Flesh and Blood 3 October 2020
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Major and Minor Transnationalism in Yoko Inoue's
asian diasporic visual cultures and the americas 6 (2020) 27-47 brill.com/adva Major and Minor Transnationalism in Yoko Inoue’s Art Yasuko Takezawa AQ1 Kyoto University, Kyoto, Japan takezawa.yasuko.2u@ kyoto-u.jp Abstract This article elucidates major transnationalism and minor transnationalism through an analysis of works by New York-based Japanese artist Yoko Inoue (b. 1964). Inoue en- gages in social criticism through varied media such as ceramics, installations, and per- formance art. Her works demonstrate minor-transnationalism observed in the rela- tionships she has built with other transmigrants and minoritized individuals over such issues as xenophobia and racism after 9/11, and Hiroshima/Nagasaki and related con- temporary nuclear issues. Inoue also addresses the disparities in collective memory and narratives between Japan and the US as well as socio-economic inequalities be- tween nation-states and the movement of people/goods/money within Trans-Pacific power dynamics, all of which illustrates major transnationalism in the Trans-Pacific. Keywords transnationalism – Hiroshima – transmigrants – 9/11 – Japan – performance art – Sherman E. Lee – General Headquarters (ghq) In their book Minor Transnationalism, Françoise Lionnet and Shu-mei Shih de- fine minor transnationalism as the horizontal relationship between transmi- grants and/or between minoritized people.1 Meanwhile Janet Alison Hoskins and Viet Thanh Nguyen discuss major-transnationalism in the Trans-Pacific, in reference to the economic, political, and military contact -
Convict Footprints on the Old Great North Road
April 29 - May 15, 2016 Vol. 33 - Issue 9 CONVICT FOOTPRINTS ON THE OLD GREAT NORTH ROAD When: Sat 07 May 2016 & Sun 08 May Selected Dates until Sun 23 Oct 2016 More information http://convictfootprints.com.au/ This is an interactive play conducted on the convict built Old Great North Road in Dharug National Park beside the Hawkesbury River. Audiences are taken on a journey up the road and learn about it from soldiers, convicts and officials. Sandstone LOCAL NEWSPAPER FOR SALE It’s time to find a new owner for the Hills to Hawkesbury Living Magazine. Sales MARK VINT This magazine has been running for over 33 years providing a TV guide, Buy Direct From the Quarry 9651 2182 local history, news and events to a dedicated local community readership. 270 New Line Road The current fortnightly production is run using up-to-date technology and 9652 1783 Dural NSW 2158 has a cost effective, efficient workflow. This magazine is ideally suited to Handsplit [email protected] an owner/operator but could easily be run by a community group. We have Random Flagging $55m2 ABN: 84 451 806 754 thoroughly enjoyed running this magazine but it is time to find it a new 113 Smallwood Rd Glenorie WWW.DURALAUTO.COM home as we are moving to pastures new. Enquiries to Diana 0408 011 193. AIRPORT & CRUISE SHIP TRANSFERS Competitive Pricing, Quality Service. After 20+ years servicing the Hills District, Shuttlz believes it is the longest for in a shuttle is quality, punctuality, reliability, and peace of mind. consistently running shuttle business in the area, and is now UNDER With a LATE MODEL fleet of vehicles, clean and well presented, NEW MANAGEMENT. -
Sanibona Bangane! South Africa
2003 ANNUAL REPORT sanibona bangane! south africa Takalani Sesame Meet Kami, the vibrant HIV-positive Muppet from the South African coproduction of Sesame Street. Takalani Sesame on television, radio and through community outreach promotes school readiness for all South African children, helping them develop basic literacy and numeracy skills and learn important life lessons. bangladesh 2005 Sesame Street in Bangladesh This widely anticipated adaptation of Sesame Street will provide access to educational opportunity for all Bangladeshi children and build the capacity to develop and sustain quality educational programming for generations to come. china 1998 Zhima Jie Meet Hu Hu Zhu, the ageless, opera-loving pig who, along with the rest of the cast of the Chinese coproduction of Sesame Street, educates and delights the world’s largest population of preschoolers. japan 2004 Sesame Street in Japan Japanese children and families have long benefited from the American version of Sesame Street, but starting next year, an entirely original coproduction designed and produced in Japan will address the specific needs of Japanese children within the context of that country’s unique culture. palestine 2003 Hikayat Simsim (Sesame Stories) Meet Haneen, the generous and bubbly Muppet who, like her counterparts in Israel and Jordan, is helping Palestinian children learn about themselves and others as a bridge to cross-cultural respect and understanding in the Middle East. egypt 2000 Alam Simsim Meet Khokha, a four-year-old female Muppet with a passion for learning. Khokha and her friends on this uniquely Egyptian adaptation of Sesame Street for television and through educational outreach are helping prepare children for school, with an emphasis on educating girls in a nation with low literacy rates among women. -
