African Slavery in Documentary Films Why Now?
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The Roots of Middle-Earth: William Morris's Influence Upon J. R. R. Tolkien
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 12-2007 The Roots of Middle-Earth: William Morris's Influence upon J. R. R. Tolkien Kelvin Lee Massey University of Tennessee - Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Literature in English, British Isles Commons Recommended Citation Massey, Kelvin Lee, "The Roots of Middle-Earth: William Morris's Influence upon J. R. R. olkien.T " PhD diss., University of Tennessee, 2007. https://trace.tennessee.edu/utk_graddiss/238 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Kelvin Lee Massey entitled "The Roots of Middle-Earth: William Morris's Influence upon J. R. R. olkien.T " I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in English. David F. Goslee, Major Professor We have read this dissertation and recommend its acceptance: Thomas Heffernan, Michael Lofaro, Robert Bast Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) To the Graduate Council: I am submitting herewith a dissertation written by Kelvin Lee Massey entitled “The Roots of Middle-earth: William Morris’s Influence upon J. -
Zbwleibniz-Informationszentrum
A Service of Leibniz-Informationszentrum econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible. zbw for Economics Bessière, Céline; Gollac, Sibylle Article Is social network analysis useful for studying the family economy? economic sociology_the european electronic newsletter Provided in Cooperation with: Max Planck Institute for the Study of Societies (MPIfG), Cologne Suggested Citation: Bessière, Céline; Gollac, Sibylle (2018) : Is social network analysis useful for studying the family economy?, economic sociology_the european electronic newsletter, ISSN 1871-3351, Max Planck Institute for the Study of Societies (MPIfG), Cologne, Vol. 19, Iss. 3, pp. 4-10 This Version is available at: http://hdl.handle.net/10419/181296 Standard-Nutzungsbedingungen: Terms of use: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Documents in EconStor may be saved and copied for your Zwecken und zum Privatgebrauch gespeichert und kopiert werden. personal and scholarly purposes. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle You are not to copy documents for public or commercial Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich purposes, to exhibit the documents publicly, to make them machen, vertreiben oder anderweitig nutzen. publicly available on the internet, or to distribute or otherwise use the documents in public. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, If the documents have been made available under an Open gelten abweichend von diesen Nutzungsbedingungen die in der dort Content Licence (especially Creative Commons Licences), you genannten Lizenz gewährten Nutzungsrechte. may exercise further usage rights as specified in the indicated licence. www.econstor.eu 4 demonstrate that the family is still a relevant unit of Is social analysis (Tilly & Scott, 1989 [1978]). -
Visual Ethnography of Everyday Life (01:070:373) Tuesday 2:15-5:15Pm BIO 205 -- 3 Credits Pilar K
Visual Ethnography of Everyday Life (01:070:373) Tuesday 2:15-5:15pm BIO 205 -- 3 credits Pilar K. Rau – [email protected] Office: RAB 308 Office hours: Tuesday 1:00-2:00pm or by appointment Course Description This course explores the poetics and politics of producing ethnographic images using commonly-owned digital media. Students will analyze ethnographic, documentary, vernacular and fine art media and gain competence in the aesthetic and technical dimensions of digital image production. The course explores narrative, observational and anti-narrative experimental shooting and editing, as well as the ethical, political, ethnographic, semiotic, and philosophical concerns such decisions entail Learning Outcomes Students will be able to: • Analyze the relationship of innovations in film and digital media on the production of vernacular, documentary and ethnographic visual representations • Identify and critically analyze different approaches to creating visual representations of cultural difference • Critically asses ethical, political, semiotic and philosophical consequences of technological, formal, and aesthetic choices in ethnographic image production • Learn basic technical skills of film and video production that are applicable to a variety of media • Produce short ethnographic videos Department Learning Goals - http://anthro.rutgers.edu/undergrad-program/department-learning-goals 1. Students gain knowledge that will allow them to identify, explain, and historically contextualize the primary objectives, fundamental concepts, modes of analysis, and central questions in Cultural and Visual Anthropology and demonstrate proficiency in their use of this knowledge 2. Students are able to demonstrate proficiency in the use of critical thinking skills 3. Students are able to demonstrate proficiency using current methods in Cultural and Visual anthropology, including library research skills 4. -
Ethics of Appropriation Found Footage T. ELSAESSER
