DOCSLIB.ORG

Read About It…: Учебно-Методическое Пособие Для Сту

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Read About It…: Учебно-Методическое Пособие Для Сту Федеральное агентство по образованию УДК 81.2 ББК 81.2Англ.я7 Омский государственный университет им. Ф.М. Достоевского R30 Рекомендовано к изданию редакционно-издательским советом ОмГУ Рецензенты: ст. преподаватель каф. иностранных языков ОмГУ С.Р. Оленева; ст. преподаватель каф. иностранных языков ОмГУ, канд. пед. наук Ж.В. Лихачева R30 Read about It…: Учебно-методическое пособие для сту- дентов факультета «Теология и мировые культуры» / Сост. М.Х. Рахимбергенова. – Омск: Изд-во ОмГУ, 2006. – 92 с. ISBN 5-7779-0675-3 Пособие ставит своей целью развить навыки англоязычного об- READ ABOUT IT… щения, научить беседовать на различные темы, касающиеся религии. Включены аутентичные тексты современной зарубежной периоди- Учебно-методическое пособие ки, художественной литературы, сайтов Интернета, представляющие собой широкий спектр литературных произведений начиная с древ- (для студентов факультета «Теология и мировые культуры») неегипетских мифов и заканчивая историческим романом. Может быть использовано в первую очередь для самостоя- тельной работы, но не исключает работы в аудитории. Для студентов I, II курсов дневного и вечернего отделений фа- культета «Теология и мировые культуры». УДК 81.2 ББК 81.2Англ.я7 Изд-во Омск ISBN 5-7779-0675-3 © Омский госуниверситет, 2006 ОмГУ 2006 2 СОДЕРЖАНИЕ ПРЕДИСЛОВИЕ Предисловие ................................................................................................... 4 Данное учебно-методическое пособие предназначено для сту- Text I. Black Cats and Broken Mirrors......................................................... 6 дентов факультета «Теология и мировые культуры», владеющих Text II. The Life of Buddha.......................................................................... 11 достаточными навыками чтения на английском языке и желающих Text III. Creation Legend of Sun Worshippers .......................................... 21 самостоятельно совершенствовать свои знания. Text IV. Why I converted to ISLAM after September 11.......................... 29 Материалы пособия позволят выработать разнообразные на- выки и умения: Text V. Dying for Their Beliefs: Christian Scientist Parents on Trial in Girl’s Death................................................................................. 34 • чтение больших информационных блоков; • извлечение необходимой информации; Text VI. In Search of the Gods ..................................................................... 40 • поиск новых идей, определение приоритетов; Text VII. Death and the Judgment............................................................... 45 • критическое осмысление фактов и разных точек зрения; Chapter 1................................................................................................ 45 • коммуникативные навыки в различных видах речевой дея- Chapter 2................................................................................................ 47 Chapter 3................................................................................................ 50 тельности. Учебно-методическое пособие состоит из 10 текстов, рассчи- Text VIII. What Miracles Mean................................................................... 56 танных на работу в течение трех семестров, каждый из которых со- Text IX. Nicholas and Alexandra ................................................................. 66 держит как минимум два занятия по внеаудиторному чтению. Chapter 1................................................................................................ 66 Тексты заимствованы из разнообразных источников, напри- Chapter 2................................................................................................ 72 мер, из современной художественной литературы, антологии, за- Text X. Moving Out of a Storefront into a Temple, New Haven’s рубежных журналов, сайтов Интернета. Известно, что чтение со- Church of Scientology is Booming ............................................................... 79 временной литературы помогает компенсировать отсутствие опыта Список использованной литературы....................................................... 