Personal Social and Emotional Development Guess the Emotion
Personal Social and Emotional Development Guess the emotion game 1. Find a watch or a clock to use as a timer. 2. Copy the facial expressions below onto separate pieces of paper. 3. Shuffle the pieces of paper and place them upside down. 4. Set the timer for one minute. 5. Player one takes one of the pieces of paper and, without looking, puts it on their head. 6. Player two must describe the emotion without using the word written on their head. 7. Winner is the player who guesses the most emotions correctly within the time limit. After the game ask your child which of the emotions they think that they identify with the most. Why do they feel this way? What do they think might change their mood if they are feeling upset? Think of someone who is special to you and say three things that make them smile. Here is a link to support children who may be feeling a little anxiety towards what’s going on around them at the moment and Yoga really helps to relax the body and mind, give it a go! Parents don’t forget to join in! https://www.youtube.com/watch?v=LhYtcadR9nw Communication and Language Choose and tell your favourite jokes to other people in your family to make them laugh. Can you make up your own jokes? https://inews.co.uk/light-relief/jokes/jokes-kids-funny-497875 Listen to a story that someone else reads to you. There are plenty on our You Tube channel. Can you retell the story when they are finished? https://www.youtube.com/watch?v=CgoihSunrfQ&list=PLk1TAPJ2DJXy- UzjV_iGejNK5rVrxAp_M&index=5 Tell someone in your family a story about an adventure you have had with your favourite toy, for example on holiday, at the shops, in the park. -
12 Surprising Job Interview Tips
12 Surprising Job Interview Tips You’re almost there. Your resume landed you an interview and now it’s time to seal the deal. So what’s the best way to prepare? To find the answer, I looked back on my interviews, sifted through research, and most importantly, asked employees from today’s most coveted companies. I tried to find deep insights beyond the typical “sit up straight!” and “dress to impress!” tips we hear too much. Below you’ll find the 12 best tips to help before, during and after your interview. BEFORE 1. Research Earnings Calls, Quarterly Reports & Blog Posts In today’s world, content is king. Goldman Sachs publishes quarterly reports, Microsoft records its earning calls, and every startup has a blog. With so much out there, I’m baffled that few of us look past the company’s homepage. It’s like we’re writing an essay on The Odyssey without quoting a single passage from the book. Example: If you’re interviewing with Google, here’s two ways to answer: “What’s Google’s biggest opportunity in the next 5 years?” Weak: “I think wearable technology will be big because Google Glass and Apple Watch represent a new trend that shows…” Strong: “Call me geeky, but I was listening to Google’s quarterly earnings call and was blown away by the fact that display advertising hit over $5 billion in the past few years. Therefore, I think that…” Neither answer is wrong, but the latter says much more. It shows you’ve done your homework and give answers rooted in data. -
Vocabulary Can Be Reinforced by Using a Variety of Game Formats. Focus May Be Placed Upon Word Building, Spelling, Meaning, Soun
ocabulary can be reinforced by using a variety of game formats. Focus may be placed upon word building, spelling, meaning, sound/symbol correspon Vdences, and words inferred from sentence context. Teaching Techniques. The full communicative potential of these games can be real ized through good spirited team competition. Working in pairs or in small groups, students try to be the first to correctly complete a task. These games can be used at the end of a lesson or before introducing new material as a “change of pace” activity. Teachers should allow sufficient time for class discussion after the game has been completed. word games 2 Letter Power Add a letter A. From each word below, make two new words by adding a letter (1) at the end; (2) at the beginning. B. Form new words as in A (above). In addition, form a third word by adding a letter at the beginning and the end of the word. 3 Change the first letter. Make one word into another by changing the first letter. Example: Change a possessive pronoun to not sweet. Answer: your, sour. 1. Change a past tense of BE to an adverb of place. 2. Change an adjective meaning not high to an adverb meaning at the present time. 3. Change a period of time to a term of affection. 4. Change was seated to have a meal. 5. Change a part of the head to international strife. 6. Change a respectful title to atmosphere. 7. Change to learn thoroughly to not as slow. 8. Change very warm to a negative adverb. -
