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Self-Study Report for Accreditation in Journalism and Mass Communications
Self-Study Report for Accreditation in Journalism and Mass Communications Undergraduate site visit during 2014-2015 Submitted to the Accrediting Council on Education in Journalism and Mass Communications Name of Institution: University of North Alabama Name of Journalism/Mass Communications Unit: Department of Communications Address: One Harrison Plaza, UNA Box 5007, Florence, AL 35632 Date of Scheduled Accrediting Visit: October 26-29, 2014 We hereby submit the following report as required by the Accrediting Council on Education in Journalism and Mass Communications for the purpose of an accreditation review. Journalism/mass communications administrator: Name: Dr. Greg Pitts Title: Chair, Department of Communications Signature: ______________________________________________ Administrator to whom journalism/mass communications administrator reports: Name: Dr. Carmen Burkhalter Title: Dean, College of Arts and Sciences Signature: ______________________________________________ UNA Self-Study Report Contents 2 Contents Part I: General Information ................................................................................................. 3 Part II: Supplementary Information .................................................................................. 11 Table 1. Students .......................................................................................................... 12 Table 2. Full-time faculty .............................................................................................. 13 Table 3. Part-time faculty............................................................................................. -
Neil Postman
Five Things We Need to Know About Technological Change by Neil Postman Talk delivered in Denver Colorado March 28, 1998 … I doubt that the 21st century will pose for us problems that are more stunning, disorienting or complex than those we faced in this century, or the 19th, 18th, 17th, or for that matter, many of the centuries before that. But for those who are excessively nervous about the new millennium, I can provide, right at the start, some good advice about how to confront it. …. Here is what Henry David Thoreau told us: “All our inventions are but improved means to an unimproved end.” Here is what Goethe told us: “One should, each day, try to hear a little song, read a good poem, see a fine picture, and, if possible, speak a few reasonable words.” Socrates told us: “The unexamined life is not worth living.” Rabbi Hillel told us: “What is hateful to thee, do not do to another.” And here is the prophet Micah: “What does the Lord require of thee but to do justly, to love mercy and to walk humbly with thy God.” And I could say, if we had the time, (although you know it well enough) what Jesus, Isaiah, Mohammad, Spinoza, and Shakespeare told us. It is all the same: There is no escaping from ourselves. The human dilemma is as it has always been, and it is a delusion to believe that the technological changes of our era have rendered irrelevant the wisdom of the ages and the sages. Nonetheless, having said this, I know perfectly well that because we do live in a technological age, we have some special problems that Jesus, Hillel, Socrates, and Micah did not and could not speak of. -
Book Review: Amazing Ourselves to Death - Neil Postman’S Brave New World Revisited Lance E
L. E. Mason / Journal of Media Literacy Education 7 (1), 80 - 82 Available online at www.jmle.org The National Association for Media Literacy Education’s Journal of Media Literacy Education 7(1), 80 - 82 Book Review: Amazing Ourselves to Death - Neil Postman’s Brave New World Revisited Lance E. Mason Department of Education, Indiana University Amazing Ourselves to Death: Neil Postman’s Brave New World Revisited by Lance Strate. 2014. New York: Peter Lang. Media scholar Neil Postman wrote approximately 25 books during his career, the most influential of which was titled Amusing Ourselves to Death: Public Discourse in the Age of Show Business. In his book, Postman (1985) claims that the epistemology of television, which had become the dominant media form by the 1980s, had eroded the substance and coherence of public discourse, which increasingly took the form of entertainment. More recently, the media environment has undergone further dramatic changes with the emergence of the Internet, Web 2.0, and social media. Postman died in 2003, and while he continued to publish until shortly before his death, he never updated his most popular work to account for these changes. Postman’s former student, media ecologist Lance Strate, now takes up this task. His new book examines Postman’s positions in light of the contemporary media landscape. His goals are twofold: first, to summarize Postman’s positions and demonstrate their continued relevance; second, to present Postman’s approach to media analysis, which is grounded in the field that Postman originated, media ecology. As such, Strate adheres closely to Postman’s original ideas and carefully explicates them throughout each chapter. -