91 непосредственного общения с иностранцами, способствует разви- тию адекватного восприятия поведения иностранцев при встрече с ними, позволяет более высоко оценить уровень собственной куль- туры. Задания упражнений предназначены для детальной отработ- ки отдельных элементов текста: синонимии, многозначности слов, развития навыков устной речи. Задания к текстам дают возможность организовать дискуссию по данной теме, используя при этом лек- сику текста, стимулируют высказывания студентов. Поскольку пособие имеет специальную направленность, ре- лигиозная тематика занимает в нем особое место. Приоритетной направленностью является все же место человека в религии. Подбор текстов позволяет обсудить самые актуальные на се- годня темы: новые религиозные движения, так называемые культы и секты (Moving out of a storefront into a temple, New Haven’s Church of Scientology is booming), неконвенциональные методы лечения 3 4 молитвой (Dying for their beliefs: Christian Scientist Parents on trial TEXT I in girl’s death), предрассудки и суеверия (Black cats and broken mirrors), понятие чуда в религии (What miracles mean), современ- Read the text and do all the tasks given below. ные исследования в попытке найти останки поселений древних богов (In search of the Gods), обращение в ислам (Why I converted to BLACK CATS AND BROKEN MIRRORS ISLAM after September, 11). Рекомендуется при выборе текста учитывать текущую разго- Do you think that it is bad luck to walk under a ladder or break a ворную тему, изучаемую на аудиторных занятиях. Так, например, mirror? Do you think that black cats and the number 13 are unlucky? текст «The life of Buddha» следует соотнести с темой Buddhism, There are over one million superstitions, and most people believe at либо использовать в качестве урока на повторение этой темы и т. д. least one or two of them. Упражнения следует выполнять в представленной последо- Many people are superstitious about numbers. They think that вательности. there are lucky numbers and unlucky numbers. The number 13 is often considered unlucky. In some parts of the world, buildings have no 13th floor and streets have no houses with the number 13. In Japan, 4 is con- sidered unlucky because in Japanese the word «four» is pronounced the same as the word «death.» Japanese never give gifts of four knives, four napkins, or four of anything. What are the lucky numbers? Seven is a lucky number in many places, and 8 is considered lucky in Japan and China. In China, businesses often open on August 8 (8-8), and many couples register to get married at eight past eight on August 8. Supersti- tions about numbers are so widespread that some people – called nu- merologists – make a living giving advice about numbers. In 1937, when the Toyoda family of Japan wanted to form a car company, they asked a numerologist if «Toyoda» would be a good name for the com- pany. The numerologist said it would not be. He explained that «To- yoda» took ten strokes of the pen to write, and 10 was not a lucky num- ber. «Toyota,» however, took eight strokes to write, and eight was a very lucky number. The numerologist recommended «Toyota» as a bet- ter name for the company. The family took his advice. As a result, mil- lions of people drive «Toyotas» and not «Toyodas.» In addition to su- perstitions about numbers, there are many other kinds of superstitions. There are superstitions about eating, sleeping, sneezing, and itching. There are superstitions about animals and holidays and horseshoes. There are even superstitions about superstitions. Those superstitions tell people how to reverse bad luck. For example, in many parts of the world spilling salt is bad luck. Throwing salt, however, is good luck. So, people who spill salt throw a 5 6 little of the spilled salt over their left shoulder. Throwing the spilled salt 1. Which words have the same meaning as the words in the reverses the bad luck. When the Japanese bump heads, they immedi- reading selection? ately bump heads again. According to a Japanese superstition, the first 1. Superstitions about numbers are widespread. bump means their parents will die, but the second bump «erases» the a. found in many places b. believed only by children first bump. To reverse bad luck in general, people turn around three 2. The family took his advice. times, turn their pockets inside out, or put their hats on backwards. In a. did what he suggested b. asked for more information the United States, baseball