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"Paradise Park was the "colored only'" counterpart to Silver Springs, a central Florida tourist attraction famous for its crystal-clear water and glass bottom boats. Together the two parks formed one of the biggest recreational facilities in the country before Disney World. From 1949 to 1969, boats passed each other on the Silver River--blacks on one side, whites on the other. Though the patrons of both parks shared the same river, they seldom crossed the invisible line in the water"--Jacket.
Ecological/cognitive approach applied to self-narrative.
Founded in 1906 in Gainesville as a consolidation of several smaller institutions focusing on agriculture, teacher training, and the military, the University of Florida enjoys a storied history. From its first year's enrollment of 102, the school has grown to become one of the largest educational institutions in the country. As a world leader in the disciplines of engineering and science, the university conducts important research in agriculture and other fields and boasts a medical school with an international reputation. Sports fans cheer the Gators football team, which holds an unbroken string of winning seasons since 1988. With a selection of fine historic images from his best-selling book Historic Photos of the University of Florida, Steve Rajtar provides a valuable and revealing historical retrospective on the growth and development of the university. Join Steve in this jaunt down memory lane as he revisits key moments, pivotal leaders, and important landmarks in the history of UF, from its origins in the nineteenth century to its progress in the mid twentieth. Remembering the University of Florida belongs in the library of every alum and all supporters of one of the nation's leading public universities.
Remembering Boethius explores the rich intersection between the reception of Boethius and the literary construction of aristocratic identity, focusing on a body of late-medieval vernacular literature that draws on the Consolation of Philosophy to represent and reimagine contemporary experiences of exile and imprisonment. Elizabeth Elliott presents new interpretations of English, French, and Scottish texts, including Machaut's Confort d'ami, Remede de Fortune, and Fonteinne amoureuse, Jean Froissart's Prison amoureuse, Thomas Usk's Testament of Love, and The Kingis Quair, reading these texts as sources contributing to the development of the reader's moral character. These writers evoke Boethius in order to articulate and shape personal identities for public consumption, and Elliott's careful examination demonstrates that these texts often write not one life, but two, depicting the relationship between poet and aristocratic patron. These works associate the reception of wisdom with the cultivation of memory, and in turn, illuminate the contemporary reception of the Consolation as a text that itself focuses on memory and describes a visionary process of education that takes place within Boethius's own mind. In asking how and why writers remember Boethius in the Middle Ages, this book sheds new light on how medieval people imagined, and reimagined, themselves.
Remembering Boethius explores the rich intersection between the reception of Boethius and the literary construction of aristocratic identity, focusing on a body of late-medieval vernacular literature that draws on the Consolation of Philosophy to represent and reimagine contemporary experiences of exile and imprisonment. Elizabeth Elliott presents new interpretations of English, French, and Scottish texts, including Machaut's Confort d'ami, Remede de Fortune, and Fonteinne amoureuse, Jean Froissart's Prison amoureuse, Thomas Usk's Testament of Love, and The Kingis Quair, reading these texts as sources contributing to the development of the reader's moral character. These writers evoke Boethius in order to articulate and shape personal identities for public consumption, and Elliott's careful examination demonstrates that these texts often write not one life, but two, depicting the relationship between poet and aristocratic patron. These works associate the reception of wisdom with the cultivation of memory, and in turn, illuminate the contemporary reception of the Consolation as a text that itself focuses on memory and describes a visionary process of education that takes place within Boethius's own mind. In asking how and why writers remember Boethius in the Middle Ages, this book sheds new light on how medieval people imagined, and reimagined, themselves.
