Exploring Irony in Jane Austen's Emma and Amy
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
GLAAD Media Institute Began to Track LGBTQ Characters Who Have a Disability
Studio Responsibility IndexDeadline 2021 STUDIO RESPONSIBILITY INDEX 2021 From the desk of the President & CEO, Sarah Kate Ellis In 2013, GLAAD created the Studio Responsibility Index theatrical release windows and studios are testing different (SRI) to track lesbian, gay, bisexual, transgender, and release models and patterns. queer (LGBTQ) inclusion in major studio films and to drive We know for sure the immense power of the theatrical acceptance and meaningful LGBTQ inclusion. To date, experience. Data proves that audiences crave the return we’ve seen and felt the great impact our TV research has to theaters for that communal experience after more than had and its continued impact, driving creators and industry a year of isolation. Nielsen reports that 63 percent of executives to do more and better. After several years of Americans say they are “very or somewhat” eager to go issuing this study, progress presented itself with the release to a movie theater as soon as possible within three months of outstanding movies like Love, Simon, Blockers, and of COVID restrictions being lifted. May polling from movie Rocketman hitting big screens in recent years, and we remain ticket company Fandango found that 96% of 4,000 users hopeful with the announcements of upcoming queer-inclusive surveyed plan to see “multiple movies” in theaters this movies originally set for theatrical distribution in 2020 and summer with 87% listing “going to the movies” as the top beyond. But no one could have predicted the impact of the slot in their summer plans. And, an April poll from Morning COVID-19 global pandemic, and the ways it would uniquely Consult/The Hollywood Reporter found that over 50 percent disrupt and halt the theatrical distribution business these past of respondents would likely purchase a film ticket within a sixteen months. -
Robert Mckenzie, Ph.D
Robert McKenzie, Ph.D. Department of Communication 300 Analomink Street East Stroudsburg University of Pennsylvania, USA East Stroudsburg, PA, 18301, USA Office Phone: (570) 422-3886 Home Phone: 570-424-5051 Email: [email protected] Cell Phone: 570-242-9299 Current Positions Chairperson and Full Professor, Department of Communication (7 tenure-track faculty and 4 adjunct faculty; B.A. and M.A. degrees offered); Department Internship Coordinator; Graduate Coordinator; and University Advisor to WESS Radio, 90.3 FM (1000-watt broadcaster, webcaster, podcaster). Distinguished Professor Award 2012 Recipient of the Distinguished Professor Award (“The pre-eminent faculty rank bestowed by the University upon members of the university faculty who have made outstanding contributions to the academic life of East Stroudsburg University.”). Education Ph.D. (1987-90), Speech Communication, Penn State University; Areas of Study: Global Journalism and Mass Communication, Communication Technology; Rhetoric; Dissertation: "Understanding Information Needs and News Technologies of Pennsylvania Radio Stations: A Field Study." M.A. (1984-87), Speech Communication, Penn State University; Areas of Study: International Mass Communication; Thesis: "Comparing How Americans in Britain and Britons in the United States Access Media for 'Home Country' Information." B.A. (1980-84), Millersville University, Pennsylvania; Major: History; Minor: Business Administration. COURSES TAUGHT East Stroudsburg University of Pennsylvania CMST 111: Introduction to Communication (face -
Mean Girls? the Influence of Gender Portrayals in Teen Movies on Emerging Adults' Gender-Based Attitudes and Beliefs