players sometimes wear their caps back- 3. There are superstitions that reverse bad luck. wards when their team is losing. It looks silly, but the baseball players a. change bad luck to good luck b. give the bad luck to some- don’t mind if it helps them win the game. one else Because there are so many superstitions, it is not surprising that 4. If you spill salt, immediately throw a little of the spilled salt some of them are contradictory. In Germany, it is good luck when the over your left shoulder. left eye twitches and bad luck when the right eye twitches. In Malaysia, a. use too much salt b. pour out salt accidentally it is exactly the opposite: a twitching right eye means good luck, and a 5. It looks silly, but the baseball players don’t mind if it helps twitching left eye means bad luck. Accidentally putting on clothes in- them win the game. side out brings good luck in Pakistan but bad luck in Costa Rica. In a. that’s OK with the baseball players Chile, unmarried people
Load more

Recommended publications
  • Papers of Beatrice Mary Blackwood (1889–1975) Pitt Rivers Museum, University of Oxford
    PAPERS OF BEATRICE MARY BLACKWOOD (1889–1975) PITT RIVERS MUSEUM, UNIVERSITY OF OXFORD Compiled by B. Asbury and M. Peckett, 2013-15 Box 1 Correspondence A-D Envelope A (Box 1) 1. Letter from TH Ainsworth of the City Museum, Vancouver, Canada, to Beatrice Blackwood, 20 May 1955. Summary: Acknowledging receipt of the Pitt Rivers Report for 1954. “The Museum as an institution seems beset with more difficulties than any other.” Giving details of the developing organisation of the Vancouver Museum and its index card system. Asking for a copy of Mr Bradford’s BBC talk on the “Lost Continent of Atlantis”. Notification that Mr Menzies’ health has meant he cannot return to work at the Museum. 2pp. 2. Letter from TH Ainsworth of the City Museum, Vancouver, Canada, to Beatrice Blackwood, 20 July 1955. Summary: Thanks for the “Lost Continent of Atlantis” information. The two Museums have similar indexing problems. Excavations have been resumed at the Great Fraser Midden at Marpole under Dr Borden, who has dated the site to 50 AD using Carbon-14 samples. 2pp. 3. Letter from TH Ainsworth of the City Museum, Vancouver, Canada, to Beatrice Blackwood, 12 June 1957. Summary: Acknowledging the Pitt Rivers Museum Annual Report. News of Mr Menzies and his health. The Vancouver Museum is expanding into enlarged premises. “Until now, the City Museum has truly been a cultural orphan.” 1pp. 4. Letter from TH Ainsworth of the City Museum, Vancouver, Canada, to Beatrice Blackwood, 16 June 1959. Summary: Acknowledging the Pitt Rivers Museum Annual Report. News of Vancouver Museum developments.
    [Show full text]
  • What Happens When You Die? from the Smallest to the Greatest, from the Richest to the Poorest, Everyone Eventually Dies
    The Real Truth A MAGAZINE RESTORING PLAIN UNDERSTANDING This article was printed from www.realtruth.org. ARTICLE FROM JULY - AUGUST 2006 ISSUE What Happens When You Die? From the smallest to the greatest, from the richest to the poorest, everyone eventually dies. But what happens after death? Can you know for sure? BY KEVIN D. DENEE enjamin Franklin wrote, “In this world nothing can be said to be certain, except death and taxes.” Every minute on earth, B 108 people die. Ultimately, everyone dies. It is not a matter of if, but when. Sadly, and due to a wide variety of reasons and circumstances, some seek death, considering it the only solution. Others try to delay the inevitable through good health. Still others tragically lose their lives through time and chance. Sometimes disease or other illnesses bring a death sentence, leaving the person with nothing to do but wait for the end. Many view the end of their lives with uneasiness. They ponder, “What’s next?”— “Will I live again?”—“Is this it?”—“Will I ever see my loved ones again?”—“Where am I going after this life?” Photo: KRT In contrast, others view death with fear of the unknown. Some fear the process and the suffering that may accompany death. Others, racked with guilt, have a different type of fear—fear that they will burn forever in “hell fire.” Whatever the viewpoint, feelings or circumstances of one’s life—ultimately, life ends. Because of this unavoidable reality, every person at some point in his or her life thinks about the subject of death.
