benefits of using children’s picture books in the instructional setting are endless. The interesting formats of children’s picture books can be an excellent source of information, help students to understand vocabulary words in different contest areas, motivate students to learn, and provide models for research and writing.