Suchergebnisse

Sorry he is unable yet to repay Partridge's loan of $50.00; speaks of cotton and corn crops; gives news of fellow classmates.

Is unable to pay Partridge the $50.00 he owes at this time. ; The letter is undated.

3 p. A typed memo from Erb Memorial Union Director Richard Reynolds to Gerald Bogen regarding a J.C. Penny charge card opened and used by the University of Oregon Black Student Union.

2 p. A typewritten letter dated October 28, 1970 on official letterhead of the Erb Memorial Union, from Director Richard Reynolds to University of Oregon President Robert Clark regarding the conditions that led up to the overexpenditure of student funds for the Racism Symposium.

3 p. A typed letter from the director of the Erb Memorial Union to President Robert D. Clark in respose to a series of correspondence regarding students from diverse cultural, economic, and social groups relating to each other in the EMU and as part of the larger university community.

Saatbomben, Tomatenpflanzen auf Abrissplätzen, Moosbilder an Betonmauern: Eine besondere Form des Gartenbaus, unter dem Namen »Guerilla Gardening« erstmals im Manhattan der Siebzigerjahre bekannt geworden, ist zu einer weltweiten Bewegung angewachsen und gewinnt immer mehr Anhänger. Gärtnern ist cool geworden! Guerilla-Gärtner sind heimlich unterwegs: Bei Nacht und Nebel bepflanzen sie Verkehrsinseln, besetzen brachliegende Flächen, indem sie sie fruchtbar machen oder gehen mit Blumen gegen die Verwahrlosung des eigenen Wohnblocks vor - denn der öffentliche Raum gehört allen, und nicht dem Grünflächenamt. Der Londoner Richard Reynolds, selbst seit fünf Jahren im Einsatz als urbaner Gartenguerillero, bietet mit seiner Website www.guerillagardening.org einen virtuellen Treffpunkt für diese internationale Community von Botanik-Aktivisten, die sich darüber auch zu gemeinsamen Begrünungsaktionen verabreden. Als Inhaber eines Diploms der Royal Horticultural Society betreibt der 32-Jährige das Gärtnern mit ebensoviel botanischer Leidenschaft wie Willen zum zivilen Ungehorsam und ist heute Europas bekanntester Guerilla-Gärtner. In seinem Buch beschreibt er das politische/soziale/künstlerische Phänomen von den Ursprüngen des Guerilla-Begriffs bis zu aktuellen Beispielen für die blühenden Spuren, die Outlaw-Gärtner in aller Welt hinterlassen haben. Mit 64 Fotoseiten und vier großen Kapiteln zu Taktik, Öffentlichkeitsarbeit und natürlich praktischer Beratung im Umgang mit den botanischen Waffen. Ein Buch für alle, denen etwas an der Welt außerhalb der eigenen vier Wände liegt und die daran glauben, dass wir sie selber gestalten können. (Quelle: www.buchkatalog.de 06.04.2010)

Killgrave, The Purple Man, is a supervillain whose powers give him the ability to command extreme obedience to his will. With particular focus on his appearance in the Jessica Jones comics and television series - both of which give slightly different versions of his characterization - this chapter will examine the issue of violence expressed through The Purple Man from the perspective of Michel Foucault, and others, on biopolitics, biopower and control. While he never lived long enough to develop his thoughts on biopolitcs fully, Foucault's lectures on this topic, its relations to and differences from his earlier notions of state violence mediated through bodily discipline, provide an insight into more contemporary technologies of control that have been taken further, most notably, by Giorgio Agamben. On the surface, it appears that Killgrave's powers are a purely personal, sadistic delivery of a quiet violence: one mediated through thought (viruses or pheromones depending on when we read about him) and is manifest only in the performance of his willed acts on those surrounding him. Yet Killgrave's abilities, emanating as so often from a military-techno-scientific accident, align him with a system of biopolitical power that exceeds and yet condenses within his person. In this chapter, we will focus upon how Killgrave's singular, sadistic illustration of his power associate both with Foucault's biopolitics/biopower.

Harnessing conceptual inspiration through the work of Harriet Tubman and Queen Nanny the Maroon of Jamaica, this book explores the historical and contemporary role that education has – and can continually play as an instrument of personal and group liberation. The book discusses the early formations of the Transatlantic Slave Trade, the enslavement of native populations, and the subsequent development of the Underground Railroad and Maroon societies in the Caribbean and Americas as systems of liberation. It investigates the development and maintenance of racial, gendered and class stratifi cation, and provides a personal path to freedom as a context for a broader discussion on using education as a mechanism for dismantling the effects of colonization, miseducation, and social-psychological domination in schools and society. As a contemporary issue, it presents an in depth analysis of the Tucson Unifi ed School District in Arizona, and the controversy surrounding its ethnic studies program as an example of one of the contested sites of curriculum development and student liberation. Additionally, it discusses high performing charter schools as an alternative model of education, which may help to provide a systematic way of unshackling institutional barriers and oppression. Ultimately, this book acknowledges that today the road tofreedom is still one we must all travel as: miseducation, school failure, school dropout, unemployment/underemployment, poverty, neighborhood violence, incarceration, and a growing prison industrial complex are all reminders of the work that still must be accomplished. Like those who historically sacrifi ced their lives to gain freedom and an education, today, with the lingering effects of institutionalized systems of domination, education must continue to be an instrument of social mobility and liberation, if indeed, we are to make schools and society more humane and inclusive towards those who are still waiting to be unshackled. The book presents implications regarding the treaties on education for freedom as a school reform and public policy topic.