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Youtube and the Vernacular Rhetorics of Web 2.0
i REMEDIATING DEMOCRACY: YOUTUBE AND THE VERNACULAR RHETORICS OF WEB 2.0 Erin Dietel-McLaughlin A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2010 Committee: Kristine Blair, Advisor Louisa Ha Graduate Faculty Representative Michael Butterworth Lee Nickoson ii ABSTRACT Kristine Blair, Advisor This dissertation examines the extent to which composing practices and rhetorical strategies common to ―Web 2.0‖ arenas may reinvigorate democracy. The project examines several digital composing practices as examples of what Gerard Hauser (1999) and others have dubbed ―vernacular rhetoric,‖ or common modes of communication that may resist or challenge more institutionalized forms of discourse. Using a cultural studies approach, this dissertation focuses on the popular video-sharing site, YouTube, and attempts to theorize several vernacular composing practices. First, this dissertation discusses the rhetorical trope of irreverence, with particular attention to the ways in which irreverent strategies such as new media parody transcend more traditional modes of public discourse. Second, this dissertation discusses three approaches to video remix (collection, Detournement, and mashing) as political strategies facilitated by Web 2.0 technologies, with particular attention to the ways in which these strategies challenge the construct of authorship and the power relationships inherent in that construct. This dissertation then considers the extent to which sites like YouTube remediate traditional rhetorical modes by focusing on the genre of epideictic rhetoric and the ways in which sites like YouTube encourage epideictic practice. Finally, in light of what these discussions reveal in terms of rhetorical practice and democracy in Web 2.0 arenas, this dissertation offers a concluding discussion of what our ―Web 2.0 world‖ might mean for composition studies in terms of theory, practice, and the teaching of writing. -
Object Summary Collections 11/19/2019 Collection·Contains Text·"Manuscripts"·Or Collection·Contains Text·"University"·And Status·Does Not Contain Text·"Deaccessioned"
Object_Summary_Collections 11/19/2019 Collection·Contains text·"Manuscripts"·or Collection·Contains text·"University"·and Status·Does not contain text·"Deaccessioned" Collection University Archives Artifact Collection Image (picture) Object ID 1993-002 Object Name Fan, Hand Description Fan with bamboo frame with paper fan picture of flowers and butterflies. With Chinese writing, bamboo stand is black with two legs. Collection University Archives Artifact Collection Image (picture) Object ID 1993-109.001 Object Name Plaque Description Metal plaque screwed on to wood. Plaque with screws in corner and engraved lettering. Inscription: Dr. F. K. Ramsey, Favorite professor, V. M. Class of 1952. Collection University Archives Artifact Collection Image (picture) Object ID 1993-109.002 Object Name Award Description Gold-colored, metal plaque, screwed on "walnut" wood; lettering on brown background. Inscription: Present with Christian love to Frank K. Ramsey in recognition of his leadership in the CUMC/WF resotration fund drive, June 17, 1984. Collection University Archives Artifact Collection Image (picture) Object ID 1993-109.003 Object Name Plaque Description Wood with metal plaque adhered to it; plque is silver and black, scroll with graphic design and lettering. Inscription: To Frank K. Ramsey, D. V. M. in appreciation for unerring dedication to teaching excellence and continuing support of the profession. Class of 1952. Page 1 Collection University Archives Artifact Collection Image (picture) Object ID 1993-109.004 Object Name Award Description Metal plaque screwed into wood; plaque is in scroll shape on top and bottom. Inscription: 1974; Veterinary Service Award, F. K. Ramsey, Iowa Veterinary Medical Association. Collection University Archives Artifact Collection Image (picture) Object ID 1993-109.005 Object Name Award Description Metal plaque screwed onto wood; raised metal spray of leaves on lower corner; black lettering. -
Painting Photographs: Absence on Mohammed Mahmoud Street
Bowling Green State University ScholarWorks@BGSU 19th Annual Africana Studies Student Research Africana Studies Student Research Conference Conference and Luncheon Feb 24th, 3:00 PM - 4:20 PM Painting Photographs: Absence on Mohammed Mahmoud Street Kirsten Stricker Follow this and additional works at: https://scholarworks.bgsu.edu/africana_studies_conf Part of the African Languages and Societies Commons Stricker, Kirsten, "Painting Photographs: Absence on Mohammed Mahmoud Street" (2017). Africana Studies Student Research Conference. 3. https://scholarworks.bgsu.edu/africana_studies_conf/2017/005/3 This Event is brought to you for free and open access by the Conferences and Events at ScholarWorks@BGSU. It has been accepted for inclusion in Africana Studies Student Research Conference by an authorized administrator of ScholarWorks@BGSU. Painting Photographs: Absence on Mohammed Mahmoud Street Kirsten E. Stricker Stricker 1 Mohammed Mahmoud Street is the metaphoric tomb of Tahrir Square, Cairo where violent protests erupted during the Egyptian Revolution which began in 2011.1 It is on the walls of this street that Ammar Abo Bakr painted outside of his studio for the first time.2 “Lost Eyes,” a large mural commemorating the men and women who lost their eyes in clashes during a demonstration against military rule on November 19, 2011, was the first large mural that he made commemorating those who were injured during the struggle for freedom (Figure 1). Since then Bakr has continued to work on an ever evolving mural on Mohammed Mahmoud Street. While he is responsible for a great number of fascinating pieces of art this paper will focus primarily on the mural he added to the wall in May 2012—a mural of mourning mothers holding photographs of their children who died in the revolution. -
