by
Douglas, Ron.
Call Number
641
Publication Date
2010
Format:
Electronic Resources
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21623.0020
by
Douglas, Ron.
Call Number
641
Publication Date
2009
Format:
Electronic Resources
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21594.4063
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by
Douglas, Ron.
Call Number
641.86
Publication Date
2012
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Electronic Resources
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21588.4336
by
Douglas, Ron.
Call Number
641.5622
Publication Date
2015
Format:
Electronic Resources
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21585.8613
by
Douglas, Ron.
Call Number
641.5784
Publication Date
2014
Format:
Electronic Resources
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21583.4512
by
Douglas, Ron.
Call Number
641.5635
Publication Date
2011
Format:
Electronic Resources
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21579.1934
by
Notley, Alice, 1945-
Call Number
811.509 22
Publication Date
2005
Format:
Electronic Resources
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0.1622
by
Ottens, Allen J.
Call Number
378.1958 22
Publication Date
2001
Summary
This is a somber reminder that sexual aggression, violence, and rape are chronic and serious problems on college campuses today. The volume proposes proactive strides toward stopping such violence. It addresses the role of alcohol and rape, includes the latest information on club drugs and drug-facilitated rape, and explores the special issues surrounding gay, lesbian and transgender violence. Chapters also address changing "the culture" found in, and often fostered by, fraternities an.
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Electronic Resources
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0.1132
by
Sterritt, David.
Call Number
810.90054 21
Publication Date
1998
Summary
"Film critic David Sterritt presents an interdisciplinary exploration of the Beat Generation, its intersections with mainstream and experimental film, and the interactions of all of these with American society and the culture of the '50s. Examining American society in the '50s, Sterritt balances the Beat countercultural goal of rebellion through both artistic creation and everyday behavior against the mainstream values of conformity and conservatism, growing worry over cold-war hostilities, and the "rat race" toward material success." "After an introductory overview of the Beat Generation, its history, its antecedents and its influences, Sterritt shows the importance of "visual thinking" in the lives and works of major Beat authors, most notably Jack Kerouac, Allen Ginsberg, and William S. Burroughs. He turns to Mikhail Bakhtin's dialogic theory to portray the Beat writers - who were inspired by jazz and other liberating influences - as carnivalesque rebels against what they perceived as a rigid and stifling social order." "Showing the Beats as social critics, Sterritt looks at the work of '50s photographers Robert Frank and William Klein; the attack against Beat culture in the pictures and prose of Life magazine; and the counterattack in Frank's film Pull My Daisy, featuring key Beat personalities. He further explores expressions of rebelliousness in film noir, the melodramas of director Douglas Sirk, and other Hollywood films." "Finally, Sterritt shows the changing attitudes toward the Beat sensibility in Beat-related Hollywood movies like A Bucket of Blood and The Beat Generation; television programs like Route 66 and The Many Loves of Dobie Gillis, nonstudio films like John Cassavetes's improvisational Shadows and Shirley Clarke's experimental The Connection; and radically avant-garde works by such doggedly independent screen artists as Stan Brakhage, Ron Rice, Bruce Connor, and Ken Jacobs, drawing connections between their achievements and the most subversive products of their Beat contemporaries."--Jacket.
Format:
Electronic Resources
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0.0990
by
Davis, Dannielle Joy, 1974-
Call Number
371.822 23
Publication Date
2013
Summary
The focus of Social Justice Issues and Racism in the College Classroom is faculty and students of color at postsecondary institutions and the racial challenges they encounter in college classrooms. To achieve this aim, the book highlights the voices of various racial/ethnic groups of faculty and students, including international scholars. Additionally, the book will inform and bring attention to non-minority faculty and students of social justice issues related to race in the classroom and offer suggestions on how to be supportive of people of color. Several frameworks will be utilized in this book to assist readers in better understanding ideas, concepts, and practices. Specifically, a social justice framework, critical race theory, and White privilege are used to better explore the featured topics. Both quantitative and qualitative (e.g., auto-ethnographic, interviews, etc.) data are utilized throughout the book to give voice to the authors. Questions posed for this edited book are as follows: How do faculty members include social justice issues related to race/ethnicity in their curricula? How are issues associated with race or ethnicity discussed in the classroom by students, as well as minority and nonminority faculty? What are the experiences of students of color in the classroom working with faculty of different races and ethnicities? Overall the book provides information to assist students and faculty of color with survival skills in complex environments.
Format:
Electronic Resources
Relevance:
0.0891
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