GAZETTE Volume 26, No
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
Ideology and Rhetoric
Ideology and Rhetoric Ideology and Rhetoric: Constructing America Edited by Bożenna Chylińska Ideology and Rhetoric: Constructing America, Edited by Bożenna Chylińska This book first published 2009 Cambridge Scholars Publishing 12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2009 by Bożenna Chylińska and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-0163-1, ISBN (13): 978-1-4438-0163-8 The Editor wishes to acknowledge the invaluable assistance of the University of Warsaw Foundation, Poland TABLE OF CONTENTS Introduction Bożenna Chylińska . xi PART I Poetry, Drama, and Prose:Femininity Revisited, Death Reconsidered . 1 Edna St. Vincent Millay and Marianne Moore: Two Types of “Feminine Masquerade” Paulina Ambroży-Lis . 3 Marys and Magdalenes: Constructing the Idea of a “Good Daughter” in Early American Drama Kirk S. Palmer . 17 Don DeLillo’s Rhetoric of Exhaustion and Ideology of Obsolescence: The Case of Cosmopolis Justyna Kociatkiewicz . 29 Against Simulation: ‘Zen’ Terrorism and the Ethics of Self-Annihilation in Don Delillo’s Players Julia Fiedorczuk . 41 PART II African American Studies:The Rhetoric of Blackness . 51 “Mislike Me Not For My Complexion”:The First Biography of Ira Aldridge, the African American Tragedian (1807-1867) Krystyna Kujawińska Courtney . 53 (De)Constructing Gender Ideology in Alice Walker’s The Third Life of Grange Copeland Pi-hua Ni . -
20 Thomas Jefferson.Pdf
d WHAT WE THINK ABOUT WHEN WE THINK ABOUT THOMAS JEFFERSON Todd Estes Thomas Jefferson is America’s most protean historical figure. His meaning is ever-changing and ever-changeable. And in the years since his death in 1826, his symbolic legacy has varied greatly. Because he was literally present at the creation of the Declaration of Independence that is forever linked with him, so many elements of subsequent American life—good and bad—have always attached to Jefferson as well. For a quarter of a century—as an undergraduate, then a graduate student, and now as a professor of early American his- tory—I have grappled with understanding Jefferson. If I have a pretty good handle on the other prominent founders and can grasp the essence of Washington, Madison, Hamilton, Adams and others (even the famously opaque Franklin), I have never been able to say the same of Jefferson. But at least I am in good company. Jefferson biographer Merrill Peterson, who spent a scholarly lifetime devoted to studying him, noted that of his contemporaries Jefferson was “the hardest to sound to the depths of being,” and conceded, famously, “It is a mortifying confession but he remains for me, finally, an impenetrable man.” This in the preface to a thousand page biography! Pe- terson’s successor as Thomas Jefferson Foundation Professor at Mr. Jefferson’s University of Virginia, Peter S. Onuf, has noted the difficulty of knowing how to think about Jefferson 21 once we sift through the reams of evidence and confesses “as I always do when pressed, that I am ‘deeply conflicted.’”1 The more I read, learn, write, and teach about Jefferson, the more puzzled and conflicted I remain, too. -
Horizons REFLECTIONS on a CHANGING WORLD
Horizons REFLECTIONS ON A CHANGING WORLD PROGRAM Saturday, July 17 – Sunday, July 18, 2021 SATURDAY, JULY 17 2021 PAVILION & LAWN Horizons REFLECTIONS ON A CHANGING WORLD Continental Breakfast 8:30 – 9:30 AM | Beverage Tent Day One George Packer LAST BEST HOPE: AMERICA IN CRISIS AND RENEWAL David Halberstam Memorial Lecture 9:30 – 10:30 AM | Pavilion & Lawn We have been living through tumultuous, divisive, and heartbreaking days. The past year, 2020, seemed to bring the country to its knees, exposing all the racial, economic, and ideological fault lines. In writing his new book, GEORGE PACKER, one of our foremost thinkers about the state of America, set out to answer two fundamental questions: How did we get here, and how do we find our way back? He wanted to explore what he calls our common American identity and enduring passion for equality. Join Packer for a discussion of what he found on his journey, what surprised him, what made him despair, and, finally, what gives him hope for this country that he so clearly loves. 2 3 SATURDAY, JULY 17 2021 BREAKOUT SESSIONS Sarah Broom John Lithgow THE HOUSE: A LOVE STORY OR THE LANDSCAPE OF LONGING JOHN LITHGOW: PERFORMER TURNED POET 11:00 AM – 12:00 PM | Breakout Session | Tent C 11:00 AM – 12:00 PM | Breakout Session | Tent A Even after her childhood home in New Orleans was destroyed in Hurricane Katrina, Why does one of our most respected and versatile actors turn to writing poetry— author and journalist SARAH BROOM found herself drawn to it with every nerve- make that witty satirical verse? That is the question for JOHN LITHGOW. -
Massachusetts Historical Society, Adams Papers Editorial Project
