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Linear Text (Chile)
No full textCorpus del Español linear text data format for texts from Chile. This format provides a textID for each text, and then the entire text on the same line. In this format, words are not annotated for part of speech or lemma. In addition, contracted words like can\u27t are separated into two parts (ca n\u27t) and punctuation is separated from words (eye level . As her). Zipped folder contains 20 .txt files of General (g) and Blog (b) data
Linear Text (Perú)
No full textCorpus del Español linear text data format for texts from Perú. This format provides a textID for each text, and then the entire text on the same line. In this format, words are not annotated for part of speech or lemma. In addition, contracted words like can\u27t are separated into two parts (ca n\u27t) and punctuation is separated from words (eye level . As her). Zipped folder contains 20 .txt files of General (g) and Blog (b) data
Linear Text (Honduras)
No full textCorpus del Español linear text data format for texts from Honduras. This format provides a textID for each text, and then the entire text on the same line. In this format, words are not annotated for part of speech or lemma. In addition, contracted words like can\u27t are separated into two parts (ca n\u27t) and punctuation is separated from words (eye level . As her). Zipped folder contains 20 .txt files of General (g) and Blog (b) data
Linear Text (United States)
No full textCorpus del Español linear text data format for texts from the United States. This format provides a textID for each text, and then the entire text on the same line. In this format, words are not annotated for part of speech or lemma. In addition, contracted words like can\u27t are separated into two parts (ca n\u27t) and punctuation is separated from words (eye level . As her). Zipped folder contains 20 .txt files of General (g) and Blog (b) data
Absence, Revision, and the Other: Rhetorics of South Carolina Antebellum Tourism Sites
Get PDFThe production of tourism situated within an antebellum history is fraught with tension. Moralities, power conflicts, and identities clash as tourist production based on historical apartheid in the United States proliferates and becomes more popular and profitable. Southern states such as South Carolina are particularly subject to such concerns. As one of the original thirteen colonies, South Carolina was a profitable participant in the plantation system, a system built upon rhetorics of absence, revision, and hatred. These rhetorical constructions effectively created a view of enslaved Africans that “othered” and minimized them and erased their presence, importance, and humanity. The resulting ethnocentrism, racism, and oppression still exists today within the American cultural and political landscapes. South Carolina – also the veteran of major revolts, wars, secessions, and occupations throughout its history—was a slave state for its first two hundred years. During these colonial and antebellum periods, its enslaved primarily black population outnumbered white people by the ratio of four to one (Lockley and Doddington 2012). Today, South Carolina offers a popular tourist vista dotted with homesteads, plantations, parks, battlegrounds, national historic sites, markets, and museums all originating from and documenting our nation’s “peculiar institution” of slavery (Calhoun 1837)
Word, Lemma, and Part of Speech (Costa Rica)
No full textCorpus del Español word, lemma, and part of speech data format.
Zip folder contains 20 .txt files of linguistic data from Costa Rica split into two categories: General (g) and Blogs (b).
Texts are separated by a line with ## and the textID
Social Enactive Perception: Practices, Experience, and Contents
Get PDFThis dissertation proposes the central elements of a Social Enactive Theory of Perception. According to SEP, perception consists in sensory-based practices of interaction with objects, events, and states of affairs that are socially constituted. I oppose the representational view that perception is an indirect contact with the world, consists of the passive receiving and processing of sensory input, is in need of constant assessment of accuracy, and is a matter of individuals alone. I share the basic enactivist insight that perception is a type of activity, but I depart from standard enactivism on the grounds of its individualistic bias and its limited conception of activity. Instead of motor actions, I formulate the concept of perceptual practices as the appropriate framework to understand perception. Perception is woven into socially informed, contextual, sensory-based everyday activities, such as food, dance, and dress, and even seemingly independent, basic perceptual activities and concepts are constituted by such practices. Perceptual individual interactions instantiate social perceptual practices but are not just repetitions of a script. We perceive objects in virtue of perspectives or appearances, not in spite of them, and on this basis I offer SEPâs take on experience, properties, and contents. I conceive perceptual experience as finely grained interactions between subjects and objects, both of which are spatially, temporally, and pragmatically situated. Objects and their sensory properties are perceived dynamically and always in multiple appearances. Perceptual content offers a pragmatic specification of the perceptual objects in the specific ways they appear to subjects. For SEP, perception is normatively structured. SEPâs perceptual normativity is not a worry about a supposed constant threat that our perceptions be nonveridical, but about the placement of perceptual things in a system of possibilities and expectations, cast in terms of degrees of fulfillment of expectations and in a horizon of pragmatic significance, both of which are functions of the socially constituted interactions between a perceiver and a rich theory of appearance
League of the South\u27s Internet Rhetoric: Neo-Confederate Community-Building Online
Get PDFA nationwide backlash against the Confederate flag and other Confederatesymbols occurred after the deadly June 17, 2015, church shootings inCharleston, South Carolina, when images of the alleged gunman displayinga Confederate flag surfaced. This backlash sparked a reactionary movementamong pro-Confederate supporters who viewed the attacks on Confederatesymbols as an affront to their Southern heritage. Some neo-Confederategroups exploited the backlash, and the pro-Confederate sympathy it generated,as an opportunity to build their communities. This essay examineshow the neo-Confederate group League of the South (LOS) used its websiteto attract members to its community in the week before the Confederateflag’s removal from South Carolina’s state capitol on July 10, 2015. Analysisreveals LOS may have aided its community-building efforts by attemptingto foster a sense of shared identity within the pro-Confederatecommunity and employing fear-raising rhetoric relating to the backlashagainst Confederate symbols. The relevance of examining U.S.-based hategroups’ Internet rhetoric has substantially increased in recent years as theUnited States has witnessed a series of deadly mass shootings perpetratedby various extremists, some of whom were apparently motivated by rhetoricthey accessed on U.S.-based extremist sites
\u3ci\u3eA Forgotten Sisterhood: Pioneering Black Women Educators and Activists in the Jim Crow South\u3c/i\u3e by Audrey Thomas McCluskey (Lanham, MD: Rowman and Littlefield, 2014. 181 pp. $40.00, ISBN 978-1-4422-1138-4.)
Get PDFBlack women became a mighty force rising up against white supremacy in the mid- nineteenth century. Through sexual exploitation, racially charged violence, and employment discrimination, the imposers of slavery and the oppression that followed sought to destroy black women. A small yet savvy group of women defied the powers of institutionalized racism and pressed forward to create and sustain institutions for African Americans. In A Forgotten Sisterhood: Pioneering Black Women Educators and Activists in the Jim Crow South, Audrey Thomas McCluskey uncovers the lives and educational contributions of four extraordinary women: Lucy C. Laney, Mary McLeod Bethune, Charlotte Hawkins Brown, and Nannie Helen Burroughs. McCluskey argues that the quartet of women believed that education was not so much a means to racial equality but the most successful route to undermining and nullifying the damaging effects of white supremacy and achieving a better life for the black community as a whole. During the turbulent era following Emancipation, these women sought to design schools that would secure young black men and women a place in a new and developing society