Plusminus Ver5frontace.Indd
[ + | - ] _SPATIAL INCUBATION OF INTUITIVE MITIGATION. by Christopher Cole Robertson A thesis submitted in partial fulfillment of the requirements for the degree of Master of Architecture in Architecture MONTANA STATE UNIVERSITY Bozeman, Montana November, 2007 ©COPYRIGHT by Christopher Cole Robertson 2007 All Rights Reserved ii APPROVAL of a thesis submitted by Christopher Cole Robertson This thesis has been read by each member of the thesis committee and has been found to be satisfactory regarding content, English usage, format, citation, bibliographic style, and consistency, and is ready for submission to the Division of Graduate Education. Michael Everts Approved for the Department Montana State University School of Architecture Steven Juroszek Approved for the Division of Graduate Education Dr. Carl A. Fox iii STATEMENT OF PERMISSION TO USE In presenting this thesis in partial fulfillment of the requirements for a master’s degree at Montana State University, I agree that the Library shall make it available to borrowers under rules of the Library. If I have indicated my intention to copyright this thesis by including a copyright notice page, copying is allowable only for scholarly purposes, consistent with “fair use” as prescribed in the U.S. Copyright Law. Requests for permission for extended quotation from or reproduction of this thesis in whole or in parts may be granted only by the copyright holder. Christopher Cole Robertson November, 2007 iv To my family and close friends. Thank you for your help. v TABLE OF CONTENTS 0. Introduction .................................................................... 5 1. Cultural Characteristics of Context ................................ 4 2. Examining Intuition ...................................................... 29 2.5 Tooling + Process ........................................................ 47 3. Spatial Incubation ......................................................... -
Democratic Citizenship in the Heart of Empire Dissertation Presented In
POLITICAL ECONOMY OF AMERICAN EDUCATION: Democratic Citizenship in the Heart of Empire Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University Thomas Michael Falk B.A., M.A. Graduate Program in Education The Ohio State University Summer, 2012 Committee Members: Bryan Warnick (Chair), Phil Smith, Ann Allen Copyright by Thomas Michael Falk 2012 ABSTRACT Chief among the goals of American education is the cultivation of democratic citizens. Contrary to State catechism delivered through our schools, America was not born a democracy; rather it emerged as a republic with a distinct bias against democracy. Nonetheless we inherit a great demotic heritage. Abolition, the labor struggle, women’s suffrage, and Civil Rights, for example, struck mighty blows against the established political and economic power of the State. State political economies, whether capitalist, socialist, or communist, each express characteristics of a slave society. All feature oppression, exploitation, starvation, and destitution as constitutive elements. In order to survive in our capitalist society, the average person must sell the contents of her life in exchange for a wage. Fundamentally, I challenge the equation of State schooling with public and/or democratic education. Our schools have not historically belonged to a democratic public. Rather, they have been created, funded, and managed by an elite class wielding local, state, and federal government as its executive arms. Schools are economic institutions, serving a division of labor in the reproduction of the larger economy. Rather than the school, our workplaces are the chief educational institutions of our lives. -
Media Syllabus
Sociology of Television & Media SOCL 299 Dr. Ellis Jones Fall 2010 Office: Beaven 221 TTH 12:30pm-1:45pm Office Hours: T 2:00pm-3:00pm Swords 302 TH 11:00am-12:00pm [email protected] Office Phone: 508-793-2367 I. OVERVIEW This course investigates the evolving role of television in shaping our understanding of, and relationship to, the world. Our inquiry will focus on the economic, political, social, and ecological implications of television as it relates to democracy, consumerism, human relationships, and how we make sense of the world both as individuals and as a society. More specifically, we’ll be examining the nature of entertainment, advertising, news, and the institutions that create television programming. How does the news shape reality? How does advertising actually influence human behavior? How does entertainment impact how we perceive our own lives? Who decides what program choices exist on television? The course will emphasize deep reading, critical thinking, a variety of audio/video materials, in-depth research, and the development of a resource- and skill-set that will allow you to further your critical consumption of television on your own. OBJECTIVES 1. Achieve a basic understanding of the national and global social transformation resulting from the evolution of television and related mass media. 2. Grasp the many complexities and contradictions that television and related mass media bring to our ability to distinguish the difference between fantasy and reality. 3. Gain the ability to think critically about the creation, distribution, and both intended and unintended consequences of television and related mass media on a macro and micro level. -
