The Rights Issues of Digital Preservation in the Digital Era
Not long ago, Anthony Grafton, the distinguished Princeton historian, published a history of the footnote. An intellectual tool that is “the humanist’s rough equivalent of the scientist’s report on data,” the footnote offers “the empirical support for stories told and arguments presented.” No doubt we all remember our own experiences of awe and wonder when we learned how to interpret a footnote and so began to understand the mechanics of scholarly reference. However, according to Grafton, “no one has described the way that footnotes educate better than Harry Belafonte, who recently told the story of his early reading of W. E. B. DuBois.”
As a young West Indian sailor, Belafonte learned to read critically when he figured out how the footnote opened a world of learning. “I discovered,” Belafonte said, “that at the end of some sentences there was a number and if you looked at the foot of the page the reference was to what it was all about—what source DuBois gleaned his information from.” However, Belafonte did not find the task of learning from references to be easy at first and was stymied by the methods that DuBois used to cite his references. Trying to track them down, he says that he went to a library in Chicago with a long list of books. “The librarian said, ‘that’s too many, young man. You’re going to have to cut it down.’ I said, ‘I can make it very easy. Just give me everything you got by Ibid.’ She said, ‘There’s no such writer.’ I called her a racist. I said, ‘Are you trying to keep me in darkness?’ And I walked out of there angry.”.
Of course, footnotes are not the only or, in a variety of research and educational contexts, even the best method of reference. Moreover, as the Belafonte story indicates, there can be many obstacles in tracing down a reference path. However, as Grafton concludes in his study, the footnote is a critical part of the scholarly apparatus because it is such a clear and efficient mechanism to link one piece of scholarship with what its author has identified as the key reference points for the work. It serves as a guarantee, Grafton says, “that statements about the past derive from identifiable sources. And that is the only ground we have to trust [those statements]” (Grafton 1997: vii, 233-235).
Groff, Patrick. "The Freedmen's Bureau in High School History Texts." The Journal of Negro Education 51.4
Odysseus is a hero because he acts courageously while facing the many challenges he encounters. Odysseus’s shows great bravery when he engages in physical challenges. Odysseus daringly fights against the suitors, while significantly outnumbered: “For I must tell you this is no affair / of ten or even twice ten men, but scores, throngs of them” (XVI, 291 – 293). Even though Odysseus is facing hundreds of men, his bravery keeps him confident that he can win the battle. Odysseus must use his physical strength when Poseidon punishes him with turbulent waves: “Odysseus’s knees grew slack, his heart / sickened, and he said within himself / Rag of man that I am, is this the end of me?” (V, 307 – 309). Odysseus is exhausted from the torrential sea, yet refuses to give up because of enormous courage and his unwillingness to surrender. Odysseus must also cope with emotional challenges throughout his journey. His emotions are tested when he ventures to the underworld, Hades, and must confront his greatest fear, death: “From every side they came and sought the pit / with rustling cries; and I grew sick with fear. / But presently I gave command to my officers” (XI, 45 -47). Although Odysseus is deeply fearful when he comes face to face with the dead, his mental f...
Howarth use of sources throughout his book is a strong point that he uses. Howarth shows the different perspectives that have been viewed through history. He gives his own insights and tries to show the reader the different view points. History can be taken in many different ways and Howarth gives reasons and evidence to support his claims.
After the Boston Tea Party incident occurred, the King’s retaliation to this event led to the passing of the Intolerable Acts. These Acts punished Boston and Massachusetts; it punished and reduced the legislature’s power, closed the port where the tea was dumped and set up more
Some dressed in the Mohawk warrior disguises, together they dumped all 342 chests of tea, valued at 18,000, into the water in Boston Harbor. The process was very quiet, but this act shocked the Britain. In response to the Tea Party, the British government passed several acts to punish the American colonies, those acts were known as the Intolerable Acts. The first of the laws passed in 1774 in response to the Boston Tea Party was the Boston Port Act, closed the port of Boston until the colonists paid for the destroyed tea. The colonists pointed that this act should only aim to the group of people who had destroyed the tea rather than all of Boston, and they objected that the government did not give the opportunity for those people to do their own defense. The Massachusetts Government Act effectively abrogated the Massachusetts Charter of the Province of Massachusetts Bay, almost all positions in the colonial government were to be appointed by the parliament or the king, it also limited the town meeting, people can not hold a meeting unless the governor called for one. This act brought Massachusetts under control of the Britain. The Administration of Justice Act, also called Murder Act, allowed the Royal governor to appoint a place within the empire for the trials of accused royal officials, if the governor thinks the officials could not get a fair trial in massachusetts. The Quartering Act applied to all of the colonies, the American colonists was required to provide housing and food for the British soldiers. Those acts enraged the American colonies, triggered resistance toward Britain in the colonies, they were also the factors that outbreak the American
