[HD Online Player (Men In Black 3 Part 1 Dual Audio Eng)
Melvin Amey
The recordings of former slaves in Voices Remembering Slavery: Freed People Tell Their Stories took place between 1932 and 1975 in nine states. Twenty-two interviewees discuss how they felt about slavery, slaveholders, coercion of slaves, their families, and freedom. Several individuals sing songs, many of which were learned during the time of their enslavement. It is important to note that all of the interviewees spoke sixty or more years after the end of their enslavement, and it is their full lives that are reflected in these recordings. The individuals documented in this presentation have much to say about living as African Americans from the 1870s to the 1930s, and beyond.
All known recordings of former slaves in the American Folklife Center are included in this presentation. Some are being made publicly available for the first time. Unfortunately, not all the recordings are clearly audible. Although the original tapes and discs are generally in good physical condition, background noise and poorly positioned microphones make it extremely difficult to follow many of the interviews. It is important to note, that an additional 2300 non-audio interviews with ex-slaves are available online: Born in Slavery: Slave Narratives from the Federal Writers' Project, 1936-1938. The contextual and interpretive material accompanying those interviews are often equally useful for understanding the recordings in this presentation.
Three of the recordings presented here were made for the Commonwealth of Virginia between 1937 and 1940 by Roscoe E. Lewis in affiliation with the Federal Writers' Project (FWP) of the Works Progress Administration (WPA). Another ten recordings are part of a 1300-disc collection donated to the Library by the American Dialect Society in 1984. Five of these interviews were recorded by Lorenzo Dow Turner in 1932 and 1933 in the Gullah areas of South Carolina and Georgia. The remainder were recorded by Archibald A. Hill and Guy S. Lowman in Virginia from 1934 to 1935.The remaining thirteen recordings were made by a number of different fieldworkers. The earliest came from a 1935 recording expedition to Georgia, Florida, and the Bahamas by Alan Lomax, Zora Neale Hurston, and Mary Elizabeth Barnicle. Their goal was to collect stories and music from African Americans in these areas. In 1940, John A. Lomax, who had recently been appointed honorary curator of the Library of Congress's Archive of Folk Song, and his wife Ruby T. Lomax conducted interviews in Texas. These were followed by recordings made in 1941 by Robert Sonkin (in Alabama), and by John H. Faulk (in Texas) with support from a Rosenwald scholarship and the Library of Congress. In 1941, as part of a joint venture between the Library of Congress and Fisk University, Charles S. Johnson, Lewis W. Jones, John W. Work, and Alan and Elizabeth Lomax conducted interviews in Mississippi. Hermond Norwood, a Library of Congress engineer at the time, recorded an interview in 1949 in Maryland. The most recent interviews were conducted by Elmer E. Sparks in 1974 (in Texas) and 1975 (in Florida).
Efforts were made to collect biographical information about the interviewees and interviewers. Unfortunately, with few exceptions, only a small amount of information was found about the former slaves. A book and numerous newspaper and magazine articles were written about Charlie Smith, who lived to be 137. Fountain Hughes was interviewed by the Towson, Maryland, Jeffersonian in 1952 when he was 101. Transcripts of WPA interviews with Samuel Polite and Dave White and with Billy McCrea's brother are available, as are photographs and field notes related to several former slaves. However, for most of the ex-slaves, it is their interviews that provide the most complete information about them. More information is available about the people who conducted the interviews; summaries are found in Biographies of the Interviewers.
The recordings in this online collection provide an opportunity for linguists to examine the development of Black English and the transformation of language over time. Transcriptions of recordings received from the American Dialect Society are available for the first time in this presentation as are transcriptions of several other previously published interviews, including those made for the book The Emergence of Black English: Text and Commentary, edited by Guy Bailey, Natalie Maynor, and Patricia Cukor-Avila (Philadelphia: John Benjamins Publishing Co., 1991) and appear with slight modifications in this presentation. American Folklife Center staff transcribed the remaining recordings. The transcripts, for the most part, are presented in standard English; however, as the audio tracks attest, the speakers all render their stories in a variety of dialects that reflect their heritage. Recordings that suffer from poor audio quality have gaps in their transcriptions, but even in those cases, the transcriptions are a useful tool for following and understanding the interviews.