The first volume devoted solely to autobiographical memory retrieval, The Act of Remembering serves as a primer of ideas, methodology, and central topics, and lays the groundwork for future research in the field. Contains new, forward-looking theories from leading international scholars Answers questions such as: Do we retrieve memories according to when and where we need them? How much conscious control do we have over what we remember? Why are some people more likely than others to have intrusive ‘flashbacks’ following a stressful event? Pays particular attention to voluntary and involuntary recall
Academic studies of the Civil War and historical memory abound, ensuring a deeper understanding of how the war’s meaning has shifted over time and the implications of those changes for concepts of race, citizenship, and nationhood. The Reconstruction era, by contrast, has yet to receive similar attention from scholars. Remembering Reconstruction ably fills this void, assembling a prestigious lineup of Reconstruction historians to examine the competing social and historical memories of this pivotal and violent period in American history. Many consider the period from 1863 (beginning with slave emancipation) to 1877 (when the last federal troops were withdrawn from South Carolina and Louisiana) an “unfinished revolution” for civil rights, racial-identity formation, and social reform. Despite the cataclysmic aftermath of the war, the memory of Reconstruction in American consciousness and its impact on the country’s fraught history of identity, race, and reparation has been largely neglected. The essays in Remembering Reconstruction advance and broaden our perceptions of the complex revisions in the nation's collective memory. Notably, the authors uncover the impetus behind the creation of black counter-memories of Reconstruction and the narrative of the “tragic era” that dominated white memory of the period. Furthermore, by questioning how Americans have remembered Reconstruction and how those memories have shaped the nation's social and political history throughout the twentieth century, this volume places memory at the heart of historical inquiry.
Paulo Freire wrote that “sometimes a simple, almost insignificant gesture on the part of a teacher can have a profound formative effect on the life of a student.” Sometimes, of course, this formative effect is not the result of a simple, isolated gesture but rather of a proactive and sustained series of gestures on the part of a teacher. Many of us have been deeply influenced by one or more teachers who have exercised a formative effect in our development as students and individuals. We remember these teachers with fondness, tell their stories to our own children, think of them with affection, respect, gratitude, even reverence. Sometimes, we recognized this influence as it was happening, and we grew close to these remarkable individuals, keeping them in our lives even after we graduated from their classes. Often, however, they themselves were unaware of the influence they exercised over us, for it was not until years passed that we realized their effect. If time and distance did not prevent it, perhaps we found our way back to these educators and shared with them our appreciation and gratitude. In this volume, outstanding scholars in the fields of adolescence and education provide short stories describing their most memorable teacher. Some provide the story on its own; other follow it with a brief analysis drawn from theory and research in education, psychology, and human development to identify key concepts and principles that apply in explaining why the selected teacher was so effective and memorable. Some write about one specific teacher; others write about the qualities that they believe contribute to teaching excellence, including anecdotes from various teachers to support the qualities they identified. Each tells the story with an eye toward being accessible to a wide audience of readers. One need not be an academic, or an expert in education or psychology, to understand and find meaning in these stories. In essence, these are stories and analyses that capture just what it is that makes a particular teacher, as our title describes, unforgettable. This book would be excellent for teacher preparation courses, educational psychology courses, and for anyone who is interested in the art and science of teaching.
This volume examines the ways in which the violent legacies of the twentieth century continue to affect the concept of the nation. Through a study of three societies’ commemoration of notorious episodes of 1930s state violence, the author considers the manner in which attention to the state violence authoritarianism, and exclusions of the last century have resulted in challenges to dominant conceptions of the nation. Based on extensive ethnographic research in El Salvador, Spain, and the Dominican Republic, Remembering Violence focuses on new public sites of memory, such as museum exhibitions, monuments, and commemorations – powerful loci for representing ideas about the nation – and explores the responses of various actors – civil society, government, and diasporic citizens – as well as those of UN and other international agencies invested in new nation-building goals. With attention to the ways in which memory practices explain ongoing national exclusions and contemporary efforts to contest them, this book will appeal to scholars across the social sciences and humanities with interests in public memory and commemoration.
In this compelling study, Maria Theresia Starzmann and John Roby bring together an international cast of experts who move beyond the traditional framework of the "constructed past" to look at not only how the past is remembered but also who remembers it. They convincingly argue that memory is a complex process, shaped by remembering and forgetting, inscription and erasure, presence and absence. Collective memory influences which stories are told over others, ultimately shaping narratives about identity, family, and culture. This interdisciplinary volume--melding anthropology, archaeology, sociology, history, philosophy, literature, and archival studies--explores such diverse arenas as archaeological objects, human remains, colonial landscapes, public protests, national memorials, art installations, testimonies, and even digital space as places of memory. Examining important sites of memory, including the Victory Memorial to Soviet Army, Blair Mountain, Spanish penitentiaries, African shrines, and the U.S.-Mexico borderlands, the contributors highlight the myriad ways communities reinforce or reinterpret their pasts.