Narrative Section of a Successful Application The attached document contains the grant narrative of a previously funded grant application, which conforms to a past set of grant guidelines. It is not intended to serve as a model, but to give you a sense of how a successful application may be crafted. Every successful application is different, and each applicant is urged to prepare a proposal that reflects its unique project and aspirations. Prospective applicants should consult the application guidelines for instructions. Applicants are also strongly encouraged to consult with the NEH Division of Research Programs staff well before a grant deadline. Note: The attachment only contains the grant narrative, not the entire funded application. In addition, certain portions may have been redacted to protect the privacy interests of an individual and/or to protect confidential commercial and financial information and/or to protect copyrighted materials. Project Title: Adams Papers Editorial Project Institution: Massachusetts Historical Society Project Director: Sara Martin Grant Program: Scholarly Editions and Translations Program Statement of Significance and Impact The Adams Papers Editorial Project is sponsored by and located at the Massachusetts Historical Society (MHS). The Society’s 300,000-page Adams Family Papers manuscript collection, which spans more than a century of American history from the Revolutionary era to the last quarter of the nineteenth century, is consulted during the entire editing process, making the project unique among large-scale documentary editions. The Adams Papers has published 52 volumes to date and will continue to produce one volume per year. Free online access is provided by the MHS and the National Archives. -
Thomas Jefferson and the Ideology of Democratic Schooling
Thomas Jefferson and the Ideology of Democratic Schooling James Carpenter (Binghamton University) Abstract I challenge the traditional argument that Jefferson’s educational plans for Virginia were built on mod- ern democratic understandings. While containing some democratic features, especially for the founding decades, Jefferson’s concern was narrowly political, designed to ensure the survival of the new republic. The significance of this piece is to add to the more accurate portrayal of Jefferson’s impact on American institutions. Submit your own response to this article Submit online at democracyeducationjournal.org/home Read responses to this article online http://democracyeducationjournal.org/home/vol21/iss2/5 ew historical figures have undergone as much advocate of public education in the early United States” (p. 280). scrutiny in the last two decades as has Thomas Heslep (1969) has suggested that Jefferson provided “a general Jefferson. His relationship with Sally Hemings, his statement on education in republican, or democratic society” views on Native Americans, his expansionist ideology and his (p. 113), without distinguishing between the two. Others have opted suppressionF of individual liberties are just some of the areas of specifically to connect his ideas to being democratic. Williams Jefferson’s life and thinking that historians and others have reexam- (1967) argued that Jefferson’s impact on our schools is pronounced ined (Finkelman, 1995; Gordon- Reed, 1997; Kaplan, 1998). because “democracy and education are interdependent” and But his views on education have been unchallenged. While his therefore with “education being necessary to its [democracy’s] reputation as a founding father of the American republic has been success, a successful democracy must provide it” (p. -
WTH Is Going on with the Retreat from Afghanistan? Amb. Ryan Crocker On
WTH is going on with the retreat from Afghanistan? Amb. Ryan Crocker on withdrawal, and the consequences for US national security Episode #115 | September 1, 2021 | Danielle Pletka, Marc Thiessen, and Amb. Ryan Crocker Danielle Pletka: Hi, I'm Danielle Pletka. Marc Thiessen: I'm Marc Thiessen. Danielle Pletka: Welcome to our podcast, What the Hell Is Going On? Marc, what the hell is going on? Marc Thiessen: I've never been more disgusted in my life with what's happening with what America is doing than I am right now watching the last planes leaving Kabul, leaving behind American citizens, thousands of Afghans who risked their lives to help us, the blood of 13 dead Americans and hundreds of Afghan civilians. It is the most shameful thing I have witnessed in my entire career in Washington. I'm shifting between absolute abject pain and rage as I watch this happen. Dany, what are your thoughts? Danielle Pletka: It is the worst thing in the world that a country like ours, we've suffered defeats, we've made mistakes, we've done terrible things. Never, I hope willfully, but by mistake, we've done terrible things. And we have betrayed allies before. We've not done enough for people who need us. We've let down the Kurds in Iraq, we've let down the Syrian people, but we have never actually gone in and rescued a group of people who in turn sacrificed all for us and for our security as Afghans did, because make no mistake, we were not in Afghanistan for the Afghan people. -
The Postmodern Sacred Course Information