UNITED STATES of AMERICA the Execution of Mentally Ill Offenders
UNITED STATES OF AMERICA The execution of mentally ill offenders I cannot believe that capital punishment is a solution – to abolish murder by murdering, an endless chain of murdering. When I heard that my daughter’s murderer was not to be executed, my first reaction was immense relief from an additional torment: the usual catastrophe, breeding more catastrophe, was to be stopped – it might be possible to turn the bad into good. I felt with this man, the victim of a terrible sickness, of a demon over which he had no control, might even help to establish the reasons that caused his insanity and to find a cure for it... Mother of 19-year-old murder victim, California, November 1960(1) Today, at 6pm, the State of Florida is scheduled to kill my brother, Thomas Provenzano, despite clear evidence that he is mentally ill.... I have to wonder: Where is the justice in killing a sick human being? Sister of death row inmate, June 2000(2) I’ve got one thing to say, get your Warden off this gurney and shut up. I am from the island of Barbados. I am the Warden of this unit. People are seeing you do this. Final statement of Monty Delk, mentally ill man executed in Texas on 28 February 2002 Overview: A gap in the ‘evolving standards of decency’ The underlying rationale for prohibiting executions of the mentally retarded is just as compelling for prohibiting executions of the seriously mentally ill, namely evolving standards of decency. Indiana Supreme Court Justice, September 2002(3) On 30 May 2002, a jury in Maryland sentenced Francis Zito to death. -
Re:Imagining Change
WHERE IMAGINATION BUILDS POWER RE:IMAGINING CHANGE How to use story-based strategy to win campaigns, build movements, and change the world by Patrick Reinsborough & Doyle Canning 1ST EDITION Advance Praise for Re:Imagining Change “Re:Imagining Change is a one-of-a-kind essential resource for everyone who is thinking big, challenging the powers-that-be and working hard to make a better world from the ground up. is innovative book provides the tools, analysis, and inspiration to help activists everywhere be more effective, creative and strategic. is handbook is like rocket fuel for your social change imagination.” ~Antonia Juhasz, author of e Tyranny of Oil: e World’s Most Powerful Industry and What We Must Do To Stop It and e Bush Agenda: Invading the World, One Economy at a Time “We are surrounded and shaped by stories every day—sometimes for bet- ter, sometimes for worse. But what Doyle Canning and Patrick Reinsbor- ough point out is a beautiful and powerful truth: that we are all storytellers too. Armed with the right narrative tools, activists can not only open the world’s eyes to injustice, but feed the desire for a better world. Re:Imagining Change is a powerful weapon for a more democratic, creative and hopeful future.” ~Raj Patel, author of Stuffed & Starved and e Value of Nothing: How to Reshape Market Society and Redefine Democracy “Yo Organizers! Stop what you are doing for a couple hours and soak up this book! We know the importance of smart “issue framing.” But Re:Imagining Change will move our organizing further as we connect to the powerful narrative stories and memes of our culture.” ~ Chuck Collins, Institute for Policy Studies, author of e Economic Meltdown Funnies and other books on economic inequality “Politics is as much about who controls meanings as it is about who holds public office and sits in office suites. -
Now Available for Free As A
JARED CULTURAL STUDIES / AFRICANA STUDIES $14.95 | £11 In the proud tradition of Fanon, Cabral, Malcolm X, and Steve Biko, BALL Jared Ball speaks in the voice of the decolonial Other, ofering a much- needed mind transplant to anyone preferring to ignore the liberatory potential inhering in the hip-hop phenomenon of mixtape.—Ward Churchill / Author of A Little Matter of Genocide With this book, Jared Ball correctly and cogently posits hip-hop in its I rightful place—as the most important literary form to emerge from the MIX 20th century.—Boots Riley / Te Coup Te value of a committed, revolutionary Ph.D. with an ear for the WHAT truth and skills on the mic and turntable? Priceless.—Glen Ford / Executive Editor of BlackAgendaReport.com I In a moment of increasing corporate control in the music indus- LIKE try, where three major labels call the shots on which artists are heard and seen, Jared Ball analyzes the colonization and control ! of popular music and posits the homemade hip-hop mixtape as an emancipatory tool for community resistance. I Mix What I Like! is a revolutionary investigation of the cultural dimension of anti- JARED racist organizing in the Black community. A MIXTAPE BALL Blending together elements from internal colonialism theory, cul- tural studies, political science, and his own experience on the mic, Jared positions the so-called “hip-hop nation” as an extension of the internal colony that is modern African America, and suggests that the low-tech hip-hop mixtape may be one of the best weapons MANIFESTO we have against Empire. -
