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Slavery is probably the gloomiest page in human history,full of the nonhuman actions of white slaveholders and the misery of African Americans.After escaping from slavery successfully,Frederick Douglass present the inhumanity of such a world in"Narrative of the Life of Frederick Douglass."The work is generally held as one of the most famous narratives of former slaves during the same period.Basing on a close discussion of the work,this paper would try to figure out what strategies Douglass has used to build the authenticity of his narration. 相似文献
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《Journal Of Archival Organization》2013,11(2):77-88
Abstract Since 1994, undergraduate students at Rutgers University have had the opportunity to explore broad issues in the history of women's higher education by examining issues surrounding single-sex and coeducation at their own institution, with specific concentration on social issues and student culture. Four distinct seminars and projects, two of which incorporate oral history, and all four involving historical research in archival sources, have contributed to the historical literature and have added valuable documentation on the history of women at Rutgers University. This article presents an overview of these specific courses. It further provides an assessment from the particular perspective of a university archivist who attempts to document the history of the institution, promote the use of that documentary record by a diverse audience of users, including undergraduate students, and who has had the opportunity to teach two seminars on the history of women's higher education, using Rutgers as a case study. The courses to be discussed are: “Rutgers Women: A Living History” (1993-1995), a research seminar incorporating oral history of the first women students to enter the previously all-male Rutgers College in 1972; the Rutgers Oral History Archives of World War II (1994 to present), an ongoing project recording the memories of Rutgers men and women and their wartime experiences; the Douglass College Scholar's Program seminar on psychobiography (1998), a seminar which explored the life of Mary Clara Kangler, a 1938 graduate of the New Jersey College for Women whose tragic life ended in suicide; and the Douglass College Scholar's Program seminar on the history of the Douglass College and its role in the history of women's higher education in the United States (1999-2002), a research seminar based on archival research which explored the experiences of women and the controversial issues surrounding women's education at Rutgers. 相似文献
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左金隆 《牡丹江教育学院学报》2007,30(5):153-155
《经济史上的结构与变迁》出版前一阶段的诺斯制度变迁理论可视为初创时期的理论。本章按照制度的界定,制度在既有框架下的变迁,制度变迁理论的初步应用这种框架对其进行了评述。 相似文献
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Irony,Silence, and Time: Frederick Douglass on the Fifth of July 总被引：1，自引：0，他引：1
Robert E. Terrill 《Quarterly Journal of Speech》2013,99(3):216-234
Frederick Douglass's oration, "What to the Slave is the Fourth of July?" is a rhetorical masterwork of irony. It illustrates a strategy for enlisting the liberatory potential inherent in the detached and multiple perspective of irony without allowing that detachment to culminate in political impotence. The speech accomplishes this through opening before its audience the expansive visual and temporal spaces in which irony thrives, then collapsing those spaces so irony cannot be sustained. The speech therefore exemplifies a kairotic management of irony's scopic attitude, emphasizing for its audience the importance of seeing when irony is appropriate and when it is not. 相似文献
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Gary S. Selby 《Quarterly Journal of Speech》2013,99(3):326-341
In his early addresses on religion and slavery, particularly his famous “Slaveholder's Sermon, “Frederick Douglass used parody to address one of the abolition movement's most serious challenges, the belief that the Bible sanctioned slavery. Douglass strategically juxtaposed explicit claims to his status as a fugitive slave with a persona he enacted by mocking proslavery preaching in such a way that he confronted audiences with what Kenneth Burke called “perspective by incongruity.” In this way, he forcefully undermined proslavery religion's claim to legitimacy. 相似文献
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Anita E. Woolfolk Karen S. Garlinsky Mark J. Nicolich 《Contemporary educational psychology》1977,2(2):124-132
The effects of systematically varied teacher verbal and nonverbal evaluative behavior upon student willingness to self-disclose were studied within an experimental microlesson. Subjects were 126 sixth-grade students who were removed from their classrooms to participate in a vocabulary lesson with one of the four experimental teachers (two male and two female). Within each experimental condition, the teacher employed one of four evaluative styles: (1) verbally and nonverbally positive, (2) verbally positive and nonverbally negative, (3) verbally negative and nonverbally positive, or (4) verbally and nonverbally negative. The data analysis indicated that teachers' verbal behavior influenced self-disclosure. The magnitude of student self-disclosure scores was a direct function of the positiveness of teacher verbal behavior. Nonverbal behavior also influenced self-disclosure, interacting with student sex. This effect varied across individual teachers, however, and no consistent pattern was evident. 相似文献
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