    [Show full text]
  • Folk-Lore Record
    $\u 4*Ht-Jta $uk% FOR COLLECTING AND PRINTING RELICS OF POPULAR ANTIQUITIES, &c. ESTABLISHED IN THE YEAR MDCCCLXXVIII. PUBLICATIONS OP THE FOLK-LORE SOCIETY. I. ik dfdl-Jfoq jtot^g. PRESIDENT. THE RIGHT HON. THE EARL OF VERULAM, F.R.G.S. COUNCIL. JAMES BRITTEN, F.L.S. PROFESSOR MAX MULLER,M.A. HENRY C. COOTE, F.S.A. F. OUVRY, F.S.A. SIR W. R. DRAKE, F.S.A. W. R. S. RALSTON, M.A. G. LAURENCE GOMME. EDWARD SOLLY, F.R.S. F.S.A. HENRY HILL, F.S.A. WILLIAM J. THOMS, F.S.A. A. LANG, M.A. EDWARD B. TYLOR, LL.D. DIRECTOR.—WILLIAM J. THOMS, F.S.A. TREASURER.—SIR WILLIAM R. DRAKE, F.S.A. HONORARY SECRETARY.—G. LAURENCE GOMME, Castelnau, Barnes, S.W. AUDITORS.—E. HAILSTONE, ESQ. F.S.A. JOHN TOLHURST, ESQ. BANKERS.—UNION BANK OF LONDON, CHARING CROSS BRANCH. LIST OF MEMBERS. Mrs. Adams, Manor House, Staines. George H. Adshead, Esq., 9, Strawberry Terrace, Pendleton. Major- General Stewart Allan, Richmond. William Andrews, Esq., 10, Colonial Street, Hull. George L. Apperson, Esq., The Common, Wimbledon. Mrs. Arnott, Milne Lodge, Sutton, Surrey. William E. A. Axon, Esq., Bank Cottage, Barton-on-Irwell. James Backhouse, Esq., West Bank, York. Jonathan E. Backhouse, Esq., Bank, Darlington. James Bain, Esq., 1, Haymarket, S.W. Alexander Band, Esq., 251, Great Western Road, Glasgow. J. Davies Barnett, Esq.. 28, Victoria Street, Montreal, Canada. J. Bawden, Esq., Kingstou, Canada. Charles E. Baylcy, Esq., West Bromwich. The Earl Beauchamp. Miss Bell, Borovere, Alton, Hants. Isaac Binns, Esq., F.R.Hist.S., Batley, Yorkshire.
    [Show full text]
  • Witch-Hunting’ in India? Do We Need Special Laws?
    SPECIAL ARTICLE ‘Witch-hunting’ in India? Do We Need Special Laws? Madhu Mehra, Anuja Agrawal This paper discusses the findings of a socio-legal study his paper discusses a study on witch-hunting conducted on witch-hunting conducted by the Partners for Law in by the Partners for Law in Development (PLD) in select districts and blocks of Jharkhand, Bihar and Chhattis- Development in Jharkhand, Bihar and Chhattisgarh. It T garh.1 The objective of the study was to generate evidence highlights the results of the study in order to offer a regarding contemporary trends of violence and victimisation critical perspective on the increasing reliance on special in which allegations of witchcraft are present (such violations laws to address the problem of witch-hunting. The being referred to in short as witch-hunting) and to identify the interface that such victimisation has with law within these socio-legal evidence from the states which already have three states as well as in the broader Indian context. The view such special laws on witch-hunting shows their that witch-hunting/witchcraft is a unique problem which inefficacy in dealing with witch-hunting and related requires interventions in the form of a special law already forms of violence. Criminalisation of witch-hunting prevails in much of the debate on this issue and indeed has led to such laws being enacted in several Indian states while through special laws is an inadequate response to the similar measures are increasingly being contemplated in other problem which has much in common with other forms parts of the country.
    [Show full text]
  • Empirical Inquiry Twenty-Five Years After the Lawyering Process Stefan H
    Maurice A. Deane School of Law at Hofstra University Scholarly Commons at Hofstra Law Hofstra Law Faculty Scholarship 2003 Empirical Inquiry Twenty-Five Years After The Lawyering Process Stefan H. Krieger Maurice A. Deane School of Law at Hofstra University Richard K. Neumann Jr. Maurice A. Deane School of Law at Hofstra University Follow this and additional works at: https://scholarlycommons.law.hofstra.edu/faculty_scholarship Recommended Citation Stefan H. Krieger and Richard K. Neumann Jr., Empirical Inquiry Twenty-Five Years After The Lawyering Process, 10 Clinical L. Rev. 349 (2003) Available at: https://scholarlycommons.law.hofstra.edu/faculty_scholarship/155 This Article is brought to you for free and open access by Scholarly Commons at Hofstra Law. It has been accepted for inclusion in Hofstra Law Faculty Scholarship by an authorized administrator of Scholarly Commons at Hofstra Law. For more information, please contact [email protected]. EMPIRICAL INQUIRY TWENTY-FIVE YEARS AFTER THE LAWYERING PROCESS RICHARD K. NEUMANN, JR. & STEFAN H. KRIEGER* One of the many ways in which The Lawyering Process was a pioneering book was its extensive reliance on empirical research about lawyers, lawyering, and activities analogous to some or another aspect of lawyering. To what extent has the clinical field accepted Gary Bellow and Bea Moulton's invitation to explore empirical stud- ies generated outside legal education and perhaps engage in empirical work ourselves to understand lawyering more deeply? Although some clinicians have done good empirical work, our field as a whole has not really accepted Gary and Bea's invitation. This article ex- plains empirical ways of thinking and working; discusses some of the mistakes law scholars (not only clinicians) make when dealing with empirical work; explores some of the reasons why empiricism has encountered difficulty in law schools; and suggests that empiricism might in some ways improve our teaching in clinics.