Holocaust Memorial Days an Overview of Remembrance and Education in the OSCE Region
Holocaust Memorial Days An overview of remembrance and education in the OSCE region 27 January 2015 Updated October 2015 Table of Contents Foreword .................................................................................................................................... 1 Introduction ................................................................................................................................ 2 Albania ................................................................................................................................. 13 Andorra ................................................................................................................................. 14 Armenia ................................................................................................................................ 16 Austria .................................................................................................................................. 17 Azerbaijan ............................................................................................................................ 19 Belarus .................................................................................................................................. 21 Belgium ................................................................................................................................ 23 Bosnia and Herzegovina ....................................................................................................... 25 Bulgaria ............................................................................................................................... -
Networked Collective Memory
Networked Collective Memory A media-archeological approach towards digital collective memory Networked Collective Memory A media-archeological approach towards digital collective memory Patty Jansen Student number: 10219455 [email protected] [email protected] RMA Thesis Arts and Culture: Artistic Research Supervisor: dr. J.H. Hoogstad Second Reader: dr. J. Boomgaard Universiteit van Amsterdam Index 0.0 Introduction...........................................................................................................................4 1.0 Mediating Memory............................................................................................................... 7 Collective Memory ................................................................................................................................7 Official, Vernacular and Public Memory................................................................................................ 9 Portraits of Grief and Resilience............................................................................................................. 9 The Role of the User in Collective Memory.........................................................................................13 2.0 Network Memory................................................................................................................14 Timeless Time....................................................................................................................................... 14 Beyond News Paradigms -
The Faerie Queene Study Guide
The Faerie Queene Study Guide © 2018 eNotes.com, Inc. or its Licensors. ALL RIGHTS RESERVED. No part of this work covered by the copyright hereon may be reproduced or used in any form or by any means graphic, electronic, or mechanical, including photocopying, recording, taping, Web distribution or information storage retrieval systems without the written permission of the publisher. Summary The Faerie Queene is a long epic poem that begins and ends with Christian affirmations. In it, Edmund Spenser draws on both Christian and classical themes, integrating the two traditions with references to contemporary politics and religion. The poem begins with a representation of holiness in book 1, and the Mutabilitie Cantos (first printed with the poem in 1609 after Spenser’s death) conclude with a prayer. Book 1 is identified as the Legend of the Knight of the Red Cross (or Saint George) in canto 2, verses 11-12. Red Cross, as an individual, is the Protestant Everyman, but as Saint George, historically England’s patron saint, he also represents the collective people of England. He is a pilgrim who hopes to achieve the virtue holiness, and for the reader his adventures illustrate the path to holiness. Red Cross’s overarching quest, as an individual, is to behold a vision of the New Jerusalem, but he also is engaged in a holy quest involving the lady Una, who represents the one true faith. To liberate Una’s parents, the king and queen, Adam and Eve, Red Cross must slay the dragon, who holds them prisoner. The dragon represents sin, the Spanish Armada, and the Beast of the Apocalypse, and when Red Cross defeats the dragon he is in effect restoring Eden. -