Killing Hope U.S
Killing Hope U.S. Military and CIA Interventions Since World War II – Part I William Blum Zed Books London Killing Hope was first published outside of North America by Zed Books Ltd, 7 Cynthia Street, London NI 9JF, UK in 2003. Second impression, 2004 Printed by Gopsons Papers Limited, Noida, India w w w.zedbooks .demon .co .uk Published in South Africa by Spearhead, a division of New Africa Books, PO Box 23408, Claremont 7735 This is a wholly revised, extended and updated edition of a book originally published under the title The CIA: A Forgotten History (Zed Books, 1986) Copyright © William Blum 2003 The right of William Blum to be identified as the author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988. Cover design by Andrew Corbett ISBN 1 84277 368 2 hb ISBN 1 84277 369 0 pb Spearhead ISBN 0 86486 560 0 pb 2 Contents PART I Introduction 6 1. China 1945 to 1960s: Was Mao Tse-tung just paranoid? 20 2. Italy 1947-1948: Free elections, Hollywood style 27 3. Greece 1947 to early 1950s: From cradle of democracy to client state 33 4. The Philippines 1940s and 1950s: America's oldest colony 38 5. Korea 1945-1953: Was it all that it appeared to be? 44 6. Albania 1949-1953: The proper English spy 54 7. Eastern Europe 1948-1956: Operation Splinter Factor 56 8. Germany 1950s: Everything from juvenile delinquency to terrorism 60 9. Iran 1953: Making it safe for the King of Kings 63 10. -
Capitalism Has Failed — What Next?
The Jus Semper Global Alliance In Pursuit of the People and Planet Paradigm Sustainable Human Development November 2020 ESSAYS ON TRUE DEMOCRACY AND CAPITALISM Capitalism Has Failed — What Next? John Bellamy Foster ess than two decades into the twenty-first century, it is evident that capitalism has L failed as a social system. The world is mired in economic stagnation, financialisation, and the most extreme inequality in human history, accompanied by mass unemployment and underemployment, precariousness, poverty, hunger, wasted output and lives, and what at this point can only be called a planetary ecological “death spiral.”1 The digital revolution, the greatest technological advance of our time, has rapidly mutated from a promise of free communication and liberated production into new means of surveillance, control, and displacement of the working population. The institutions of liberal democracy are at the point of collapse, while fascism, the rear guard of the capitalist system, is again on the march, along with patriarchy, racism, imperialism, and war. To say that capitalism is a failed system is not, of course, to suggest that its breakdown and disintegration is imminent.2 It does, however, mean that it has passed from being a historically necessary and creative system at its inception to being a historically unnecessary and destructive one in the present century. Today, more than ever, the world is faced with the epochal choice between “the revolutionary reconstitution of society at large and the common ruin of the contending classes.”3 1 ↩ George Monbiot, “The Earth Is in a Death Spiral. It will Take Radical Action to Save Us,” Guardian, November 14, 2018; Leonid Bershidsky, “Underemployment is the New Unemployment,” Bloomberg, September 26, 2018. -
Postmodern View of the Hidden Curriculum
Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Fall 2007 Postmodern View of the Hidden Curriculum Linda W. Dickerson Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Recommended Citation Dickerson, Linda W., "Postmodern View of the Hidden Curriculum" (2007). Electronic Theses and Dissertations. 455. https://digitalcommons.georgiasouthern.edu/etd/455 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]. 1 A POSTMODERN VIEW OF THE HIDDEN CURRICULUM by LINDA DICKERSON (UNDER THE DIRECTION OF WILLIAM REYNOLDS) ABSTRACT This dissertation will address the hidden curriculum and the impact that it has on the contemporary classroom. In the twentieth century, America is facing a variety of crises, one being the state of the national educational system, and part of this crisis is the public image that the educational system presents to the public eye through the hidden curriculum. Every institution has a public image or the side of it which first meets the eye, but often these images are deceptive. Schools present a public image in that schools teach much more than they claim to teach and they complete this task through rules, curriculum, and responses to all events and situations. The hidden curriculum actually functions in the open through the practices of the school, and is only hidden in the fact that these practices go unacknowledged by teachers, administrators, parents and students.