    [Show full text]
  • Superstition Found in Adventures of Huckleberry Finn Developed By
    Lesson Plan – Adventures of Huckleberry Finn Concept: Superstition found in Adventures of Huckleberry Finn Developed by: Lori Rollison, Marceline High School, Marceline, Missouri Suggested Grade Level: 9-12 (can be adapted for use in middle school) Time Frame: 10 fifty-minute class periods (lessons can be combined to fit block schedule) Objectives: 1. Students will identify and explain five examples of superstitions found in Adventures of Huckleberry Finn. 2. Students will create five new superstitions based on an area of interest. 3. Students will write a story that appropriately includes a superstition created by the student. State Standards: Missouri Show-Me Standards: CA1, CA2, CA4, CA6, CA7, SS6 Assessment/Evaluation: Students will create a list of five new superstitions that they create based on their own life and family values. With this list of superstitions, students will write a short story in which they incorporate their newfound superstitions. This story needs to follow standard writing format, and needs to be told from the viewpoint of Huck Finn. The text should be written in a dialect similar to what appears in the original Mark Twain text. In addition, students will include illustrations that depict the superstitions as they occur within the story. Language/Vocabulary: Found Poem: a poem consisting of words found in a non-poetic context and usually broken into lines that convey a verse rhythm (http://www.merriam-webster.com/dictionary/found%20poem). Superstition: 1 a: a belief or practice resulting from ignorance, fear of the unknown, trust in magic or chance, or a false conception of causation b: an irrational abject attitude of mind toward the supernatural, nature, or God resulting from superstition 2: a notion maintained despite evidence to the contrary http://www.merriam-webster.com/dictionary/superstition Integrated Curriculum: Integration into a history class is possible with this lesson in terms of discussing the history of superstitions in general, or more specifically as they appear in Mark Twain’s text.
    [Show full text]
  • Expansion of Consciousness: English
    DOCUMENT RESUME ED 063 292 TE 002 911 AUTHOR Kenzel, Elaine; Williams, Jean TITLE Expansion of Consciousness:.English. INSTITUTION Dade County Public Schools, Miami, Fla. PUB DATE 71 NOTE 58p.; Authorized Course of InstructiGn for the Quinmester Program EDRS PRICE MF-$0.65 BC-$3.29 DESCRIPTORS Behavioral Objectives; *Compositior (Literary); Comprehension Development; *Emotic il Experience; Group Experience; Individual Development; *Perception; Psychological Patterns; *Sensory Experience; Stimuli; *Stimulus Behavior; Thought Processes IDENTIFIERS *Quinmester Program ABSTRACT A course that capitalizes on individual and group experiences and encourages students to expand their powers of observation and discernment is presented in the course, students analyzing their thoughts and translate them into written responses. The performance objectives are: A. Given opportunities to experience sensory and emotional stimuli, students will demonstrate an expanding awareness of each sense; B. Given opportunities to experience intellectual challenges, students will demonstrate an increasing comprehension with each situation; and C. Given opportunities to delve into moot phenomena, students will discern for themselves what is real and what is not real. Emphasis is placed on Teaching Strategies, which are approximately 178 suggestions tor the teacher's use in accomplishing the course objectives. Included are the course content and student and teacher resources.(Author/LS) ,, U.S. DEPARTMUIT OF HEALTH.EDUCATION St WELFARE I: OFFICE OF EDUCATION THIS DOCUMENT HAS BEENREPRODUCED EXACTLY AS RECEIVED FROM THEPERSON DR ORGANIZATION ORIGINATING IT,POINTS OF VIEW OR OPINIONS STATED DO NOTNECES. SARILT REPRESENT OFFICIAL OFFICEOF EDU. CATION POSITION OR POLICY. AUTHORIZED COURSE OF INSTRUCTION FOR THE 3:0 EXPANSION OF CONSCIOUSNESS rims cm, 53.3.1.3.0 513.2 5113.10 533.4ao 5315ao 'PERMISSION TO-REPRODUCE THIS , -13 5116ao tiOPYRIGHTED MATERIAL HAS BEEN GRANTED = BY DADL-TcLICAtTY RIEV-1 r cm: TO ERIC AND OMANI/KOONS OPERATING ce) UNDER AGREEMENTS WITH THE U.S.