MEAN GIRLS? THE INFLUENCE OF GENDER PORTRAYALS IN TEEN MOVIES ON EMERGING ADULTS' GENDER-BASED ATTITUDES AND BELIEFS By Elizabeth Behm-Morawitz and Dana E. Mastro This two-part exploratory study utilized a social cognitive theory frame- work in documenting gender portrayals in teen movies and investigating the influence of exposure to these images on gender-based beließ about friendships, social aggression, and roles of women in society. First, a con- tent analysis of gender portrayals in teen movies was conducted, reveal- ing that female characters are more likely to be portrayed as socially aggressive than male characters. Second, college students were surveyed about their teen movie-viewing habits, gender-related beliefs, and atti- tudes. Findings suggest that viewing teen movies is associated with neg- ative stereotypes about female friendships and gender roles. Research examining the effects of media exposure demonstrates that media consumption has a measurable influence on people's per- ceptions of the real world, and, regardless of the accuracy of these per- ceptions, they are used to help guide subsequent attitudes, judgments, and actions. For example, these results have been yielded for view- ing media representations of race,' the mentally ill,^ and the elderly.^ Past research additionally indicates that watching televised gender portrayals has an effect on individuals' real-world gender-based atti- tudes, beliefs, and behaviors."* Based on this research, and the tenets of social cognitive theory, it would be expected that consumption of teen movies would have an analogous influence on audience members' gen- der-based attitudes and beliefs. Despite the popularity of teen movies, the influence of such films on emerging adults has not been examined. -
Play Guide Table of Contents
PLAY GUIDE TABLE OF CONTENTS ABOUT ATC 1 INTRODUCTION TO THE PLAY 2 SYNOPSIS 2 SONG LIST 3 MEET THE CHARACTERS 4 MEET THE CREATORS: PAUL GORDON AND JANE AUSTEN 5 INTERVIEW WITH PAUL GORDON 7 THE NOVEL IN THE MUSIC 9 POLLOCK’S TOY THEATRES 11 LITERARY CATEGORIZATION OF AUSTEN 12 LITERARY TIMELINE 13 THE AUSTEN INDUSTRY 14 AUSTEN IN POPULAR CULTURE 15 FEMINISM IN EMMA 16 THE EMMA DEDICATION 18 HISTORICAL CONTEXT 18 HISTORICAL TIMELINE 22 DISCUSSION QUESTIONS AND ACTIVITIES 23 Jane Austen’s Emma Play Guide written and compiled by Katherine Monberg, Literary Assistant, and R Elisabeth Burton, Artistic Intern Discussion questions and activities provided by April Jackson, Associate Education Manager, Amber Tibbitts and Bryanna Patrick, Education Associates Support for ATC’s education and community programming has been provided by: APS JPMorgan Chase The Marshall Foundation Arizona Commission on the Arts John and Helen Murphy Foundation The Maurice and Meta Gross Bank of America Foundation National Endowment for the Arts Foundation Blue Cross Blue Shield Arizona Phoenix Office of Arts and Culture The Max and Victoria Dreyfus Foundation Boeing PICOR Charitable Foundation The Stocker Foundation City Of Glendale Rosemont Copper The William L and Ruth T Pendleton Community Foundation for Southern Arizona Stonewall Foundation Memorial Fund Cox Charities Target Tucson Medical Center Downtown Tucson Partnership The Boeing Company Tucson Pima Arts Council Enterprise Holdings Foundation The Donald Pitt Family Foundation Wells Fargo Ford Motor Company -
Adaptations of Austen: How Does Multimedia Impact Our Ability to Read Between the Lines of Pride and Prejudice and Emma?
Adaptations of Austen: How Does Multimedia Impact Our Ability to Read Between the Lines of Pride and Prejudice and Emma? Presented to the S. Daniel Abraham Honors Program in Partial Fulfillment of the Requirements for Completion of the Program Stern College for Women Yeshiva University May 6, 2020 Elka Basya Wiesenberg Mentor: Dr. Nora Nachumi, English Introduction “We’ve all seen it at least once,” says Devoney Looser, in The Making of Jane Austen, “A purist complains that Jane Austen’s fiction is being cheapened or even destroyed by film and television adaptations, [and by] vlogs” (13).1 Some readers of Austen feel that onscreen adaptations are ruining the novels. The characters, the story, the novels do not necessarily translate the way these readers imagined them, and this makes these adaptations undesirable to them, not giving them the experience that they want. Are these purists correct? Are modern adaptations destroying the authentic experience of a Jane Austen novel? Or is there something to be gained from a multimedia adaptation of Austen’s works? To begin to understand these questions, we must explore others. First, we must understand: What is the experience of an Austen novel? Second, we must discuss: How is this experience translated into a screen adaptation? What is different? These are questions that this paper will answer in order to understand the above complaints and prove them partially right-- and partially wrong. An Austen novel’s appeal lies heavily in its narrative voice, its narrator and style, as will be discussed, and this is what we will consider the Austen experience. -