The Tea Act was passed by Parliament in 1773 (Tea Act). It was an effort from Britain to economically boost the East India Company, which at the time was struggling to stay in business (Tea Act). The act imposed no new taxes and created a very buyer friendly tea market in America. However, the American colonists believed that the act was a way for Britain to gain popular support for the previously in place taxes. Because of this belief and the fact that the low tea prices would undercut the local market, Americans rebelled and sent most shipments away with the exception of the import to Boston (Tea Act). In Boston the ships were held from leaving and locked in the bay, where colonists ravaged them during The Boston Tea
The prominent event that triggered a series of events in its awakening. This event was later to known as the Boston Tea Party, which was meant to battle and conclude the British “taxation without representation.” During the fall of 1773, Great Britain still controlled the American colonies (Matt Doeden, Charles Barnet, Dave Hoover, The Boston Tea Party). British Parliament passed the Tea Act, which sold the colonists tea at a overwhelming low price, and had to pay tax on the tea (Matt Doeden, Charles Barnet, Dave Hoover, The Boston Tea Party). The Boston Tea Party uncloaked our nation's leaders with the intention of standing up for their country. Actions such as Samuel Adams, the Sons of Liberty, Loyal Nine, and the night of December 16, 1773 will be “the glowing beacon” of America who took a stand against the conquering British
Without being educated, slavers endure dehumanization and the control of their slaveholders. As a result, Douglass is motivated to get literate with ingenious strategies. He constantly bribes the “little white boys” and the “poor white children” who live closely with him to teach him reading with extra bread (Douglass 62). His writing lessons are from the boys who can compete with him in writing letters, Master Thomas’s book, and ship-yard. Along with his reading’s improvement, he comprehends the injustice between slaves and slaveholders from the books. A book “The Columbian Orator”, which provokes him the critical thinking about slavery and freedom. Through reading the Sheridan’s speeches that are from the same book, he claims, “[w]hat I got from Sheridan was a bold denunciation of slavery, and a powerful vindication of human rights” (Douglass 62). Sometimes he listens the discussion of abolition even though he does not really understands it. Until he gets a city paper that allows him to pray for “the abolition of slavery in the District of Columbia” (Douglass 63), he understands the meaning of abolition. Being literate helps him understand the extensive knowledge, which is ready for
In 1929, there was a huge event that happened in America, which called the great recession. As we know, the great recession causes a lot of negative effects not only on the American economy, but also on the world. Nowadays, although most of the economists do hardly predict recessions in the US, the past record still provides America with a little comfort. A new research indicates that the next giant recession would come soon. According to the online article the America’s vulnerable economy by printed edition, several effects have involved in accounting for this coming recession. Those effects are in terms of housing bubbles, debt bubbles and lower customer purchasing power.
Obama, Michelle. "Remarks to the NAACP National Convention." "They Say/I Say": The Moves That Matter in Academic Writing: With Readings. By Gerald Graff, Cathy Birkenstein, and Russel K. Durst. Vol. 2e. New York: W.W. Norton &, 2012. 417-33. Print.
X, Malcom. "Learning to Read." Wardle, Elizabeth and Doug Downs. Writing About Writing A College Reader. Boston: Bedford/St.Martin's, 2011. 353-361. Print.
Foster, Thomas C. How to Read Literature like a Professor: a Lively and Entertaining Guide to
...eading and studying the definitions set forth by Bartholomae and Petrosky, not only does the reader categorize Tompkins as an effectively strong reader, the readers see two other main points. The first point is that Tompkins's strong writing ability can be directly linked to her ability to read "strongly" based on the ideas of Bartholomae and Petrosky. The final point noticed, was that without either the introduction to Ways of Reading or Indians, either reading would possibly lose validity. Each work studied in this duo, appears to aid the others' ideas and arguments. The analysis and perspectives utilized in Indians are conveyed through the processes described in the introduction to Ways of Reading. Vice versa, the arguments made toward the makeup of a "strong reader" would not have been feasibly possible to illustrate without examples such as Jane Tompkins essay.
Lehman, Steven. “The Motherless Child in Science Fiction: Frankenstein and Moreau.” Science Fiction Studies 19:1 (Mar. 1992): 49-57. Rpt. In Children’s’ Literature Review. Ed. Tom Burns. Vol. 133. Gale, 2008. Literature Resource Center. Web. 9 Jan. 2015.
Margolies, Edward. “History as Blues: Ralph Ellison’s Invisible Man.” Native Sons: A Critical Study of Twentieth-Century Negro American Authors. J.B. Lippincott Company, 1968. 127-148. Rpt. in Contemporary Literary Criticism. Ed. Daniel G. Marowski and Roger Matuz. Vol. 54. Detroit: Gale, 1989. 115-119. Print.