    [Show full text]
  • Fiddler on the Roof 6/96
    Civil War Study Guide.qxd 9/13/01 10:31 AM Page 3 MUSIC THEATRE INTERNATIONAL MUSIC THEATRE INTERNATIONAL is one of the world’s major dramatic licensing agencies, specializing in Broadway, Off-Broadway and West End musicals. Since its founding in 1952, MTI has been responsible for supplying scripts and musical materials to theatres worldwide and for protecting the rights and legacy of the authors whom it represents. It has been a driving force in cultivating new work and in extending the production life of some of the classics: Guys and Dolls, West Side Story, Fiddler On The Roof, Les Misérables, Annie, Of Thee I Sing, Ain’t Misbehavin’, Damn Yankees, The Music Man, Evita, and the complete musical theatre works of composer/lyricist Stephen Sondheim, among others. Apart from the major Broadway and Off- Broadway shows, MTI is proud to represent youth shows, revues and musicals which began life in regional theatres and have since become worthy additions to the musical theatre canon. MTI shows have been performed by 30,000 amateur and professional theatrical organizations throughout the U.S. and Canada, and in over 60 countries around the world. Whether it’s at a high school in Kansas, by an all-female troupe in Japan or the first production of West Side Story ever staged in Estonia, productions of MTI musicals involve over 10 million people each year. Although we value all our clients, the twelve thousand high schools who perform our shows are of particular importance, for it is at these schools that music and drama educators work to keep theatre alive in their community.
    [Show full text]
  • Superstitions of the Sea Task: Cut out the List of Superstitions and Origins Below
    Superstitions of the Sea Task: Cut out the list of superstitions and origins below. Match the correct origin to each superstition. Superstition Origin Pour oil on troubled waters to Dolphins have long been considered a sacred friend of fishermen and to have the good help keep the waves from fortunes of humans and will protect ships. breaking Some sailors believe that dolphins carry the spirits of dead sailors. Killing a dolphin would bring very bad luck. Saturday and Sunday are the Cuttings form hair and fingernails were used as offerings to Prosperina (goddess of the luckiest days of the week to underworld) And it was believed that Neptune (god of the sea) would be jealous if these set sail. offerings were made in his kingdom. The 17th and 29th days of the month are also considered lucky days to begin a voyage. Wearing a gold ring in your ear Babies represent new life and new beginnings and a birth onboard would be seen as a will bring luck blessing. This superstition completely contradicts the superstition that having a woman onboard is bad luck. Horseshoes are a sign of Figureheads played an important part in sailor’s superstitions and it was believed that a good luck at sea and on land ship couldn’t sink as long as the figurehead remained attached. A figurehead of a bare breasted woman could bring luck and good dialing conditions. Sighting a mermaid at sea is This is an old ship building custom believed to bring fortune and luck to the ship. It was sure to end in disaster a way of building good fortune into the ship and ensuring a successful voyage.