Acrylic Craze Advanced Graphic Design
Acrylic Craze June:CK1868 July: Stem: Course Description This class will be looking at different painting techniques, brushstrokes, and artistic styles. We will be pouring paint, freezing it and using some odd materials like shaving cream to apply unique surface designs. Be ready to create, a paint shirt is a must! Course Listing The Arts Summary of Activities Students will have a project-based learning experience, where they will create painting projects based on the techniques and materials they are learning about throughout the two weeks. Students will create different experiments with paint, learn brushstrokes, how to create dimensional textures and have final paintings. Paintings will focus on different surface materials for the final product. They will have memory games and group brainstorming activities. Course Objectives and Outcomes 1. Experiment with acrylic paint through fun and messy painting techniques. 2. Create with different surfaces, brushstrokes and add different materials successfully to their paintings. 3. Explore painting collage, abstract, and landscape pictures. 4. Learn about different art movements, the history of acrylics, and how to brainstorm for projects. Instructor Name: Katrina Martin Instructor Bio My name is Katrina Martin. I graduated from the University of Iowa. My degree is a Bachelors of Fine Arts with an emphasis in ceramics, a minor in business and teaching certificate in art. I currently live and work in Marion, Iowa as a third and fourth grade art teacher during the school year and teach at College for Kids in the summer. I teach this course because... It seems like there is never enough time to paint and there are always new ways to experiment with it. -
Japanese Reading for Beginners
Digitized by the Internet Archive in 2011 with funding from University of Toronto http://www.archive.org/details/japanesereadingf04rose n JAPANESE EEADING FOR BEGINNERS AUTHUR ROSE-INNES. \P^ Vol. I. Kana Vol. n. A Few Chinese Characters. Vol. ni. More Chinese Characters. Vol. IV. The Literary Style. Vol. V. The Epistolary Style. VOLUBIE IV. THE LITERARY STYLE. KYO-BUN-KAN. 1, Shi-ehome, Ginza, Tokyo. (All rights reserved.) All the pieces in tliis volume, have been taken from some oltl Ele- mentary Scliool Rejidei-s, vol. "VI—XI, by kind permission of the dlomhishd, Altliough the text itself lias not been changed, we have used kanji instead of Jcana or vice-vei-sa as suited our purpose. The paraplirases of tlie text' in tlie spoken language, are the work of our Japanese assistant. The idea of making a list of terminations in alphabetical order was due to the suggestion of a friend. A tentative list was published in March 192o ; the present list is, we believe, an improvement and is sufficient foi most purposes. The synoptical chart is copied with certain modifications from that founc in Verbeck-Peeke's A Synopsis of the Conjugations of the Japanese Verb Dr. Peeke has kindly allowed us to print it, and he has raised no ob jection to our modifications ; though, of coiu-se, we alone are responsible fo a few unorthodox statements contained therein. We have also consulted and used Aston's Geammar OF THE JapaneS] Written Language ; Qiamberlain's A Simplifted Grammar of the Japanes] Language ; and Millman's The Verb of the J.\panese Written Language. -
Proceedings of the World Summit on Television for Children. Final Report.(2Nd, London, England, March 9-13, 1998)
DOCUMENT RESUME ED 433 083 PS 027 309 AUTHOR Clarke, Genevieve, Ed. TITLE Proceedings of the World Summit on Television for Children. Final Report.(2nd, London, England, March 9-13, 1998). INSTITUTION Children's Film and Television Foundation, Herts (England). PUB DATE 1998-00-00 NOTE 127p. AVAILABLE FROM Children's Film and Television Foundation, Elstree Studios, Borehamwood, Herts WD6 1JG, United Kingdom; Tel: 44(0)181-953-0844; e-mail: [email protected] PUB TYPE Collected Works - Proceedings (021) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Children; *Childrens Television; Computer Uses in Education; Foreign Countries; Mass Media Role; *Mass Media Use; *Programming (Broadcast); *Television; *Television Viewing ABSTRACT This report summarizes the presentations and events of the Second World Summit on Television for Children, to which over 180 speakers from 50 countries contributed, with additional delegates speaking in conference sessions and social events. The report includes the following sections:(1) production, including presentations on the child audience, family programs, the preschool audience, children's television role in human rights education, teen programs, and television by kids;(2) politics, including sessions on the v-chip in the United States, the political context for children's television, news, schools television, the use of research, boundaries of children's television, and minority-language television; (3) finance, focusing on children's television as a business;(4) new media, including presentations on computers, interactivity, the Internet, globalization, and multimedia bedrooms; and (5) the future, focusing on anticipation of events by the time of the next World Summit in 2001 and summarizing impressions from the current summit. -
