1,126 research outputs found
Yonder Awa:slavery and distancing strategies in Scottish literature
No full textThis chapter takes its place in a predominantly historical collection of essays to consider the role of literature in the forgetting and remembering of slavery in Scottish culture. It opens by considering a postcolonial exchange between Malika Booker and Walter Scott which centres on the phrase 'yonder awa'. This chapter borrows the phrase to review a number of 'distancing strategies' (Laurajane Smith) which have removed slavery to the margins of Scottish national memory. Theoretically, this chapter considers the motivations for and the functioning of Scottish literary amnesia; it also keeps in view 'multiple slaveries' even as it explores the specificities of Scottish connections with chattel slavery. It outlines the current 'memory boom' in 21st century literature, and surveys the continual submergence and re-emergence of slavery in a variety of Scottish literature from the 17th, 18th, 19th and 20th centuries. This includes Tobias Smollett, James Grainger, Henry MacKenzie, Robert Burns, Hector MacNeill, Marly, Scott, and Neil Munro; as well as Jackie Kay, James Robertson and Chris Dolan. It proceeds to consider the appearance of Scottishness in a selection of Caribbean writing from such as Derek Walcott, Milton McFarlane, and Fred D'Aguiar in the form of military men. Finally, it closes with the role of (absentee) fathers in the likes of Joan Anim-Addo, Jamaica Kincaid, and Barbara Lalla. The final word goes to Scottish-Jamaican playwright Lou Prendergast whose plays interweave the historical and the personal: Scotland's history of slavery, her strained relationship with her father, and her experience growing up mixed-race in Clackmannanshire. Chapter in: Recovering Scotland's Slavery Past: the Caribbean Connection. Editors: Devine TM. 41-61. Edinburgh University Press, Edinburgh 22 Oct 201
Psychological predictors in context: an empirical study of interactions between determinants of car use intentions
No full textThis paper is from the PhD work of Wall, the lead author, supervised by Devine-Wright and Mill.
The work described here and in Output 1, and other parts of the thesis from which they were derived, was extensively cited in the DfT (2006) report “An Evidence Base Review of Public Attitudes to Climate Change and Transport Behaviour”
Post-secondary planning paradoxes: how regular kids prepare for the future in the college-for-all era
No full textThis dissertation examines the interactional processes that lead to stratified post-secondary planning and outcomes among high school students. In contrast to most sociological research on education, I study “regular” students, neither the overachievers nor those at risk of dropping out. I address how the mundane details of students’ daily lives are patterned to produce and reproduce systems of privilege. In the first of two waves of research, I interviewed 28 New Jersey counselors. In the second wave, I spent two years shadowing students through 11th and 12th grades at one racially and socioeconomically diverse high school in the suburban fringe of New York City. Multiple ethnographic methods included focus groups, school-day shadowing and repeated interviews of 17 focal students, and interviews with teachers, parents, counselors, and administrators. I argue that students’ lives are structured by a series of paradoxes, beginning with the college-for-all paradox: we expect all students to go to college, and yet fewer than half do. I explore a number of sub-paradoxes that structure student experience in high school. First, some counselors employ a pedagogical role; they scaffold post-secondary planning to foster a “dependent independence” that makes it (incorrectly) appear that students are doing it on their own. Second, New Jersey High School (NJHS) sends a series of complex mixed messages about college in response to a student body with diverse post-secondary outcomes. Mixed messages appear in formal and informal interactions and in the school’s institutional structures. NJHS tells students that college is for everyone, but it’s actually not for all of them. Third, students must navigate through these vague messages to figure out where they fit vis-à-vis their classmates and how that might inform their post-secondary plans. They must do this in a cultural space in which they are just learning which comparisons are acceptable and which must be left implicit. These strategies allow students to adjust their expectations while absolving teachers and counselors from giving advice that is difficult to hear. This leaves students with often mistaken impressions of solid college plans, and they thereby come to understand not going to college as a personal failure.Ph. D.Includes bibliographical referencesby Audrey Elizabeth Devine Elle
Warrior dreams: playing Scotsmen in mainland Europe, 1945 – 2010
No full textAt the beginning of the twenty first century, thousands of adult
Europeans are playing Scotsmen. They dress up in kilts and
tartan, parade in military-style bagpipe bands, toss tree trunks
at Highland Games, commemorate Scottish soldiers of the past,
and re-enact their vision of Scottish history at ‘Celtic’ and
medieval fairs. Their largest festivals attract more than 25 000
people each year, and their more elaborate clubs are recognised
by Scottish Clan chiefs.
The ‘Scots’ of Europe do not usually claim to be Scottish –
neither by birth, descent, or residence. Their performances are
Scottish masquerades, and openly declared so. Unlike their
cousins in North America and Australasia, the European
impersonators only very rarely insist that their Scottish
performances express their ‘ethnic’ identity.
And yet, the European masquerade is a quest for roots and
ancestors, too. This study demonstrates that by playing
Scotsmen, the ‘Scots’ of Europe attempt to reconnect with their
Celtic, Nordic, or otherwise pre-modern heritage. They feel that
their own customs, songs, games, and tribes were lost to the
forces of modernisation – but that some of it survived in the
Scottish periphery. They employ Scotland as a site of memory,
as ersatz history.