    [Show full text]
  • Air North Wins Flight Rights from Fairbanks to Dawson Look for Aircraft Instead of Buses Next Summer
    The WEDNESDAY, NOVEMBER 27, 2013 • VOL. 24, NO.15 $1.25 Aren't square bottomed tires fun? KLONDIKEThe Tr'ondëk Hwëch'in Singers SUN Air North wins flight rights from Fairbanks to Dawson Look for aircraft instead of buses next summer. Story on page 19. (Left): With sunrise at 10:08 a.m. and sunset at 4:00 p.m. on November 22, there won't be much more of this shallow arc of sunlight, even on days when the sky is not overcast and the air is not ice fogged. Photos by Dan Davidson (Right): After several days of being the coldest human habitation on the planet (are you listening, Mayo?) you'd think that the freezing of the Yukon River would be making a little more progress than this. (Left): This image was captured mid-morning on November 21. it got steadily colder as the day wore on. in this Issue From Christmas cards The HomeSafe project 3 Lest we forget 6 Youth Art Enrichment 10 There is one more Sun before Is your home safe yet? Remembrance Day observances. Mixed Media, Improv and to decorations and wrapping, the new year. Any ads or Portrait Drawing among the Max’s has all you need to make greetings must be in next classes this year. your holidays merry and bright! issue. What to see and do in Dawson! 2 "Broken" deals with memory 7 Youth Art Enrichment photos 11 Authors on Eighth 20 Uffish Thoughts 4 Leckie Award for responsible mining 9 World Heritage Status? 13 Business Directory & Job Board 23 Letters 5 What's Your Story? 10 TV Guide 14-18 City Notices 24 P2 WEDNESDAY, NOVEMBER 27, 2013 THE KLONDIKE SUN What to SEE AND DO in DAWSON now: LIBRARY CLOSURE This free public service helps our readers find their way through : The Dawson City Community Library will be closed the many activities all over town.
    [Show full text]
  • Physical Interaction with Cult Statues in the Roman World
    Durham E-Theses Touching the Gods: physical interaction with cult statues in the Roman world WEDDLE, POLLY How to cite: WEDDLE, POLLY (2010) Touching the Gods: physical interaction with cult statues in the Roman world, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/555/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk Polly Weddle Durham University Touching the Gods „Touching the Gods: physical interaction with cult statues in the Roman world‟ explores different forms of physical interaction with cult statues in the many cults and beliefs evident across the Roman world, and proposes wide-ranging implications of this for the understanding of Roman religions and Roman art. Despite the theoretical detachment of the cult statue in the Roman world, an ideological language of close physical interaction was developed, which manifested itself through both „regular‟ (for example, ritual decoration and washing) and „irregular‟ (such as sexual and violent) contact.
    [Show full text]
  • The Unit Was Are the Bet That Can Be Made
    DOCUMENT RESUME ED 189 007 SO 012 702 AUTHOR Campbell, Margaret H. TITLE Africa, Roots and Pridefor Afro-Americans.An Instructional Uni4_ for HimhSchool Anthropology. INSTITUTION Illinois Univ., Urbana.African Studie- Program. SPONS AGENCY National rndowment forthe Humanities (NFAH), Washington, D.C. PUB DATE Jul 77 NOTE 32p.: For relateddocuments, see SO 012 684-703. EI;RS PRICr MF01/PCO2 Plus Postage. D7SCRIPTORS *African Culture: *AfricanHistory: Anthropology: *Blacks: CulturalAwareness: *Cultural Background: Educational Objectives:Evaluation Criteria: Folk Culture: InstructionalMaterials: Learning Activities: Pesource Materials:Secondary Education: Teacher Developed Materials:Teaching Guides: Teaching Methods: Unitsof Study IDENTIFIERS Africa ABSTRACT This three to four-weekhigh school anthropologyunit examines the African heritageof black Americans.The unit was written for students in an inner city all black public highschool. Objectives are to fostera sense of pride in blackAmericans' heritage, learn how blackAmericans can discovertheir roots, examine causes ard consequences of the Africanslave trade, and learn about the Mandingo populationin Guinea. Five topicscomprise the unit. The first is an introduction in which students discussAfrican and American stereotypes .nd+he book "Roots" by AlexHaley. The second topic focuces on the slave trade. Students reada handout from "Roots" ard analyze statistics on the African slave trade tothe Americas. The third topicexamines Mandingo cultureand histcry. Students read from "Roots"and from "The Dark Child"by Camara Laye, and view slides of art,crafts, music, and dance.The fourth topic concludes the unit by correctingand discussing the Africanmyths presented in the introductionand helping interestedstudents work on their genealogy. Readinghandouts for students andstudent and teacher bibliographiesare included. (KC) *********************************************************************** Reproductions supplied by EDPsare the bet that can be made from.the oriainal document.
    [Show full text]