Keynote Recycled Cinema Symposium DOKU.ARTS 2014 The Ethics of Appropriation: Found Footage between Archive and Internet © Thomas Elsaesser, 2014 Appropriation as Spectatorship Appropriation is a varied concept, and it can carry very different meanings. For instance, applied to the engagement of the film-viewer, appropriation can be a more vivid term for spectatorship and reception studies, especially if we think of the active and interactive role we now tend to assign to the spectator—as viewer, as user, as player—given the different screen activities that are involved in the consumption and apperception of moving images. These include going to the cinema, watching television, using the monitor screens of our laptops and tablets, or acquiring the skills needed to play video games. In short, spectatorship as appropriation acknowledges the active participation of the viewer in the process of reception of films and the consumption of visual displays and spectacles. Appropriation and cinephilia However, in the more specific case of the cinema, appropriation can also signify a more intimate gesture of love and an act of devotion. Thus, cinephilia—the particularly intense manner of living the film experience, by wanting to repeat it and to prolong it—should also be seen as a form of appropriation. But cinephilia, as a way of watching films, of speaking about them, of accumulating expertise and then writing about films, is both appropriation (in the sense of holding on to, and not letting go) and its opposite: a desire to share, to diffuse this knowledge and create, through this sharing, a likeminded community. Cinephilia of the Internet age has produced its own form of active and productive appropriation, in the form of the video-essay: a genre that combines the history of compilation films, of found footage films and the essay film: all genres that try to make films reflect about their own conditions of possibility, and that enrich our experience of cinema by creating forms of para-cinema, post- cinema and meta-cinema. -
The Unforgiven Ones
The Unforgiven Ones 1 God These are the generations of Esau (that is, Edom). 2 Esau took his wives from the Canaanites: Adah the daughter of Elon the Hittite, Oholibamah the daughter of Anah the daughter of Zibeon the Hivite, 3 and Basemath, Ishmael's daughter, the sister of Nebaioth. 4 And Adah bore to Esau, Eliphaz; Basemath bore Reuel; 5 and Oholibamah bore Jeush, Jalam, and Korah. These are the sons of Esau who were born to him in the land of Canaan. 6 Then Esau took his wives, his sons, his daughters, and all the members of his household, his livestock, all his beasts, and all his property that he had acquired in the land of Canaan. He went into a land away from his brother Jacob. 7 For their possessions were too great for them to dwell together. The land of their sojournings could not support them because of their livestock. 8 So Esau settled in the hill country of Seir. (Esau is Edom.) 9 These are the generations of Esau the father of the Edomites in the hill country of Seir. 10 These are the names of Esau's sons: Eliphaz the son of Adah the wife of Esau, Reuel the son of Basemath the wife of Esau. 11 The sons of Eliphaz were Teman, Omar, Zepho, Gatam, and Kenaz. 12 (Timna was a concubine of Eliphaz, Esau's son; she bore Amalek to Eliphaz.) These are the sons of Adah, Esau's wife. 13 These are the sons of Reuel: Nahath, Zerah, Shammah, and Mizzah. -
WGAE ANNOUNCES PARTNERSHIP with the BLACK LIST Guild Partners with Storied Database’S Recently Launched Paid Service Site
November 5, 2012 Contact: Jay Strell Sunshine Sachs [email protected] 212.691.2800 Franklin Leonard, The Black List [email protected] 213.280.4049 WGAE ANNOUNCES PARTNERSHIP WITH THE BLACK LIST Guild partners with storied database’s recently launched paid service site New York, NY– The Writers Guild of America, East (WGAE) has announced a partnership with The Black List (www.blcklst.com), which produces an annual list of the best unproduced screenplays in Hollywood, as chosen by industry executives. The partnership allows Guild members to receive a discount to host their work on the new Black List subscription site, which includes access to the annual Black List, the site’s new ‘real-time portal’ as well as the opportunity to register and protect their screenplays with the click of a button. WGAE and The Black List will launch an online initiative to publicize Guild agreements and services and Guild representatives will contribute to the site’s blog: http://gointothestory.blcklst.com/. The initiative will include information throughout The Black List site about Guild programs, contracts, membership and registration as well as links to WGAE.org, OnWritingOnline.org, and the WGAE iTunesU page. WGAE members will also receive a 20% discount to have The Black List’s stable of professional script readers review and offer notes on their work. “The Black List makes it possible for screenwriters to get their work read and considered by people in the industry,” said Lowell Peterson, WGAE Executive Director. “We are proud to support this extension of The Black List concept. Screenwriters will get solid evaluations of their work and broader access to decision-makers. -
Debate on Indigenous Representation with Martu and Pankararu Filmmakers