This thesis is a study of European nostalgia. It examines the
many men and women who attempt to rediscover their
traditions and histories. It is concerned with what Jay Winter
calls the ‘memory boom’; the growing public preoccupation with
history and its remembrance. It argues that Scotland – or
rather, dreams of Scotland – have a special resonance in the
European memory boom.
This study touches upon the fields of public history, memory,
and festive culture. In order to understand how the past is
remembered and re-imagined in Europe today, the author left
the archive and questioned the commemorators. This study
relies on original fieldwork conducted in Belgium, France,
Germany, Italy, the Netherlands, Switzerland, and Scotland
during 2009 and 2010. The thesis’ focus is a qualitative one
Marquette University Women's Volleyball team, 2001
No full textMarquette University Women's Volleyball team at Miller Park, 2001. Front row (left to right) Gemma Greer, Danielle Hagen, Vesna Grbavac, Tarah Beyer, Megan Markowski, Erin Freer. Back row (left to right) Strength Coach Scott Holsopple, Assistant Coach Matt Darling, Mehgan Devine, Erica Heisser, Amy Levin, Jennifer Amobi, Sarah Vernon, Shannon Devine, Head Coach Laura Farina, Volunteer Assistant Coach R.T. Luczak
Marquette University Women's Volleyball team, August 12, 2002
No full textMarquette University Women's Volleyball team posing by the Milwaukee Art Museum, August 12, 2002. Players, 1 Shannon Devine, 2 Aga Niemcezewska, 3 Danielle Hagen, 4 Jessica Klein, 5 Erin Freer, 8 Amy Levin, 9 Gemma Greer, 10 Sarah Vernon11 Caitie O'Brien, 12 Erica Heisser, 14 Theresa Coughlin, 15 Kate Brockwell, 17 Megan Markowski. Coaching staff left to right, Strength and Conditioning Coach Scott Holsopple, Undergraduate Coach Mehgan Devine, Assistant Coach Amy Lee, Head Coach Pati Rolf, Assistant Coach Todd Nelson
Exile Vol. XIV No. 1
No full textPOETRY
For George Wallace by Tom Cook 5
For Candy by Tom Cook 6-7
G. M. by Nancy Scott 13
Spinning Song by Karen Cozart 14
Traps by Bob Martin 21
Potato Cellar by Bob Martin 21
untitled by Jeffrey Smith 23
Summer Correspondence I by Lauren Shakely 39
Untitled by Hank Vyner 40
When He Returns, Tell Him by Barb Ingle 40
untitled by Tim Cope 41
FICTION
The Elephants by Cem Kozlu 9-12
A Hill by Dick Devine 15-20
Man Minus 1 by Tom Cook 26-38
A Playmate by Jim Ruddock 43-44
ART
Pen and Ink by Charles Greacen 4
Illustration For The Elephants by Kee MacFarlane 8
Pen and Ink by Bob Willis 20
Illustration For Career Girl 22
Illustration for A Playmate by Bob Tauber 42
Cover art by Kee MacFarlan
Archaeological Testing in the Devine Road Area North of Olmos Dam, San Antonio, Texas
No full textDuring late January and early February 1978, archaeological testing was carried out in an area north of Olmos Dam, San Antonio, Texas (see Fig. 1) by personnel from the Center for Archaeological Research (CAR), The University of Texas at San Antonio. This work was performed under contract between CAR and the San Antonio River Authority.
The area tested consisted of 16 acres bounded by Olmos Dam to the south, Devine Road to the west and Olmos Creek to the north and east. The objective of the testing was to determine whether any historic or prehistoric resources were present and, if so, to evaluate their significance prior to the use of the location as a borrow pit during the planned renovation of Olmos Dam.
During the construction of Olmos Dam in the 1920s, a prehistoric site, 41 BX 1, was uncovered and mostly destroyed. Current testing in this area was designed to determine if any part of the site was left intact and to make recommendations for mitigation or protection.
The archaeological testing was performed under the supervision of Dr. Tomas R. Hester, Director and Mr. Jack D. Eaton, Assistant Director, of CAR. The field work was directed by Cristi Assad with the assistance of Augustine Frkuska, Rebekah Halpern and Robert F. Scott. All notes, maps and materials collected are on file at the Center for Archaeological Research
Archaeological testing in the Devine Road area north of Olmos Dam, San Antonio, Texas
No full textDuring late January and early February 1978, archaeological testing was carried out in an area north of Olmos Dam, San Antonio, Texas (see Fig. 1) by personnel from the Center for Archaeological Research (CAR), The University of Texas at San Antonio. This work was performed under contract between CAR and the San Antonio River Authority. The area tested consisted of 16 acres bounded by Olmos Dam to the south, Devine Road to the west and Olmos Creek to the north and east. The objective of the testing was to determine whether any historic or prehistoric resources were present and, if so, to evaluate their significance prior to the use of the location as a borrow pit during the planned renovation of Olmos Dam. During the construction of Olmos Dam was uncovered and mostly destroyed. to determine if any part of the site for mitigation or protection. in the 1920s, a prehistoric site, 41 BX 1, Current testing in this area was designed was left intact and to make recommendations The archaeological testing was performed under the supervision of Dr. Thomas R. Hester, Director and Mr. Jack D. Eaton, Assistant Director, of CAR. The field work was directed by Cristi Assad with the assistance of Augustine Frkuska, Rebekah Halpern and Robert F. Scott. All notes, maps and materials collected are on file at the Center for Archaeological Research.San Antonio River Authorit
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