Twenty-four songs (or song fragments) are included in the recordings. Many of the songs are difficult to identify because folk melodies and lyrics tend to change over time. Please note that this presentation was formerly called Voices from the Days of Slavery: Former Slaves Tell Their Stories.
On successful completion of this module, students will be able to demonstrate knowledge of a number of theories in moral philosophy; explain the relevance of these theories to some key issues in applied ethics; converse and write with critical authority about the ideas of a number of important philosophers; demonstrate the principles of sound and effective reasoning and argument; show tolerance for different and challenging ideas.
An introduction to fundamental logical notions such as validity and entailment, including an examination of the nature of critical thinking in argumentation. This introduction may include some treatment of elementary issues in the philosophy of logic, but will focus primarily on elementary formal symbolic logic (especially propositional but also predicate calculus), using natural deduction techniques.
This module is envisaged as introducing students to literary interpretation as conceived by English studies at university level. It aims to provide students with critical skills and technical vocabulary necessary to study poetry and prose for the rest of their degree. The module focuses on a small selection of texts designed to help students make the transition from the critical strategies used at A-level to those of academic English. In turn, the two sections of the module include contributions from the Heaney Centre and creative writing colleagues and the mode of assessment will allow for reflective development of writing skills through resubmission of formative writing for summative assessment.
At the end of this module students will have learned to read and analyze poetry and prose using the techniques, vocabularies and approaches of contemporary academic English studies. They will have made the transition from reading and writing at A-level, having learned the research skills and critical terminologies necessary for the close, contextual reading of prose and poetry and writing about both genres in a suitably academic register. They will be equipped to undertake advanced study of literary works in semester two modules.
Students will learn to develop: critical and analytical skills; methods of textual analysis appropriate to the genres of poetry and prose; writing and research skills appropriate to degree-level English; oral presentation skills; independent study skills; and an ability to collaborate and work in groups; the ability to read and prepare for weekly lectures and tutorials.
On successful completion of this module, students will have become aware of the levels of structure which make up the spoken and written varieties of a language, the communicative functions of these levels, and of the relevant descriptive and analytical frameworks to analyse and describe them, with regard both to present-day English and to stages in its historical development. Students will also have gained the skills for the confident oral delivery of some of the issues and topics addressed on the Course.
This module examines a broad sample of recent fiction. In doing so, it raises a set of related questions: 1) whose contemporary experience does this literature address? 2) what economic or political factors lead to a shared sense of the contemporary? 3) how does modern fiction relate to these broader social forces?
The module has a three-part structure. Part 1 examines the ways in which contemporary fiction responds to and in turn shapes debates about gender and gender difference. Section 2 analyses literary treatments of race and the aftermaths of colonialism. The final section of the module explores the ways in which recent fiction speculates on our collective future especially in the context of climate change and the threat of ecological catastrophe and asks what if anything can be done in the face of this threat.
At the end of this module students will have gained a general understanding of the theoretical and methodological issues that surround the study of contemporary literature. Students will have learned to subject a range of recent fiction to a technical or formal analysis. They will also be able to read texts in context and will have a basic understanding of the social, economic, and political forces that shape these contexts.
Students will learn to develop a) analytical skills b) methods of textual analysis c) an understanding of meta-critical issues d) a clear and succinct writing style e) oral presentation skills f) a capacity for independent inquiry g) an ability to collaborate and work in groups h) computer skills.
An introduction to some fundamental philosophical problems arising from theories of human nature in the western philosophical tradition, and to the methods which philosophers use for solving them, including techniques of sound reasoning and argument. Topics covered will include the soul, personal identity, free will, God and evil, and life after death (among others). Reference will be made to the ideas and arguments of many important figures in the history of philosophy, including Plato, Aristotle, Aquinas, Descartes, Hume and Kant.
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