LOST Fandom and Everyday Philosophy
"Accidental Intellectuals": LOST Fandom and Everyday Philosophy Author: Abigail Letak Persistent link: http://hdl.handle.net/2345/2615 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2012 Copyright is held by the author, with all rights reserved, unless otherwise noted. ! ! ! ! ! ! ! ! ! ! This thesis is dedicated to everyone who has ever been obsessed with a television show. Everyone who knows that adrenaline rush you get when you just can’t stop watching. Here’s to finding yourself laughing and crying along with the characters. But most importantly, here’s to shows that give us a break from the day-to-day milieu and allow us to think about the profound, important questions of life. May many shows give us this opportunity as Lost has. Acknowledgements First and foremost I would like to thank my parents, Steve and Jody, for their love and support as I pursued my area of interest. Without them, I would not find myself where I am now. I would like to thank my advisor, Juliet Schor, for her immense help and patience as I embarked on combining my personal interests with my academic pursuits. Her guidance in methodology, searching the literature, and general theory proved invaluable to the completion of my project. I would like to thank everyone else who has provided support for me throughout the process of this project—my friends, my professors, and the Presidential Scholars Program. I’d like to thank Professor Susan Michalczyk for her unending support and for believing in me even before I embarked on my four years at Boston College, and for being the one to initially point me in the direction of sociology. -
C IS for CELEBRATION! STUDY GUIDE C Is for CONTENTS! 1
SESAME STREET LIVE! C IS FOR CELEBRATION! STUDY GUIDE C is for CONTENTS! 1. About the Show……………………………………………………………….. p. 1 2. Student Handout……………………………………………………………… p. 2 3. Ernie’s Autumn Hay Maze………………………………………………… p. 3 4. Elmo’s World – Printable Activities: Kindness………………….. p. 4 5. Writing Exercise………………………………………………………………. p. 5 6. Theatre Exercise……………………………………………………………… p. 5 7. Pre-Performance Lesson with 5 Activities………………………… pp. 6-9 8. Sesame Street Trivia……………………………………………………….. p. 9 ABOUT THE SHOW Sesame Street turns 50 this year and we’re throwing a party to celebrate! Sing and dance along with Elmo. Marvel at Abby’s magical moments. Shake it up with Cookie Monster. Be amazed as Super Grover flies. And move to the music with Rosita. Share your childhood love of Sesame Street with the little ones in your life. Join the excitement, laughter, and music of Sesame Street Live! C is for Celebration! 1 My favourite part of the show was ________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ This is a picture of my favourite part of the show: When I watched the show, I felt __________________________________ because ____________________________________________________ ____________________________________________________________ ____________________________________________________________ If I were in the show I would want to play the part of __________________ because ____________________________________________________ -
1 Ma C H Inal
MACHINAL presents Performance Studies and Dance, School Theatre, of UMD February 18 & 20, 2021 STREAMING 1 SCHOOL OF THEATRE, DANCE, AND PERFORMANCE STUDIES Maura Keefe, Producing Director Machinal THEATRE DANCE By Sophie Treadwell Director ........................................................................................................... Brian MacDevitt Associate Director and Acting Coach ..............................................................Fraser Stevens FEARLESS NEW PLAY FESTIVAL Intimacy Director ............................................................................................. Kendra Portier Jennifer Barclay, festival director Scenic Designer ................................................................................................... Rochele Mac Lauren Yee, keynote playwright Costume Designer ...........................................................................................Madison Booth STREAMING Lighting Designer ...............................................................................................Jacob Hughes NOVEMBER 19-22, 2020 FALL MFA DANCE THESIS CONCERT Projection Designer ............................................................................................. Devin Kinch Video Programs Designer ........................................................... Zavier Augustus Lee Taylor Ghost Bride by Rose Xinran Qi Responsive Wild by Krissy Harris Sound Designer ........................................................................................................... Roc