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‘305 Till I Die’: A Study of Pre-Hurricane Humor in Miami
No full textWhy do Miami residents use humor in the face of impending threat, such as when hurricane warnings are issued? Existing scholarship highlights four viable answers to this question, including to provide psychosocial resources to cope with the pending disaster; to build solidarity and a collective identity in the face of a pending disaster; to make sense of a seemingly senseless event; and to reaffirm deeply held societal values. Combining in-depth interview data collected from, 16 Miami-Dade residents with a content analysis of Miami-related Instagram accounts and Twitter hashtags, I examine how social class and neighborhood experiences impact residents’ use of humor and coping strategies. Findings reveal five major themes that encompassed the impact of social class and neighborhood context on Miami residents’ humorous attitudes. Denial, international impact, Miami culture and pride, and social media’s evolution all come together to shape the attitudes mainland Miami and Miami Beach residents hold as they cope with Hurricane Dorian, Irma, and Matthew. Upper class residents in all neighborhoods use humor less frequently than their lower- and middle-class counterparts because they are actively aware of their privilege in recovery and preparation. Miami Beach residents, in particular, use less humor to cope because of their experience with harsher environmental consequences than mainland Miami residents. By discussing what prompts Miami residents to use humor as a coping mechanism, I highlight the less studied societal impact of natural disasters on coastal cities during the pre-crisis time period
Front Matter
Get PDFInformation relating to the publisher, publication frequency, editorial staff, purchase options, submission requirements, and contact information for the American Communal Societies Quarterly
Visitor’s Account of the Shaker Community at Pleasant Hill, Kentucky
Get PDFOriginally published in: Clara von Gerstner, Beschreibung einer Reise durch die Vereinigten Staaten von Nordamerica in den Jahren 1838 bis 1840 (Leipzig: Verlag der J. C. Hinrichs’fchen Buchhandlung, 1842), 377-385. Translated by Professor Chris Burwick, Hamilton College
Document: “A Beautiful Box of Gifts and Emblems of Presence Given to Calvin Green as a Token of Eternal Blessings….Copied November 25th 1847”
Get PDFIllustrated manuscript that highlights the relationship between noted Shakers Seth Youngs Wells and Calvin Green from the period of internal revival known to scholars as the “Era of Manifestations” (but called the “New Era” by the Shakers). From the Canterbury Shaker Village Archives, #788
Document: Columbian Phalanx Broadside
Get PDFThe special collections of Hamilton College has recently acquired this broadside printed upon the liquidation of the possessions of the Columbian Phalanx. Miller’s assessment that the community ceased operations later in the year of its founding appears to be correct based on the date of the auction of their possessions scheduled for January 7, 1846. Information about many of the smaller phalanxes is very scarce, and printed materials from them are even scarcer
A&Q Presents: May 4, 2019
No full textA presentation by the students of the Spring 2019 Novel Writing Independent Study
Helen Stutsman \u2719 is literature major. At a young age she sold her soul to the writing gods and has been writing novels ever since. She loves writing fantasy and adventure with a healthy splash of romance between fight scenes.
TJ Berley \u2721 is a creative writing and theater major at Hamilton College. His primary interest is in writing long-form fantasy stories, but he has also written poetry and plays.
Emily Brewer \u2721 is a Creative Writing major at Hamilton College. She writes fantasy novels that reexamine the common archetypes and question who the true monsters are.
Julia Dupuis \u2721 is majoring in Creative Writing and future unemployment. As a dog enthusiast, student journalist, and part-time wage slave to the capitalist machine, she has an understandable lack of free time
School on the Brain: A Study of Academic Achievement and Collegiate Success
No full textSociological research on students’ academic success in college emphasizes pre-college capital and and the capital gained at college. Guided by these insights, this study asks which specific factors most impact students’ academic success at Hamilton College. In order to determine this my research will focus on academic background, family background, peer networks and how Hamilton students define academic success. Drawing on interview data collected from Hamilton seniors, I find that family background, academic background, and peer networks all have significant effects on students’ academically at Hamilton. It is also noted that Hamilton does a great job of integrating students and pushing them all to higher levels through both opportunity programs and the rigorous curriculum. This data also allows me to discover how students’ definitions of academic success change over time, often in ways that do not fit preconceptions of college success for Hamilton seniors. This study provides a deeper understanding of academic achievement and how its students define it, with important implications for the administration at Hamilton College
Waving in the Ferns: Nature, Imagination, and Storytelling in Anne of Green Gables and Emily of New Moon
No full textPassing: The Performance and Visibility of Identity
No full textHistorically, the concept of passing has been a site of exploration and engagement with literature and feminist critical race theory. Defined in the most fundamental terms, passing is appearing as something you are not. Although this term has its historical roots in relation to race, other theorists have adopted and applied it to gender, sexuality, and class. I will explore the topic in four literary texts, which I have divided into two separate chapters: race/class and gender/sexuality. These follow a chapter of personal vignettes depicting my experience of passing, and a chapter analyzing the theoretical works employed as a lens in the examination of the aforementioned novels. The structure of the chapters maps the various ways in which passing impacts Western constructions of the identities of race, gender, sexuality, and class. This exploration is used to further the discourse surrounding the performance and visibility of identity in experience and in literary representation