etropic 14.2 (2015): ‘Behind the Scenes’ TransOceanik Special Edition | 63 The Others and My Image: Debate on Indigenous Representation with Martu and Pankararu Filmmakers Renato Athias Director of the Laboratory of Visual Anthropology, Federal University of Pernambuco LAV-UFPE, Brazil. etropic 14.2 (2015): 63-77. http://www.reefandleaf.com.au/etropic.html & http://www.jcu.edu.au/etropic Abstract What interests us in this paper is to explore some issues related to the genre of documentary that we usually call the "ethnographic film" focused on the experience of two indigenous filmmakers on a residence project during the 5th International Ethnographic Film Festival of Recife (FIFER) in 2013. The Martu-Pankararu Project was an “exchange” programme between a filmmaker of the Martu people, from Central Australia, and a filmmaker of the Pankararu people, from the interior of Pernambuco in Brazil. The result of this activity is closely linked with the concept of representation used in the disciplinary field of visual anthropology. Field of Knowledge The field of knowledge of ethnographic film has traditionally been understood as one that uses language related to media imagery to describe and analyse a culture or a particular aspect of a culture. The productions of ethnographic films, or papers that articulate text with photographic images, are the main productions of this disciplinary field. These images are necessarily linked to the “other” and to those who are part of an audience, that is, to those who will see and will "receive" these images. The concept of representation is at the basis of these audiovisual productions of indigenous filmmakers, and certainly this concept was also a political operator for setting up the channel known initially as Indigenous Community Television (ICTV). -
Feature Films for Education Collection
COMINGSOON! in partnership with FEATURE FILMS FOR EDUCATION COLLECTION Hundreds of full-length feature films for classroom use! This high-interest collection focuses on both current • Unlimited 24/7 access with and hard-to-find titles for educational instructional no hidden fees purposes, including literary adaptations, blockbusters, • Easy-to-use search feature classics, environmental titles, foreign films, social issues, • MARC records available animation studies, Academy Award® winners, and • Same-language subtitles more. The platform is easy to use and offers full public performance rights and copyright protection • Public performance rights for curriculum classroom screenings. • Full technical support Email us—we’ll let you know when it’s available! CALL: (800) 322-8755 [email protected] FAX: (646) 349-9687 www.Infobase.com • www.Films.com 0617 in partnership with COMING SOON! FEATURE FILMS FOR EDUCATION COLLECTION Here’s a sampling of the collection highlights: 12 Rounds Cocoon A Good Year Like Mike The Other Street Kings 12 Years a Slave The Comebacks The Grand Budapest Little Miss Sunshine Our Family Wedding Stuck on You 127 Hours Commando Hotel The Lodger (1944) Out to Sea The Sun Also Rises 28 Days Later Conviction (2010) Grand Canyon Lola Versus The Ox-Bow Incident Sunrise The Grapes of Wrath 500 Days of Summer Cool Dry Place The Longest Day The Paper Chase Sunshine Great Expectations The Abyss Courage under Fire Looking for Richard Parental Guidance Suspiria The Great White Hope Adam Crazy Heart Lucas Pathfinder Taken -
Crossroads Film and Television Program List
Crossroads Film and Television Program List This resource list will help expand your programmatic options for the Crossroads exhibition. Work with your local library, schools, and daycare centers to introduce age-appropriate books that focus on themes featured in the exhibition. Help libraries and bookstores to host book clubs, discussion programs or other learning opportunities, or develop a display with books on the subject. This list is not exhaustive or even all encompassing – it will simply get you started. Rural themes appeared in feature-length films from the beginning of silent movies. The subject matter appealed to audiences, many of whom had relatives or direct experience with life in rural America. Historian Hal Barron explores rural melodrama in “Rural America on the Silent Screen,” Agricultural History 80 (Fall 2006), pp. 383-410. Over the decades, film and television series dramatized, romanticized, sensationalized, and even trivialized rural life, landscapes and experiences. Audiences remained loyal, tuning in to series syndicated on non-network channels. Rural themes still appear in films and series, and treatments of the subject matter range from realistic to sensational. FEATURE LENGTH FILMS The following films are listed alphabetically and by Crossroads exhibit theme. Each film can be a basis for discussions of topics relevant to your state or community. Selected films are those that critics found compelling and that remain accessible. Identity Bridges of Madison County (1995) In rural Iowa in 1965, Italian war-bride Francesca Johnson begins to question her future when National Geographic photographer Robert Kincaid pulls into her farm while her husband and children are away at the state fair, asking for directions to Roseman Bridge. -
African Slavery on Documentary Films: Why Now?