The Intertwining of Multimedia in Emma, Clueless, and Gossip Girl Nichole Decker Honors Scholar Project May 6, 2019
Masthead Logo Scholar Works Honors Theses Honors 2019 Bricolage on the Upper East Side: The nI tertwining of Multimedia in Emma, Clueless, and Gossip Girl Nichole Decker University of Maine at Farmington Follow this and additional works at: https://scholarworks.umf.maine.edu/honors_theses Part of the Comparative Literature Commons Recommended Citation Decker, Nichole, "Bricolage on the Upper East Side: The nI tertwining of Multimedia in Emma, Clueless, and Gossip Girl" (2019). Honors Theses. 5. https://scholarworks.umf.maine.edu/honors_theses/5 This Research Project is brought to you for free and open access by the Honors at Scholar Works. It has been accepted for inclusion in Honors Theses by an authorized administrator of Scholar Works. For more information, please contact [email protected]. 2 Bricolage on the Upper East Side: The Intertwining of Multimedia in Emma, Clueless, and Gossip Girl Nichole Decker Honors Scholar Project May 6, 2019 “Okay, so you’re probably going, is this like a Noxzema commercial or what?” - Cher In this paper I will analyze the classic novel Emma, and the 1995 film Clueless, as an adaptive pair, but I will also be analyzing the TV series, Gossip Girl, as a derivative text. I bring this series into the discussion because of the ways in which it echos, parallels, and alludes to both Emma and Clueless individually, and the two as a source pair. I do not argue that the series is an actual adaptation, but rather, a sort of collage, recombining motifs from both source texts to create something new, exciting, and completely absurd. -
A Character Analysis in Jane Austen's Emma and Amy Heckerling's Clueless Through Intertextuality
SOCIAL MENTALITY AND RESEARCHER THINKERS JOURNAL Doı: http://dx.doi.org/10.31576/smryj.580 REVIEW ARTICLE SmartJournal 2020; 6(34):1286-1297 Arrival : 23/06/2020 Published : 20/08/2020 A CHARACTER ANALYSIS IN JANE AUSTEN’S EMMA AND AMY HECKERLING’S CLUELESS THROUGH INTERTEXTUALITY Jane Austen'nin Emma Ve Amy Heckerlıng'in Clueless’ında Metinlerarasılık Bağlamında Karakter Analizi Reference: Albay, N.G. (2020). “A Character Analysıs In Jane Austen’s Emma And Amy Heckerlıng’s Clueless Through Intertextualıty”, International Social Mentality and Researcher Thinkers Journal, (Issn:2630-631X) 6(34): 1286-1297. English Instructor, Dr Neslihan G. ALBAY Istanbul Sabahattin Zaim University, Foreign Languages Coordination, English Preparatory School, Istanbul / Turkey ABSTRACT ÖZET Based on the interaction between cinema and classical Sinema ve klasik eserler arasındaki etkileşime dayanarak, works, Jane Austen’s Emma and Amy Heckerling’s Clueless Jane Austen’in Emma ve Amy Heckerling’in Clueless adlı enable us to make an intriguing character analysis through eseri, yirminci yüzyılın merceğinden ilginç bir karakter the lens of the twentieth century. In her novels, Austen analizi yapmamızı sağlıyor. Austen romanlarında arazi embraced the themes of love and marriage in a society mülkiyeti, gelir ve sosyal statünün hakim olduğu bir dominated by land ownership, income and social status. She toplumda sevgi ve evlilik temalarını benimsemiştir. 19. dealt with the conflicts and problems arising from the yüzyılda yaşayan burjuvazinin ve orta sınıfın evlilik marriage issues of the bourgeoisie and middle class living in sorunlarından kaynaklanan çatışma ve sorunları ele the 19th century. Like many women writers she was almıştır. Birçok kadın yazar gibi eleştirildi, eserleri bu criticized, her works were not recognized or published sorunlar nedeniyle tanınmadı veya yayınlanmadı. -