SUNY Cortland English Department ENG 529: The Postmodern Sacred Course Information: Professor Information: 3 Credit Hours Dr. Marni Gauthier Spring 2011 Phone: 753-2076 Office: Old Main 114E Office Hours: T 1:15-3, R 8:30-9:45 Tues 4:20-6:50 p.m. & by appointment E-mail: through our myRedDragon classroom Required Texts: ¥ Don DeLillo, “The Angel Esmeralda” (1994) ¥ Louise Erdrich, Tracks (1988) ¥ Toni Morrison, Paradise (1998) ¥ Michael Ondaatje, The English Patient (1992) ¥ *Films: Blade Runner: The Director’s Cut (1993); Contact (1997); The Matrix (1999); The Lord of the Rings: Fellowship of the Ring (2001): (all on 2-hr reserve in the Library) *NB: Like the written texts, the films are required texts for this course. You are responsible for viewing each film no more than one week prior to our class discussion of it--even if you have previously seen it. This is because each film needs to be fresh in your mind as we refer to it in class--juxtaposing and close reading specific scenes; additionally, you will have assigned papers on the films. If there is interest and/or need, I will arrange on-campus screenings of the films on evenings prior to our class discussions of them; we will discuss this further in class. ¥ Required secondary readings (on e-Reserve at Memorial Library): where citation is absent in the Course Schedule (below), it is listed on the Sign-up Sheet for Oral Presentations. Course Description, Goals and Objectives: The (re)emergence of the sacred in a secular, contemporary world has been variously dubbed the “postmodern sublime”; the “postsecular”; the “postmodern sacred.” This course will map this cultural terrain by exploring several new forms of religiously inflected seeing and being. -
Narrative Section of a Successful Application
Narrative Section of a Successful Application The attached document contains the grant narrative and selected portions of a previously funded grant application. It is not intended to serve as a model, but to give you a sense of how a successful application may be crafted. Every successful application is different, and each applicant is urged to prepare a proposal that reflects its unique project and aspirations. Prospective applicants should consult the Research Programs application guidelines at http://www.neh.gov/grants/research/scholarly-editions-and-translations-grants for instructions. Applicants are also strongly encouraged to consult with the NEH Division of Research Programs staff well before a grant deadline. Note: The attachment only contains the grant narrative and selected portions, not the entire funded application. In addition, certain portions may have been redacted to protect the privacy interests of an individual and/or to protect confidential commercial and financial information and/or to protect copyrighted materials. Project Title: The Papers of Thomas Jefferson Institution: Princeton University Project Director: Barbara Bowen Oberg Grant Program: Scholarly Editions and Translations 1100 Pennsylvania Ave., N.W., Rm. 318, Washington, D.C. 20506 P 202.606.8200 F 202.606.8204 E [email protected] www.neh.gov Statement of Significance and Impact of Project This project is preparing the authoritative edition of the correspondence and papers of Thomas Jefferson. Publication of the first volume of The Papers of Thomas Jefferson in 1950 kindled renewed interest in the nation’s documentary heritage and set new standards for the organization and presentation of historical documents. Its impact has been felt across the humanities, reaching not just scholars of American history, but undergraduate students, high school teachers, journalists, lawyers, and an interested, inquisitive American public. -
The Cambridge Companion to Postmodern American Fiction Edited by Paula Geyh Frontmatter More Information
Cambridge University Press 978-1-107-10344-3 — The Cambridge Companion to Postmodern American Fiction Edited by Paula Geyh Frontmatter More Information the cambridge companion to postmodern american fiction Few previous periods in the history of American literature could rival the rich- ness of the postmodern era – the diversity of its authors, the complexity of its ideas and visions, and the multiplicity of its subjects and forms. This vol- ume offers an authoritative, comprehensive, and accessible guide to the Ameri- can iction of this remarkable period. It traces the development of postmodern American iction over the past half century and explores its key aesthetic, cul- tural, and political contexts. It examines its principal styles and genres, from the early experiments with metaiction to the most recent developments, such as the graphic novel and digital iction, and offers concise, compelling readings of many of its major works. An indispensable resource for students, scholars, and the gen- eral reader, the Companion both highlights the extraordinary achievements of postmodern American iction and provides illuminating critical frameworks for understanding it. paula geyh is Associate Professor of English at Yeshiva University. She is the author of Cities, Citizens, and Technologies: Urban Life and Postmodernity,and a coeditor, with Fred G. Leebron and Andrew Levy, of Postmodern American Fiction: A Norton Anthology. Her articles on postmodern literature and culture have appeared in such journals as Contemporary Literature, Twentieth-Century -
Jefferson's Failed Anti-Slavery Priviso of 1784 and the Nascence of Free Soil Constitutionalism