Anna Rzeczyńska "Black Ribbon Day", Edward Sołtys, Toronto 2014 : [Recenzja]
Anna Rzeczyńska "Black Ribbon Day", Edward Sołtys, Toronto 2014 : [recenzja] TransCanadiana 8, 326-328 2016 Anna Reczyńska Jagiellonian University in Kraków EDWARD SOŁTYS. BLACK RIBBON DAY. TORONTO: CANADIAN POLISH RESEARCH INSTITUTE, 2014. 313 PAGES. ISBN 978-0-920517-18-5 A black ribbon is a symbol of grief not only in European cultures but also in many others. In the late 1980s, a new movement was born in many different countries, a movement which added a new meaning to the black ribbon. It became a symbol of remembrance of the Molotov-Ribbentrop pact from 1939 and its tragic outcomes for millions of people. Since 1987, Black Ribbon Day has been commemorated around the world on August 23, the anniversary of the signing of the pact. On that day, various forms of protests and demonstrations take place, involving hundreds or thousands of people, featuring speeches by politicians, emigration activists, dissidents, and other people persecuted by totalitarian states. Academic sessions, discussions, and press conferences are also held, focusing on the pact that resulted in World War II, border changes, a new division of Europe, and tragedies of millions of people. The events pinpoint that due to the pact the three Baltic countries, Lithuania, Latvia, and Estonia, were forced, for several decades, to be the part of the USSR, while countries at the centre of the continent came under the strong influence of the aforementioned totalitarian regime. Black Ribbon Day also features secular and religious ceremonies commemorating the victims, prisoners, deportees, displaced persons, and refugees, all of whom were victims of totalitarian regimes. -
Ribbon of Courage 2
Notes Project Planner Date: 7/15/17 1. Score the Thick Very Vanilla card stock at 4¼”. Then fold and crease for the card base. Ribbon of Courage 2. Stamp the Watercolor Wash background in Daffodil Delight ink. Stamp Sets Catalog* Page 3. Stamp the greeting of your choice in Soft Suede ink in the top Ribbon of Courage 17-18 96 Wood 143852 $27.00 right corner. Clear 143855 $19.00 4. Place both Daffodil Delight strips in the Garden Trellis folder Ribbon of Courage 17-18 97 Wood 145341 $44.00 and emboss with the Big Shot. Adhere the wider one to the Bundle Clear 145342 $36.75 front of the card on the left side. Adhere the narrower one to Watercolor Wash 17-18 165 Wood 138704 $20.00 the inside of the card on the left side. Adhere a Soft Suede Clear 139538 $15.00 strip next to each of the Daffodil Delight strips. Paper Catalog* Page Item # Price Sizes 5. Stamp the ribbon (twice) in Soft Suede ink. Color in the flowers Very Vanilla 8½" x 11" 17-18 194 144237 $7.00 with the Daffodil Delight Stampin’ Write marker, if desired. You 8½” x 5½” Thick card stock could also use a Blender Pen with the ink from the stamp pad. Very Vanilla 2 ¼” x 4 ½” Cut out the shapes with the Support Ribbon Framelits. Trim Daffodil Delight 8½” x 11" 17-18 186 119683 $8.00 1 ½” x 5½” one ribbon as shown. You may want to trim the “full” ribbon as Daffodil Delight ¾” x 5½” well. -
What You'll Find in This Article PINK RIBBONS
What You’ll Find in This Article Below, you’ll find over 1,000 causes represented by a total of 64 different colors. There are 30 color combinations, unique prints like zebra and puzzle pieces, and even a few product suggestions for your next event. Scroll down to find a full list of causes for every color! PINK RIBBONS Back to Top Pink Ribbon (download) Pink is a power color as it’s used to support a number of worthwhile causes, including breast cancer awareness, Paget’s disease, and overall women’s health. The full list of pink ribbon meanings includes: Birth Parents Breast Cancer Awareness Breast Reconstruction Awareness Eosinophilic Diseases “Fight Like a Girl” Gendercide Nursing Mothers Paget’s Disease Respecting Birth Parents & Nursing Parents Women’s Health Hot Pink Ribbon (download) A dark shade of hot pink is used for many different causes, such as cleft palate, eosinophilic diseases, and gendercide. The full list of hot pink ribbon meanings includes: Cleft Palate Eosinophilic Disease Eosinophilic Esophagitis Inflammatory Breast Cancer Stop Gendercide Peach Ribbon (download) A lighter, peach ribbon is used to raise awareness for a variety of cancers and other causes. The full list of peach ribbon meanings includes: Endometrial Cancer Invisible Illness Uterine Cancer Vaginal Cancer YELLOW RIBBONS Back to Top Yellow Ribbon (download) Yellow is used to show support for our troops and to raise awareness about Prisoners of War or Missing in Action, (POW/MIA), suicide prevention, adoption, and many different types of cancer. The full list of yellow ribbon meanings includes: Adenosarcoma Bladder Cancer Adoptive Parents Bone Cancer Carbon Monoxide Poisoning Craniofacial Acceptance Endometriosis Epithelioid Sarcoma Ewing Sarcoma Microcephaly Missing in Action Missing Children Missing Persons Myxoid Liposarcoma Obesity Osteosarcoma Prisoners of War Refugees Welcome Sarcoma Spina Bifida Suicide Prevention The Disappeared Amber Ribbon (download) Amber is a precious gem and a darker shade of yellow. -