Theaters 3 & 4 the Grand Lodge on Peak 7
The Grand Lodge on Peak 7 Theaters 3 & 4 NOTE: 3D option is only available in theater 3 Note: Theater reservations are for 2 hours 45 minutes. Movie durations highlighted in Orange are 2 hours 20 minutes or more. Note: Movies with durations highlighted in red are only viewable during the 9PM start time, due to their excess length Title: Genre: Rating: Lead Actor: Director: Year: Type: Duration: (Mins.) The Avengers: Age of Ultron 3D Action PG-13 Robert Downey Jr. Joss Whedon 2015 3D 141 Born to be Wild 3D Family G Morgan Freeman David Lickley 2011 3D 40 Captain America : The Winter Soldier 3D Action PG-13 Chris Evans Anthony Russo/ Jay Russo 2014 3D 136 The Chronicles of Narnia: The Voyage of the Dawn Treader 3D Adventure PG Georgie Henley Michael Apted 2010 3D 113 Cirque Du Soleil: Worlds Away 3D Fantasy PG Erica Linz Andrew Adamson 2012 3D 91 Cloudy with a Chance of Meatballs 2 3D Animation PG Ana Faris Cody Cameron 2013 3D 95 Despicable Me 3D Animation PG Steve Carell Pierre Coffin 2010 3D 95 Despicable Me 2 3D Animation PG Steve Carell Pierre Coffin 2013 3D 98 Finding Nemo 3D Animation G Ellen DeGeneres Andrew Stanton 2003 3D 100 Gravity 3D Drama PG-13 Sandra Bullock Alfonso Cuaron 2013 3D 91 Hercules 3D Action PG-13 Dwayne Johnson Brett Ratner 2014 3D 97 Hotel Transylvania Animation PG Adam Sandler Genndy Tartakovsky 2012 3D 91 Ice Age: Continetal Drift 3D Animation PG Ray Romano Steve Martino 2012 3D 88 I, Frankenstein 3D Action PG-13 Aaron Eckhart Stuart Beattie 2014 3D 92 Imax Under the Sea 3D Documentary G Jim Carrey Howard Hall -
USA -V- Julian Assange Judgment
JUDICIARY OF ENGLAND AND WALES District Judge (Magistrates’ Court) Vanessa Baraitser In the Westminster Magistrates’ Court Between: THE GOVERNMENT OF THE UNITED STATES OF AMERICA Requesting State -v- JULIAN PAUL ASSANGE Requested Person INDEX Page A. Introduction 2 a. The Request 2 b. Procedural History (US) 3 c. Procedural History (UK) 4 B. The Conduct 5 a. Second Superseding Indictment 5 b. Alleged Conduct 9 c. The Evidence 15 C. Issues Raised 15 D. The US-UK Treaty 16 E. Initial Stages of the Extradition Hearing 25 a. Section 78(2) 25 b. Section 78(4) 26 I. Section 78(4)(a) 26 II. Section 78(4)(b) 26 i. Section 137(3)(a): The Conduct 27 ii. Section 137(3)(b): Dual Criminality 27 1 The first strand (count 2) 33 The second strand (counts 3-14,1,18) and Article 10 34 The third strand (counts 15-17, 1) and Article 10 43 The right to truth/ Necessity 50 iii. Section 137(3)(c): maximum sentence requirement 53 F. Bars to Extradition 53 a. Section 81 (Extraneous Considerations) 53 I. Section 81(a) 55 II. Section 81(b) 69 b. Section 82 (Passage of Time) 71 G. Human Rights 76 a. Article 6 84 b. Article 7 82 c. Article 10 88 H. Health – Section 91 92 a. Prison Conditions 93 I. Pre-Trial 93 II. Post-Trial 98 b. Psychiatric Evidence 101 I. The defence medical evidence 101 II. The US medical evidence 105 III. Findings on the medical evidence 108 c. The Turner Criteria 111 I. -
Re-Viewing Mr. Elton & Frank Churchill Through the Circle Metaphors in Emma
Re-viewing Mr. Elton t & Frank Churchill :L Through the Circle i Metaphors in Emma MARGARET ENRIGHT WYE Margaret Enright Wye, an Assistant Professor at Rockhurst University, combines her metaphorical research with a life-long love of Jane Austen. She is the author of Jane Austen’s Emma: Embodied Metaphor as a Cognitive Construct. Jane Austen’s Emma consistently replicates and then challenges the very foundations of eighteenth- and nineteenth-century soci- ety; i.e., the social and family circles upon which any community must depend. The novel accomplishes its aim on two levels. First, the finely brushed language successfully imitates, in novel form, the discourse practices of Austen’s social milieu. These discourse practices, because of their metaphorical content, still structure today’s linguistic practices and are therefore easily understood by the modern reader. Second, the linguistically