MERKEL_FINAL 4/3/2008 9:41:47 AM Jefferson’s Failed Anti-Slavery Proviso of 1784 and the Nascence of Free Soil Constitutionalism William G. Merkel∗ ABSTRACT Despite his severe racism and inextricable personal commit- ments to slavery, Thomas Jefferson made profoundly significant con- tributions to the rise of anti-slavery constitutionalism. This Article examines the narrowly defeated anti-slavery plank in the Territorial Governance Act drafted by Jefferson and ratified by Congress in 1784. The provision would have prohibited slavery in all new states carved out of the western territories ceded to the national government estab- lished under the Articles of Confederation. The Act set out the prin- ciple that new states would be admitted to the Union on equal terms with existing members, and provided the blueprint for the Republi- can Guarantee Clause and prohibitions against titles of nobility in the United States Constitution of 1788. The defeated anti-slavery plank inspired the anti-slavery proviso successfully passed into law with the Northwest Ordinance of 1787. Unlike that Ordinance’s famous anti- slavery clause, Jefferson’s defeated provision would have applied south as well as north of the Ohio River. ∗ Associate Professor of Law, Washburn University; D. Phil., University of Ox- ford, (History); J.D., Columbia University. Thanks to Sarah Barringer Gordon, Thomas Grey, and Larry Kramer for insightful comment and critique at the Yale/Stanford Junior Faculty Forum in June 2006. The paper benefited greatly from probing questions by members of the University of Kansas and Washburn Law facul- ties at faculty lunches. Colin Bonwick, Richard Carwardine, Michael Dorf, Daniel W. -
Thunder and Lightning Desert Storm and the Airpower Debates
Thunder and Lightning Desert Storm and the Airpower Debates Edward C. Mann III, Colonel, USAF Volume two of a two-volume series Air University Press Maxwell Air Force Base, Alabama April 1995 Library of Congress Cataloging-in-Publication Data Mann, Edward C., 1947− Thunder and lightning: Desert Storm and the airpower debates / Edward C. Mann III. p. cm. Includes index. 1. Persian Gulf War, 1991—Aerial operations, American. 2. Airpower United States. DS79.724.U6M36 1995 95-3971 956.7044′248—dc20 CIP First Printing January 1995 Second Printing May 1995 Third Printing August 1996 Disclaimer This publication was produced in the Department of Defense school environment in the interest of academic freedom and the advancement of national defense-related concepts. The views expressed in this publication are those of the author and do not reflect the official policy or pos ition of the Department of Defense or the United States government. This publication has been reviewed by security and policy review authorities and is cleared for public release. For the Troops Those who have, those who would, and, especially, those who may yet have to. My confidence in you is total. Our cause is just! Now you must be the thunder and lightning of Desert Storm. May God be with you, your loved ones at home, and our country. Gen H. Norman Schwarzkopf January 1991 THIS PAGE INTENTIONALLY LEFT BLANK To preach the message, to insist upon proclaiming it (whether the time is right or not, to convince, reproach, and encourage, as you teach with all patience. The time will come when people will not listen to sound doctrine, but will follow their own desires and will collect for themselves more and more teachers who will tell them what they are itching to hear. -
Adams and Jefferson : Personal Politics in the Early Republic
d ADAMS AND JEFFERSON: Personal Politics in the Early Republic John Connor The deterioration of the friendship between John Adams and Thomas Jefferson remains a controversial subject among his torians. The two men were once the best of friends, spending personal time with each other’s family, and enjoying a profes sional collaboration that would become famous—drafting the Declaration of Independence. Furthermore, they freely ac knowledged their mutual fondness. In 1784, Adams wrote that his colleague Thomas Jefferson was “an old friend with whom I have often had occasion to labor at many a knotty problem and in whose ability and steadiness I always found great cause to confide.”1 Jefferson wrote similar words of praise to his friend James Madison: “[Adams] is profound in his views, and accurate in his judgments. He is so amiable, that I pronounce you will love him if ever you become acquainted with him.”2 But despite this initial close friendship, by the 1790s Adams called Jefferson “weak, confused, uninformed, and ignorant.”3 At the same time, Jefferson called Adams actions as President “the most grotesque scene in the tragiccomedy of govern ment.”4 What led these two men who once worked so closely together to turn from close friends to bitter enemies in only ten years? How their friendship dissolved has been discussed by Stephen Kurtz, Stanley Elkins, and Eric McKitrick, who em 58 phasize certain events in the Adams Presidency as precise mo ments in which the two men parted ways.5 Noble Cunningham Jr., points to the passage of the Alien and Sedition Act and the creation of a Standing Army as the point at which the two men’s differences became irreconcilable.6 Recent scholarship by James Sharp argues that a dinner conversation held before Adams was even elected led to their disbanding.7 A second school of thought, led by Merrill Peterson, Dumas Malone, and John Ferling, links the divide not so much to a particular event but to the actions of a third party, often Alexander Hamilton.