World Leaders Unite to Condemn Paris Attacks
SUBSCRIPTION MONDAY, NOVEMBER 16, 2015 SAFAR 3, 1437 AH www.kuwaittimes.net Kuwait to join Clinton urges Nishikori Holm silences sports events war on fails to crack Rousey in only when its Islamic State, Djokovic stunning flag is 3raised not Muslims7 riddle KO win World leaders16 unite20 to Min 13º Max 26º condemn Paris attacks High Tide 01:14 & 15:37 Obama, Putin agree need for Syria talks, ceasefire Low Tide 08:50 & 20:46 40 PAGES NO: 16699 150 FILS ANTALYA, Turkey: World leaders united yesterday to denounce terrorism at a heavily-guarded summit in Turkey after the gun and bomb assaults in Paris, despite divisions over conflict-riven Syria. US President Barack Obama, Vladimir Putin of Russia, China’s President Xi Jinping and other leaders gathered at the Mediterranean resort of Antalya two days after the Paris attacks claimed by Islamic State jihadists. Obama condemned the killing of 129 people in Paris as well as a double suicide bombing in Ankara last month as attacks “on the civilized world” and vowed to “redouble our efforts” to eliminate the Islamic State net- work. “We stand in solidarity with France in hunting down the perpetrators of this crime and bringing them to justice,” Obama declared after talks with his host, Turkish President Recep Tayyip Erdogan. The Paris killings darkened the mood of the summit of the Group of 20 top world economies, with security and the Syrian conflict now eclipsing an economic agenda that will also deal with the spreading refugee crisis, climate change and tax avoidance. Erdogan said the summit agenda was now “very different” given the massacre in Paris, with the leaders to condemn the attacks in their communique or a separate statement. -
Edouard Manet
Edouard Manet Edouard Manet (mah-NAY) 1832-1883 French Painter Edouard Manet was a transitional figure in 19th Vocabulary century French painting. He bridged the classical tradition of Realism and the new style of Impressionism—A style of art that originated in Impressionism in the mid-1800s. He was greatly 19th century France, which concentrated on influenced by Spanish painting, especially changes in light and color. Artists painted Velazquez and Goya. In later years, influences outdoors (en plein air) and used dabs of pure from Japanese art and photography also affected color (no black) to capture their “impression” of his compositions. Manet influenced, and was scenes. influenced by, the Impressionists. Many considered him the leader of this avant-garde Realism—A style of art that shows objects or group of artists, although he never painted a truly scenes accurately and objectively, without Impressionist work and personally rejected the idealization. Realism was also an art movement in label. 19th century France that rebelled against traditional subjects in favor of scenes of modern Manet was a pioneer in depicting modern life by life. generating interest in this new subject matter. He borrowed a lighter palette and freer brushwork Still life—A painting or drawing of inanimate from the Impressionists, especially Berthe Morisot objects. and Claude Monet. However, unlike the Impressionists, he did not abandon the use of black in his painting and he continued to paint in his studio. He refused to show his work in the Art Elements Impressionist exhibitions, instead preferring the traditional Salon. Manet used strong contrasts and Color—Color has three properties: hue, which is bold colors. -
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The Dancer In Red and other Stories by Fergus Hume The Dancer in Red So incredible is this tale that I expect few to believe it. Nevertheless, it is not only true, but happened within the last decade. The names of the places and the characters are changed, it is true; I write, too, under a nom-de-plume; but the incidents are set down just as they took place. I can vouch for their truth, for I was an eye-witness of many. The rest I heard from the chief actor in this drama—or perhaps I should say melodrama, if not tragedy—for it is as moving as the most sensational play. And true! Do not forget that—absolutely true. That is the horror of the thing. As a busy London physician, I have a great deal of hard work to get through; and it is always a pleasure when I can take an occasional holiday for the recuperation of body and mind. Being a bachelor and well-to-do, I have less difficulty than I otherwise would have in making extended trips, so that frequently I go far afield in search of enjoyment and relaxation. One night in June I was seated in my study, turning over the leaves of a Continental Bradshaw, and wondering what country I should explore on my coming holiday, when the door opened and Hugh Tancred entered hurriedly. Tancred is my cousin, and as we were at school and college together has been free of my house these many years. I was surprised to see him just then, as two months before he had gone to Spain, and I had no idea that he was back in town.