exposed discur- sive structure then stands as timeless testimony to an artist careful and powerful enough to trust everyday language use as a vehicle of social import. The research of George Lakoff and Mark Johnson concerning cognitive metaphor forms a backdrop to this critical assessment, especially as segmented into its volume structure (Figure 1, The Text as Circle Metaphor). The result- ing analyses offer new insights into the social constructs that inform what is arguably Austen’s most intricately patterned novel. Metaphor, according to Lakoff and Johnson, is the process in which ideational schemata are mapped from the domain of the 142 PERSUASIONS No. 21 Figure 1: The Text as Circle Metaphor physical experience onto the domain of the abstract. Metaphors represent our shared, embodied human comprehension of basic manipulations of everyday life, identified by Johnson as basic, con- ceptual metaphors. -
Disney Channel’S That’S So Raven Is Classified in BARB As ‘Entertainment Situation Comedy US’
Children’s television output analysis 2003-2006 Publication date: 2nd October 2007 ©Ofcom Contents • Introduction • Executive summary • Children’s subgenre range • Children’s subgenre range by channel • Children’s subgenre range by daypart: PSB main channels • Appendix ©Ofcom Introduction • This annex is published as a supplement to Section 2 ‘Broadcaster Output’ of Ofcom’s report The future of children’s television programming. • It provides detail on individual channel output by children’s sub-genre for the PSB main channels, the BBC’s dedicated children’s channels, CBBC and CBeebies, and the commercial children’s channels, as well as detail on genre output by day-part for the PSB main channels. (It does not include any children’s output on other commercial generalist non-terrestrial channels, such as GMTV,ABC1, Sky One.) • This output analysis examines the genre range within children’s programming and looks at how this range has changed since 2003. It is based on the BARB Children’s genre classification only and uses the BARB subgenres of Children’s Drama, Factual, Cartoons, Light entertainment/quizzes, Pre-school and Miscellaneous. • It is important to note that the BARB genre classifications have some drawbacks: – All programme output that is targeted at children is not classified as Children’s within BARB. Some shows targeted at younger viewers, either within children’s slots on the PSB main channels or on the dedicated children’s channels are not classified as Children’s. For example, Disney Channel’s That’s so raven is classified in BARB as ‘Entertainment Situation Comedy US’. This output analysis is not based on the total output of each specific children’s channel, e.g. -
Julian Assange Judgment
JUDICIARY OF ENGLAND AND WALES District Judge (Magistrates’ Court) Vanessa Baraitser In the Westminster Magistrates’ Court Between: THE GOVERNMENT OF THE UNITED STATES OF AMERICA Requesting State -v- JULIAN PAUL ASSANGE Requested Person INDEX Page A. Introduction 2 a. The Request 2 b. Procedural History (US) 3 c. Procedural History (UK) 4 B. The Conduct 5 a. Second Superseding Indictment 5 b. Alleged Conduct 9 c. The Evidence 15 C. Issues Raised 15 D. The US-UK Treaty 16 E. Initial Stages of the Extradition Hearing 25 a. Section 78(2) 25 b. Section 78(4) 26 I. Section 78(4)(a) 26 II. Section 78(4)(b) 26 i. Section 137(3)(a): The Conduct 27 ii. Section 137(3)(b): Dual Criminality 27 1 The first strand (count 2) 33 The second strand (counts 3-14,1,18) and Article 10 34 The third strand (counts 15-17, 1) and Article 10 43 The right to truth/ Necessity 50 iii. Section 137(3)(c): maximum sentence requirement 53 F. Bars to Extradition 53 a. Section 81 (Extraneous Considerations) 53 I. Section 81(a) 55 II. Section 81(b) 69 b. Section 82 (Passage of Time) 71 G. Human Rights 76 a. Article 6 84 b. Article 7 82 c. Article 10 88 H. Health – Section 91 92 a. Prison Conditions 93 I. Pre-Trial 93 II. Post-Trial 98 b. Psychiatric Evidence 101 I. The defence medical evidence 101 II. The US medical evidence 105 III. Findings on the medical evidence 108 c. The Turner Criteria 111 I.