This is the accepted version of an article published by Brill in the Journal of Global Slavery. Available online: https://doi.org/10.1163/2405836X-00501008 Accepted version downloaded from SOAS Research Online: https://eprints.soas.ac.uk/32829/ African Slavery on Documentary Films: Why Now? Francesca Declich, University of Urbino Carlo Bo, [email protected] Marie Rodet, School of Oriental and African Studies, [email protected] The last two decades have witnessed much scholarly debate around discursive and non- discursive legacies of African slavery, and a growing interest on memories of slavery for the African continent.1 At the same time, an increasing amount of video material has been produced giving a voice to enslaved populations and their descendants in Africa and the global diaspora. This has included the production of documentaries as well as fiction films based on historical facts.2 As part of this movement, the Centre international de recherches sur les esclavages (CIRESC/France) in collaboration with the Laboratório de História Oral e Imagem, Federal University of Fluminense (LABHOI Brazil) and Centre interuniversitaire d’études sur les lettres, les arts et les traditions de l’Université de Laval (CELAT/Canada) have been 1 A large body of publications has emerged on slavery in the African continent, including among others: Martin A. Klein. “Studying the History of Those Who Would Rather Forget: Oral History and the Experience of Slavery.” History in Africa 16 (1989), 215; Edward A. Alpers. “Recollecting Africa: diasporic memory in the Indian Ocean world.” African Studies Review 43 (1) (2000), 83–99; Rosalind Shaw. -
Pennington to Lead Student Body
PAGE 2 • NEWS PAGE 7 • ARTS PAGE 16 • FEATURES During hybrid learning, Head designer of the Check out reviews of three many teachers have sneaker shop Leaders chicken sandwiches from struggled to find a 1354, alumnus Ellen Ma around Chicago. Find balance where both in- uses her platform to out how factors such as person and distance connect Asian and Black presentation, freshness, learning students remain communities in Chicago crispiness and flavor can engaged in class. through streetwear. make or break the taste. University of Chicago Laboratory High School 1362 East 59th Street, Chicago,U-HIGH Illinois 60637 MIDWAY uhighmidway.com • Volume 97, Number 2 MAY 6, 2021 Editors Pennington to lead student body by AMANDA CASSEL With a relatively low voter EDITOR-IN-CHIEF 2021-22 Student Council turnout this year, do you think sign off This interview took place May 1, Student Council is representative President: Brent Pennington the day after the election, and was of the entire student body? Kennedi Bickham lightly edited for clarity and space. Vice President: Student Council is 23 people year of The extended version is online. Secretary: Peter Stern representing 610 students. There What is your main goal or a Treasurer: Taig Singh is no way in the world that Student couple of your main goals as all- Cultural Union President: Council is going to be able to rep- distance school president. How do you Saul Arnow resent that many people with just plan to put them into action? Cultural Union Vice President: 23 people, which is why I want to by EDITORS-IN-CHIEF My main goal as all-school pres- make sure that Student Council is Katie Baffa Dear Readers, ident is to make it so that Student open to having people who either Fourteen months ago, life Council is capable of accomplish- CLASS OF 2022 didn’t win or just didn’t run at all to changed: from classes to ing a lot and to prove to the rest of President: Zachary Gin come on Student Council and rep- clubs to sports. -
Participatory Video and Reflexivity the Experiences of Eight Adult Learners
Participatory Video and Reflexivity The Experiences of Eight Adult Learners Kyung-Hwa Yang Department of Integrated Studies in Education Faculty of Education, McGill University Montreal, Canada August 2012 A thesis submitted to McGill University in partial fulfillment of the requirements of the degree of Doctor of Philosophy. © Kyung-Hwa Yang 2012 ii CONTENTS Abstract vi Résumé vii Acknowledgements ix 1 Introduction 1 Background 3 The Evolution of Participatory Video 6 Framing the Thesis 21 Research Questions 31 Strategy of Inquiry 32 Situating Myself 33 Organizing the Thesis 35 2 Reflexivity in and through Participatory Video 37 Is Reflexivity Good for Participatory Research? 39 What does Participatory Video Have to Do with Reflexivity? 50 Summary of Chapter 60 3 The Project 63 Context 64 Process 68 My Approach to Analysis 96 Summary of Chapter 104 4 Inside the Project: Processes and Outcomes 105 The Presentation 106 Reading the Primary Text, Ready, Set, and Engage 108 The Process of Participatory Video Making 112 What Difference Can Participation Make? 119 Summary of Chapter 124 5 The Voice of the Participants and Reflexivity 125 Contextualizing the Data 126 Producer Text 1: What the Participants Had to Say about Participatory Video 127 Producer Text 2: What the Participants Had to Say through Participatory Video 134 iii Ethical Advantages and Challenges of Participatory Video 141 Summary of Chapter 144 6 Learning as Experience 147 Learning in the Context of Participatory Video 148 The Participant Text: The Experience of Learning 150